aarhus school of business. the future of academic libraries some basic questions to ask is there a...

Aarhus School of Business


The future of Academic Libraries

Some basic questions to ask

• Is there a future for academic libraries?

• If so, which possible (new) roles can academic libraries adopt?

• Is it possible to draw a roadmap to guide you towards a new desired future?

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The Knowledge Triangle --->

Trends in the European university environment 2010-20

The EUROPE 2020-strategy (EU Commision, June 2010)

Objective: Europe as a world leader in the new economyMeans: Education, Research, Innovation

Most important role players to fulfil the strategy:• Universities• Research based knowledge and innovative universities• Partnerships across Europe – to connect universities, researchers,

students in new interdisciplinary projects /communities

Research

InnovationHigher education

<--- Transforming Europe2010-20

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The Danish strategy to meet priorities in the EUROPE 2020-strategy

’Universities Denmark’ support the EU suggestions to meet the 2020-strategy

Intelligent growth• Economy based on knowledge and innovation• Increased investments on research in Europe from 3%

to 5% of GDP (Gross domestic product)

• Better promotion of research based knowledge to the society• All university education should be research based, and all research should

contribute to higher education• Mobility should be a core theme• Cooperation between universities in Europe by use of new and innovative

learning methods• New and more innovative use of ICT in higher education – Pervasive ICT

Sustainable growth• A competitive, ressource-effective and greener economy

(Source: Universities Denmark, Sept. 2010)

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Highlights from the political agenda on higher education

Danish political objectives to fulfil before 2015:• 95% of a youth should complete a secondary education • 50% of a youth should complete a higher education • At least 1 Danish university should be in Top 10 Europe (THES)• Every university strives for ’World Class’ – (what does that mean?)

• Increased budgets to universities – perhaps a doubling over the next 20 years?Focus on the internal educational market- new and flexible educations of high quality based on ’new technologies’- remove barriers

Conclusion:Everything points to continued need for strong universities and innovative academic libraries to facilitate research and education => ’World class’

Denmark

Europe

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Ambition: Vision, Mission, Strategy”A realistic Academic Model”

Support Fundingto Faculty: Facilities – teaching & research

Administrative & ICT support Library services

Talent: StudentsFacultyStaff

Reputation: Visibility/national/international AccreditationBenchmarkingReviews

Alignment

Kilde: G. Hawawini, Insead

But what characterizes ’World Class’ universities

Support to Faculty

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’World Class’ universities – Which services should ’Faculty Support’(e.g. Library/ICT&Media) deliver to the university…

”Excellent administrative support is support which allows researchers and teachers time to do what they really are hired to do - Research/Teaching/Communication.

Source: Faculty Support Rapport, ASB 2010

Faculty Support Services is :• Tasks which add value to the services which Faculty provide• Tasks to supersede Faculty and refine their problem solving

Educational servicesIT-STRATEGI Research services

• Digital compendium / E-compendium• ICT/Media support in auditorium• Collaboration on information literacy in education• Training analysis /surveys

• Fundraising• Research applications and administration• Research registration• Research Measurment/Bibliometrics/Citation analysis• Support to publishing - Open Access• Dissemination – Media training

Interdisciplinary tasks <--> Interdisciplinary Competencies <--> Cooperation

Task

sC

om

pete

ncie

s

Top 10 – Tasks identified in the ASB survey

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’World Class’ universities and Libraries – Transformation from ’Research library’ to ’Learning & Faculty Support Services’

Research library as organisationFocus: The Bulding

InfrastructureFocus: “The Collections”

Research library aslearning support facilitator

Today

Yesterday

Tomorrow

Role

Focus:

Role

Learning

Dissemination

Research

Innovation“Learning & Faculty Support”For tomorrows needs

- Co-creator- “Teaching assistent”- Research facilitator- Inn ovator

Deep intgration inlearning/education

Com

pete

ncie

s

Newpartners &

Newcompetencies

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Some new library roles

• The Research library as a learning centre– E-learning, making teaching materials available, operational tasks,

designing curricula etc.

• The Research library as a knowledge centre– Traditional role of building collections for established disciplines within

research and teaching (scholastic function, rural research areas)– Support for new research fields, “urban research areas” (i.e.

nanotechnology, biotechnology, genetics) and their information needs and publication of preprints, proceedings, journal articles etc.

• Research library as catalyst for knowledge synthesis– Meta-level of knowledge, validation, protocols of accepted research,

clearing houses like Cochrane

• Different target groups for each function – faciliator for research communities - and a role for the library as co-creator

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New functions for an academic library and new roles for the librarian to play


More examples of new tasks and roles to play in interdisciplinary functions

• Support for distance learning/e-learning courses

• Knowledge management and learning support for the individual student, teacher or researcher

• Knowledge management for the institution in the processes between import and export of information (datasets, research communication, repositories for students papers and assignments..)

• Copyright and intellectual property rights

• Research statistics - citation analysis and benchmarking

• Alumni services

• Digitisation

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What we did at ASB Library Strategic focus on ASB strategy Focus on a few target areas to support ’ASB Learning & Faculty Support Services’

Since 2008 all development at ASB Library has focused on 5 target areas

1. Coorganising: ASB Library & ICT Media- Development of interdisciplinary training and research services

2. Deep integration between library and education- Facilitating learning spaces – physical and virtual - Focus on pedagogical/didactic dimension in cooperation with teachers

3. Quality measurement of research. Bibliometric/Citation analysis/International benchmarking. Ranking and accreditation.

4. Digital rights- ASB knowledge centre for rights management (all media)

5. ASB knowledge capital. Registration, archiving, visualisation- Management reports. Analysis on basis of researchdata. Open Access

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Some current trends identified in research and education

that effect academic libraries these years

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Trends in the way research is performed today

The trend shows, that research is increasingly

- Digital- Cooperative- International- Interdicipinary- Problem based- Strategic- Cross sectoral (public-private )- Connected to innovation

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Trends in the demands from the research community

• New forms of knowledge production and mediation- Publish directly on the Internet and through repositories, wikis, blogs, proceedings, preprints, 3D-visualisation

• Evidence based policies- Public administation is dealing with increasingly complex problems and is

more dependent on verified knowledge (quality) and a good overview

• Innovation in focus- The knowledge production of the private sector is increasingly important,

there is a need to learn from experiences in the conceptualising proces

• Access to knowledge is more important than ever- Public and private organisations are becoming increasingly knowledge

intensive and build their own systems for storing and reusing knowledge (archives/libraries)

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Trends in Researchers’ use of libraries and their services

Some key Points Electronic journals are very highly valued by researchers in all disciplines Access without limits (licenses for free)

Increases in the scale of research and the growth of collaborative and interdisciplinary research projects present challenges to libraries in seeking to provide effective services and equitable access to resources for all members of a collaborative team

Growth of e-research and virtual research communities It has implications for how libraries can support researchers in the future.

An emerging problem to handle There is a need for greater clarity as to the roles and responsibilities of all those involved in the research cycle – researchers, research institutions, and national bodies, as well as libraries – in managing the increasing volumes of digital research outputs http://www.rin.ac.uk/system/files/attachments/sarah/Researchers-libraries-services-report.pdf

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http://www.rin.ac.uk/system/files/attachments/sarah/Researchers-libraries-services-report.pdf

http://www.rin.ac.uk/system/files/attachments/sarah/Researchers-libraries-services-report.pdf


Trends in Students demands and use of information

The young generations use of information

• Unbundling fragmentation- The chapter rather than the book- The track rather than the record- The course rather than the programme- The service rather than the institution

• Demand-pull, free choice- Mobility, digital delivery and increased transparency

• Ubiquitous access- Information and service is everywhere. Users expect instant and 24/7 delivery services

• Copyright as a contested issue- open source, open access vs. The need to be recognised for contribution and receive revenue

The Tower and The Cloud, Tichard N. Katz

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Trends and changes in Education and learning

• Education ----> Learning ----> New ways of learning

• Blackboard /LMS-system ----> Students information environment

• Individual ----> Collective learning

• Instruction ----> Facilitation

• Specific skills ----> Meta-competencies

• Institutional learning ----> Lifelong learning ----> Alumni services

• Classroom ----> It might be the Library?

• Teacher ----> It might be the Librarian?

From Teaching to Learning – A new Paradigm for Undergraduate Education By Robert B. Barr and John Tagghttp://ilte.ius.edu/pdf/BarrTagg.pdf

http://ilte.ius.edu/pdf/BarrTagg.pdf


The digital generation

Assumptions

• The Google generation are different …

• They love computers…

• They don’t like printed books (and libraries…)and many more…

But - who are they – and how do the study?

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The Digital generations

The Builders (1925-1945)

Baby Boomers

(1946-1964)

Generation-X (1965-

1978)

Generation-Y ”The

Millennials” (1979-

1998)

Digital generations

Digital Natives:Enjoy digital technology; videogames etc.

Digital Adaptives: Embrace technologies and use IT in consumer durables

Digital Aliens:Latecomers to technology

Digital Immigrants: Grew up without digital technology

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The Profile of the Y-generation

Impact on technological advancement:• Never experienced life without computers

The Y-generation

”Millennials”at work:• Teamworkers• Collaborative work• Innovative thinking• Impatient / Speed

Characteristics: • Connected 24/7/365• Goal oriented• Entrapreneurial• Global, community minded• Independent • Determined

Mirror

The 21.st ce

ntury busin

ess

focus:

• Innovatio

n

• Colla

boratio

n

• Knowledge sh

aring

• Learn

ing by doing

• Values

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Learning styles to fit the Y-generation

From:

Passive Learning

Lectures

Should be reflected in :• The curriculum• The way of teaching• The learning facilities• The library services and facilitating

To:

Active learning

Case method;Learning by doing from real-life business situations Collaborative learning

Learning 2.0

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Web 2.0 technologies support Learning 2.0

Therefore:Academic Libraries must use and facilitate medias and social technologies known by students –

If not - students produce their own wikis, blogs, videos etc.

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Learning spaces, places for social networking and relaxation

That’s why:Flexible learning spaces and technological infrastructure must facilitate the learning proces - and the academic libraries must take part in the facilitating role of the university planning

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More inspiration needed…

ASB went ’over there’ looking for new ideas

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’World class’ universities can inspire you to develop new ”Learning & Faculty Support Services”

ASB Library/ICT & Media went to USA in 2009 to study 4 leading American universities way of handling ’Learning & Faculty Support’

Our objective was:• To identify the intersection between research, education and learning• To study relations and discipines (ICT, Media, Communication, Learningfacilities, research and research dissemination

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New ideas to develop new roles for ASB Library to play and new ways to add more value to ”Learning & Faculty Support Services”

What did we find• 4 interesting, but different universities way of facilitating research and

education• We identified and learned from their experiences developing faculty services

as joint projects across departments and academics• We studied relationships and disciplines

(ITC/Media/Libraries/Communication/Learning) • We studied teaching facilities (interactive facilities). Research dissimination

facilities (Videocast/Media archives)

What did we learn• Faculty Support Services are developed in partnerships across borders and

include different academic skills • New synergies emerge and innovative solutions takes off when you work

interdisciplinary• We returned to Aarhus and started to work it out!

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A short list of new joint services which we have developed since 2009 in the new partnership between ASB Library, ICT & Media

ASB Research Services

• Analysis and analytical software

• Book a supporter

• Citation analysis

• Databases and data extraction

• E-literature @ ASB

• Research communication

• Reference tools

• Surveys

New developments in services

• ASB Cast / Media platform & archive

• Analytics Management Lab

• Research Community Facilitation Services

Contact: ww.asb.dk/researchservices

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Another example shows the results of interdisciplinary projects supporting ASB strategy 2009-12

ASB Strategy 2009 - 12– Pervasive ITC

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Tomorrow

Tomorrow morning

Karen and Lone will tell you more in detail about how we develop and present

our Learning and Research Services

to faculty and students at ASB

….

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The answer to the basic questions asked in the beginning of this presentation is:

• There is a new future for academic libraries - if libraries make their choices and act now!

• There is several roles to play for libraries in the future - but to choose the right way to develop your library requires new ways of thinking, ability to choose - and a close dialogue with the academic environment. - It is crucial to identify only a few core areas that supports the strategy of the university and it is necessary to avoid other tasks.

• Develop your staff! - The right skills are the most important to gain respect in faculty - Integrate with competent colleagues /faculty members at the university

• Road Map to the futureWe can’t give you a precise road map – but just some tools…

And - don’t hesitate to start the planning for the future NOW!

Conclusion

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Road Map – Learning tools

1. Define your library identity - Who are you right now? Who do you want to be in the future (xx year)?

2. Necessary competencies- Do you have the necessary skills to face the challenges? If not - how do you get them?- Make a list of the new roles of the librarians?

4. Who are your future users? Define the needs of your end users- Who are they? How do they use the library? How do you get informations about their needs?

3. Necessary partnerships-Do you have partners necessary to establish cooperation across the organization and between public / private agencies? If not – how do you get them? How do you organize the cooperation with them?

5. Budgets- Budget planning for 1-5 years

6. Organization- How do you organize your future library?

All this involves some of the following processes:- A list of challenges- Identification and analysis- Scenarios / critique of scenarios / feedback and discussions- Investment / Output / Value

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Some of the questions to discuss in your library in the future

About your library identity and roles:

• What is the core of your future university library?

• Is your future library an organisational entity or a collection of services?

• Which services do you think are the most important for your library to deliver in the future?

• How do you decide which services to provide?

• What constitutes the library’s core competencies

• What do you belive will be the most important competencies in the future?

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About your resources and future tasks:

• Will your library be moving closer to research and learning? - Why? Why not?

• Which new services will you provide?

• How will you get sufficent resources to provide new services?

• Will your library engage in co-creation / interdisciplinary projects?

• Which competencies will you need?

Open questions to discuss in your library in the future

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aarhus school of business. the future of academic libraries some basic questions to ask is there a...

Documents

universities research

faculty support services

research library

faculty support rapport

educational services

strong universities

future of academic libraries

world class denmark