Library 2.0

What does the future hold for our university libraries? Are they obsolete or are they essential? The library has long been seen by many as a very traditional, conservative institution, and is often portrayed as a place where rows upon rows of antiquated book shelves slowly gather dust. Yet a visit to the university library today will reveal a substantial investment in technology to streamline research and provide users with a more seamless and rewarding experience.

Just how are libraries adapting to the digital age and all it brings? In the past they have been a pivotal part of university life. They are not simply a repository of books and learning resources, although many may see them as just that. If all libraries did was store and loan out books, their doors would have closed years ago. The digital age would have put paid to them. In an era where digital media holds sway, and where online stores such as Amazon announce they are now selling more Kindle and e-versions of books than paper versions, what will be the future for the university library? What changes are they making that bring them into the digital age, and enable them to compete with current advances in technology?

Firstly, libraries offer specialised search services which go beyond the simple searches you can perform on Google or other search engines. Publications such as Kelly et al's Library 2.0 indicate the trends away from traditional repository approaches to a more distributed range of digital services for staff and students, with particular emphasis on the tools students are already familiar with - Web 2.0 social media.

Secondly, as Ian Clarke (2010) suggests in his Guardian article, we still need libraries because they inform users about best practice in the use of search tools and the promotion of better digital literacies. Clarke also shows how libraries can bridge the digital divide, arguing: "Libraries are a bridge between the information-rich and the information-poor. They need reinforcing, not dismantling. We need to continue to provide a highly skilled service that is able to meet the needs of the general public." He warns though, that libraries must continue to innovate and keep pace with the changes fomented by digital media, because without the services they offer, we would run the risk of living in an ill-informed society. It's not difficult to see that this perspective is influenced by the rise in informal learning, but those who are engaged in formal education also rely on centralised library services.

The College Online website provides an excellent list of reasons why librarians are not obselete that includes arguments about the changing roles of librarians, but in essence focuses on practicalities. One reason offered is that not everything is on the Internet.  Whilst this is still a reasonable argument to make at present, we can speculate that this may not always be the case. How long will it take to digitise everything so that it becomes available online? The advent of Google Books, Amazon's Look Inside feature and other similar services offer potential readers a preview of the insides of books and other artefacts. Although the entire book may only be readable on purchase, it may not be long before the open access movement gains enough ground to facilitate the digitisation of everything - for free. Some authors and publishers will resist the open movement, but if they do, they are likely to find themselves marginalised from the literary world and on the periphery of the global reading experience. The digitisation of difficult to find materials is sensible and sustainable. Readers can now access a great many historical maps, genealogical records or rare volumes without leaving their armchairs. But there is still a great deal to achieve in the grand plan to digitise everything, and there are those who are opposed to the very idea.

More convincing is the argument that library attendance isn't falling, it's just migrating to virtual attendance. By this, the writer is arguing that more users are deciding to access library services online, and with more university libraries digitising their content and services, this seems to be a rising trend. If so, what becomes of the physical library space in the future? This is a question each library must answer in its own way, because each library is different. Will some for example, begin to repurpose their spaces to provide different services? Will some create culturally and socially rich environments which will attract users back into the physical space? Or will they instead downscale their physical footprint to enable the funding of other digital services that require less groundspace?

In a future blogpost, I will report back on the librarians' perspective on these and other related questions. I will also present a keynote speech at the Chartered Institute of Library and Information Professionals of Scotland (CILIPS) conference in Dundee on June 11 - where I will elaborate on this discussion.

References

Clarke, I. (2010) Why we still need libraries in the digital age. The Guardian, 13 July. Available online at: http://www.guardian.co.uk/commentisfree/2010/jul/13/internet-age-still-need-libraries (Accessed 2 March, 2012)

Kelly, B., Bevan, P., Akerman, R., Alcock, J. and Fraser, J., (2009) Library 2.0: balancing the risks and benefits to maximise the dividends. Program Electronic Library and Information Systems, 43 (3), 311-327. Available online at: http://opus.bath.ac.uk/15260/ (Accessed 2 March, 2012)

Picture by Steve Wheeler (Victoria State Library, Melbourne, Australia)


Library 2.0 by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Be nice to techies

One of the best pieces of advice I can give to teachers is: always be nice to technicians, secretaries, librarians, and other support staff. They are the ones who make schools, colleges and universities work. They are professionals and they deserve your respect. And if you mistreat them, they have the power to make your life absolute hell.

Those who know my personal history will know that in a former career, I was a classroom technician. From 1976 to 1981, I was employed in my first job as an Audio Visual Technician where my role was to support lecturing staff. I did graphic design, illustrations and photography for them. Occasionally I also worked in the print room, creating the documents that would later be published in-house. I worked in the College's video studio, usually behind a camera, sometimes editing and producing. I repaired projectors and soldered cables, wheeled video recorders and televisions in and out of lecture halls, tested microphones and public address systems, and showed movies for the Film Society. It was a fast paced and varied job, given that I was one of only 3 audio visual technicians serving a very large teacher training college. Most of the academic staff were great, and treated us well, asking our advice on how best to present their lessons to the students, what technology to use (in the 1970s, the technology of the day was the new Philips 1500 video cassette tape which held 30 minutes, the Kodak Carousel Slide Projector, 3M Overhead projectors and the Bell and Howell 16 mm film projector - computers had not yet arrived, and copying of handouts was done using a hand cranked Banda Spirit Duplicator). Most of the lecturers treated us with respect, but there were a very small number of academics who looked down upon us as though we were very inferior to them.

One particular female lecturer - let's call her Sadie Stick - was well known for her impatience, temper tantrums and general arrogance. The staff were not particularly keen on her, and neither were the students. One day, after I had set up all of the teaching equipment for the morning lectures, and double checked it was all working in each room, I was back down in the AV workshop, about to launch into the day's scheduled repairs. The phone rang. It was Sadie. She was furious. She demanded that I come upstairs immediately into her lecture room, because the Overhead Projector she had ordered was faulty. I made my way quickly up the stairway and found her lecture room.

I walked in, and there she was, in front of almost a hundred students, hands on hips, glaring at me. I think she was having a particularly bad day. She launched into a diatribe about how incompetent I was, and how I couldn't even be trusted to provide a working Overhead Projector. Dr Stick berated me for wasting her time, and that of all her students (who I must say looked distinctly embarrassed by her tirade). She said she was going to report me for negligence, and see to it that I was disciplined. She pointed to the Overhead Projector, and demonstrated that it was not working. She clicked the switch on and off, on and off, on and off, to make sure that I received the message loud and clear exactly how angry she was. And at about that point, I think Dr Sadie Stick ran out of steam.

I looked around the room theatrically. I walked over to the power socket and flicked on the switch. The light from the Overhead Projector blazed gloriously on the screen. I then calmly, and without a word, walked out of the room... to absolute silence.

Image source by Alan Levine


Be nice to techies... by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.