Hussain (2020, p.17) posits that the primary objective of a library involves obtaining, safeguarding, conserving, and arranging information for widespread dissemination. With reduced visitation due to time constraints and the paradigm shift caused by COVID-19 altering daily routines, libraries must evolve to cater to their patrons’ needs. Countries like the UK, USA, and Germany are leveraging novel technologies to address this demand (Hussain, 2020, p. 17). Nevertheless, numerous libraries encounter difficulties implementing state-of-the-art technologies to facilitate their users’ learning, research, and information access (Hussain, 2020, p. 16). Unsurprisingly, staying abreast of advancements poses a significant challenge for any institution.
What is the potential for the future of primary school libraries?
The local primary school library is one such library where implementing social media to promote its resources, services, library programs and events to the parents, staff and school community would provide broader exposure and networking opportunities beyond the school itself. As the library serves school students and staff, there is enormous potential and scope for using the latest technologies for their clientele to gain access to information and their services.
Virtual reality represents merely a fraction of potential adoption and integration. Hussain (2020, p.18) mentioned that several libraries in Western nations have embraced training sessions, workshops, and virtual tours. He further contends that extending beyond physical boundaries is crucial for libraries. Initiatives such as Library Makerspace, Coding Clubs, and Digital Storytelling stand as some of the available options for implementation.
What impact might the future have on us as information professionals?
While the future remains uncertain, it’s undeniable how technological advancements have significantly influenced our lives. With infinite online information and easy accessibility, how can information professionals ensure job security? The solution is straightforward: adaptation. Hussain (2020, p.23) states that librarians must persistently emphasise their skill development. Given the swift evolution of technologies, it’s imperative to continuously modify, rectify, enhance, verify, and upgrade the technological infrastructure provided by the library to prevent client dissatisfaction due to poorly maintained tools. Thus, the future for information professionals may entail leveraging technological eras through inventive methods to augment the quality of resources and services offered to clientele.
‘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.
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
