INF506 OLJ Task 18: Thoughts for the future

Choose a resource and write a 400 word analysis that addresses the following issues:

Mersand, S., Gasco-Hernandez, M., Udoh, E., & Gil-Garcia, J. R. (2019). Public libraries as anchor institutions in smart communities: Current practices and future development. Paper presented at the Proceedings of the 52nd Hawaii International Conference on System Sciences. 

Using a diversified research approach, Mersand et al. identified five dimensions of innovative strategies, programs, services, and tools that illustrate the potential of the public library as an anchor institution in smart communities.

These five dimensions include: infrastructure, technology, programs and services, partnerships, and citizen engagement which in combination, allow public libraries to offer multi-disciplinary services and spaces to suit the needs of their patrons.

What is the potential for the future of an organization you are familiar with?

Future-proofing public libraries means adapting to the ever-changing needs of the community (Julian et al.2017).  By rethinking existing services and spaces, looking at ways to expand their user base, maximising community engagement, collaboration and co-creation, and developing a culture of lifelong learning (Boyle et al. 2016), public libraries, no matter their size, can become an anchor institution in the community or leverage their existing role to a higher level as shown below (Ross, 2018).

Figure 1: Model for an integrated communications infostructure (Ross, 2018 p. 137)

 

Small public libraries with limited funding, resources and space face many challenges in developing and implementing  multi-disciplinary programs, services, and tools and are looking for ways to incorporate flexible, fluid learning spaces, performative spaces, makerspaces and community spaces that can be easily converted  when needed. Delimiting spaces according to content and communication, distributing the different types of makers spaces across library branches such as the Yarra Valley Regional Library Science & Technology Maker Space at Mill Park Library, or the Textile & Craft Maker Space at the Thomastown Library, mean libraries do not need to compromise on the level of service available to patrons within the broader community.  Open Leaning Spaces or a mobile or pop-up makerspace modeled on San José Public Library’s (SJPL) STEAMstacks maker programs may be the answer to space and access/distance constraints.

What impact might the future have on us as information professionals?

Libraries enjoy a high degree of public confidence as a trusted source of information and have consolidated their place in the community as a third space (Horrigan, 2016) as shown in Figure 2.

Figure 2. “Libraries 2016” survey conducted by Pew Research Center.

 

Technology has changed the way we learn, think and communicate and the modern public library must reflect this change. The role of the information professional in public libraries has also evolved, encompassing ‘third space’ activities ranging from access and outreach, equity, community engagement, careers advice and public relations not previously on the job description. For information professionals, finding the balance between public service policy, market agendas and practice (Whitechurch, 2015) remains a challenge as does resolving the identity disconnect between custodian and enablers of learning (Elmborg, 2011).

References

Boyle, E., Collins, M., Kinsey, R., Noonan, C. & Pocock, A. (2016). Making the case for creative spaces in Australian libraries. The Australian Library Journal, 65(1), 30-40, DOI: 10.1080/00049670.2016.1125756

Elmborg, J. K. (2011). Libraries as the spaces between us: Recognising and valuing the Third Space. Reference & User Services Quarterly50(4), 338–350. https://doi-org.ezproxy.csu.edu.au/10.5860/rusq.50n4.338

Horrigan, J.B. (September, 2016). Libraries 2016. Pew Research Center. http://www.pewinternet.org/2016/09/09/2016/Libraries-2016/

Julian, K.D. & Parrott, D.J. (2017). Makerspaces in the library: Science in a Student’s Hands. Journal of Learning Spaces, 6(2). https://files.eric.ed.gov/fulltext/EJ1152687.pdf

Mersand, S., Gasco-Hernandez, M., Udoh, E., & Gil-Garcia, J. R. (2019). Public libraries as anchor institutions in smart communities: Current practices and future development. [Conference paper]. Proceedings of the 52nd Hawaii International Conference on System Sciences. Retrieved from https://scholarspace.manoa.hawaii.edu/handle/10125/59766

Ross, J. M. (2018). Role of public libraries in rural communication Infostructure. [Dissertation]. University of Alabama. https://pqdtopen.proquest.com/doc/2118097779.html?FMT=AI

Whitechurch, C. (2015). The rise of third space professionals: Paradoxes and dilemmas. In U. Teichler & W. C. Cummings (Eds.), Recruiting and managing the academic profession. Springer. DOI: 10.1007/978-3-319-16080-1_5

OLJ Task 7: Embracing a Library 2.0 ethos

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 Science45(3), 187–197. https://doi.org/10.1177/0961000611435256

Maness, J. A. (2006Library 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 Administration58(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