Automation has brought many changes in the manner in which the staff in public libraries deal with users' requests for information. The traditional approach in some public libraries has included minimal training of the user to find materials, with the librarian serving as intermediary between the library client and the information being requested, the hope perhaps being that seren-dipity would prevail and the needed information would be found eventually. While many libraries have integrated OPAC's into their day-to-day operations, not much attention has focused on how to most effectively train the staff who will who will in turn provide instruction to library clients. Unfortunately while the technology has changed, the methods used by library staff for instructing users have not kept pace. In fact, in planning for automation, often no cohesive plan for user education is in place which considers issues particularly unique to public library clientele. Further,

while a great deal has been written regarding user education in medical and academic settings there is little information focused on the public library. Certain techniques used in these other settings may easily transfer to the public library and some information may be useful in assisting the public librarian in the quest for developing a user education program but for the most part, information dealing with specific issues such as the client's age, physical or mental disabilities, and interest level in learning search procedures is scarce. Certainly, the techniques which may prove highly successful with a motivated medical student would not necessarily have the same level of success with the average ten-year-old who needs a book on fossils.

Specifically relating to public libraries, Roman supplied background on experiences in Illinois libraries regarding OPAC use by children and young adults (Roman, 1985) and Gilliland offered some excellent points to consider during the planning process, including some very prag-matic suggestions for user training (Gilliland, 1985).

Librarians may be very comfortable using the various types of technology that are so readily available but translating this comfort level to the average public library user is often difficult. Fur-ther, the issue of training staff to become effective trainers of library clientele is not usually given a high priority level when planning for staffing levels within a given system's automation plan.

While user education is experiencing a high growth profile at this time, those familiar with the work of children's librarians are well aware that while the term may be relatively new, both public librarians serving children and librarians in school media centers have long been involved in the business of educating users to effectively use the library's resources. Indeed, one need only witness a children's librarian giving a workshop on reference materials to a class of sixth graders to understand that user education is not new to those who work with children and young adults. In fact, many techniques that so effectively work in these settings could serve as models for librarians developing training packages for user education in general.

2. AWARENESS OF USER BEHAVIOR

Librarians involved in developing a training plan for user education in the public library must possess an awareness of potential problems or concerns which may surface in attempting to pro-vide training for users. Some of these problems include such issues as the "aging eye" with older users encountering physical barriers due to terminal glare and incompatibilities caused by bifocal or trifocal use. Add to this a lack of knowledge regarding a computer keyboard and any other physi-cal impairment such as arthritic fingers and a genuine barrier exists (Edmonds, 1985). Consistent with many older first-time OPAC users is an unwillingness to experiment with the new tech-nology, and perhaps, a fear (computer phobia?) that somehow they may be responsible for "breaking" the computer, which they may view as a fragile, almost mystical object because of its seeming ability to "understand" and process information.

Roman has talked about the relative ease with which children and young adults have moved into using OPAC's and how they even anticipate remote access via modem (Roman, 1985). However, ease with using the physical components of the online catalog must not be confused with actually retrieving the information desired.

While children may possess a high degree of enthusiasm when approaching an OPAC, it is vital that the librarian be sensitive to the fact that frustration may surface due to the inability to manipulate the keyboard effectively and a problem with both reading and spelling. If a child is unable to spell Judy Blume's name, the chances are slim that she will find a book by searching the OPAC. The current state of affairs with the vast majority of public library OPACs is that they are notoriously rigid and unforgiving of spelling errors and incomplete or imprecise user input (Hildreth, 1990). Still, the online public access catalog may provide a sense of both ease of

approach and control that many users never felt when confronted by hundreds of drawers filled with 3 x 5 cards. Early studies of OPAC use (Matthews, 1983) confirmed that users preferred them over more traditional access points. Still, concerns must be raised given the general public's "worshipful" attitude regarding computers. If a search yields a statement from the computer indicating that no matching information has been found for a given author, title, or subject, a client may walk away from the library assuming that the materials are unavailable. A negative reply from a computer seems so definitive that the client may assume that no information exists and abandon the search. In reality, since the majority of searches tend to be subject searches, and OPACs are notoriously lacking in sophistication as well as effectiveness in handling typical searches, subject search failures are very common even in relatively advanced systems such as the Grateful Med end user interface to MEDLINE where the failure rate is more than 25 per cent. Steps need to be taken to ensure that users who have met with failure seek out the assistance of library staff, definitely not a new notion to librarians supportive of good service. This must be addressed both in training library staff and by the library staff themselves when working with clients.

Ideally instructing a public library client to use an OPAC independently should be a one-on-one affair with unlimited time to demonstrate the various options available, to assess the particular user's skills in accessing the catalog and to answer questions. Any librarian who has worked a public service desk in a neighborhood library is well aware that this is an imperfect world and that no such environment exists. There is always too little time for complete interaction with a client and never enough to guarantee that an informal training session has been successful. Rather, a librarian is often forced into a "range management" technique where a few minutes might be devoted to instructing one client on using the OPAC, before the librarian is off to assist others in finding materials without completing the first transaction. Further, when faced with too many people with too many questions often librarians retreat into a "supermarket" mode of behavior that does not allow for a real librarian-client interaction but rather an express lane mentality that simply gets basic information to the client quickly but not necessarily thoroughly and accurately. It might be better to follow the example found in a good auto parts store where customers may have to wait for service, but once their number is called, the person at the counter gives them undivided attention while dispensing parts and advice.

By understanding of the differences in learning styles that each user may bring to the library, library staff can easily develop a training style to meet the needs of most users and nurture an interest in mastering the system. Librarians must be aware of and responsive to what Wurman calls the "fear of learning" (Wurman, 1989). By it's very nature instruction in the public library is informal and therein lies both its blessing and curse. This informality offers the librarian the oppor-tunity to interact with the client in a unique situation. The negative aspect of this is that the librarian is constantly redesigning the training package and often feels like the mythological character who rolls the stone up the mountain only to have it roll down again once it reaches the summit. How-ever, a good public service librarian will cheerfully shoulder the burden and once again begin the journey to the top.

There are opportunities for the librarian to instruct groups although these most often take the form of class visits to the library. Still, it is appropriate here to address both individual instruction and techniques to use in group settings.

3. THE OLDER USER

A regular library user comes into her neighborhood library to request information on Alzhei-mer's Disease. Once upon a time, she might have used the traditional card catalog in combination with something like The Reader's Guide to Periodical Literature. (Remember, this is a public library, not Columbia University.) In the old days, many people looked for information without asking for assistance, assuming that they could do it themselves. Today, however, the client is

confronted not only with an online public access catalog but by a magazine index on CD ROM, neither of which she has the most remote idea of how to use. The librarian invites the client to sit down in front of the OPAC and, after determining that no, she has never even used a cash ma- chine, and in fact hasn't touched a keyboard in 50 years, since graduating from high school, the librarian begins the tutorial. At this point, it is best to offer some words of encouragement. The catalog is in many ways like the traditional card catalog. One can still find information using author, title, and subject. No, there are no cards to deal with, and yes, in some ways it can even be fun. Once the client learns a few basics, she will be on her way to becoming computer literate, the librarian assures her.

The librarian demonstrates some of the options available through this particular system, shows the client some keyboard basics including the arrow keys, enter key, help keys and print key. At the same time, she reinforces that help is available both on screen and through the graphic aids next to the terminal. She encourages the client to take a brochure home to read about some of the catalogs features and proceeds with the client's request. A preliminary search using the keyword subject index yields several items that the client finds of interest. The excitement mounts as she realizes that she can also find out exactly where the items are. Two appear to be on the shelves of her own neighborhood library. The librarian shows her how to print the screen containing the information, together they venture into the stacks, and voila! The computer was "right", there are indeed two books on the subject available right then and there. The librarian suggests that the client may want to practice a bit on the OPAC, perhaps using the author and title options, just to get a feel for what this catalog can do. She demonstrates the "contents" portion of the catalog, showing the client that she can even find short stories in collections, or locate once and for all, which Cole Porter musical contains "Brush Up Your Shakespeare."

After allowing some time to become more comfortable with this new technology, the librarian shows the client how to use the magazine index on CD-ROM and soon she is printing citations for current information on her subject. At this point, the librarian is providing encouragement -- yes, use the arrow keys to move up, down and sideways, no, you won't break the machine if you press the wrong key--and the client leaves, materials in hand, feeling enthusiastic about the "card catalog" and ready to approach it the next time she comes in. While she may need some refresher instruction, she is no longer quite so apprehensive and will attempt to use the catalog herself. Despite this rather rosy picture, this isn't a fiction, it happens all the time when well trained staff share their expertise in a non-threatening, enthusiastic manner, and possess a little insight into the behavior patterns of the people they serve.

4. THE YOUNGER USER

A nine-year old boy comes into the library wanting the latest "Garfield" book. He looks around, sees the OPACs and immediately sits down in front of one. No technophobia here, in fact, he demonstrates genuine enthusiasm as he begins his search. Of course, he has a little trouble spelling "Garfield" and finally approaches the librarian for assistance. She recognizes that he is very comfortable with the technology but needs help with the fundamentals and shows him how to find the item he wants. Since he seems at ease with the computer and tells her that he knows all about using the card catalog because he is learning it in the school library, she gives him some pointers and hands him a brochure that is especially designed for younger users. It contains some brain teasers to encourage users to look for information and write down answers in the spaced provided. She also points out that if he does not find the information he is seeking, that he should ask for help since that is why libraries still have people working in them. She stresses that the catalog requires accurate information and that he must make certain that his spelling is accurate since the catalog is not "smart" enough to interpret his intentions.

5. GROUP TECHNIQUES

The opportunities for group instruction may include a scheduled visit by a class, or a pro-gram open to a limited number of clients who register for an instruction session on the catalog.The number of participants should be small, the optimum number not to exceed two participants per catalog. The focus of the session is to acquaint participants with the major features of a given online catalog, not to make them experts within a thirty minute period. Especially vital in the public library setting is the reinforcement that the system is relatively easy to use, that indepen-dence is encouraged, and that library staff is available to help when trouble occurs. Those familiar with certain techniques of adult education know that the sooner people can actually get hands on experience, the more likely they are to be motivated to use the system. Therefore, lecture is kept to a minimum with the librarian pointing out salient features of the system and encouraging people to ask more in depth questions after they have had the opportunity to experiment with a few searches. One technique that has proven successful is to ask for a volunteer who has a specific information request. The sooner participants see real results, the more likely they are to want to continue learning the system. After the librarian demonstrates the features involved in searching the catalog, participants are encouraged to venture out on their own. In a thirty minute session, aided by printed graphics and take-home brochures, many users will have at least a fair understanding of a library's online catalog. While initially clients may feel intimidated and embarrassed that they are forced to ask for help, the online catalog represents a golden opportunity for librarians to teach users some real library skills. The old card catalog may have seemed more user friendly on first glance, and did offer a certain anonymity, it also gave users a false sense of security and allowed them to think that they could find information on their own without ever truly learning the system. Although the online catalog may cause the intimidation mentioned earlier, it also affords the librarian a genuine opportunity to provide user education in a proactive manner.

While these examples may seem simplistic, they are taken from real library situations. By understanding a little of the user's behavior, the librarian is able to adapt instructional methods to meet the client's unique needs. A sensitivity to an individual's skills, fears and motivation level will assist the librarian in making information accessible, despite limitations inherent in a particular system, to a broad range of clients and promote an understanding of the library's resources to as wide an audience as possible.

Since no system should be designed and used in a vacuum, staff who actively train users fill an important role by serving as conduits for feedback from users in terms of system design, modifications and enhancements. As library staff solicit input from users and collect their "wish list" ideas for service improvements such as dial-in access or intelligent interfaces, those responsible for planning and design of the systems will thus receive the feedback necessary to develop products which truly meet user needs.
 

REFERENCES

Edmonds, Leslie, "Online Services and Specialized Clienteles: Handicapped and Other Popula-tions," in Human Aspects of Library Automation.

Gilliland, Anne, "Online Catalogs and Library Users," in Human Aspects of Library Automation. ed. by Debora Shaw, Graduate School of Library and Information Science, University of Illinois, Urbana-Champaign, 1986.

Hildreth, Charles, "Online User Assistance for Information Retrieval Systems." Library Hi Tech, 1 (29) (1990). (Online User Assistance: A Symposium, ed. by Denise Kaplan.)

Matthews, Joseph. Online Catalogs: A Nationwide Survey. New York: Neal-Schuman Pub., 1983.

Roman, Susan, "Online Catalogs and Specialized Clienteles: Children and Youth," in Human Aspects of Library Automation: Helping Staff and Patrons Cope, ed. by Debora Shaw, Graduate School of Library and Information Science, University of Illinois, Urbana- Champaign, 1986.

Wurman, Richard Saul. Information Anxiety. New York: Doubleday, 1989.