Month: May 2023

Reality is shifting before our very eyes! We all know that technology has been a growing influence in society as it further shapes and encourages innovation. Like any other emerging technology that disrupts our norms, Virtual Reality (VR) and Augmented Reality (AR) challenge the traditional ways of learning, entertainment, and pleasure with the new applications it offers. Let’s look at how these unfamiliar technologies create potential opportunities and threats in a library setting.

 

Advantage: Enhanced engagement and learning

A considerable benefit of VR and AR to library services is the ability it has to build upon programs and establish further projects that can increase a library’s reach with patrons. This is evident from a survey conducted at several Washington State Libraries that endorsed VR programs with feedback that described greater immersion that allowed impossibilities such as 3D space and further thrilling experiences (Dahya et al., 2021, p. 926).

 

Likewise, there are studies that have investigated the value of AR in library locations with various uses across age groups and content. In the UK, a project was started to introduce AR technology into a children’s event where participants were able to experience magical realism that adds another level to the immersive encounter that explored children’s books and historical locations (Reynolds et al., 2020, pp. 504-506). Similarly, this technology was adapted to be used in an academic environment with humanities and social sciences courses that allow for learning in different spaces that can lead to a better understanding of materials and contexts (Hannah et al., 2019, pp. 286-288).

 

Disadvantage: Accessibility and training

While VR and AR can grant new and exciting possibilities in a library space, the application can propose some difficulties regarding accessibility and training. When concerning accessibility, there can be participants that would like to have a go but have a negative reaction from the experience from the audio, visual, or environmental factors (Bureau of Internet Accessibility, 2020). Accessibility can also be affected by the number of equipment required and the upkeep necessary to continue utilising the technology. Training poses its own set of complications as VR and AR being new technology means staff must develop procedures, safety protocols, and familiarise themselves confidently before being able to offer the equipment and other involved events to the public (Cunneen, n.d.).

 

Both VR and AR offer libraries the exciting opportunity to expand their programs and services and further engage with their audience beyond their normal means. However, successfully adapting these technologies in a library setting will come with its own set of difficulties when addressing its accessibility needs and the training required to support it.

References:

Bureau of Internet Accessibility. (2020). Accessibility considerations for augmented and virtual reality for the classroom and beyond. https://www.boia.org/blog/accessibility-considerations-for-augmented-and-virtual-reality-for-the-classroom-and-beyond#:~:text=AR%20and%20VR%20accessibility%20has,underscoring%20the%20need%20for%20inclusivity.

Cunneen, W. (n.d.). Virtual reality training: 5 issues and their solutions. Roundtable Learning. https://roundtablelearning.com/5-problems-with-virtual-reality-training-they-dont-want-you-to-know/

Dahya, N., King, W. E., Lee, K. J., & Lee, J. H. (2021). Perceptions and experiences of virtual reality in public libraries. Journal of Documentation, 77(3), 617-637. https://doi-org.ezproxy.csu.edu.au/10.1108/JD-04-2020-0051

Hannah, M., Huber, S., & Matei, S. A. (2019). Collecting virtual and augmented reality in the twenty-first century library. Collection Management, 44(2-4), 277-295. doi:10.1080/01462679.2019.1587673

Reynolds, K., Schofield, T., & Trujillo-Pisanty, D. (2020). Children’s magical realism for new spatial interactions: augmented reality and the David Almond archives. Children’s Literature in Education, 51(4), 502-518. https://doi.org/10.1007/s10583-019-09389-2

When asked to visualise a librarian, we tend to conjure an image of a little, old lady with large spectacles ready to “shush” anyone who disturbs the blanketing silence of a library. From my own experience working in a library, I don’t recall ever uttering a single “shush” and honestly, I’d be anxious about that type of confrontation!

 

Web 2.0 has initiated a shift in the way library staff operate, with the need to keep up with the ever-changing world of tech to support everyday patrons. Here are a few of the key development areas that I’ve seen become fundamental for today’s information professionals:

 

Digital Literacy and technological knowledge

With the development of digital spaces and information, there is a growing need to strengthen literacy skills. Digital literacy is especially important for anybody as it is having an awareness of new technologies, while still testing new opportunities to evolve current practices and services (Charles Sturt University, 2023). Developing these skills in a workplace can guarantee reliable resources are being utilised within the library setting.

 

Curating digital collections

Digital collections are becoming more and more important for libraries to facilitate as the growing demand for flexibility and online use increases. A digital collection can be comprised of born-digital resources and digitised materials created from the original physical items. Developing digital collections for library patrons allows the resources to be accessible now and in the future with its creation and maintenance facilitated by staff (State Library of NSW, n.d.).

 

Collaboration and knowledge sharing

With so many technologies and digital spaces rapidly evolving, it would be unreasonable to expect library staff to be experts in all areas. Collaborations and knowledge sharing with fellow information professionals and the public are critical to overcoming this issue. A study was conducted in South Asia concerning their techniques and attitudes to knowledge sharing regarding new technologies and trends. Here it was found that library staff were enthusiastic and prepared to share knowledge which has resulted in a common understanding of new and emerging technologies used in their fields (Deka & Subveerapandiyan, 2021, pp.12-14).

 

While this is only a short list of essential skills, refining knowledge in these areas provides a solid basis for Information professionals can confidently travel into new and advanced opportunities for their organisations and beyond.

References:

Charles Sturt University. (2023). Why is digital literacy important? https://libguides.csu.edu.au/digital_literacies/why

Deka, A., & Subveerapandiyan, A. (2021). Understanding the knowledge-sharing behaviours of library professionals in South Asia. Library Philosophy and Practice, 2021, 1-16.

State Library of New South Wales. (n.d.). Digital Preservation. https://www.sl.nsw.gov.au/research-and-collections/building-our-collections/caring-collections/digital-preservation

It’s scary to think back to a time when technology was something we all aspired to have, whereas nowadays if you’re not connected, you’re left behind. During the COVID-19 pandemic, trends in technology began happening rapidly as the world worked to stay connected and continue working as close to normal as it could get. With our technologies rapidly evolving to meet our needs, especially in uncertain times, the influence it has on our society has grown and created situations where we have become reliant on information, connection, and convenience it offers.

 

With all these big adjustments to new technologies, statistics are shown on Digital 2021 from Wethesocial that the insane growth across the board with time spent online, social media usage, and the sheer influence brands and organisations have on our attitudes, buying habits, and opinions, have changed the digital environment we interact with increasingly. These statistics include that we spend 3.7 trillion hours online in 2021, which has been steadily increasing our time online to now around 7 hours daily (Wethesocial, 2021).

 

Some of the trends established in the Educause Horizon Report 2021 consist of the expanding presence of digital equity and inclusion, as well as the rapid growth of Artificial Intelligence (AI) and Machine Learning (ML) in education fields and beyond. The combination of these various modern advancements has drastically changed the educational environment and wider society.

 

Concerning digital equity and inclusion, there is more attention placed on social and economic inequalities as those from different social and economic backgrounds can affect an individual’s experience and use of modern technology. In an education environment to address this, they would be mindful of how technology may disproportionally affect students from low-income backgrounds (EDUCAUSE, 2021). This report recommends that organisations work to provide equal opportunities to avoid situations involving bias or discrimination in a digital space.

 

AI and MR are both advanced complex technologies that are being steadily utilised by many organisations for their limitless uses and simplifying abilities. In an educational setting, ethical concerns are pressing matters when this technology is used in the way to make decisions concerning staff and students. This technology is considered controversial with some of its unpredictable and unknown qualities, along with the high risks of it being used for plagiarism and academic deceit (EDUCAUSE, 2021, pp. 14-15).

 

To conclude, this report has shown the impressive changes that have happened yet pays close attention to the uses and issues of such changes with technology. Yet with the high stakes of unknown and potential consequences of such technologies, there are still promising outcomes that can drastically improve a grow with organisations and the wider society.

References:

EDUCAUSE. (2021). 2021 EDUCASE Horizon report: Teaching and learning edition. https://library.educause.edu/resources/2021/4/2021-educause-horizon-report-teaching-and-learning-edition

We Are Social. (2023). Digital 2021: We are social UK. https://wearesocial.com/uk/blog/2021/01/digital-2021-uk/?mc_cid=ed509b472e&mc_eid=632bbf90f7