Category: Trainings

Training Outline

1. Start by introducing the concepts of personas and threat modeling, using the “What is a Persona?” information sheet and “Threat Modeling” worksheet.
2. Pass out two Threat Modeling worksheets to each staff.
3. As a group, complete the Threat Modeling Worksheet using one of the six personas. The Threat Modeling Worksheet covers the following questions: 
   • What do you want to protect?
   • Who do you want to protect it from?
   • How likely is it that you will need to protect it?
   • How bad are the consequences if they fail?
   • How much work are you willing to do to protect it?
4. Break into smaller groups. Each group will be given a different persona and asked to complete their other Threat Modeling Worksheet for this persona together. 
5. After every group has completed the worksheet, each group will go around and present the persona they were given and the threat model that they created. 
6. As groups present, the larger group should discuss their takeaways from the activity.
   • Example Discussion Questions
     • Did each group identify and address all threats to patron privacy?
     • Are there ways to address this threat other than the one proposed by the presenting group?
     • What skills do library staff need to have in order to do threat modeling?
     • How is this activity helpful? How does doing this activity prepare you to act in the moment?

Training Outline

Training Outline

1. Start by introducing the concept of personas using the “What is a Persona?” information sheet.
2. Provide each staff member with a persona handout and its matching script to read. 
3. After the staff have had a chance to fully explore their given persona and script, lead a discussion focusing on patron privacy concerns. Staff will discuss how to respond to the specific privacy concern in the script for their patron persona. The facilitator will then ask staff (in a group or individually) to discuss how they would modify their discussion with a different type of patron. For example, how would you discuss the importance of password protection with: 
   • A child
   • A non-native English speaker or immigrant
   • Someone with a hearing impairment
   • Elderly couple
   • Someone with a cognitive impairment
   • University student 

4. The facilitator will discuss the importance of adapting the messaging given the patron. Who are you trying to serve? How do you match the needs of the person?

Training Outline

1. Distribute sticky notes and preferred writing utensils to each member of the team. Make sure everyone has at least 5-10 sticky notes.
2. Introduce the concept of personas using the “What is a Persona?” information sheet. Explain the persona being used in this activity (Anthony). Give staff time to read through the persona and the script provided. [Note to facilitator: The sticky noting activity outlined here uses the Anthony persona. The questions used for this activity are specific to his persona and script. If another persona and script are used, the brainstorming questions provided below should be customized for that persona and script.]
   1. [OPTIONAL, adds 5-10 minutes] Ask for volunteers to read (role play) the script to the rest of the group. 
3. Ask staff to think about the following question: What can we do as a branch with our technologies to help Anthony achieve his objectives? 
4. Team members will brainstorm solutions for this question.
5. Have staff write their answers on sticky notes. Staff can write more than one answer, but they will need to write one idea per sticky note. Examples could include: 
   1. Set up privacy configurations on the public computers.
   2. Make DuckDuckGo the default browser on public computers.
6. As notes are written, one facilitator should collect them. 
7. Another facilitator arranges the sticky notes on a large vertical surface, grouping notes with similar ideas.  This allows patterns to emerge – and emphasizes areas for future work.
8. Draw large circles around each grouped cluster/theme of sticky notes and label the themes/categories.
9. Once everyone is finished brainstorming, give a brief description to the entire team of the “Big Idea” themes you see emerging in the sticky notes (see this Example of Building Big Idea themes). At this time, team members can clarify their ideas and shift categories/clusters.
10. Ask the next question: What resources could we provide Anthony to help him make an informed decision? Examples could include: 
    1. Identifying reliable sources to use, such as Consumer Reports or Kelley Blue Book
11. Repeat the process of collecting and organizing the sticky notes for the second question. 
12. Give a brief description of the “Big Idea” themes you see emerging in the sticky notes. Ask staff if they have any questions or if they disagree with anything that has been said. 
    1. [OPTIONAL, adds 10-20 minutes] Introduce the other personas and their needs. Lead a discussion on the question: What different resources would be needed for these patrons?

*Sticky noting activities work best when there are two facilitators; one person walks around the room to collect notes while a second person organizes the notes into themes/categories.

Note: This activity was adapted from an activity designed by Dr. Beth Bonsignore, Director of the UMD KidsTeam.

Selected References: 

Fails, J.A., Druin, A., Guha, M. L., Chipman, G., Simms, S., Churaman, W. (2005). Child’s Play: A Comparison of Desktop and Physical Interactive Environments.  In Proceedings of the Interaction Design and Children Conference (pp. 48-55) New York: ACM. https://doi.org/10.1145/1109540.1109547

Knudtzon, K., Druin, A., Kaplan, N., Summers, K., Chisik, Y., Kulkarni, R., et al. (2003). Starting an intergenerational technology design team: A case study. In Proceedings of the Interaction Design and Children Conference (pp. 51-58). New York: ACM. https://doi.org/10.1145/953536.953545

Training Outline

1. Start by introducing the concept of personas and explaining the persona being used in this activity (select one). Give staff time to read through the persona and the script provided.
2. [OPTIONAL, adds 10 minutes] Ask volunteers to read (or role play) the script to the rest of the group.
3. After the staff have had a chance to fully explore the persona and script, the facilitator will lead a discussion focusing on the ethical considerations that arose in the script:
   • Anthony: How much help and effort should library staff offer when it comes to making big financial decisions?
   • Josué: How much help and advice should library staff offer to Josue when it comes to protecting his privacy online but still being vocal about his political beliefs?
   • Simone: How much should library staff help minors manage their privacy online? 
4. After you have talked about the question above, ask staff about more general ethical questions:
   • How do we give advice without being preachy? 
   • How do we remain neutral? Are libraries neutral? Should we?
   • Are there any alternatives we can provide to prevent patrons from making bad decisions?
5. If you are well acquainted with the patron, does this affect how much advice you give?
6. How does the patron’s age affect the level of help and advice staff give? What if the patron is 8? What if the patron is 80?

Note: For this activity, we have provided some suggested example prompts for Anthony, Josué, or Simone. However, this activity can be completed with any persona and script, but prompts will need to be customized for those scenarios.

Workshop Outline