Consider the services discussed by Laura Cole in relation to a library or information agency that you know (as an employee or user). Select four key points made by the speaker, and consider how these may be applied to a library or an organisation you are familiar with to help it embrace a Library 2.0 ethos.

Laura Cole elucidates the evolution of the library from physical or ‘back-end’ repositories, to ‘‘front end’’ or ‘patron-driven’ spaces (Allison, 2013) which, facilitated by digital technology, make libraries and library service “user-driven, collaborative, participatory, and personalized“ (Sodt & Summey, 2009). Not only has Web 2.0 changed information-seeking behaviour, it has changed the role of libraries and the librarians who embody the Library 2.0 ethos (Maness, 2006).

1. Reimagining library spaces

School libraries are by definition flexible spaces (Spear, 2018) but when the library can no longer be an everyday experience, this fixed asset must become a fluid shared resource (Cole, 2016), using digital resources to take the collection to the user, wherever they may be. In times of school closure due to COVID-19 restrictions, teacher librarians must work in collaboration with teaching staff to keep students engaged and connected; innovative school libraries can function as a 24/7 digital resource such as the Continuous Learning Hubs described in the eSchool article eSchool News article, School Librarians Facilitate Meaningful Learning Despite Massive School Closures.

2. Service over collections

Not only have collections changed, the role of the librarian has become more complex to include reading and literacy, ICT literacy, collaboration with educators and a leadership role in the educational community. In addition to their role of collection custodian, the school librarian is a resource curator who supports teachers and students in a world of information overload and misinformation and a manager who, in addition to teaching, „supervises people, collections, and spaces” (Spear, 2018 p. 518).

3. Libraries as third spaces where the patron is key

School libraries 2.0 provide 24 hour-a-day access to education resources to pupils unable to attend face-to-face classes. Although our school is 1:1 equipped and students possess a high degree of digital literacy, teacher librarians play an important role in guiding students and parents though distance learning; the current pandemic having made it clear that digital access and literacy are a community issue. Teacher librarians and school libraries also play a role in supporting the well-being of their communities by acting as a social hub, or third space, offering a safe and supportive environment which can help close the achievement gap for poor children, minority children, and children with disabilities (Merga, 2020).

4. Embracing change

Following on from Library 2.0 is the concept of Library 3.0 where librarians are apomediaries  in a ‘borderless library’ in which they are “a virtual complement to the physical library space” (Kwanya et al. 2013 p. 190).  Although reluctance to  embrace the Library 2.0 and 3.0 ethos often stems from a lack of professional training, libraries have to “explore the full potential of digital” if they are to remain relevant to a multigenerational user profile in an fast changing information environment.

References:

Allison, D. A. (2013). The patron-driven library : A practical guide for managing collections and services in the digital age. ProQuest Ebook Central. Retrieved from https://ebookcentral.proquest.com/lib/CSUAU/detail.action?docID=1575083

Cole, L. (2016, April 15). The Reimagined Library – Where will it Find You? [Video]. YouTube. http://www.youtube.com/watch?v=PnYDl66YfQ0

eSchool News. (2020, May 7). School librarians facilitate meaningful learning despite massive school closures. Retrieved January 2, 2020 from https://www.eschoolnews.com/2020/05/07/school-librarians-facilitate-meaningful-learning-despite-massive-school-closures/

Kwanya, T., Stilwell, C., & Underwood, P. G. (2013). Intelligent libraries and apomediators: Distinguishing between Library 3.0 and Library 2.0. Journal of Librarianship and Information Science, 45(3), 187–197. https://doi.org/10.1177/0961000611435256

Maness, J. A. (2006) Library 2.0 theory: Web 2.0 and its implications for libraries. Webology 3(2).  https://digitalcommons.du.edu/cgi/viewcontent.cgi?article=1006&context=libraries_facpub

Merga, M. K. (2020). How can school libraries support student wellbeing? Evidence and implications for further research. Journal of Library Administration. 60. 660-673. https://doi.org/10.1080/01930826.2020.1773718

Spear, M. J. (2018). Reflections on managing a school library. Journal of Library Administration, 58(5), 503–518. https://www-tandfonline-com.ezproxy.csu.edu.au/doi/full/10.1080/01930826.2018.1468672

Sodt, J. M. & Pedersen-Summey, T. (2009). Beyond the library’s walls: Using library 2.0 tools to reach out to all users. Journal of Library Administration, 49:1-2, 97-109. DOI: 10.1080/01930820802312854