The concept ‘Librarian 2.0’ was coined by Stephen Abram in 2005, almost two decades ago, to incorporate strategic use of Web 2.0 principles and technologies into library services for ultimate user experience. It is still a highly applicable concept to denote the intricate and ongoing need of library and information professionals (LIPs) to cater to constant change and progress in the global landscape. Librarians are a central part of a Web 2.0 world.
Credit: All New Librarian Action Figure by blg3
Attempting to encapsulate essential knowledge, skills and attributes of LIPs into a fixed set of competencies, runs contrary to the ever-changing structure of information networks, technological advancements. LIPs need to be just as innovative and flexible. A discourse on building capacity would foster a development-based organisational culture that prioritises “on-going exploratory and more creative solution -seeking engagements” (Dodd, 2019, p.688).
Librarian 2.0 has to fight serious stereotypes and be a pioneer in leading changes to libraries, information and technology. LIPs need to become confident facilitators of digital and information literacy to students and teachers. Demonstrating ‘knowledge credibility’ in using latest technologies and adopting a curious, open and active mindset to learn more through professional development and training are marks of exemplary LIPs. Networking with district libraries and guiding classroom teachers to nurture cohesive working culture bodes well to build Librarian 2.0 as a capable instructional leader.
Librarian 2.0 has to adopt “an excellent customer-service focus” (Burton, 2019, p.44) to guide in decision-making. Collaboration, conversation, community and content creation in library management, are four valuable tenets of assuring allegiance to this approach. Harnessing the collective intelligence of its users through implementing “customisable and participatory services” (Casey & Savastinuk, 2006,p.41), like, user reviews, feedback, inter library loan and active engagement in new technologies and social media platforms, library blogs and wikis would showcase librarians’ efforts at prioritising users’ needs.
Librarian 2.0 must also be future oriented and connect the library to 21st century future ready initiatives. Future-focused LIPs are seen to contribute to student learning though the school library (Australian School Library Association, 2013, p.17). Cultivating an inquiry learning pedagogy, robust infrastructure, equitable and flexible learning spaces, all speak of a bold, transformative library.
Credit: https://teachmag.com/archives/10902
As much as there is a need to push towards equipping learners with astute economic skills of assuring survival in a competitive, globalised world, Librarian 2.0 also has to accentuate the inculcation of ‘soft skills’ amongst its learners and working environment. Value-based learning including cultural sensitivity, social responsibility and ethical practice are essential practices in its teaching and learning process. Modelling personal traits of taking risks, rising from failures, listening to users’ feedback and a team player, placing the school’s strategic goals within library’s goals is much needed. Thus, dynamic attitudinal changes to epitomise Abram’s (2005) vision of Librarian 2.0 is needed for LIPs to grow professionally and purposefully.
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References:
Abram, S. (2005). Web 2.0 – huh?! library 2.0, librarian 2.0. Information Outlook, 9(12), 44-46.
Australian School Library Association (2013). Future learning and school libraires. https://asla.org.au/resources/Documents/Website%20Documents/Resources/2013-ASLA-futures-paper.pdf
Burton, S. (2019). Future Skills for the LIS Profession. Online Searcher, 43(2), 42–45.
Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0 : A guide to participatory library service.
Dodd, J. (2019) Competency or Capacity: Measuring Librarians’ Potential for Success. Journal of Library Administration, 59(6), 684-692. https://doi.org/10.1080/01930826.2019.1626648