Part A: Attendance
- Hayley Webster, Museums Victoria Library: Melbourne. 12/04/21
- Paul Kloppenborg, William Angliss Institute, TAFE. 13/04/21
- Lauren Gobbett, RHSSA and Mitsubishi Archives. 15/4/21
Part B: Essay
What role does technology play in the relationship information agencies develop with their users?
The role of information agencies, including public libraries, is continually shifting in a headfirst direction to be responsive to the everchanging demands of the digital world’s requirements. It has been recognised for decades that libraries have had to move away from the perceived place of dusty collections and authorities who can ‘only’ locate and re-shelve resources, to a place that can service the information needs of all its patrons, including emerging generations of digitally fluent citizens (Griffiths, 1995, p. 127-128). E-books, audio books, magazines and academic journals are all examples of electronic resources that are now easily accessible to any who require them. It is the role of the information specialist to make these tools and technologies readily available, accessible and effectual to the user’s needs (Griffiths, 1995, p. 129). In order to do so, library modelling systems have had to evolve, including the management system and upskilling of information professionals to service these functions. It is not only the resources and professionals that have faced vast, instrumental changes in the information organisations, but also the need of evolutionary change of the physical space to become flexible learning spaces (Pawlowsky & Ryan, 2016, p. 42).
Technology has transformed the way information agencies operate, and as a result, has changed the role of information professionals and their day to day interaction with patrons (Pawlowsky & Ryan, 2016, p. 44). The role of the librarian, put simply, is to provide the right service, at the right time, in the right format to the person requiring it, ensuring the patron is aptly connected to both digital and printed information resources (Cherinet, 2018, p. 96). In order to do so, the information professional must have a deep understanding of the needs of the community and its members, as well as having strong technological understanding; a significant task for libraries to achieve. Technology can allow libraries and information agencies to track user needs and observe user behaviours when selecting and locating information sources.
Data tracking methods such as these, are common practice in learning resource centres (LRC), such as the William Angliss Institute TAFE Library. These methods allow for the digital analysis of user needs, including physical resources, study spaces and digital information databases, allowing the librarians to adjust to the current needs and demands of users (Kloppenborg, 2021). Technology allows for greater efficacy, to meet the needs of staff and students whilst maintaining a current and valuable collection that meets the needs of all users. Through successful utilisation of technology, the LRC provides opportunity for ‘Liaison Librarians’ to develop online modules for academic skills courses, create online training guides and provide referencing and research support to students. Additionally, librarians in the LRC are able to collaborate with learning advisors on research and writing skill requirements to further support student learning in digital environments. It has become clear that libraries must seek new and innovative ways to reach users and provide them with relevant and meaningful information through the means of mobile services, such as digitalised collections, websites and catalogues (Pawlowsky & Ryan, p. 47). By implementing the digitalisation of specialised collections, such as a vast and extensive history of ‘Menu Collection’ and ‘Zimmerman Book Collection’, the William Angliss Institute LRC is able to facilitate increased access to learning resources for the TAFE and research community, whilst also protecting fragile and valuable materials.
Similarly, the Museums Victoria Library in Melbourne has begun digitalising its rare book collection in effort to protect precious artefacts, promote the useability of resources and increase visibility of the library and its resources to the world (Webster, 2021). Digitalisation tools used to support the process, such as stander scanners, have allowed for approximately 100,000 pages to be uploaded to digital library platform Trove for consumers to access. This has allowed for scholars, researchers, artists and Museum staff to access highly valued natural history books and journals at their convenience, without requiring the physical resource. The Museums Victoria Library currently houses 40,000 titles within its collection, whilst delivering exhibitions, programs and research services. Library staff collect statistics on what they do to measure the productivity of the team and services, with a strong emphasis on engagement, through service and brand marketing. Museums Victoria Library staff regularly use social networking platforms such as Twitter, to engage with the wider community by promoting the Library’s digital collection, which in turn increases site traffic for the Museum. Libraries across the world have continued to meet the needs of patrons throughout the COVID-19 pandemic by finding innovative ways to deliver resources and services to users (Alajmi & Albudaiwi, 2020, p. 12). In a proactive response to the COVID-19 pandemic lockdown in 2020, the Museum Victoria Library staff additionally utilised video streaming services, such as YouTube, to connect with patrons virtually and develop socialisation of the collections, by curating engaging videos on museum items.
Many libraries currently have digitisation strategies in place in order to increase global access to library collections and increase visibility and reach of the library and the provision of additional services. The main purpose of digitisation is to enhance access to and improve preservation of library materials, artefacts and collections (Fabunmi, Paris & Fabunmi, 2009). The digitalisation of resources and artefacts is also a process undertaken by archivists, whose primary role it is to ensure materials, archives and collections are digitalised and safely stored or distributed (Gobbett, 2021). This can be achieved through using a cloud-based digitisation system, allowing for resources to be uploaded to digital platforms and websites. The Royal Agricultural and Horticultural Society maintains a digital archival platform that allows historical artefacts to be searchable and discoverable to historical researchers and to develop interest with the wider public. Information agencies and their collections have had to evolve both physically and virtually, through digitalisation, to ensure inclusivity and appeal to its users; to remain a relevant and essential service to whole communities (Cherinet, 2018, p. 93). By providing 21st century designed spaces, equipped with the technology, resources and staffed with professionals that are experts in their field; information agencies are providing all the essential requirements to aid and develop digitally fluent, 21st century citizens (Pawlowsky & Ryan, 2016, p. 43).
Reflection
As someone who was not working during the peak of the COVID-19 pandemic, I never had the opportunity to engage in any Zoom conferences, and was at first rather sceptical and nervous about attending the Virtual Study Visits (VSV). However, after my first VSV with Hayley Webster at the Museums Victoria Library (MVL), I felt excited and more confident to engage in the subsequent visits. When I reflect on this, I think to myself, ‘Isn’t this just the expectation and reality of users of 21st Century technology? You just have to dive in feet first and hope for the best!’. I have found through this beneficial experience that learning on the go, through hands-on experiences, is the quickest way to build self-confidence, develop resilience and a whole lot of perseverance. These are certainly the skills and attributes a Teacher Librarian requires in a 21st Century learning environment. Lauren Gobbett additionally pointed out that in actuality, all Librarians have transferrable skills, like these, usually coming from previous experience in other work and life areas without realising.
I found it absolutely fascinating to see how other information agencies, such as the MVL and the William Angliss Institute (WAI) TAFE Library operate with a ‘user needs’ methodology. Both institutes described user-needs as the starting point of their operations. Hayley Webster explained that while they have projects and daily tasks that require completing, their sole purpose and role at MVL is to support the needs of the academics requiring resources and contributing to aspects of the broader organisation, such as displays, exhibitions and tours. Paul Kloppenborg from WAI TAFE observed that some of the Library’s collection is on a patron-driven acquisition model, allowing students and staff to recommend specific resources and texts required. The idea of the patron-driven model played on my mind for a few days, before I decided that I too could implement this purposefully within my primary school library. I have now added a ‘student suggestions box’ on the library counter, and have also created a live digital document for staff to add names of desired resources to keep in one place, rather than having staff send email after email of requests. The VSV has made me rather excited for my Professional Placement in my local Public Library, to explore what else I can learn and apply to my own professional skills and practices.
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