Services for library patrons with low vision or hearing loss

This training was held on March 26, 2015; I typed up notes to share with my co-workers but didn’t write a blog post at the time.

Perkins Solutions hosted a “Library In-Service” at the Perkins School for the Blind in Watertown to help make libraries more accessible. I went to learn more about what kinds of difficulties and obstacles patrons with disabilities face in libraries and what libraries can do to help alleviate those and make the library more welcoming and easier to use. After all, the Library Code of Ethics states, “We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests” (emphasis added).

Here are some takeaways from the training:

Navigating the library for blind patrons (physical and online)

  • Offer to help if it looks like someone needs it, but do not touch them; the courteous thing to do is ask, e.g. “How can I help you best today?” They may want to take your arm (don’t take theirs) or they may not want physical contact.
  • If they have a guide dog, do not pet it; the dog is working. It’s nice to have a water dish for dogs, especially in the summer.
  • Websites are important; accessibility is key, but there is a difference between ADA compliance and true usefulness and efficiency.

Assistive Technology: Low-vision people are an “unseen, underserved” population. The technology has gotten very advanced; now it’s our job to catch up to technology, and do outreach to bring these potential patrons into the library.

  • CCTV (video) magnifiers: the reading material is placed flat on an X-Y tray (it moves on an X-Y axis, up and down and side to side), and the text is magnified on a screen. This is a “live” view of original material. Another version has a trackpad instead of the X-Y tray.
  • Handheld video magnifiers: These are good for scanning or skimming, not for long in-depth reading. They are portable and have more accessibility features than a simple magnifying glass.
  • OCR devices/magnifiers: This device presents a digital view by using OCR [optical character recognition] to capture the text and present it on the screen, but the original context and layout are lost.
  • Large print keyboards, keyboard guards: Large print keyboards (sometimes color-coded) can help low-vision people type. Keyboard guards can help those with fine motor control issues (e.g. Parkinson’s) choose one key at a time without accidentally pressing others.
  • iPads: iPads are very accessible!

Digital Accessibility: Section 508 of the Rehabilitation Act applies to all agencies that receive any federal funding. There are three easy-to-check pieces of HTML code that will make your website more accessible:

  • Check that every page has a title (e.g. <title>Using the Library – Robbins Library</title>)
  • Check that the language is set to English (lang=”en”)
  • Use alt-text to caption images. If an image is decorative, like a border or a line, hide it by using alt=””. Otherwise, describe the images, e.g. alt=”Children listening to a librarian during a storytime in the Community Room”

Screen reading software such as MAGic or JAWS can also help patrons with low vision or blindness.

Patrons with hearing loss

  • One out of six Baby Boomers have hearing loss. In Massachusetts there are an estimated 546,022 people living with hearing loss.
  • To communicate with a person who has hearing loss, get their attention before speaking. Make eye contact. Try to avoid background noise, backlighting, or darkness (anything that makes it hard to see your face).
  • Ask the person for their preferred method of communication. Writing back and forth on paper or a whiteboard, or typing back and forth, is one good method. If you’re speaking, keep your hands away from your mouth, speak at a moderate pace without exaggerating or shouting, don’t overemphasize lip movements. Use short sentences. Rephrase as necessary.
  • Walk people to the area they’re looking for, draw a map, or give directions by hand signal.
  • Relax and be patient. Don’t ignore the person and have a conversation with someone else.
  • Don’t comment on how people communicate, even “compliments.” Don’t assume deaf people know sign language.
  • Keep a large-print, step-by-step “how-to” guide for the catalog, library databases, etc.

Assistive devices

  • Assistive listening devices (ALD) amplify sound for people with impaired hearing. Can keep at reference desk (make sure it’s charged!) and/or use during programs: the speaker wears a mic, the receiver wears headphones and a pocket device.
  • Assistive Listening Systems and Induction Loop: this is a loop built in to the perimeter of a room so that people with hearing aids or an ALD can “tap in.”
  • Text Telephone (TTY) Services (e.g. Sorenson, Purple, Convo, ZVRS) may be used by some deaf people to make phone calls; an ASL interpreter will facilitate the call.
  • Online chat reference should be accessible (large print, subject to screen reader software)

Perkins Braille and Talking Book Library Services

Perkins Library also offers resources directly to patrons; anyone with a print disability can be a member. (Keep applications [PDF] at the reference desk!). They can also contact visually impaired people in the library’s community, and help set up volunteer programs in libraries to help patrons learn how to use assistive technology.

What assistive technology does your library offer? Are there specific outreach efforts to promote these services? What barriers to access remain?

 

Advertisements

A year of read-alikes

readalike logo/graphic, made in Canva

Logo designed in Canva

This year on the library blog, I started writing a new monthly post suggesting “readalikes” for one of our most popular books that month. It’s been a useful readers’ advisory tool, both for readers eager to read the most popular books, and for those who have already read them and are looking for similar titles.

Of the most popular books each month, I   featured books from different categories or genres, from literary fiction to nonfiction, young adult fiction to cookbooks.

January: The Woman in Cabin 10 by Ruth Ware – a psychological thriller

February: Hillbilly Elegy by J.D. Vance – a personal account of growing up as part of the declining white working class

March: A Gentleman in Moscow by Amor Towles – a popular work of literary historical fiction set in the Metropol hotel in Moscow in the 1920s, by the author of Rules of Civility

April: The Hate U Give by Angie Thomas – YA fiction inspired by the Black Lives Matter movement and racial inequality

May: Anything Is Possible by Elizabeth Strout – short stories by the author of My Name is Lucy Barton

June: Saints for All Occasions by J. Courtney Sullivan – literary fiction about a complicated family, set in Ireland and Boston

July: Al Franken, Giant of the Senate by Al Franken – a leftist political humor memoir (note: Franken has since resigned from the Senate after accusations of sexual harassment)

August: Dying by Cory Taylor and The Bright Hour by Nina Riggs – memoirs and other nonfiction on the topic of death and dying

September: What She Ate by Laura Shapiro – culinary historian Shapiro looks at three famous women through the lens of food and cooking

October: Glass Houses by Louise Penny – the newest Three Pines mystery featuring Armand Gamache

November: Smitten Kitchen Every Day by Deb Perelman – a second cookbook by the blogger with a dedicated following

December: Manhattan Beach by Jennifer Egan – a new work of historical fiction by the Pulitzer Prize-winning author of A Visit From the Goon Squad, set in WWII-era New York

 

 

Early literacy and 1000 Books Before Kindergarten

1000 Books Before Kindergarten logoThe 1000 Books Before Kindergarten initiative is one I first heard about via the Cambridge Public Library. Like all the best arts & crafts projects and recipes, it looks wildly impressive, but is actually quite simple and manageable. As their mission statement says, “Numerous studies estimate that as many as one in five children have difficulties learning to read. Reading has been associated as an early indicator of academic success. Public formal education does not typically start until ages 5-6. Before then, parents and caregivers are the first education providers during the 0-5 early critical years.” The goals of the organization are simply “to promote reading to newborns, infants, and toddlers” and “to encourage parent and child bonding through reading.”

A thousand books sounds like a lot, but remember that picture books are short, and board books are really short. If you read just one book a day, that’s 365 books in one year, 730 books in two years, 1,095 books in three years, and 1,460 books in four years. It doesn’t have to be a thousand unique books, either; young children love (and learn from) repetition, growing more familiar with words, rhymes, and patterns.

If your parents, caregivers, and teachers read to you when you were a young child, then you’ve already shared this experience and it will be easier for you to model it from the other side. If reading aloud to/with a child isn’t as natural for you, or if you aren’t sure why it is important, here are some resources to help:

  • Reading Tips for Parents from the Department of Education (in English and Spanish)
  • Early Learning tips from the Hennepin County Library: “Learn how all family members and your public library can help prepare young children to be readers with five early literacy activities [talk, sing, read, write, play] that are fun yet powerful ways to encourage early learning.”
  • The Six Early Literacy Skills [PDF] from Every Child Ready to Read (ECRR)

If you don’t know what books to read to (or with) your child, librarians can help! If you can get to a storytime, that’s great – a good storytime librarian will model great read-aloud strategies, and for younger ages will often include fingerplay, songs, and rhymes; reasonable people don’t expect two-year-olds to sit still and listen quietly for half an hour! A decent bookstore is also likely to have a weekly storytime, and staff who can recommend great books for little ones.

If you can’t get to a storytime, just ask a librarian or bookseller what they recommend, and they should be able to give suggestions based on your child’s age and interests. Here are some other resources for finding great books to share with your child:

Does your library, bookstore, school, or other organization support 1000 Books Before Kindergarten? Have you participated with your child? There are participation resources on the site, from reading logs to certificates to apps to hashtags, though my favorite idea is keeping a handwritten reading journal. In general I don’t like incentives (e.g. “if you read 100 books you get a sticker”) because reading is its own reward (intrinsic motivation), but I like the T-shirt – it reflects pride in an accomplishment, and helps spread the word about the program.

1000 Books Before Kindergarten display at the Guilford (CT) Public Library

1000 Books Before Kindergarten display at the Guilford (CT) Public Library (names and faces obscured for privacy purposes)

What do people do all day?

Cover image of What Do People Do All Day? by Richard Scarry

What Do People Do All Day?

What do librarians do all day?

The scope of library jobs has expanded over the years. In many places, “reference librarians” are now called “adult services” or “information services” librarians to reflect the additional tasks and responsibilities we’ve taken on. Reference services are still a core part of the job, as is collection management (someone has to buy new books…and get rid of old ones). We plan programs, too, and of course, there are always “other duties as assigned.”

At the reference desk: Now that we have the Internet, what kinds of questions do librarians answer?

We still answer the occasional “ready reference” or simple question about a fact (spelling, grammar, geography, phone number lookup). We answer questions about library services: our hours, where the restrooms are located, how to reserve a museum pass or study room, where to find books/music/movies. We answer LOTS of tech questions and do a lot of troubleshooting: we help people use library apps like OverDrive, we help them print and make copies, we help them scan, we help them check out laptops and use library software, we show them library databases.

We answer questions about books and recommend books based on reader’s preferences (those are my favorite questions!). We help people navigate the internet to find information they need, whether it’s looking for an apartment on Craigslist, looking for love on a dating website, or applying for a job online. We help people in languages other than English. We help people doing research for school projects and college classes, and help people make Inter-Library Loan (ILL) requests for books that are not in our library network. We answer local history questions and connect people with unique local history resources.

Collection development: Where do the books come from (and where do they go)?

“Collection management” or “collection development” is the library term for acquiring new materials and deaccessioning (a.k.a. weeding) others, to maintain a collection that is current and interesting to our users. There is more collection development work now than there used to be, because there are more formats – not just fiction and nonfiction books, and magazines and newspapers, but paperbacks, foreign language materials, large print books, graphic novels and manga, audiobooks on CD and Playaway, digital content (e-books and digital audiobooks), movies and documentaries on DVD, music on CD, electronic databases, streaming services, video games, and more.

Library users may not think about where library materials come from, but someone has to select every title in every format. It’s a bigger job than it used to be, and it takes a lot of time: time to read (or skim) reviews in at least one review source (though there are many – Kirkus, Booklist, Publishers Weekly, Library Journal, School Library Journal, to name a few, and VOYA and The Horn Book for teens and children’s books), time to make lists and order the materials, time to keep track of spending so you’re neither under- nor over-budget by the end of the fiscal year.

 

Making things happen: What’s involved in planning a program?

You may well ask! “Program” is a bland word. A library program can be almost anything: a book group (and we have five of these, three of which are run by librarians, one of which – mine! – is a cookbook club that does a potluck), a lecture or author talk, a crafting project, a music concert, a film screening, a theater performance, a dance lesson, a tech petting zoo. We have offered computer classes, drop-in tech help sessions, resume and cover letter workshops, holiday card writing stations, game nights, and singalongs (not just for kids! Les Miserables and Pitch Perfect were very popular with adults).

For every program, there is a whole checklist of tasks to complete, in many different places (physical and digital):

  • Reserve event space on the library’s internal calendar (Google calendar)
  • Create the event on the library website calendar (WordPress)
  • If there is an outside performer/presenter, set a date and time and agree on payment or travel costs (e-mail or phone)
  • Add the event to our monthly press release (Google docs)
  • Create a flyer to post in the library (Publisher or Canva)
  • Make another version of the flyer to fit our digital sign (Publisher and Paint or Canva) and upload (Dropbox)
  • Make additional promo materials (e.g. bookmarks or half- or quarter-sheet handouts)
  • Write a blog post (WordPress)
  • Promote on social media (Facebook and Twitter via Hootsuite)
  • Set up event registration, if using, and send a reminder to participants (Eventbrite)

And that’s all before the day of the program itself. On that day, there is the time of the program itself, plus setup and cleanup, remembering to take a head count of attendees, and perhaps asking them to fill out a feedback form to help improve future programming.

The work of program planning, collection development, and creating displays largely takes place during our off-desk hours (the time that we are not at the reference desk), because, as they say, reports of our death have been greatly exaggerated; the library is busier than ever.

Other duties as assigned

Reference service, collection development, and program planning are three big chunks of the adult services librarian job. What else do we do? This varies from library to library. Here, we create displays (we have three display tables, and we create new displays every month, which means that our team of five full-time librarians creates thirty-six displays each year), write for the library blog, offer a variety of “readers’ advisory” services (from our staff picks shelf to our Goodreads account to handouts on specific topics or genres), contribute to the library’s social media accounts (Facebook and Twitter), attend monthly department meetings and other meetings for various committees and groups, and attend the occasional conference or other professional development activity. And of course, there are little tasks that take up time, such as refilling office supplies, cleaning up messes, watering the office plants, and anything else that arises.

So that’s what librarians do all day. Do you work in a library? What parts of your job do you think would surprise people?

 

Extreme Customer Service: Hospitality in the Library

Earlier this month, I got to attend a presentation called “Re-energizing Your Customer Service Skills,” presented by Sally Ijams of Darien Library (CT), at the Newton Free Library (MA). Darien is well known in the library world for its customer service, technology, and programs, and Ijams’ (pronounced “imes,” rhymes with “limes”) presentation was the staff training that all new employees at Darien receive.

What does good customer service look like?

When developing their training, they had to look outside the library world for guidance: they looked to brands and companies like Disney, Zappos, Nordstrom, Shake Shack (Danny Meyer’s book Setting the Table is required reading for all new staff in Darien), and even Ritz-Carlton. One might think that public libraries don’t have much in common with the Ritz, but libraries are like these businesses in four ways:

  1. We have customers
  2. We have products we believe in
  3. We want repeat business
  4. We know our customers have other options

From these examples, Darien aimed to provide an extraordinary level of customer service by hiring for attitude (“You can train people to do just about anything but you can’t train them to be nice”) and focusing on consistent delivery of excellent service: greeting each library guest when they arrive and thanking them when they leave, saying yes whenever possible (only safety issues are a firm no), and anticipating and fulfilling library visitors’ needs.

WELCOME text made in Canva

The Welcome

What do people see when they first enter the library or first approach a service desk? Library staff should be approachable. Smile and make eye contact (this works in Darien, but may not work everywhere depending on people’s cultures and backgrounds). Stand up to greet people, then be on the same level (both sitting or both standing). Determine your “resting face” – is it welcoming? Don’t watch the clock – people will notice you looking. Be “relentlessly positive…fake it till you make it.”

Words and gestures are important. Instead of pointing, use the “Disney wave” (gesturing with the whole arm and hand); instead of saying “no problem” or “no worries,” say “you’re welcome” or “it was my pleasure.”

Nametags: they work! If nothing else, they show that you work at the library, so visitors can identify staff.

Smile when you answer the phone; people can hear it in your voice. But prioritize people who are physically in the building; reward them for coming. If you are on the phone with another patron, wrap up the call and call them back. Meanwhile, acknowledge the person in front of you (eye contact, “I will be right with you”).

Don’t talk about patrons in a public area. If there is information you need to convey to a colleague to bring them up to speed, do it in a private place.

The Handoff

Often, a person will need to go from one service desk to another desk or another area of the library. Rather than pointing or offering directions, escort them to where they need to go. If this “warm transfer” isn’t possible (you have a long line of people waiting), do a “lukewarm transfer” – call a colleague in the part of the building where the person is going to let them know who to expect and what they need.

As you’re walking through the library, use the “bartender’s trick”: clean as you go. Pick up trash, tidy books, push in chairs. “You are inviting people into your home. Make it look as nice as you can.”

Patron Behavior

Know your patron behavior policy! Every library should have one. (Darien’s is on their website.) Enforce this policy with compassion; staff should be empowered to make exceptions as they see fit. Remind patrons that “Our policies were written to benefit everyone in the library.” Other useful tips:

  • Remain calm
  • Defuse the situation (is there anything that will make them happy at this moment?)
  • Have difficult conversations out of the public eye
  • Bring in a backup staff person
  • Never touch or restrain a patron
  • If patron is “stuck in a loop,” change your body language or move to another location
  • Say you will follow up if necessary, then follow up!

Ijams cited a recent piece in American Libraries that has a useful sidebar called “What to say when things get inappropriate.” When staff is faced with verbal abuse or harassment, simple, firm scripts like these are helpful (“I’m sorry, we don’t tolerate language like that in the library”). If you have a bad interaction, try to take a break to reset afterward; likewise, if you see a co-worker have a bad interaction, give them a chance to take a break and recover.

“Extreme customer service” / hospitality: making everyone feel welcome at the library

How are we perceived by our patrons? Here are some of the things Darien does to earn its “extreme customer service” reputation:

  • Treat every person like a VIP. Make them feel special; greet them by name
  • When you have to say no, say it with yes options (some libraries call this “getting to yes”)
  • If you direct someone to another library or organization, make the initial contact for them (phone call, introduction, etc.)
  • Notary service: Darien has eleven notaries on staff, so a notary is always available. They do not charge patrons for this service. The library pays the cost for staff members to become notaries.
  • Library hours: Staff are paid to arrive early and leave together after closing time, so though the library opens at 9am, doors usually open at 8:50. At the end of the day, technology does not shut down before closing time. Five minutes before the library closes, they play music over the PA system.
  • No fines for senior residents. Fines are a barrier to access; Darien would like to get rid of all fines, but there is a budget crisis in Connecticut right now.
  • “We trust our patrons.” This is “the easiest thing and the hardest thing.” (Sometimes you know someone is lying to you and you just have to accept it.)

That was the bulk of Ijams’ presentation. During the Q&A, I asked what they did at Darien to make signage welcoming. Ijams said that in the old building, there was so much signage it was visual clutter; in the new building, they started with minimalist signage, but added more for wayfinding purposes. The only guideline is no negative signs – phrase it as a yes option. The only exception is inside a staff stairwell, where the public shouldn’t be in the first place. Instead of out-of-order signs, they use one that says “Taking a vacation day, be back at work tomorrow”! (Speaking of time off, Ijams also recommended, “If you’re sick, stay home! Colleagues will appreciate not being infected.” Of course, this presumes an adequate amount of paid sick leave.)

Ijams’ presentation was professional and gave the three of us from our library who attended much to consider. For customer service to be consistent, though, everyone must be on the same page, so our own staff training would be necessary, and while Darien’s philosophy is admirable, we wouldn’t likely adopt every detail. Still, there is always room for improvement, and some improvements can be made easily right away: escorting rather than pointing, performing more warm transfers, saying “you’re welcome” instead of “no worries,” employing the “bartender’s trick.” Other changes, such as prioritizing in-person visitors over people who contact the library via phone or chat, using nametags, or changing closing time procedures, would need to be made at a higher level.

Do you work at a public library? What do you do to make visiting the library a great experience for patrons?

 

 

Fake News, a.k.a. Information Disorder: an ongoing reading list

Since before the first Libraries in a Post-Truth World conference at the beginning of this year, I’ve been keeping a list of relevant articles. This list has expanded to include books, studies and reports, and other materials, and I am sharing it here. If you have relevant materials to add, please leave a comment here. If you would like to use this list for library programming, teaching, or related work, please feel free – I’d love to know about it if you do.

Though “fake news” is a term most people recognize these days (unfortunately), it is not the best term to use, for reasons Claire Wardle and Hossein Derakhshan state in their Council of Europe report:

We refrain from using the term ‘fake news’, for two reasons. First, it is woefully inadequate to describe the complex phenomena of information pollution. The term has also begun to be appropriated by politicians around the world to describe news organisations whose coverage they find disagreeable. In this way, it’s becoming a mechanism by which the powerful can clamp down upon, restrict, undermine and circumvent the free press.
We therefore introduce a new conceptual framework for examining information disorder, identifying the three different types: mis-, dis- and mal-information.

Misinformation is when false information is shared with no harmful intent; disinformation is when false information is shared to cause harm; and mal-information is when genuine information is shared to cause harm (e.g. by moving it from the private to the public sphere). Unfortunately, again, we are dealing with all three today (plus satirical sources like The Onion, which are the only good kind of fake news).

Fake News a.k.a. Information Disorder: A Resource List

Again, feedback is welcomed; please let me know if you use this list, or have anything to add. I am particularly interested in using the rise of interest in the topic of fake news to advocate for librarians in schools, as they are the ones who do the important work of teaching research skills, critical thinking, information literacy, and media literacy.

 

Reviving the lost art of repair

In early September, the article “Libraries and the Art of Everything Maintenance” (Megan Cottrell, American Libraries, 9/1/2017) was the Library Link of the Day. The article featured a few public libraries that partnered with organizations such as Repair Cafe  and Fixit Clinic to encourage the repair of broken items, and teach people how to repair their own things.

There is so much to love about this idea. Together, libraries and Repair Cafe/Fixit Clinic:

  • help build a more sustainable world
  • fight the “throwaway” culture of obsolescence
  • encourage an interest in how things work
  • teach useful skills

For the past several years, libraries have been talking about Makerspaces – and in some cases, carving out space and buying 3D printers. While I think that 3D printers are amazing for specific purposes (like making teeth), I’m afraid a lot of them are used for churning out cheap plastic junk. They may serve as an introduction to design and robotics, which is not to be discounted…but I think the repair cafe/fixit clinic idea is so much more useful. After all, learning a skill comes easier when you have a purpose: learning a coding language, for example, will probably be a wasted effort unless there’s something you want to make with it.

In this scenario, a broken item – lamp, toaster, necklace, scooter – provides motivation for learning, the library provides space and coordinates the event, and the Repair Cafe or Fixit Clinic provides the volunteers (who may bring the tools of their trade with them). In the AL article, Cottrell writes, “The goal of the U-Fix-It Clinic [is] allowing people to repair broken items instead of throwing them away, but also inspiring them to learn more about the products they consume and how they work. The event is part of a larger movement across the globe working to help keep broken items out of landfills and revive the lost art of repair.”

Knowing how things work – and how to go about fixing them – is empowering; it’s useful knowledge.  In a piece for WGBH, “‘Fixit Clinics’ Help People Revive Their Broken Items,” Tina Martin interviewed the founder of Fixit Clinics, MIT grad Peter Mui, who said, “There’s a sense that [people] don’t have a choice when something breaks, there’s no repair people left anymore to fix this stuff.”

Mui wrote a guest blog post on ifixit.org, saying, “Once people start repairing, they start asking questions like ‘What went wrong?’, ‘Can it be fixed?’, and ‘How might it have been designed differently to avoid breaking in the first place?’ That last question is where we’re ultimately going with Fixit Clinic: to encourage products designed with maintenance, serviceability, and repairability in mind.”

As the things we use on a daily basis have become more complex (sometimes by necessity, sometimes not), design has become more opaque. I often think of Don Norman’s The Design of Everyday Things while I’m working at the reference desk, explaining the “hamburger menu” to a patron, or helping them locate the miniscule, hidden power button on our new laptops. They often apologize, and I tell them it’s not their fault – it’s poor design. But as more and more of our things have microchips inside them, instead of parts we can see and tinker with, we’ve forgotten how to open things up and explore; we’ve given up on figuring out how things work – or why they stop working.

The mentality behind the Repair Cafe and the Fixit Clinic addresses these problems in a tremendously useful way. The Repair Cafe “About” page explains, “We throw away vast amounts of stuff….The trouble is, lots of people have forgotten that they can repair things themselves or they no longer know how. Knowing how to make repairs is a skill quickly lost. Society doesn’t always show much appreciation for the people who still have this practical knowledge, and against their will they are often left standing on the sidelines.”

The Fixit Clinic’s mission has similar themes: “Fixit Clinic conveys basic disassembly, troubleshooting, and repair skills using peoples’ own broken things as the vehicle. By sharing these skills while transferring them to others we teach critical thinking through the lens of our relationship to consumption and sustainability. We strive to demystify science and technology so that we can ultimately make better policy choices as a society.”

A community learning experience that brings people together to share skills and tools, and repair items that would otherwise end up in landfills and be replaced with new things: this is a perfect program for libraries to host. The Cambridge Public Library has partnered with the Repair Cafe in Cambridge already; I’d love for our library to do this as well, and I’m keeping the idea on the back burner. (The front burners are already occupied: I’ve just launched a cookbook club this fall, which is wonderful but a lot of work. If only we had more staff…)

Related:

The end of repair? 3/11/2013

The extinction timeline, 12/29/2014?)