Tag: technology

What Comes Next? Thoughts for the Future

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.

Reference

Hussain, A. (2020). Cutting edge: Technology’s Impact on library services. In Innovations in the Designing and Marketing of Information Services (pp. 16-27): IGI Global.

Literature in the digital environment

Think about how you process information and read. Are young people any different? Do they use technology differently from older people?

Call me old-fashioned, but I do love to read print. The ability to hold the paper in my hands, turn a page or make notes with coloured felt-tipped pens or use highlighters on a crisp white page. However, with my university learning, I have noticed that when I read articles and large amounts of text from the screen, I become easily distracted; (in fact, I made some online purchases whilst writing this post!) by checking emails and clicking between screens can make it more difficult to absorb important information. I often reread the same paragraphs to gain clarity.

I believe younger readers would read more directly from screens for several reasons. First, devices at home, such as pads, laptops, phones etc., make text more accessible and portable. The expectation in schools is to use electronic devices for learning. Google Classroom is an excellent example of teachers assigning work in multiple subjects, and activities such as sports or creative arts programs can be distributed and communicated more effectively. Students become engaged in their reading and learning anytime using technology. Would the increased accessibility also add to increased distractions for younger readers, as I have experienced? Goodwin (2013, p.78) states modern media features such as hyperlinks and notifications interrupt the reading flow, and this distractibility can take away from the meaning of the text. Within the school environment, students must be taught skills and techniques to help minimise distractions to their learning.

Children use technology differently from adults. First and foremost, in the school environment, it is for learning and reading; at home, it is mainly for entertainment and reading for pleasure. In the older grades, for homework as well. Adult use of technology differs as it is predominantly a communication tool, emails, banking etc., as well as for information seeking in the workplace, for study or for personal interests.

References

Goodwin, B. (2013). The reading skills digital brains need. Educational Leadership. 78-79.