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Young Adult Literature Read-Alikes

By Allison Riggs

I created and maintain a booklist binder that is kept at our Teen Place Desk for use by library staff that may not be familiar with YA literature, for patrons that don’t necessarily want to interact with staff but would still like some reading suggestions, or for those times when your brain freezes up and all of a sudden you forget every book you have ever read/heard of. I have been continually adding titles to the genre lists throughout the year while also making sure they feature diverse titles, and will have the updated ones printed before summer when we get the most readers’ advisory questions. I also make read-alike lists throughout the year based on readers’ advisory questions I get while on desk and popular trends.

Today I want to share some of my latest lists with you all in case you would like to use them for readers’ advisory purposes, displays, or for your own reading! The lists I keep in the binder include a short synopsis of each title along with the book cover and call number to make it more user friendly, but to keep this post from being extremely long I only included the book titles with short descriptors. If I haven’t read the book myself, I used NoveList’s story elements that are featured with each title to help me with the descriptors. NoveList’s The Secret Language of Books: A Guide to Story Elements is a great resource when making read-alike lists and for completing other readers’ advisory tasks. 

If you liked To all the Boys I’ve Loved Before by Jenny Han, try

Simon vs. The Homo Sapiens Agenda Becky Albertali (Character Driven, LGBTQ) 

Alex, Approximately by Jenn Bennett (Love/Hate, Summer) 

29 Dates by Melissa De la Cruz (Love Triangle, Character Driven) 

The Upside of Falling by Alex Light (Fake Dating, Family Relationships) 

When Dimple Met Rishi by Sandyha Menon (Own Voices, RomCom)  

Fake it Till You Break It by Jenn P Nguyen (Fake Dating, Own Voices) 

The Fill-In Boyfriend by Kasie West (Fake Dating, Self-Discovery) 

Frankly in Love by David Yoon (Fake Dating, Family Relationships) 

If you liked Five Feet Apart by Rachael Lippincott, try

Symptoms of a Heartbreak by Sona Charaipotra (Teen Doctor, Own Voices) 

The Fault in our Stars by John Green (Bittersweet, Character Driven) 

Finding Audrey by Sophie Kinsella (Mental Illness, Romance) 

Just Breathe by Cammie McGovern (Secrets, Fast-Paced) 

Sick Kids in Love by Hannah Moskowitz (Chronic Illness, Romance) 

The Stars and Blackness Between Them by Junauda Petrus (Mixed Media w/ Poetry, LGBTQ) 

Extraordinary Means by Robyn Schneider (Character Driven, Romance) 

Everything Everything by Nicola Yoon (Character Driven, Mixed Media w/ texts and illustrations) 

If you liked One of Us is Lying by Karen M. McManus, try: 

Little White Lies by Jennifer Barnes (Fast-Paced, High-Drama) 

Time Bomb by Joelle Charbonneau (Multiple POVs, Fast-Paced) 

This is Our Story by Ashley Elston (Plot-Driven, Investigation) 

Truly Devious by Maureen Johnson (Boarding School, Mystery) 

People Like Us by Dana Mele (Boarding School, Psychological Suspense) 

We Told Six Lies by Victoria Scott (Multiple POVs, Fact-Paced) 

The Cheerleaders by Kara Thomas (Nonlinear, Fast-Paced) 

All Your Twisted Secrets by Diana Urban (Suspenseful, Nonlinear) 

College of DuPage LTA Student Interview #4

By Amanda Musacchio

This is the fourth in a series of interviews with College of DuPage Library and Information Technology students. These interviews were conducted by myself, Amanda Musacchio, Program Chair and Instructor at the College of DuPage. The Library and Information Technology Program includes a 30 credit Library and Information Technology Certificate as well as a 64 credit Associate in Applied Science Library and Information Technology Degree. For more information, please contact me at

This interview features current student, Jean McDonough.

Jean McDonough

1. What would you like to share about yourself?

I am currently a preschool-eighth grade elementary school librarian at SS. Peter and Paul Catholic School in Cary, Illinois. I have also taught middle school art and language arts in public schools, as well as creative writing at universities in Michigan. In addition to my experience as a teacher and school librarian, I have a Bachelor of Fine Arts degree in Photography and a Master of Fine Arts degree in Poetry Writing. Because I have so many different interests, librarianship is my perfect calling, encompassing my life-long love of learning.

2. What are you excited about that is happening in Illinois libraries (and beyond)?

I am excited that many libraries are embracing the STEM movement in Illinois. A couple of years ago, I created makerspace kits where students can experiment with robotics and electrical circuits. Students collaborate with these kits in small groups, using their critical thinking skills as well as their knowledge of design principles. My library is not always quiet, but it is creative! I am also interested in the growing realization on the part of school librarians that students must be taught more robust information literacy skills in order to help them effectively evaluate the credibility of information they find online.

3. What is something interesting you have discussed in your classes?

In my Reference and Information Services class, we have been discussing the evolving nature of reference in light of the prevalence of patrons relying on online information for their research. In many ways, reference service has become more important due to the changing nature of patron questions. It has also become more challenging to find accurate facts when there is so much misinformation and fake news available.

4. How do you see yourself contributing to the Illinois Library world in five-plus years?

I hope to become involved in a larger network of school librarians. In the past few years, I have collaborated with the Cary Area Library and Cary Junior High in order to offer a city-wide Battle of the Books after-school program. Collaboration between librarians is important, not only to share resources but also to inspire each other with ideas.

5. What do you like most about the College of DuPage Library and Information Technology Program?

Because I am taking my classes entirely online, I appreciate the flexibility I have to complete assignments. I also enjoy hearing the perspectives of my peers during online discussions; they have so many different educational backgrounds and library experiences. Finally, my instructors are very good about presenting relevant and current content as it relates to the function of libraries in the 21st century.

Preparing for the 2020 Census

By Allison Riggs

The 2020 Census is almost here! Why should libraries care? To put it simply, the 2020 population numbers gathered from the Census will shape how political power and federal tax dollars are shared in the U.S over the next 10 years. We want to help make sure the communities we serve are getting accurately counted so they get the appropriate funding and representation in Congress and the Electoral College. Libraries across the country are preparing to help make sure everyone gets counted in this year’s Census, and the library where I work, the Schaumburg Township District Library, is no exception.

How is the Schaumburg Library preparing for the Census?

An Interactive Display: We will have a Census 101 display along with a true or false lift the flap interactive component to help clear up common misconceptions about the census. The display will also include a sticker-by-number mosaic for patrons to complete that will reveal a “Be Counted” message.

Library Swag: We’ve created bookmarks that will be available at all locations, and we’ll have buttons for staff to wear to promote the census.

Print and Social Media: The Library sent press releases to local media and will discuss the census during one of our monthly columns in the Daily Herald. We will also be using our social media pages to encourage our patrons to complete the census using eye-catching graphics.

Discussions During Regular Programming: We will be highlighting the census during our regular programming. Our librarians have already begun familiarizing patrons during our ESL Conversation Clubs about what the census is, why we do it, and what to expect throughout the process. They showed them copies of the online census invite and the paper form, so they know what to expect when they receive it.

Designated Computer: Since the census can be completed online, we will have a designated computer in Youth Services that will give parents the opportunity to fill out the census while they are at the library with their children.

Library Website: We have a dedicated page about the 2020 Census that is highlighted on our homepage for ease of access.  

Informational Drop-In Sessions: These two-hour long staff-led sessions will be held at three different times every Wednesday during the month of March, once at our central location and once at each of our branches.

Staff Awareness: The Library has been preparing staff for the upcoming census since November by providing us with a PDF that explains why we should care, how the census will work, what questions will be asked, what won’t be asked, and more. This guidance has helped us to feel confident in answering patrons’ questions.  

Working with the Community: We have three staff members that are on the various Complete Count Committees in our service area. The Schaumburg Library is also co-sponsoring a movie night with the Hoffman Estates Village Hall and Hoffman Estates Complete Count Committees, hosting recruitment events with local field offices as they look to hire census workers, and will have an informational program titled Census 2020: Be Counted! that is sponsored by Schaumburg-Hoffman Estates Alumnae Chapter of Delta Sigma Theta Sorority, Inc.

2020 Census Resources

ILA’s Census 2020 Resources Page

RAILS Census Toolkit for Libraries

ALA’s Libraries’ Guide to the 2020 Census

United States Census Bureau Website

Go Where The People Are

By Patrick Maloney

Before I transitioned into full time library mode, I played bass in a punk band that frequently toured the country, and often received a lot of really bad advice on how to “make it big” from hordes of people who thought they had it all figured out. Out of the never ending stream of industry insiders and fellow musicians spouting nonsense at me, it was an old biker guy at a dingy dive bar in Nebraska who finally told me what I needed to hear.

“Go where the people are.”

On the surface, it sounds nonsensically simple. If anything, he was pointing out that maybe the middle of a cornfield wasn’t the best place to be if we were actually trying to make any money. He was also very drunk. But in that moment, something inside me clicked. I knew he was onto something, and while my music career has long been over, I still go back to those words on a regular basis. If your end goal is to create unique and engaging programming at your library, the answer IS nonsensically simple. Go where the people are.

Before I get ahead of myself, let me ask you this. What exactly is the purpose of library programming? I find myself asking the same question nearly every programming cycle, and the two answers I tend to land on are generally what I will eventually sculpt my programs around. One of the answers coincides with what I believe to be a core tenet of librarianship, and that is service to one’s community. There are a myriad of ways in which your local library serves its community, and I could write a blog post on every one of them, but programming is unique in that the returns on investment are usually immediate. Whether its device help for the technologically impaired, storytimes that kick start a child’s love of reading, or the ever looming tax prep help some libraries are currently offering, you can literally watch a patron leave the library quantifiably better off than when they entered. Personally, that is one of my favorite parts of what I do.

The second conclusion that I always seem to come to…and the one we will be focusing on today…is that programming serves to generate interest in the library itself. Which came first, the chicken or the egg? People need to already have an interest in the library to have an interest in the programming it offers, but in order to garner interest in the library, we need a strong number of engaging programs that get people excited enough to take the plunge and sign up for a library card. Luckily, ALL of the aforementioned services the library offers are working towards this goal as well, so you can usually be sure you’ll have at least some sort of built in audience, but a great program can accomplish these goals like no other. The Joliet Public Library’s (where I am currently employed) annual blockbuster event Star Wars Day has consistently drawn nearly ten thousand people for the past several years. An event like this certainly serves the community with a free and family friendly source of entertainment on the first Saturday in June, but the exposure the library receives each year simply cannot be overstated. Every single year our circs spike up around this time, library card signups increase, and there’s just generally a whole lot of momentum heading into summer reading, our busiest time of the year. I have personally overheard children begging their parents to bring them back to the library after discovering it for the first time at Star Wars Day, and that is the type of reaction we should all be striving for with our programming.

Of course, bringing in ten thousand people, a good portion of which are not regular library goers, on any given weekend isn’t usually feasible by any stretch of the imagination. Luckily, there are still quite a few other ways to use your programming to get new people into your library, my favorite of them being off-site programming. Aside from being an easy way to circumvent the headache of getting whatever license you may need to serve food or alcohol, most of the time you are working with a business that likes making money, and therefore has a vested interest in making your event a success, so you’ve already got some built in promotion. This is an integral part of why off-site programming works so well, because with enough promotion from the venue, there’s no limit to how many fresh eyes will be on your program that wouldn’t otherwise be. Add in some current library patrons who would have come regardless of the location, as well as attendees who are interested in the subject matter but for whatever reason have no desire to actually step foot into a library, and you’ve got all the makings of a successful off-site program. Be sure to dole out as many program guides, fliers for specific and targeted upcoming programs, and general information and pamphlets about what services your library offers as you can physically carry to the location, along with a boatload of free swag. You only get one chance to make an impression on the newcomers, so you’re going to want to get it right. No pressure or anything.

That being said, not all off-site programs are created equal. You’re still going to need to put on a great program that people are going to be interested in. I’ve certainly found success by tapping into some more niche markets…both an open mic night and a poetry reading that took place at a local record store as well as a collaboration with a local comic shop on Free Comic Book Day were huge hits…but sometimes just a fun change of atmosphere will bring out the masses in droves. One of our biggest

events was a trivia night at a local brewery, so much so that we decided to do three more, all of them just as successful as the last. People are going to drink beer and play trivia on their own time anyway, why not introduce them to the wonders of the library while they’re at it?

At the end of the day, this isn’t rocket science. No one is asking you to reinvent the wheel or even do anything particularly groundbreaking. Your community is filled with people who could benefit from using your library and they don’t even know it yet. There’s only one thing you have to do to find them:

Go where the people are.

The Training of a Bookmobile Driver – Part 1

By Olivia Buck

At the end of January, I moved into a new position at Bloomington Public Library. I became an LTA, the Home Delivery Coordinator, and a Bookmobile driver all at once. Of course, when I started the position, I did not have a commercial driver’s license. Therefore, my Bookmobile driver training began!

A little background about our Bookmobile (lovingly called Big B by many library staff members) at Bloomington Public Library. We drive to over forty locations throughout Bloomington and the Golden Prairie Public Library District. In addition to our regular stops, the Bookmobile also makes special appearances at various community events.

Although some mobile libraries are built on the frames of former-school buses, our Big B was custom-built to be a Bookmobile. The Bookmobile weighs 33,000 pounds, is 32.5 feet long, 8 feet wide, and is 12.25 feet tall. It is stocked with materials for all ages, totalling at approximately 3,000 items for each stop that the Bookmobile visits. Those who come onto the Bookmobile will find a variety of fiction, nonfiction, graphic novels, magazines, music, movies, and videogames.

Big B!

With the help of the six Bookmobile drivers at Bloomington Public Library, I have started my training. These are the steps of the process that I will going through in order to get my commercial driver’s license:

Step 1: Read the Illinois CDL Study Guide (AKA study, study, practice test, study)

Step 2: Commercial Learner’s Permit (CLP) Test & Air Brake Endorsement Test

Step 3: Practice driving with other Bookmobile drivers

Step 4: CMV Pre-Trip Inspection Test

Step 5: CMV Basic Vehicle Control Skills Test

Step 6: On-Road Driving Test


I have been working on Steps 1 and 2 of my Bookmobile-Driver-To-Be To-Do List. When I received the guide, the Circulation Supervisor (and fellow Bookmobile Driver) had highlighted important sections and showed me what I needed to learn in order to be ready to take my tests. Thus commenced Step 1. For the past couple of weeks, I have been studying the Illinois CDL Study Guide. I have been scheduled for at least 2 hours of study time each day in order to learn all of the technical details of the various systems and parts of a commercial motor vehicle, all the laws that CMVs must obey, safety measures to take while on and off the road, etc. I’ve had writer’s cramps in my hand from penning page after page of notes.

The reading has been slow going. Partially because I am a very slow reader and partly because the material can be so technical. When I finally finished reading a section, I would answer the practice questions included in the guide and then review any areas that I felt weak in. After completing all the sections of required reading in the CDL Study Guide for a Class B license with the air brake endorsement, I started using other study methods to reinforce the knowledge that I had learned from the CDL Study Guide.

I used our library catalog to locate two books in our Test Prep collection for CDL test preparation. The book that I found the most helpful was CDL: Commercial Driver’s License Exam by Matt Mosher. It had practice tests for the Core Knowledge Test as well as tests for each CDL endorsement (including air brakes). Each test came with easily copyable fill-in-the-blank test sheets that I could use. In addition to an answer key, the book included a “Detailed Explanations of Answers” section after each test that helped you learn your weak points and why your answer was incorrect. After taking each practice test, the detailed explanations of answers sections really helped me.

In addition to the books in our catalog, I also went onto good old Google and searched for Illinois CDL practice tests. I found a handful of practice tests for both the Core Knowledge test as well as the Air Brake Test.

This morning, I went to the DMV and took my Commercial Learner’s Permit (CLP) Test and my Air Brake Endorsement Test. I waited in a line, got my photo taken, and took my tests. For each test, you can take it up to 3 times before you have to wait for several days before you can retake the tests. When I sat down at the testing computer, I had nervous butterflies in my stomach. Tapping through question after question with growing confidence, I realized I really was quite well prepared. Finally answering the last question, I instantly got my test score. I passed! I now have my CLP.

Starting next week, I will be moving on to the next phase of my Bookmobile Driver training: Driving Big B!

Teaching How to Climb Your Family Tree

By Donna Forbis

I have always been interested in genealogy, an interest I inherited from my grandparents.  I also inherited all their family research, which amounts to more than a two-foot by three-foot, four-foot-tall bookcase cabinet can hold!  But I love the hunt – searching for that piece of the puzzle that anchors an ancestor in time and place in history.  It is because of my interest in genealogy that I was able to fulfill a life-long dream of joining the Daughters of the American Revolution, something I know my grandmother would have loved, but she was unable to find the documentation necessary.

When I was hired for my current position, my love of genealogy was one of the strengths I brought to the job.  There is no one else on the staff with the research experience or the knowledge of the inner workings of Ancestry that I have, and my boss has encouraged me to pursue my love of family history through new programming.  This led me to standing nervously in front of a small group gathered on a Tuesday morning in January.  My biggest fear was that the information I had to impart would not be new, and that the people who were there would leave the library feeling regret that they had wasted an hour they would never get back.

I was not nervous about presenting, in and of itself.  I have years of public speaking and performance experience under my belt, and presenting to a crowd, large or small, is something I can do in my sleep.  My anxiety was stemming from the idea that, by virtue of leading this series, I am purporting to be an “expert” – someone that others may learn from – but I don’t feel like an expert.  I have gotten to this place in my family history journey through benefit of others’ work.  If I was starting from scratch, I don’t know that I would know where to begin.  My grandparents had laid out a road map when I was very young, and I had simply followed the path they had marked out.

It was this sentiment that helped me focus the subject matter for my first “Digging Deeper into Your Roots” session – “Genealogy 101: Learning How to Climb Your Family Tree.”  I realized that I needed to lay out the same road map for those patrons that were coming because they didn’t know where to start.  Once I knew where the starting line was, I knew how to explain the journey.

If you watch genealogy TV (and there is a lot of if, from Finding Your Roots to Who Do You Think You Are? to A New Leaf and more), they always start with filling in what you know – your name, date of birth, spouse, marriage date, etc. – then add in all the information you have for your parents and grandparents.  An Ancestral Chart is great for doing this.  (See photo) It helps focus attention on what information you know and where there are gaps or holes.  A basic Ancestral Chart will go back three generations from the starting person, to the starting person’s great-grandparents.

With this information, you are ready to progress to the computer.  Websites like,, or offer online family trees that are stored in the cloud.  Ancestry and MyHeritage require subscriptions, which can be costly.  FamilySearch is free, as long as you don’t mind sharing the information you upload with all other users.  There are many different genealogy software programs available, as well.  These allow users to build a digital family tree, while keeping any or all the information they gather on their home computer.  As with the other options, there are pros and cons with this.  Should your computer crash or malfunction, all research may be lost, unless it is backed up in another location.  Conversely, doing the research yourself minimizes the crowd-sourced information available from online sources.

Crowd-sourced information can be both a blessing and a curse.  Amateur genealogists fall into one of two categories – those who are diligent about doing their research and plodding on methodically until they have the information they are looking for, and those that are simply trying to fill in any holes they may have on their family tree by “cutting and pasting” information from wherever they find it.  It is this latter group that can be the source of numerous headaches for those just starting out.  If one person has incorrect information on their tree AND they share their tree with others, then that incorrect information can spread like wildfire.  I have seen “hints” come up with a name misspelled, or a wrong date, or some other piece of misinformation, and then have that same error multiplied across multiple family trees.  In the genealogy world, it doesn’t count if you don’t have the documentation to back it up.

I had planned on presenting for about 30-40 minutes, then using the rest of the hour for questions.  I took 45 minutes.  Our little band continued with questions and discussion for almost as long as I had initially spoken, and as we were closing in on the 90-minute mark, I knew we needed to wrap up.  Those in attendance were thrilled that the power point had given them a broad base of information, enough for them to get started.  I was thrilled that I hadn’t made a complete fool out of myself. 

As I write this, I am working on my program for February – “Tombstone Tourism” – on doing cemetery research, and again, I am grateful for the work of other experts from which to draw information.  I still don’t feel like an expert, but I know that part of the reason genealogy has become so popular of late is that it is a collaborative effort.  In an age of digital isolation – communication with others through social media, texting, and email – working together for a common goal is a novel experience.  We are reaching into the past to connect with ancestors we never knew before, and, in doing so, we are reaching one another and making new connections that we would otherwise never have. 

Libraries & Leaky Data: Part 3

By Aaron Skog

Part 1 of this series provided an overview of how library user data ends up in a variety of places within your library other than just the ILS. Part 2 of the series explained how your library services communicate over the network or across the internet in a variety of insecure ways. This is Part 3 of the series where you can take steps to secure your library data.

Here are recommendations on the best approaches to protecting library data. These are standard practices within the IT industry and there are many technical resources available on how to accomplish these steps.

Use Firewalls, AKA The Internet is Made of Ports

The basic way your library firewall works is utilizing the known network communication standards for various software and services. These are called ports. Understanding how networks communicate on ports allows a firewall configuration to be set to block a computer from outside your network from reaching something in the network. Many firewall appliances include security features to isolate threats, such as a blocking user who connects to your library WiFi and initiates a port scan from their laptop. It is possible the user unknowingly has a laptop infected with malware that is constantly looking for ways to spread to other devices.

Segment Your Network

The easiest way to envision network segmentation is to imagine every staff computer’s network cable in your library going to a dedicated network switch that does not connect to the public computers. Each group of computers is segmented from each other, and will not “see” each other on the network. It is possible to do this on the physical level and is fairly easy to pull off without technical know how. This basica approach can get expensive as you are duplicating various switches and equipment throughout your building. This is where virtual LANs can help.

All libraries should utilize virtual LAN segmentation within their local area network (LAN) as a basic rule for network security. This does take time and careful planning as every network layout is different. Below is a chart showing how one might group devices on your library network.

Virtual LAN SegmentsExamples of Groups of Computers, DevicesReason to Group Together
VLAN1Staff computers, staff wifiUser Data Present & Communicating Across Network
VLAN2Self-check stations, print release stations, computer reservation stationsUser Data Authenticating, Possibly Logging on Machines
VLAN3Public computers100% Restricted from Accessing VLAN1, Limited VLAN2 Access
VLAN4Public Wifi100% Restricted from VLAN1, VLAN2 (depending), VLAN3
VLAN5Servers on the network are segmented on their own and can only communicate to VLANs 1-4 on the specific ports.Most restricted access to these computer servers

Establish a Virtual Private Network (VPN)

It is vital for data security transport that library consortia members should utilize a VPN if their staff ILS client does not natively communicate securely back to the ILS server. This is especially important for Symphony WorkFlows users and Millennium/Sierra users.

Standalone libraries should also consider a VPN if their ILS is hosted. Older ILS are not using secure transport (notably SirsiDynix Symphony, Innovative’s Millennium/Sierra).

Move Away from Standard Interchange Protocol (SIP2)

As noted in Part 1 and Part 2 of this blog post series, SIP2 is natively insecure and a poor way to connect your library to other 3rd party services. Unless your library utilizes a VPN between you and your hosted service, SIP2 is simply communicating through the internet in plain text, leaking patron data such as addresses, birth dates, and passwords.

Vendors many libraries use such as SirsiDynix or Innovative Interfaces have alternate ways of transporting your library user data other than SIP2. You would need to inquire if application programming interfaces (API) are available for this purpose.

However, the majority of 3rd party library vendors do not offer alternate ways of connecting to your library ILS other than using SIP2. Make sure to inquire with your vendor representative during your annual renewal if alternate methods have been developed or are under consideration.

Understand Your Self-Service Systems

In Part 1 of this blog post series, I noted that many self-check systems and self-service print release stations will retain user data for the purpose of generating statistical reports for the library. It is important to establish a set procedure for retaining this data on these stations. Once your statistical reports are generated, taking the step to purge the logs or clearing the local database should be considered as routine work by library staff.

Understand Your Integrated Library System

There are some ILS that also log user transactions within the server as a separate process from circulation transactions. These logs should also be considered for periodic rotation and retention per your library data policy. Symphony is an example of having logs which can go back to the first day of the system being put in production. Your library ILS administrator can provide you additional details on ILS logging, or open an inquiry with your ILS vendor.

Take the Library Security Quiz

To assist libraries in assessing their data security, I have created an assessment tool to determine a security score. It will take a library director or management team some time to answer the questions and arrive at the final score.

QuestionAnswerYour Library Score
Which is your library ILS staff client? (Keep in mind the staff client is different from the ILS server software)  
WorkFlowsScore 10 for this insecure staff client 
SierraScore 10 for this insecure staff client 
PolarisScore 0 for this remote desktop client 
Polaris LEAPScore 0 for this web-based client 
BLUEcloud StaffScore 0 for this web-based client 
EvergreenScore 0 for this web-based client 
KohaScore 0 for this web-based client 
OCLC WorldShare Management SystemScore 0 for this web-based client 
HorizonScore 10 for this insecure staff client 
VoyagerScore 10 for this insecure staff client 
Does your library connect to the following services?  
OverDrive via SIP2Score 10 for this insecure authentication 
OverDrive via SirsiDynix Web ServicesScore 0 for this more secure authentication 
OverDrive via III Patron APIScore 0 for this more secure authentication 
OverDrive is authenticating, but our library does not know howScore 30 for not knowing 
Evanced Solutions via SIP2Score 10 for this insecure authentication 
Bibliotheca Cloudlibrary via SIP2Score 10 for this insecure authentication 
Bibliotheca Cloudlibrary via SirsiDynix Web ServicesScore 0 for this more secure authentication 
User data sent to Unique Management via email for collection purposesScore 10 for this insecure authentication 
User data sent to Unique Management via SFTP for collection purposesScore 0 for this more secure authentication 
Hoopla via SIP2Score 10 for this insecure authentication 
Hoopla via SirsiDynix Web ServicesScore 0 for this more secure authentication 
Hoopla via III Patron APIScore 0 for this more secure authentication 
MyPC via SIP2Score 10 for this insecure authentication 
MyPC via III Patron APIScore 0 for this more secure authentication 
MyPC via SirsiDynix Web ServicesScore 0 for this more secure authentication 
PCReservation (Envisonware) via SIP2Score 10 for this insecure authentication 
PCReservation (Envisonware) via III Patron APIScore 0 for this more secure authentication 
PCReservation (Envisonware) via SirsiDynix Web Services APIScore 0 for this more secure authentication 
Does your library use any of the following self-check systems?  
Bibliotheca/3M self-checks using SIP2Score 10 for this insecure authentication 
D-Tech self-checks using SIP2Score 10 for this insecure authentication 
Envisionware self-checks using SIP2Score 10 for this insecure authentication 
Does your library use any of the following solutions or techniques?  
Does your library OPAC utilize HTTPS 100% of the time?Score 0 if yes, score 10 for no 
Does your library use an Automated Material Handler using SIP2?Score 10 for this insecure authentication 
Does your library review and purge computer reservation server data?Score 0 if yes, score 10 for no 
Does your ILS require a SIP2 connection to have a login and password?Score 0 if yes, score 10 for no 
Does your library actively rotate and purge ILS server logs?Score 0 if yes, score 10 for no 
Separate VLANs for staff vs public vs public WiFiScore 0 for yes, score 20 for no 
VPN to hosted ILS (consortium or with vendor)Score 0 for yes, score 20 for no 
VPN client on staff laptop to connect to library networkScore 0 for yes, score 20 for no 
Your Library Security Score Total 0
Scores 90 or Higher  
Your library is extremely insecure with its user data and steps should be taken immediately to start lowering your score. Begin by talking to your IT staff to ensure your vendors have solutions other than SIP2 to connect to your library ILS, and create a plan to lower 40 points over the next year. If you do not have a VPN or VLANs, the library should establish a VPN to the ILS or hosting library consortium and implement VLANs within your network if you have not done so. 
Scores 50 – 70  
Your library has some insecure areas it needs to focus on, but you are not terrible. The little things matter such as moving away from SIP2 usage when you have the option to do so. 
Scores 30-60  
Your library is pretty secure with its data! Take a look at the few scores and see if you can turn those into zeros over the next year. 
Scores 0 – 20  
Congratulations for putting your library data in the most secure footing possible! Make sure to reward your library IT staff and thank your vendors for providing secure options to help protect your user data.