What role does technology play in the relationship information agencies develop with their users?
Relationships are a key in the success of any information agency to provide services and support for the community of users, and their information needs. Meeting the digital, information and technology needs of their clientele is at the forefront of best practice among information agencies. This is highlighted with several agencies visited namely, University of Newcastle; William Angliss Institute; Massey University; and State Library of South Australia. Each agency is at different stages of their technology journey. Each Virtual Visit provided insight into how the role of technology is aids functionality across different sectors of information agencies, how technology supports their vision and assists building relationships with their users. All agencies presented a strong emphasis on collaboration and connection. Each of the highlighted information agencies provide spaces the empower knowledge, share stories and enhance critical thinking. Technology brings all aspects of best practice and brings functionality to their users, connecting them to a variety lifelong learning experiences.
Geoff Strempel, of the State Library of South Australia (SLSA), passionately defines information specialists as those who “share the identity of who we are as a community and empower people through knowing” (Study Visit #9, September 3, 2020). Meaning that the information agency, and their caretakers, are able to know who the community is, know and provide what they need in their journey of knowledge. In the context of the Digital Age, Strempel’s awareness of the trajectory of technology, how they do and plan to integrate into SLSA’s practice and in providing accessibility of knowledge, easily, to the community. SLSA aims to minimise barriers affecting access to collections for their users, and while they are still in the redevelopment of how to provide access, their strategic plan is to digitise as much as possible and future proof the legacy collections through technology – relating well to the vison and practice of many school libraries. The digital approach SLSA are taking to embrace their philosophy of “events of today are the history of tomorrow”, sees technology bringing the community into documenting the day to day events of people during COVID. Through their “Remember My Story – COVIC-19” (Study Visit #9) initiative community crowdsourcing, and curating the events of today, is akin to other collection platforms such as Pinterest and GoodReads. This concept in a school library would further connect and increase the functionality students have with their library.
Initiatives often require innovation and purpose, particularly when relating to technology. Sally Turbitt University of Newcastle’s Makerspace Coordinator elaborates how innovation and initiatives go hand-in-hand in building relationships through accessible technology. As an information specialist, Sally, describes makerspaces are a place to empower learning and building, and transferability, of skills (Study Visit #3, August 26, 2020). She further elaborates that “curiosity makes mistakes” (Study Visit, #3) advocating the mistakes is a part of knowing technology better and building relationships with students through the vulnerability of trial and error. Technology requires creative and critical thinking to engage with and the makerspace environment provides opportunity to explore and experiment with a variety of hands on technology. Staff and students are free to bring their knowledge to the makerspace to share with others. This collaborative space of diverse technology assists in building relationships with the staff and students of the University of Newcastle.
“With their specialised knowledge of and expertise in information access, teacher librarians provide states for effective information use in and beyond the school” (Skilbeck & Luton, 2001, p 34). This statement supports the lifelong learning philosophy of not only teacher librarians, but information specialists as a whole. From all the virtual presentations the emphasis of lifelong learning was evident throughout. Skilbeck and Luton present substantial evidence outlining teacher librarians, and information specialists, as leaders in providing effective information services to support the school curriculum, knowledge and collaborated with other information agencies together provide opportunities and support for lifelong learning beyond school. Regardless of the type of agency, school libraries and librarians are a part of the development and success of the wider information community. Furthermore, information specialists are leaders in collaboration by working with their stakeholders in providing the services required for their specific community. Strempel (Study Visit #9, September 3, 2020) outlines the engaging collaborative efforts among the agencies within the Cultural Precinct, of South Australia. Turbitt (Visit #3, August 26, 2020), collaborates with her innovative team, users and various departments to ensure the quality of hands on interactive learning is of a high standard. Similar to school libraries, technology plays a vital role in the strategic and practical planning in future proofing the agency. All presenters outlined the importance of technology in supporting the functionality and relevance to their goals and practices. Information specialist are the role models for leading the digital presence for the future (Talbot, 2019).
While the role of technology differs across all information agencies explored here, there is a common professional goal throughout their practices and the initiatives they provide their respective communities. The common goals involve providing a welcoming environment that nurtures learning, empowers self-development, actively embracing the culture of their community and meets the needs of the users. Paul Kloppenborg describes the William Angliss Institute library as one for practical exploration and knowledge creation, providing a nurturing and more personal space for students and staff to support the more practical agenda of knowledge creations (Study Visit #6, August 31, 2020). This aligns with the aforementioned common goals of an information agency, but also demonstrates the specificity of their vision and institute. Each agency clearly caters to the needs of their community and embraces their culture while also meeting industry standards and guidelines outlined by ALIA for VET libraries and Special libraries; CAUL for universities and research libraries. Through the combination of both knowing their clientele in alliance with the professional standards each information agency is able to develop professional goals and practices to welcome, support and develop knowledge and skills for their community.
Each information agency that was visited had a story, people connect through storytelling, whether that be personal stories or organisational stories. The role and functionality of a library or information agency is to meet industry standards and the needs of their community, as previously discussed. In order for this to be evident in all that they provide for their agency and clientele the teams need to have new age skills to meet the progression of the Digital Age. Each agency discussed here clearly articulated the well-rounded soft skills their teams possess – namely, collaboration, communication, growth mindset, critical and creative thinking. These soft skills work harmoniously with the organisational story of each agency. For the staff to know where their library has been they are able to strategically and respectfully elevate the role and functionality of the information agency within their organisation. Damian Lodge, discussed the relationships, collaboration and soft skills working together with the rich cultural history of New Zealand influencing the planning, profile and practice within Massey University (Study Visit #7, September 2, 2020). As outlined in the introduction of all visits each member of the teams brings great experience and knowledge to each agency. They bring a story that compliments the organisational story, Strempel, shared his story as a professional and shared the journey of State Library of South Australia to where they are today. This included the struggles of catching up in the digital technology areas of his organisation. He articulated the means in which he is elevating their functionality with the community through collaborating with schools and curriculum (Study Visit #9). Each presenter’s story brought them to their organisation and brings more to the agency’s story. This merging of journey naturally embraces the core values of those involved and elevates the functionality of the library to its greatest potential.
References
Australian Library and Information Association (ALIA). (n.d.). Guidelines for Australian VET libraries. https://www.alia.org.au/guidelines-australian-vet-libraries
Australian Library and Information Association (ALIA). (n.d.). Special library and information services. https://www.alia.org.au/node/184/special-libraries Council of Australian University Librarians (CAUL). (2020). About CAUL. https://www.caul.edu.au/about-caul
Skilbeck, W. & Luton, F. (2001). Learning for the future (2nd Ed.). Curriculum Corporation.
Talbot, K. (2019) Future-proofing discussion paper & reflection. ETL504 assessment task.