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Academic Libraries in The Future: From collections to impact Stephen Abram, MLS Langara College Vancouver, BC Feb. 13, 2012
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Transcript of Langara
Academic Libraries in The Future:From collections to impact
Stephen Abram, MLSLangara College
Vancouver, BCFeb. 13, 2012
These slides are available at Stephen’s Lighthouse blog
Change
We Only Get So Many Once-in-a-Lifetime
Chances To Do Great Things
News Flash “The Internet and technology have now
progressed to their infancy”
So how must library and educator strategies change?
Change can happen very fast
Sensemaking
News Flash
News Flash
Tech Shift Happens
Seth Godin on Decisions (June 8, 2011)
o Which of the four are getting in the way?o You don't know what to doo You don't know how to do ito You don't have the authority or the resources to
do ito You're afraido Once you figure out what's getting in the way,
it's far easier to find the answer (or decide to work on a different problem).
o Stuck is a state of mind, and it's curable.
What Are Libraries Really For?
• Community• Learning• Discovery• Progress• Research (Applied and Theoretical)• Cultural & Knowledge Custody • Economic Impact
Columbus, Cook, Magellan and Libraries: Searching for the corners of the earth, the edge of the
oceans and discovering dragons ...
-
Cook’s Voyage
Columbus, Cabot, Cortes
Magellan Columbus Cook
Questions for Libraries Today:
1. Are our priorities right?2. Are learning, research, discovery changing
materially and what is actually changing?3. Books. Meh.4. What is the role for librarians in the real
future (that is not an extension of the past)?
Grocery Stores
Grocery Stores
Grocery Stores
Cookbooks, Chefs . . .
Cookbooks, Chefs . . .
Meals
The new bibliography and
collection development
KNOWLEDGE PORTALS
KNOWLEDGE,LEARNING,
INFORMATION &RESEARCHCOMMONS
Chefs, counsellors, teachers, magicians
Librarians play a vital role in building the critical connections between
information , knowledge and learning.
Service Metaphor
o Cafeteriaso Take Outo Private Dining Roomso Private Chefso Variety
You have the tools.
Stop Making it So Hard!
Trans-Literacy: Move beyond reading & PC skills Reading literacy Numeracy Critical literacy Social literacy Computer literacy Web literacy Content literacy Written literacy
News literacy Technology literacy Information literacy Media literacy Adaptive literacy Research literacy Academic literacy Reputation, Etc.
Steal This Idea
List of content farms and general spammy user generated content sites:
All Experts (allexperts.com) Answers (answers.com) Answer Bag (answerbag.com) Articles Base (articlesbase.com) Ask (ask.com) Associated Content (associatedcontent.com) BizRate (bizrate.com) Buzle (buzzle.com) Brothersoft (brothersoft.com) Bytes (bytes.com) ChaCha (chacha.com) eFreedom (efreedom.com) eHow (ehow.com) Essortment (essortment.com) Examiner (examiner.com) Expert Village (expertvillage.com) )
Experts Exchange (experts-exchange.com) eZine Articles (ezinearticles.com) Find Articles (findarticles.com) FixYa (fixya.com Helium (helium.com) Hub Pages (hubpages.com) InfoBarrel (infobarrel.com) Livestrong (livestrong.com) Mahalo (mahalo.com) Mail Archive (mail-archive.com) Question Hub (questionhub.com) Squidoo (squidoo.com) Suite101 (suite101.com) Twenga (twenga.com) WiseGeek (wisegeek.com) Wonder How To (wonderhowto.com) Yahoo! Answers (answers.yahoo.com) Xomba (xomba.com)
GOOG
The nasty facts about Google &
Bing and consumer search:
SEO / SMOContent Farms
Advertiser-drivenGeotagging
StrategicAnalytics
What We Never Really Knew Before (US/Canada)
27% of our users are under 18. 59% are female.
29% are college students. 5% are professors and 6% are teachers.
On any given day, 35% of our users are there for the very first time!
Only 29% found the databases via the library website. 59% found what they were looking for on their first search.
72% trusted our content more than Google. But, 81% still use Google.
We often believe a lot
that isn’t true.
2010 Eduventures Research on Investments
58% of instructors believe that technology in courses positively impacts student engagement. 71% of instructors that rated student engagement levels as “high” as a result of using technology in
courses. 71% of students who are employed full-time and 77% of students who are employed part-time
prefer more technology-based tools in the classroom. 79% of instructors and 86 percent of students have seen the average level of engagement improve
over the last year as they have increased their use of digital educational tools. 87% of students believe online libraries and databases have had the most significant impact on
their overall learning. 62% identify blogs, wikis, and other online authoring tools while 59% identify YouTube and
recorded lectures. E-books and e-textbooks impact overall learning among 50% of students surveyed, while 42% of
students identify online portals. 44% of instructors believe that online libraries and databases will have the greatest impact on
student engagement. 32% of instructors identify e-textbooks and 30% identify interactive homework solutions as having
the potential to improve engagement and learning outcomes. (e-readers was 11%) 49% of students believe that online libraries and databases will have the greatest impact on
student engagement. Students are more optimistic about the potential for technology.
What do we need to know?
How do library databases and virtual services compare with other web experiences?
Who are our core virtual users? Are there gaps? Does learning happen? How about discovery? What are user expectations for true satisfaction? How does library search compare to consumer
search like Google and retail or government? How do people find and connect with library virtual
services? Are end users being successful in their POV? Are they happy? Will they come back? Tell a friend?
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Top-Level BenchmarksGale-Cengage Browse Survey
August 01, 2010 - August 31, 2010
Emboldened Librarians hold the key
So how must library and educator strategies change?
Discovery & Ideas
Books
We have a shallow understanding of the Codex – the book format(s)
Transition from scrolls – illumination – codex – and beyond
Strategic Challenges for Reference and Research Work
in the Coming Decade
The BASICS
Data Information Knowledge Wisdom NOT Behavior
Death of Reference
Who What Where When Why How
How & Why Questions
Now that’s research The interview is more involved Transformational not Transactional Expertise counts Expertise is shared mutually
What does all this mean?
The Article level universe The Chapter and Paragraph Universe Integrated with Visuals – graphics and charts Integrated with ‘video’ Integrated with Sound and Speech Integrated with social web Integrated with interaction and not just
interactivity How would you enhance a book?
What is Changing?
1. Evidence-based Reference Strategies2. Experience-based Portals: The New Commons3. Personal Service on Steroids4. Quality Strategies: Consumer vs. Professional
Search5. Social Networks and Recommendations6. Trans-literacy Strategies7. People-driven Strategies8. Curriculum and Research Agenda9. Service and Programs
Recommendations
Strengthen Your Personal Brand Reposition the Library and Librarian Don’t Tie Yourself to Collections or Physical
Space Network with Your Users Socially Measure, Don’t Count Know Risk Engage
Reimagine Service
Reference and Research
Consider the differences . . .
Computer Commons Mall Service Commons Information Commons Knowledge Commons Learning Commons Science Commons Centre or Central? Physical / Virtual Hybrid
Mobility
A 1965 iPhone
Broadband
You must clearly understand the latest US FCC Whitespace Broadband Decision – THIS IS TRANSFORMATIONAL and going global
Net neutrality, kill switches . . . Local wired, mobile access ‘everywhere’ to the
home and workplace on a personal basis Geo-awareness: GIS, GPS, GEO-IP, etc. Wireless as a business strategy (Starbucks) Mobile dominates the largest generation
Speaking of e-
Books...
Borders Kobo, B&N Nook, Amazon Kindle, Apple iPad, Sony, etc. . . .
GBS
Context
Information and Knowledge-based economy Globalization Canada is a leading education economy Stress on core markets (US) Changing knowledge about current crop of
students (genome, eye tracking, gaming, IQ, ICT and social behaviours, etc.)
Information ethics and copyright
Books
Reception of Reading and Experience Fiction – paper, e-paper Non-Fiction Articles - disaggregation Media – physical vs. streaming Learning Objects Stories vs. Pedagogy
Technology Context
Cloud (SaaS, PaaS, IaaS) Laptops and Tablets Mobility / Smartphones Bandwidth (Wired, WiFi, Whitespace) Learning Management Systems Streaming video and audio vs. download HTML5 and Apps – the battle Advertising auction models and ‘product’ New(ish) Players (Amazon, Apple, G, B&N, Uni’s,
states/provinces/nations)
The BASICS
Containers for Pedagogy Created by Teams (e.g. 40,000 authors a year
for Cengage alone) (yes that’s a lot of lawyers) Copyright and complicated layering of millions
of rights (creators - pictures, graphics, video, tests, text, documents, etc.)
Serious Lawsuits: Feist, Texaco, LSUC, Tasini, NatGeo, Authors Guild, GBS, etc.
Complex extension opportunities (links to articles, databases, library assistance, etc.)
Textbook Challenges
Format Agnosticism Browsers: IE, Chrome, Firefox, Safari Devices: Macintosh, PC Desktops & Laptops Mobile: Laptops, Tablets (iPad, Fire, etc.) Mobile: Smartphones (iPhone, Blackberry, Android,
Windows, etc.) Container: PDF, ePub, .mobi, Kindle, etc. Learning Management System: Blackboard / WebCT,
D2L, Moodle, Sakai, etc. Purchasing (Amazon, B&N, Chegg, CengageBrain,
Apple Store, University Textbook Store, etc.)
Should we tie students and professors to a specific and proprietary device, operating system, browser, or LMS?
What is the priority? Price, Cost, Value, ROI
Managing or Mandating the Adoption Curve Learning and Progress
Societal Impact = 17%, 40%, 70%?
Death of the Textbook?
Shallow pool innovation – e-copiesOpen Access Textbooks?Coursepacks and e-coursepacks?Apple?Google?Etc.
What is Changing?
1. Componentization of pedagogy2. Enhanced textbooks (tests, tracking, video,
etc.)3. Advanced e-learning4. Ability to archive5. The purchaser matrix (individual student,
class, institutions, state/province/country)6. Textbook boundaries (library links first…)
Pricing Models
Buy the print copyBuy the exact electronic copy of the print Buy both (bundling)Rent the print or e-copy for a specified periodCreate custom coursepacks in print or e-copyBuy at the course level included in feeBuy at the institution / enterprise levelBuy at the state/province levelEspresso Book MachinesPay-per-use, micro-payments, ‘Square’ and phones
This era will see a Fundamental Reimagining the Textbook
For the present there will be those who resist and the resisters will be the majority.
Can we frame the e-book issue so that it can be addressed rationally?
Books
Fiction
Non-Fiction
E-Learning
What Would You Attempt If You Knew You Would Not
Fail?
The power of libraries
A Third Path
Stephen Abram, MLS, FSLAVP strategic partnerships and markets
Cengage Learning (Gale)Cel: 416-669-4855
[email protected]’s Lighthouse Blog
http://stephenslighthouse.comFacebook: Stephen Abram
LinkedIn / Plaxo: Stephen AbramTwitter: sabram
SlideShare: StephenAbram1
