Augmented Reality in Libraries!

 

Suren Moodley and Claudette Kercival

What is Augmented Reality (AR)

Augmented reality (AR) is the integration of digital information with the user's environment in real time. Unlike virtual reality (VR), which creates a totally artificial environment, AR users experience a real-world environment with generated perceptual information overlaid on top of it. (TechTarget: 2024)

Augmented Reality in libraries.

Over the centuries, the venerable institution of the library has evolved. From stacks of books to digital repositories of knowledge, the humble public library has adapted dramatically in response to changing technology. Libraries are poised to embrace yet another transformative influence more fully: augmented reality technology.

Augmented Reality (AR) in libraries refers to the use of AR technology to enhance the library experience for users. AR integrates digital information with the user's environment in real-time, typically through the use of smartphones, tablets, and/or other AR devices. Here are some ways AR can be used in libraries. An innovative approach to this emerging tech promises to revolutionize the library learning experience, enhancing education in ways that were hitherto unimaginable.

Most modern libraries underwent a revolution as the internet came into being, becoming a bridge between the physical and digital realms. Augmented reality (AR), as the name suggests, augments this connection by overlaying digital information onto the physical world, creating a seamless fusion of the two.

Here are some ways AR can be beneficial to the library experience:

The Benefits of Augmented Reality in Libraries.

• Use can be made of technology to have interactive tours: Using technologies to create digital tours that can be accessed on smartphones, computers and other devices.
• Learning can be more interactive, and library resources can be accessed more easily: Users will be provided with instant access to detailed information about books and resources, turning static exhibits into interactive experiences. Users can explore additional digital content, such as videos, audio clips, and 3D models, enhancing their understanding, interaction and enjoyment.  Users can visualize complex concepts through 3D models, animations, and interactive simulations.
• Efficient space utilization: AR can provide digital layers of information without the need for physical space, allowing libraries to offer more content and services without expanding their physical footprint.
• Enhanced marketing and promotion: AR can be used to promote library events, programs, and new acquisitions. Virtual posters and interactive displays can catch users’ attention and encourage participation.
• Enhanced learning experience: AR can make learning more interactive and engaging by bringing educational content to life. Users can visualize complex concepts through 3D models, animations, and interactive simulations.
• Improved navigation: AR can help users find books and resources more easily. By using AR navigation, users can receive real-time directions to the exact location of items within the library.
• Interactive tours: New users can benefit from virtual tours of the library, which can guide them through different sections, services, and facilities, making the library more accessible and user-friendly.
• Access to additional information: AR can provide users with instant access to detailed information about books and resources. For example, users can scan a book's cover to view summaries, author biographies, and related materials.
• Language support: AR can offer translations and explanations for foreign language texts, making the library's resources more accessible to non-native speakers. Further, it could assist with differently abled uses in facilitating adapted access to information.

• Personalized experience: AR can offer personalized recommendations and information based on the user’s interests and previous interactions, enhancing their overall experience.
• Improved user assistance: With AR, library staff can provide better assistance to users. For example, AR can be used to answer frequently asked questions or guide users to resources, reducing the demand on staff. In the case of UKZN Libraries, LibGuides and LibAnswers have stepped up in advancing this initiative.  AR can attract more visitors to the library by offering unique and engaging experiences. This can lead to higher foot traffic and increased use of library resources.
• Enhanced marketing and promotion: AR can be used to promote library events, programs, and new acquisitions. Virtual posters and interactive displays can catch users’ attention and encourage participation. Case in point, at UKZN Libraries  digital monitors have been installed in all libraries and are currently used for digital displays and marketing of events and general information about the library.
• Data collection and analysis: AR applications can collect data on user interactions, helping libraries understand user behavior and preferences. This information can be used to improve services and resource allocation.

In summary, there is overwhelming evidence that AR appears to positively influence library user experiences whilst enhancing library operational functions efficiently.

Watch a short snippet of what AR in libraries mean!

https://www.youtube.com/shorts/3JVE1qBKlIg?feature=share

 

REFERENCES

TechTarget (2024). What is augmented reality? https://www.techtarget.com/whatis/definition/augmented-reality-AR

IN CELEBRATION OF SOUTH AFRICAN LIBRARY WEEK

 

                             

By 

Claudette Kercival

The week of March 14-20, marked the celebration of South African Library Week (SALW).  Libraries, public, special and academic around the nation, hosted various events to commemorate this event.

Owing to the pandemic, libraries continue being impacted in numerous ways and have had to adapt to respond appropriately to its different types of users. It is evident that with this re-adaptation and re-configuring of library services, our users need to RE-DISCOVER all that we have on offer.

 

This week-long series of activities, presented library stakeholders with an opportunity to:

·       Reimagine their services and their ability to render those services whilst carefully considering the myriad of changes thrust upon libraries because of COVID, 

·       Repurpose both their spaces and their services to continue being effective in the communities that they serve, and in this way allowing users to 

·       Rediscover the library and the ways in which it benefits them.

ABOUT SOUTH AFRICAN LIBRARY WEEK

The Library and Information Association of South Africa (LIASA), initiated SALW in 2001 as a commemorative period, when all types of libraries, across the country use this time as an opportunity to market their services and create awareness of the important role that libraries play in a democracy. The central focus of activities embrace: advancing literacy, making the basic human right of freedom of access to information a reality and the promotion of tolerance and respect in society.

The choice of the date memorializes the establishment by proclamation of the first public library, the South African Public Library, now the National Library of South Africa (Cape Town Campus), on 20 March 1818. Furthermore, on 21 March, we celebrate Human Rights Day and our Bill of Rights recognises the freedom of access to information as a basic human right. An important historical event is thus linked with a crucial date in our democracy.

 

In keeping with the 2022 theme for SALW: Re-Imagine, Re-Purpose and Re-Discover …Libraries! Howard College Libraries chose to host a virtual quiz, aimed at all its library users, testing their knowledge with questions about the various libraries, its resources and services. The quiz attracted a spectrum of staff and student participants across all four colleges and five campuses.  Ten correct entries received were from participants pictured below including Ms Saabirah Rizvi from the College of Law and Management (not pictured upon request).

UKZN Library extends sincerest congratulations to its worthy winners and is indeed grateful to all participants and our several vendors for their generous sponsorships thereby contributing to the success of UKZN SALW celebrations.

 

NO MEAN FEAT!!!

 

                                                    By Claudette Kercival

CELEBRATING 200 YEARS OF STAFF SERVICE TO THE UNIVERSITY OF KWAZULU-NATAL COMMUNITY

It is indeed with much pride that the UKZN Library has earned the bragging rights of outstanding staff dedication to service. 2021 saw the following staff mentioned below achieve recognition for their outstanding and committed long service to University of KwaZulu-Natal Library.  Each in their own right have contributed and continue in making UKZN Library iconic in its reputation in the domain of academic libraries and librarianship. 

“Heartiest congratulations” to each of you and a big thank you for your contributions as being part of UKZN Library’s success story.  It is said that Commitment to work, Loyalty, and Diligence are the cornerstones of great employees and each of our worthy recipients are a testimony to this.  We are truly proud of each of you in reaching these career milestones and wish you many more rewarding years ahead.

UKZN Library proudly salutes each of our awardees and can without a doubt attest its successes to the likes of such a dedicated team of employees. Awarded respectively as follows for their worthy years of service on the 25^th of November 2021, you will get to read of the some of our esteemed colleagues’ interesting experiences, spanning decades. Such loyalty in service undeniably serves as great encouragement and mentorship to our new and up and coming LIS Professionals.

15 years: Louann Thomas (Pietermaritzburg Campus)

Louann is the book keeper at Pmb library. According to Louann “I cannot believe how quickly 15 years have passed. The Library has been a place where your colleagues become your friends thus making work enjoyable.  I was fortunate enough to have interactions with staff on all campuses and different departments and it has been such a pleasure getting to know everyone. There have been many changes in my job from when I first started in 2006, but as they say “Change is good” so I have learned to adapt and persevere in my duties. I would like to thank Management and staff for their assistance over the years and I look forward to what the future holds.” 

 

·       Thabile Xulu (Campbell Collections)

Thabile Doreen Xulu joined the University of Natal in 1999 working at the Music department (African Music Project) as an Admin Assistant Officer up to 2001. She then moved to EPU (Natal), a research unit that was affiliated to the University of Natal from 2002 to 2005. She came back to work at UKZN AIDS Programme on the 1^st of January 2006 as an Assistant Admin Officer until 31 October 2010. She then moved on to Campbell Collections from the 1^st of November 2010 to work as an Assistant Admin Officer later referred to as Library Administration Officer. She has a National Diploma in Public Administration and Management.Thabile was one of the researchers who took part in the Community Development Project on Documentation, Video and Photography at uMlazi in 1998 to 1999 organised by the University of Natal. She also participated in the project that was organised by Corporate Relations,title: “Be Knitwit for Mandela” (knitting pieces for the Nelson Mandela blanket). The project          took place at EG Malherbe Library on  the 29 May 2017. In 2014, she was involved in the Campbell Collections’ Interview Project for the  Forced Migration in the Cato Manor Area. She assisted with creating a list of  interviewees and schedule for the  interviews. She is currently assisting with the Special Collections’ Digitisation  projects, Preservation and Conservation Projects, and  organising the Special  Collections’ conferences and annual lectures Thabile is a dedicated worker who works hard to achieve her goals. She always  completes her work ahead of time. She is a go getter and team player.

 

25 Years: Shanitha Bhim    (Pietermaritzburg Campus)

Shanitha’s career started at UKZN on the 8th of February 1996 and until 30^th November 1996 was a Library Assistant. She then worked at the Short Loan Section of the main library on a half day post under the supervision of Rabin Maharaj from 1^st December 1996 until 29^th February 2000.

She worked as a Senior Admin Assistant still in a half day post from 1^st March 2000 until 31^st July 2009, becoming a full time employee from 1^st August 2009. In 2014, she obtained a Bachelor of Information Science Degree Since then she has worked at the main library Circulation desk performing all circulation functions. Ms Celeste Johns, Shanitha’s supervisor acknowledges that she is phenomenal and it is an absolute pleasure to work with.

 

·       Solomon Zungu (Howard College Campus)

UBaba Sol as he is fondly known to all staff and students is synonymous with many departments of the UKZN Library.  Solomon is acknowledged for being the most gentle and humble soul who is always ready to help staff and students.  Mr Zungu’s career over the past 25 years included holding various positions across several departments.  He began his service to the university in1996 whilst being employed as a messenger in the ICS Department. He thereafter moved to Medical School as a messenger.  At the beginning of 1999 he joined the EGM Main library as a shelver/stack attendant and soon after joined the GMJ Sweeney Law Library where he worked until 2017.  Since 2017 he has served the university community whilst working between these 2 libraries.  Solomon takes extreme pride in all that he does and he is ‘service with a smile’ personified.  

 

Thirunagaren Munsamy (Gandhi-Luthuli Documentation Centre) 

Thiru has worked his way up from the Baggage department where he started in 1995 to Senior Librarian at the Gandhi-Luthuli Documentation and completed the necessary qualifications along the way.   He worked there until September 2000. He was promoted to the library mail room and worked there until December 2005. Between 2006 and June 2009 he worked at the Issue desk and Academic Reserves section at the Westville Library.   During this time he completed his National Diploma in Library Science.In July 2009, he started work at the Nelson Mandela Medical School library as the Supervisor at the Issue Desk.  He was instrumental in the RFID self-check system implementation. This was a great learning experience for him. In June 2014, Thiru was appointed the Senior librarian at the Gandhi-Luthuli Documentation Centre. He completed his Honours in Library and Information Science in 2015.  Since he spent most of his working career on the Westville campus, he was very familiar with the Documentation  Centre. He has quicky adapted to this position and is well-acquainted with the collection, which as he says “I knew I could do since I am a fast learner”. Another one of his recent achievements is that he revived the advisory board at the centre in 2014.  He has also worked with some researchers on an oral biography of the Phoenix settlement as he and his family lived there for many years.  He has also successfully managed to bring in many donations in the form of books,      documents and artefacts.He regularly communicates with academics and independent researchers internally and externally. This is why the centre has attracted many researchers nationally and internationally. 

·   

·       Vivian Zungu

“I started working at the University of KwaZulu Natal when it was known as UDW in 1995 February until 30 May1996. I used to work in the baggage area where bags were kept when entering the library. On the 1^st of June 1996, I was permanently employed at the University. I then started working at circulation inside the Library as a Library assistant. Other times, I would assist at the counter and academic reserve when there was a need.For the past 25 years, I have been working as a Senior Library Assistant.” 

35 years: Sanjeeth Munshi (Westville Campus)

“My journey at the University began in August 1986 when I was appointed as a photocopying assistant at then, UDW Library. I attended to the photocopy needs of students and it was 5 cents per A4 page and 10 cents per A3 page.

I then registered in 1991 part time for a BAdmin. degree and graduated in 1996. In 1992 I was transferred to the Issue Desk under my HOD Mr Siva Moonsamy whereby my key functions were Issues, Returns, Renewals and assisting with queries from staff and students. In 1996 I was then transferred to the Academic Reserves under Mr Arvin Harilall who was the HOD. In 1999 Mr Arvin Harilall resigned and I was appointed as the HOD for Academic Reserves. In 2004 I registered for a Post Graduate Diploma in Library Science and graduated in 2006.

I headed the Academic Reserves until 2011 when I fell ill and was laid off work for 3 years. When I returned to work in 2015 I was appointed as Inter Library Loans Officer under the headship of Mr Sipho Khumalo. In 2018 the Issue desk, Academic reserves and Inter Library Loans combined into one office and to date I am now working in that office.

During my time at Westville Campus I witnessed the changes, transformation, protests and strikes by staff and students and also the good memories which I will treasure. I would like to thank my colleagues for being there for me and the support and working as big family.

Finally I want to thank my previous and current HODs for supporting, guiding and the encouragement you showed towards me and not forgetting my wife and children who stood and bared with me. Also a very big thank you to all the staff who made an impact to my life on Campus. God Bless You and your family.”

·       Sanjay Maharaj (Westville Campus)

“A little insight into my journey at University of KwaZulu-Natal for the past 35 years. I began my UKZN journey on the 13th of May 1986 in the photocopy room, where I spent 5 years. I was then promoted to the position of a Library Officer on the 1st of February 1990. Since then I have worked in Circulation, at the Issue Desk and Reserve section. I have been in my current position as a Stack Attendant since 2014.  I have had 35 wonderful years at the University of Durban-Westville and now University of KwaZulu-Natal.   I would like to thank Mr Potgieter for the opportunity and the current management.” 

“MAKERSPACES” IN ACADEMIC LIBRARIES… A VISION FOR UKZN LIBRARIES!

by Claudette Kercival Mukesh Kemrajh.

Of late, there has been tremendous interest in “makerspaces” and their potential in libraries: from school and public libraries to academic and special libraries, the topic seems very much the flavour of the moment. Makerspaces and varying new technologies are exciting services now being offered in libraries, particularly  academic libraries. However, as with all new ventures these come with their own challenges and successes. This initiative speaks not only to the reconfiguration of available space but also to the training of library staff to work collaboratively with faculty and the Information Technology sector of the university in sustaining this endeavour. It is essential that staffing models of the makerspaces are carefully examined before implementation. (H. Moorefield-Lang, 2015; Wong & Partridge, 2016)

WHAT IS IT?

Makerspaces encompass a continuum of activity that includes “co-working,” “hackerspace,” and “fab

lab”; the common thread running through each is a focus on making rather than merely consuming. It is important to note that although the terms are often incorrectly used as if they were synonymous, in practice they are very different: for example, a fab lab is about fabrication  (Colegrove, 2013).

The idea of having a place to make things isn’t new. Workshops, garages, studios, sewing rooms and backyards have long been spaces for making. The term makerspace though, has only been in use since the publication of Make magazine in 2005, and the subsequent launch of Maker Faire, an event that demonstrated the popularity of making and showcasing new technologie.

(Wong & Partridge, 2016).

University makerspaces are places where students and staff can learn new things, work with their peers, consider new ideas, explore, tinker, invent and make. According to Matthews (as cited in Filal, 2017), the future of libraries is about a user community engaging to create content and using it for “community building, connecting people, engaging students, assisting researchers, and advancing knowledge production”.

WHY THE NEED?

Recent trends in Librarianship point to themes of crafting, artisans, creators, and makers in library spaces.

One of these trends is the Maker Movement, which calls for the return of the artisans, creators and makers and for ways libraries can support these movements and entrepreneurs (Filar Williams & Folkman, 2017)

Libraries are on a never-ending continuum to get their users to the library and this makerspace initiative creates that impetus. So why have a makerspace? Whilst bringing together innovators, thinkers, and creators, these spaces critically require physical space, an integrated plan and all the necessary resources including staff and finances. This ‘fight or flight” state libraries face today, has libraries fighting to stay responsive to the ever-changing needs of its users.  (Fourie & Meyer, 2015)

Makerspaces provide an opportunity for libraries to build upon services they already offer while reaching out to students and faculty who do not frequent the library on a daily basis. By implementing a makerspace in the campus library, the space is seen as more neutral and approachable by students and staff from all academic departments. Broadly interpreting what a makerspace needs to be, allows institutions the opportunity to match the space to the specific needs of their student body, while leaving room for the space to change and grow over time. The smaller scale implementation of makerspaces and collaboration technology provide institutions with a testing ground for future trends and can encourage academic departments to independently adopt new instruction trends in the classroom. In addition to the services provided by the space, students benefit from the opportunity to participate in a more creative, kinesthetic style of learning that stimulates their decision-making skills.(Lee, 2017)

WHAT’S IN IT FOR THE ROLE-PLAYERS?

Plans are afoot at UKZN libraries to consider implementing “makerspaces” for collaborative research

and entrepreneurial efforts by students and academics.

Students or researchers trying to understand or make sense of a chemical model or novel protein strand are able to not only visualize and manipulate the subject on a two-dimensional screen, but to relatively quickly print a real-world model to be able to and tangibly explore the subject from all angles (Colegrove, 2013).

Individuals synthesizing knowledge across disciplinary boundaries are able to interact with members of communities of practice in a non-threatening environment; learning, developing and testing ideas, developing rapid prototypes in software or physical media, with the assistance of a librarian to resources and advice regarding intellectual property opportunities or concerns (Colegrove, 2013).

Depending on constraints and the available support, the library may also be well-served by forming collaborative ties with other local makerspaces; having local partners can dramatically improve the options available to the library in day-to-day practice, and better inform the library as it takes well-chosen incremental steps. With hackerspace/co-working/fab lab resources aligned with the traditional resources of the library, engagement with one can lead naturally to the other in an explosion of innovation and creativity  (Colegrove, 2013)

Where do librarians learn all of the skills that it takes to run a makerspace? What happens if a librarian doesn’t know how to fix a 3d printer? Where do they turn if they know nothing about laser cutting, knitting, making purses from books, or building worlds in virtual realities? Every librarian who started a makerspace asked themselves these questions, then found resources, peers, and online aids to get them started with their maker learning locations. Having an adventurous spirit can also help (Moorefield-Lang, 2015).

CHALLENGES FOR MAKERSPACES

In order for libraries to transform and remain relevant, library management and staff must rethink the library culture as well as what job skills are needed to be successful in this maker environment. The willingness of staff to be open to changes is important, but the library environment or culture, along with the support for staff to gain the skills through informal or formal education, conferences, networking with others, and learning by doing, is a must. This openness to constant change, innovative ideas, and new knowledge will move libraries forward and better serve their communities (Filar Williams & Folkman, 2017).This initiative calls for a solid understanding of the library’s user community, the ability to collaborate, and to serve diverse people as each community’s needs are unique. (Koh & Abbas, 2015).

A challenge is the need to communicate that makerspaces are for all University patrons across disciplines not only for engineering students. Lee (2017), identifies additional challenges for makerspaces implementation. The first, is the cost, when technology and spaces are integrated. The second challenge is the actual separation of the space itself. For example, will someone have to give up part of their office space, or will certain departments need to be relocated? The third challenge is how the space will be governed and shared. A makerspace needs to reflect the needs of the students and be able to draw them into the space through their individual interests. The last challenge is the training of staff on new technologies in such a way that the new makerspace can be adequately staffed, with knowledgeable personnel who can facilitate learning. Initially, the makerspace will probably need to have limited hours for patrons, but as its popularity grows, so will the need to hire more staff and provide training.

REFERENCES

Colegrove, P. T. (2013). Editorial board thoughts: Libraries as makerspace? Information Technology and Libraries, 32(1), 2. doi:10.6017/ital.v32i1.3793

Filar Williams, B., & Folkman, M. (2017). Librarians as makers. Journal of Library Administration, 57(1), 17-35.

Fourie, I., & Meyer, A. (2015). What to make of makerspaces: Tools and DIY only or is there an interconnected information resources space? Library Hi Tech, 33(4), 519-525. doi:10.1108/LHT-09-2015-0092

Koh, K., & Abbas, J. (2015). Competencies for Information professionals in learning labs and makerspaces. Journal of Education for Library and Information Science, 56(2), 114-129.

Lee, R. J. (2017). Campus-library collaboration with makerspaces. Public Services Quarterly, 13(2), 108-116.

Moorefield-Lang, H. (2015). Change in the making: Makerspaces and the ever-changing landscape of libraries. TechTrends, 59(3), 107-112.

Moorefield-Lang, H. M. (2015). User agreements and makerspaces: a content analysis. New Library World, 116(7/8), 358-368. doi:doi:10.1108/NLW-12-2014-0144

Wong, A., & Partridge, H. (2016). Making as learning: Makerspaces in universities. Australian Academic & Research Libraries, 47(3), 143-159.

The woes and wows of being re-floored… one Librarian’s nightmare.

Claudette Kercival                                         Mukesh Kemrajh

The mammoth reflooring project of The EG Malherbe Library which reached completion on 27^th of  March 2017 …literally left us floored!

For the 29 odd years that this library has been in existence, users have enjoyed the luxury of cosy carpeted floors.  In the latter months of 2015 it was decided that the flooring would be replaced with cork. I am keen to see whether this piece will elicit some conversation as to the reasons behind the selection of this floor covering as well as its appropriateness and durability for library spaces.

I have reservations about the following issues:

• the appropriateness and suitability and longevity of the flooring

•  the skill level of the awarded contractor

• the level of workmanship and the quality of completed job

Below is merely an anecdotal account of my borderline nightmarish experience on the 3^rd floor.

One may wonder ‘why the woes’.  It was simply because, the ‘wows’ were short-lived no sooner had the project begun.

So let’s uncork this series of fortunate or unfortunate events for some… 

The project which commenced on 26^th March 2016 was scheduled for completion in 6 months…upon reflection that was wishful thinking of a very aspirant service provider, who was replaced before the project had been completed!

Much to the dismay of staff and users alike the project laboured on until finality a year later on the 29^th of March 2017.  In addition there were the student protests, non-functioning lifts and a shortage of material (cork) which further hampered/delayed the project

Needless to say, it was indeed a colossal task, which most certainly warranted the judgement of contractors who understood precisely what this extensive project implied for the library services, collections and operations.  Sadly, this was not the case.

• Each floor had to be cordoned off. This meant restricted access to the study space and     collections by students and staff.

• Staff offices had to be re-located until each floor was completed

• All furniture, shelving and computers had to be moved.

• The carpets had to be removed which was not a pleasant task at all, as this meant the resurrection of 30 years of dust in a sealed building.

• Thereafter the embedded carpet glue had to be scraped off the concrete

• Boxes of the treated cork were then installed with not the friendliest of smelling glues.

• Several coats of varnish were then applied to the cork which sustained a very short-lived splendour.  Unfortunately, when real traffic trampled on these floors, the lustre soon dissipated.

As per the proposal…

• We were assured that no books were to be moved off the shelves.  Instead, hydraulic jacks were going to elevate the shelves so that the cork could be installed causing minimum disruption to the collections.  Alas, this was not the case resulting in all shelves and books being in an utter disarray.  

• We were also assured that all collections would be covered with heavy duty plastic, protecting the collection from the dreadfully injurious dust.  Regrettably, this again was not the case which resulted in further cleaning efforts for library staff.

• A glaring omission was the lack of ‘project management’ and simple attention to detail which would have made some difference… but then who are we mere mortals to note that!

In the month of September 2016, when the proposed date of completion had come and gone, several disgruntled users began voicing their dissatisfaction which in turn prompted a random survey of 120 users which revealed the following:

• The respondents were made up as follows:

o   13% Postgraduates

o   82% Undergraduates

o   5% Staff

• 25% (predominantly undergraduates) of the respondents welcomed the new look and commented on its modern look and hygiene.

• 62% felt that the money spent could have been put to better use to upgrade more necessary facilities.

• 87% responded that their study and access to information was disrupted during the project

• There were concerns about the durability of the flooring.

• There were concerns about the slippery nature of the flooring.

Clearly an assessment of pros and cons should have been undertaken before embarking on this project.

So there you have it … one Librarian’s perspective!

Barely covered shelves	Clearing of furniture
Cordoned off floors	Laborious manual removal of carpets
Note the piles of books mish mashed  to be re-shelved	The final product…notice the glare