‘Library 2.0’ is a customer-focused approach to library services aiming to enhance the library community by consistently incorporating valuable changes informed by user input and requirements (Casey & Savastinuk, 2006, p.40). Embracing the ethos of Library 2.0 can significantly broaden a library’s impact, exemplified by BiblioTech – the inaugural all-digital library in the USA! Laura Cole, BiblioTech’s Administrator, presents four essential considerations for information organisations intending to embrace the Library 2.0 model:

Library 2.0 alters our understanding of the role of the library and the librarian: Library 2.0 transforms our perception of both the library’s function and the librarian’s role (Cole, 2016). By embracing digital collections, the library evolves from merely the custodian of information to a liberator. At the same time, librarians transition away from being mere custodians and assume a more proactive stance in their roles.

Transforming Library Environments: While school libraries embody adaptable spaces (Spear, 2018), the shift away from the library’s daily presence necessitates transitioning from a fixed asset to a dynamic communal resource (Cole, 2016). Leveraging digital resources becomes imperative to extend the library’s reach directly to users, regardless of location.

Redefining Libraries as Essential Community Hubs: In the realm of School Libraries 2.0, access to educational resources extends around the clock, catering to students unable to partake in conventional in-person classes, as was the case during the extended lockdown periods in 2020 and 2021. The ongoing pandemic has underscored the communal significance of digital access and literacy. Beyond their educational roles, teachers and school librarians contribute to the well-being of their communities. The libraries themselves are pivotal social hubs, termed ‘third spaces’, fostering a secure and supportive environment. This nurturing environment aids in bridging the academic divide for underprivileged children, minority groups, and those with disabilities (Merga, 2020).

Prioritising Service Over Collections: The evolution of collections isn’t the only shift; the librarian’s role has expanded significantly. It now encompasses fostering reading and literacy, ICT proficiency, collaborating with educators, and assuming a leadership role within the educational sphere. Besides curating collections, teacher librarians serve as resource curators, supporting teachers and students in navigating an overload of information and misinformation. They also act as managers, overseeing teaching and supervising individuals, collections, and spaces (Spear, 2028, p.518).

References

Casey, M. E., & Savastinuk, L. C. (2006). Library 2.0 (cover story). Library Journal, 131(14), 40-42.

Cole, L. (2016, April 15). The reimagined library – where will it find you?. TEDx San Antonio. https://tedxsanantonio.com/2016-spring-speakers/laura-cole/

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