Digital Literacy

By Margaret Asperheim, ’22

At the beginning of the Library Fellowship in August, I remember feeling simultaneously excited and unprepared. The Berkeley library system is huge and complicated, as is its system of research resources; how exactly were we going to improve undergraduate research abilities given that all of the resources students could possibly need already existed? Over the course of this year, the Research Team — Katherine, Sofia, Jessica and I — set out to do just that. 

When we started brainstorming the ways in which we could improve library resources, we found that we were all in agreement about one thing: we didn’t need to create a new library guide or instructional video. Those resources already exist: the problem is finding them. We quickly latched on to the phrase “point of entry” as a way to describe what we felt students were lacking: not the resources themselves, but the motivation, inclination and know-how to discover them. 

So we had a goal. Now, what we needed was a plan. How could we shift students’ ideas of the library from mysterious and overwhelming to approachable and friendly? Further, how could we do it in one semester? We ended up pivoting our proposal several times, from a short, accessible guide to research resources (rejected because it violated our previous stance that enough resources already existed), to a new student research help desk position (way more work than could have been achieved in a semester), to a curriculum for a hypothetical research help desk employee (still too much work), to finally a survey of current student library employees and their opinions about research. We realized that most of our plans featured student peers as a point of entry, and so we decided to take stock of the most obvious student library peers: the circulation desk workers. If undergraduates felt comfortable asking student library workers for help — and if student library workers felt confident giving research advice — we figured that library resources would become much more accessible. 

In our survey of student library workers, we included the following questions: do you think you are adequately trained to answer patrons’ research questions? What existing UC Library research resources are you currently aware of? Would receiving training related to conducting/assisting students with library research be beneficial to you as a library student worker? And what library research skills would you like to learn more about? When my fellowship team conducted a survey of current student library workers, we found that 82% of respondents would like to learn more about finding and evaluating sources. Another 64% of respondents mentioned that receiving library research training would be beneficial to them as student library workers.

Over the course of this fellowship, I learned that making resources isn’t enough; you have to engage with students to really improve research skills, something that I believe will make a noticeable difference in the way students relate to the library. Further, because the library staff has limited resources, it makes sense to focus its energies on those resources that already do exist: namely, the student library employees. As a student library worker myself, I know that students feel comfortable asking questions at the desk, but library employee training is generally focused on things like shelving and scanning in books, not on assisting students with research. Overall, I learned how to focus my efforts where they will make the most difference, and not necessarily within my comfort zone. 

 

 

by Alysa Liu ’24

I’m Alysa, one of the fellows that was on the Making Team working on increasing the accessibility of the Makerspace to more students at Berkeley. We wanted to focus specifically on people who identified as students of color, junior transfers, and nontraditional college students. Our deliverable for the end of the semester was a workshop held at the Doe Makerspace in which we brought students from these backgrounds here and taught them how to use some of the tools to customize their own tote bag. Additionally, we collected some key insights through a survey on how this workshop could inform future Makerspace outreach and workshop initiatives that are more accessible for students.

So, how did we get to our final deliverable in the first place? In the beginning of fall semester, my team and I, Maura, Christina and Chloe, first got together to do some user research. We wanted to see how people behaved organically in the Makerspace so we staked out at the first floor of Moffit and, through our observations, noticed that the women and students of color in general felt less comfortable in the space than other students. This informed our problem scope stated earlier: How might we increase the access to the Makerspace for students in marginalized communities?

In preparation for our event, which was going to be held in the newly relocated Doe Makerspace, I created a flyer to spread the word about it. Christina then made sure that it got to our target audiences by asking the Multicultural Community Center, Transfer Student Center, Disabled Students Program, and other similar organizations to include our event in their weekly newsletters. Our marketing brought in over 50 registrations which we were really excited about, but now we faced the problem of how to manage so many participants in the Makerspace at the same time. 

During the few minutes before the actual event, we set up stations that featured a specific tool in the Makerspace that they can use to customize their tote bag. All of us were either responsible for a station or worked on gathering survey responses. I personally helped people heat press vinyl-cut designs onto their tote bags. It was really rewarding getting to speak with actual students that were both interested and amazed by the Makerspace since it was completely free and open for any student to use. A lot of them wanted to come back again for future personal projects such as mending clothes, or 3D printing Cal memorabilia. 

Through the survey, I saw our qualitative observations become actualized into quantitative observations: over 75% of the people who came to the Makerspace that day had no idea it even existed, while the other 25% had only heard of it before, and everyone said that they would want to come back to keep exploring its services. We also gathered insight as to what times people would be most available to come to workshops, and learned a little bit about people’s general schedules. 

In the future, I think the Makerspace can definitely draw from the techniques we used to spread the word about this event to increase campus-wide awareness. I see this as an experiment that played with how we normally hold and spread the word about events at the Makerspace. I also see it as just the beginning of innovating and ideating on what being in the Makerspace at Berkeley will look like in the future. I’m very excited to delve deeper into how we might hold similar events like this to keep bringing new members into our community of Makers.

by Chloe Chu ’22

These past two years have been filled with circumstances which have required us to be flexible, empathetic, and open to change. So, too, as a Library Fellow. As we collaborated together, we were pushed beyond our comfort zones, encouraging us to be more adaptable and understanding. This year, as a member of the Making Team, I had the opportunity to immerse myself in the design thinking process through a service project to make the Doe Makerspace more accessible and equitable for our undergraduate students. 

Initially, I was excited to work on the Making Team because it meant we would be in the Makerspace often. Or so I thought. Well, at least it sounded cool. Then, it dawned on me: What is the Makerspace? Where is it located? Who can use it? What can you do there? 

I visited the Makerspace for the first time in August 2021. The space was dimly lit, a bit messy, and quite cold but I loved it (there are 3D printers!). We kicked off the year learning about one another and diving into a wallet activity, where we partnered up and explained our ideal wallet to each other. After conducting a brief interview, we had five minutes to design our partner’s ideal wallet. This created excitement as we caught a glimpse of how to approach empathy and design thinking on a personal level.

Throughout the fall, I attended each group meeting hoping our mentors would announce our projects and the concrete steps for execution. However, I never received clear answers. Instead, I would learn of one more tool to use in the process, whether that was a concept related to emergent thinking, empathy and awareness, or turning our constraints into creativity. Though frustrating at the time, looking back, the lack of clarity and direction we received was intentional. The ambiguity, complexity and uncertainty challenged us to reimagine the Makerspace with full creativity, without constraint. 

Our team came up with our problem statement using the following framework:  [Community] needs a way to [user’s need] because [insight].  Our team’s statement: UC Berkeley Library and the Makerspace need a way to encourage underrepresented UC Berkeley students to use the Makerspace because more people should feel that they are welcomed here. 

With our problem statement finalized, the Making Team (Alysa, Christina, Maura, and I) set up bi-monthly meetings to work on our projects. These meetings laid the groundwork for our final service project, a Makerspace Open House. However, the road to our event was full of ups and downs. First, it was challenging to be intentional during our team meetings as it was not always clear which stage in the design thinking process we were in. It seemed that our mentors gave us free rein, but we were searching for clear directions. It also felt overwhelming thinking about how we would make the space more accessible for 30,000+ undergraduates. However, in the midst of uncertainty, we learned to pivot and iterate quickly. At some point, we reminded ourselves that this process was meant to be messy. It is okay to fail. That is the purpose of iteration. These reminders inspired us to explore multiple ideas and conduct more user interviews with students. They fueled our next meetings as we revised and finalized details for the Open House. In the end, I was inspired by the incredible success of the event. It was rewarding to see the many hours we invested into the iterative process come to fruition. But more than anything, I learned to take risks without knowing all the details and to embrace change even if it might be initially stressful.

 

 

While these years have been challenging academically and personally, they have also grown me in ways I could not have imagined when I first arrived in Berkeley. I’m grateful for the opportunity to serve the Berkeley community as a Library Fellow and I will take the lessons I’ve gathered and apply them to whatever’s ahead in the future. I encourage future Fellows to develop strong relationships with your mentors and teams beyond the fellowship context, lead your meetings with intention, and embrace the process (in all of its messiness) along your journey. 

(Photos courtesy of Kiyoko Shiosaki)