april07b.indd


Charles Allan 

Using a wiki to manage a library 
instruction program 
Sharing knowledge to better serve patrons 

The multi­author, collaborative software known as a wiki, can be used by librar­
ians to manage their work in library instruc­
tion programs. A library instruction wiki can 
create better information sharing, facilitate 
collaboration in the creation of resources, 
and efficiently divide work loads among 
librarians. The wiki, which is accessible by 
invited users at a specific URL, somewhat 
visually resembles a word processing pro­
gram. Wiki members edit text documents 
and attach files. Contributors to a library 
instruction wiki can edit and store insightful 
comments into class needs, work together in 
the creation of subject resource guides, and 
update outdated material. 

Library instruction wikis have two chief 
uses: the sharing of knowledge and the abil­
ity to cooperate in creating resources, such 
as informational handouts and guides. 

Prior to the invention of wikis, individu­
als in a workplace could not store, share, 
and build on information as easily and co­
herently. E­mail messages, attaching word 
processing files in e­mail, and face­to­face 
communication were some of the methods 
previously employed. Using a wiki to inte­
grate the library instruction knowledge of 
many librarians enables a library instruction 
program to better meet our patrons’ needs. 

Making your own wiki 
Creating your own wiki is a fairly straight­
forward process. Commercial sites abound 
on the Internet that allow anyone to create a 
free wiki. Some of the best known sites are 
seedwiki (seedwiki.com), pbwiki (pbwiki. 
org), jotspot (www.jot.com), twiki.org (twiki. 

org), and Phpwiki (phpwiki.org). Like free 
but basic e­mail service, free wikis are lack­
ing in bells and whistles but seem to suffi ce 
for most users’ needs. The option to upgrade 
(for a fee) is always available. Find the com­
pany with the most user­friendly interface 
and create an account. 

Once the wiki is created, users can be in­
vited to participate via their e­mail addresses. 
These users all have equal editing rights (un­
less denied by the wiki creator), and editing 
the wiki is limited to these people. The most 
famous wiki of all, Wikipedia, dispenses 
with rules of access and allows anyone to 
edit at will. However, most people creating 
a wiki will set boundaries for those able to 
edit and access the wiki. Vandalism and ac­
cess by anyone will not be a feature of most 
workplace wikis. 

Literature 
The use of wikis in workplaces is beginning 
to catch on. The deployment of wikis in li­
braries has also started, and wikis are starting 
to appear in library literature. Many articles 
have been written that introduce the concept 
of a wiki, explain how to get started creating 
a wiki, and inform what general purposes in 
a library workplace wikis might serve. Some 
of the best articles in this vein to read are 
by Donnice Cochenour,1 Darlene Fichter,2,3,4 

Jeremy Frumkin,5 Gerry McKiernan,6 and Rob 
Withers.7 Wikis are used by librarians to man­

Charles Allan is reference librarian at East Tennessee 
State University’s Charles C. Sherrod Library, e-mail: 
allanc@mail.etsu.edu 
© 2007 Charles Allan 

242C&RL News April 2007

mailto:allanc@mail.etsu.edu
http:phpwiki.org
http:twiki.org
http:www.jot.com
http:seedwiki.com


age public services information, collaborate 
on and keep track of reference questions, 
and assess databases. In one innovative 
use of a wiki, students in a library instruc­
tion session worked together using a wiki.8 

However, there has been no attention given 
to the use of wikis in managing a library 
instruction program. 

Library instruction and wikis seem like a 
good partnership. There was a fair amount 
of uncoordinated information, such as in­
sight about the actual execution of class 
sessions, information about problems with 
the professors’ assignments (such as broken 
Web links), and independently produced 
handouts in some cases. The different sched­
ules of all the librarians that give library 
instruction classes also mitigated against 
effective knowledge sharing and work di­
vision. E­mails and hallway conversations 
occurred, but these are difficult to store in a 
central location, build on any knowledge or 
share with all librarians involved in library 
instruction. 

Description of the library instruction 
program at ETSU 
The Charles C. Sherrod Library at East Ten­
nessee State University has a library instruc­
tion program dedicated to teaching students 
how to use our Web site, find journal articles, 
teach critical thinking about information 
sources, and evaluate Internet sites. We 
have one dedicated library instruction librar­
ian. Work overflow is given to other public 
services librarians. Sherrod Library has a 
multimedia classroom that contains a main 
computer projector screen for the librarian 
and individual laptops for student use during 
library instruction sessions. 

Faculty and instructors reserve the room 
through e­mail or phone contact with our 
library instruction librarian. On occasion the 
faculty member or instructor will teach the 
class, but typically this duty is handled by 
the librarian. During the reservation process, 
the library instruction session requestor usu­
ally details a few key points they would like 
covered in the session. The librarian may 

also receive a class assignment designed 
by the faculty member or instructor. The 
session is then focused on these points and 
any assignment given. In the absence of 
specific requests, the librarian presents a 
general overview of the library’s Web site, 
how to find journal articles, and how to use 
the internet wisely. 

Using the wiki to share knowledge 
The first use of the wiki deals with sharing 
information and new experiences gained dur­
ing the library instruction session itself. Now 
it is time to add this information to the library 
instruction wiki. We have learned more about 
the specifics of the classes’ needs, unforeseen 
directions of the assignment, preferences of 
the professor that were not necessarily com­
municated previous to class time, and house­
keeping issues, such as any broken Web links 
listed in a subject resource guide. 

Many professors include detailed in­
structions concerning the emphasis of the 
instruction session. For example, there may 
be preferences for doing Web site evaluation 
or spending time on one particular database. 
However, some requests for library instruc­
tion may be vague or the directions may 
be terse. If the professor manifests a more 
specific wish during class time or the class’s 
information needs become more evident, this 
information can be shared via the wiki. Many 
professors are repeat users of library instruc­
tion so any stored information is useful. 

Many classes have an assignment they 
are expected to complete (or at least start) 
during the library instruction session. The 
execution of the assignment often leads to 
a certain direction and the librarian may 
get the same questions or see repeated 
mistakes. For example, certain keywords 
may not work and the concept should be 
reworded. 

If the professor has not used the library 
recently or is unfamiliar with technology, 
their assignment may contain inaccurate 
instructions or wrong information. Store 
that knowledge in a wiki! Future librarians 
covering that session will know to spend more 

April 2007  243 C&RL News 



time on a certain concept, correct mistakes, 
or anticipate certain problems and have the 
solution ready. 

The wiki and shared resource creation 
The second use of the library instruction wiki 
is that of a centralized resource collaboration 
tool. The creation of general library informa­
tion handouts and subject­specifi c resource 
guides can be delegated. Many librarians 
have subject expertise and should create the 
learning materials for that area. No more in­
dependently created handouts or lost e­mail 
attachments. Collaboration streamlines work­
flow and allows quick updates of outdated 
information. Has your library added a new 
database or changed instructions for access­
ing e­books? Using the wiki, librarians can 
change their pre­existing handouts to refl ect 
the new information. Perhaps the library has 
purchased citation software, such as Endnote. 
Create a how­to guide on your wiki. Everyone 
in the library instruction program will know 
where to find the new information. 

Summary 
A library instruction program includes mul­
tiple librarians dealing with changing infor­
mation and gaining independently held bits 
of knowledge. This knowledge should be 
coordinated, shared, and built upon. Con­
stant rediscovery, uncoordinated efforts, lack 
of smart use of others’ talents, and unaware­
ness of key information can lead to less than 
optimal outcomes. 

Wikis are an excellent way to close these 
gaps and improve inefficiencies. Wikis are 
increasingly used to manage information in 
organizations, and libraries are beginning to 
employ them. Use everyone’s specifi c experi­
ences and valuable individual expertise! 

Notes 
1. Donnice Cochenour, “Is There a Wiki 

in Your (Library) Future?” Colorado Libraries 
32, no. 1 (Winter): 34–36. 

2. Darlene Fichter, “Intranets, Wikis, Bli­
kis, and Collaborative Working,” Online 29 
no. 5: 47–50. 

3. Darlene Fichter, “The Many Forms 
of E­Collaboration: Blogs, Wikis, Portals, 
Groupware, Discussion Boards, and Instant 
Messaging,” Online 29, no. 4 (July/August): 
48–50. 

4. Darlene Fichter, “Using Wikis to Sup­
port Online Collaboration in Libraries,” Infor­
mation Outlook 10, no. 1 (January): 30–31. 

5. Jeremy Frumkin, “Digital Libraries: 
Modern Practices, Future Visions: The Wiki 
and the Digital Library,” OCLC Systems & 
Services 21 no. 1 (2005): 18–22 

6. Gerry McKiernan, “Wikimedia Worlds,” 
Library Hi Tech News 22, no. 8. 

7. Rob Withers, “Something Wiki This 
Way Comes: An Interactive Way of Posting, 
Updating, and Tracking Changes in Informa­
tion Used by Library Staff,” C&RL News 66, 
no. 11 (December): 775–777. 

8. Brad Matthies, Jonathan Helmke, and 
Paul Slater, “Using a Wiki to Enhance Library 
Instruction.” Indiana Libraries 25, no. 3: 
32–34. 

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244C&RL News April 2007