In his post, Same Rules, Different Marketing, Scott McLeod writes about two types of signs:

As Seth Godin notes, there’s a huge difference between this:

THERE ARE NO REFUNDS, NO EXCEPTIONS.
THERE ARE NO EXCHANGES ON PLANTS.
ALL LISTED CONDITIONS MUST BE MET IN ORDER TO RECEIVE EQUAL OR LESSER VALUE EXCHANGE. THERE ARE NO EXCEPTIONS. MANAGER RESERVES THE RIGHT TO MAKE SPECIAL EXCEPTIONS.

and this:

At Surroundings, it’s really important to us that you be delighted (not just happy). Please keep your receipt and be sure to bring it with you if there are any problems. We’ll be happy to exchange any cut flowers that aren’t just right–we’ll give you a store credit or any other item in the store of equal or lesser value. Unfortunately, we can’t exchange plants. If you have any questions, don’t hesitate to ask any of us for help.

I think it’s safe to say that most of our school rules are written like the former, not the latter. No wonder students grumble about the rules so much. Couldn’t we find ways to make our rules, policies, and guidelines more palatable, more positive, and more pleasant? They might go over better with our intended audiences…

Have you taken a good look lately at the rules and policies that you have in place in your library? Are they like the second example or more like the first? I hate to say it but there have been times (not many) that I have seen signs like the first one in some of our libraries – big bold letters essentially screaming at students and teachers to get out and leave stuff alone. While the signs didn’t actually say that, the way they were phrased definitely left that impression. Hopefully, these were the result of a harried librarian trying to do fifty things at once and not taking the time to consider the perception that her quickly made sign might create.

Signage and other decorative touches (or lack thereof) go along way towards creating the atmosphere in the library. If we want students and teachers to use the library, we have to make sure that they feel a sense of ownership and comfort being there. Everything the librarian does, says, and posts should convey that the library and its resources belong to the students and teachers on that campus. We want to try and remove barriers, rather than create them.

If you will, try this little experiment: Go outside of your library door and walk back in pretending that you are a student or teacher coming into the library for the first time. Or better yet, grab a student or teacher who doesn’t use the library very often and ask them to help you with this. Where is the first place that you look? What draws your attention? Does the space feel welcoming, peaceful, and homey or cluttered and chaotic? Is there signage that is welcoming and helpful to you – that tells you what to do?

Think about the temporary signs that you may put on the door when you are out of the library. Do they say LIBRARY IS CLOSED – DO NOT ENTER or “Sorry I missed you – Please come back later”? These little positive touches may not seem like much, but they go a long way towards making students and teachers feel comfortable in their library.

Consider your library rules. Do you have a list of “thou shalt nots” as long as your arm or one simple, all encompassing, positively-stated rule, such as “Consider others”?

Taking time to think about these things will help you create the kind of learning environment that you want and help you do away with the old stereotype of libraries as dull and boring places that stifle creativity. Remember, the library is the playground of the mind and the environment should reflect that.


Library Sign
Originally uploaded by gwENvision.