Transcript Programs and Research Environment and people Lorcan Dempsey The academic library: dinosaur or phoenix Chinese University of Hong Kong April 12 2007

Programs and Research
Environment
and
people
Lorcan Dempsey
The academic library:
dinosaur or phoenix
Chinese University of Hong
Kong
April 12 2007
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environment
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Workflow: getting things done
The network is inside
Attention is scarce
The long tail: aggregating supply and demand to
drive deeper use
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Workflow: getting things done
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~18 months old
No FaceBook, MySpace
Library?
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University of Bristol:
Student use of the network
 Facebook
 Traffic by volume
 20% traffic by hits
 85% of students
 ‘Shared space’ to ‘organize
their social lives’
 Dailymotion
 Veoh
 YouTube
 Rapidshare
 Uploading.com
 Email
 ‘formal’
 Streaming radio, joost,
skype,
world of warcraft
Martin Poulter, Ancient geeks
http://ancientgeeks.wordpress.com/2007/03/30/what-do-students-use-the-internet-for/
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... students say they
want video
podcasts, or failing
that audio, of their
lecturers. They don’t
want less personal
contact with teaching
staff, but they want
to be able to catch up
with lectures on a
video iPod on the
train.
Martin Poulter, Ancient geeks
http://ancientgeeks.wordpress.com/2007/03/30/what-do-students-use-the-internet-for/
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University of Minnesota
http://www.lib.umn.edu/about/mellon/KM%20JStor%20Presentation.pps
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Self assembled digital identity
Prefabricated (e.g. CMS)
Database > website > workflow
Getting things done
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Workflow
 Then
 Users built workflow around the library
 Now
 The library must build its services around user
workflow
Get into the flow
Disclose into other environments
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This is important because …
… the network is inside what we do
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scholarly information flow?
Discovery,
harvesting
Discovery,
linking,
embedding
aggregators
Harvesting
data analysis,
transformation,
mining,modeling
Research &
e-science
Deposit,
self archiving
learning object
creation, re-use
Deposit,
self archiving
Learning &
teaching
Repositories
Validation
Publish,
discovery
Data creation, capture and
gathering:
lab experiments, fieldwork,
surveys, grids, media, …
Adapted with permission from Liz Lyons
eBank UK: Building the links between research data,
scholarly communication and learning.
Ariadne 36, 2003. http://www.ariadne.ac.uk/issue36/lyon/
Programs and Research
Discovery,
linking,
embedding
peer-reviewed
journals,
conferences, …
A&I services
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Courses, modules,
Learning
management
systems, learning
portals, …
scholarly information flow?
Discovery,
harvesting
Discovery,
linking,
embedding
aggregators
Harvesting
data analysis,
transformation,
mining,modeling
Research &
e-science
Deposit,
self archiving
learning object
creation, re-use
Deposit,
self archiving
Learning &
teaching
Repositories
Validation
Publish,
discovery
Data creation, capture and
gathering:
lab experiments, fieldwork,
surveys, grids, media, …
Adapted with permission from Liz Lyons
eBank UK: Building the links between research data,
scholarly communication and learning.
Ariadne 36, 2003. http://www.ariadne.ac.uk/issue36/lyon/
Programs and Research
Discovery,
linking,
embedding
peer-reviewed
journals,
conferences, …
A&I services
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Courses, modules,
Learning
management
systems, learning
portals, …
scholarly information flow?
Discovery,
harvesting
Discovery,
linking,
embedding
aggregators
Harvesting
data analysis,
transformation,
mining,modeling
Research &
e-science
Deposit,
self archiving
learning object
creation, re-use
Deposit,
self archiving
Learning &
teaching
Repositories
Validation
Publish,
discovery
Data creation, capture and
gathering:
lab experiments, fieldwork,
surveys, grids, media, …
Adapted with permission from Liz Lyons
eBank UK: Building the links between research data,
scholarly communication and learning.
Ariadne 36, 2003. http://www.ariadne.ac.uk/issue36/lyon/
Programs and Research
Discovery,
linking,
embedding
peer-reviewed
journals,
conferences, …
A&I services
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Courses, modules,
Learning
management
systems, learning
portals, …
Course management:
a reductive comparison
“The relationship between VLEs and library systems reflects the
changes in practice and internal politics wrought by the advent of elearning perhaps more than any of the other systems. There is a
sense in which the very identity of libraries and their function in the
educational process is at stake.” [p. 67]
Redundant
Central
• "At one extreme the need
for a library becomes
superfluous - at its
simplest this might be
categorized as 'I've got
Google, what do I need a
library for?'" [p. 67]
• Necessary materials are
loaded into the VLE, and it
points to other resources
out on the open web.
• The library mediates
access to content within
the VLE, providing value in
selection, purposing to
particular tasks,
metasearch and so on.
Virtual learning environments : using, choosing and developing your VLE by Martin Weller
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Workflow support
Network inside
The network concentrates
and disperses
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Network environment
 Small: everybody is a publisher
 Big: Gravitational hubs are characteristic of the
network environment
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The long tail
Systemwide
efficiences
Aggregation of supply
•Unified discovery
•Low transaction costs
Aggregation of demand
•Mobilize users
•Brand
Impact?
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But the global library resource is diffused
across thousands of locations …
Limited aggregation of supply at network level:
Fragmented discovery
Management data not used
High transaction costs – find it/get it
Fragmented inventory/shipping
Limited aggregation of demand at network level:
Difficult to mobilize a large number of users
Not projected into user environments
Weak brand
Leads to weak gravitational pull and low
network visibility for libraries and library
collections
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Chris Beckett
http://www.scholinfo.com/presentations/2006/8/10/the-new-world-order-in-collection-development-the-commercial-perspective.html
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 Concentration?
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Discovery to delivery
Offsite storage?
Preservation?
Repository?
Virtual reference?
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Workflow support
Network inside
The network concentrates
and disperses
Attention is scarce
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What information consumes is rather
obvious: it consumes the attention of its
recipients.
Hence a wealth of information creates a
poverty of attention and a need to allocate
that attention efficiently among the
overabundance of information sources that
might consume it.
Herbert Simon
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Attention
 Then
 Resources scarce, attention abundant
 Now
 Attention scarce, resources abundant
Competition for attention
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So …
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Responses
Space
 Then:
 Vertically integrated
around collection
Expertise
Collections
 Now:
 Create value in different
ways
 Manage assets to improve
the quality of research and
learning
 Position in relation to a
networked environment
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Systems and
services
Place and space
 Space
 Opportunity costs
 Valuable real estate
 Growing pressure in many
environments
 Place
 Space infused with value
 How has the value
changed with changing
research and learning
practices?
 High value use of place
 Create new spaces in
network environment
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Collections
stewardship
high
low
Books
Journals
low
•Open source software
•Newsgroup archives
Research and learning
materials
high
Special
collections
uniqueness
•Newspapers
•Gov. docs
•CD, DVD
•Maps
•Scores
Freely-accessible
web resources
•ePrints/tech reports
•Learning objects
•Courseware
•E-portfolios
•Research data
•Rare books
•Local/Historical
newspapers
•Local history materials
•Archives & Manuscripts,
theses & dissertations
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Ingest into
local collections?
•Print collections
•Storage, digitization, …
•ERM
•Knowledge bases
New behaviors and
support for research
and learning
Digital ‘record’
more important
(prospectus, course
catalog, student
records)
Make unique
materials available
on the web.
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Systems and services
User environment
Catalog
Metasearch
Resolver
Print
Licensed
ILS
Repositories …
Digitized
Research
&
learning
outputs
Repositories …
ERM
Knowledgebase
…
Management environment
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User environment
…
Management environment
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Personal
Workflow
RSS,
toolbars, ..
Network level
workflow
Google, …
Institutional
Workflow
Portals,
CMS, IR, …
User environments
Management environment
Bought
Licensed
Faculty&
students
Digitized
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Integrated
local user
environment?
Library web
presence
Resource
sharing, …
library
…
Aggregations
Resource sharing
Expertise

Developing network presence
 Visible and invisible
 Focus more clearly moving
from collection to
supporting research,
learning and personal
development in a network
environment?
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Developing high value social
spaces
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Supporting research and
learning behaviors (see
Minnesota study)
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Educational role in relation to
scholarly communication,
assessment of sources, …
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Separation of information role
from local collection?
For many years,
Chinese people
cited a proverb:
if the wine
smells really
wonderful,
customers will
come in spite of
the length of the
lane.
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