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A great university: a great library
Knowledge Management in Academic LibrariesKnowledge Management in Academic Libraries
Joseph J. BraninOhio State University [email protected]
Sally RogersOhio State University [email protected]
Crit StuartGeorgia Institute of Technology [email protected]
ACRL Pre-conferenceBaltimore March 29, 2007
Knowledge Management in Academic LibrariesPre-conference Agenda
• 8:30 Introductions, Agenda, Outcomes
• 8:45 Basic Concepts of Knowledge Management and Their Application in Academic Libraries (Branin)
• 10:30 New Technology Tools, Services, and Competencies for Knowledge Managers (Rogers)
• 1:00 Reshaping Our Space and Public Services in a Knowledge Management Environment (Stuart)
• 2:45 Taking Knowledge Management Perspective and Practices to Your Own Library (All)
Knowledge Management in Academic Libraries Pre-conference Process
• Process: Short presentations, questions and discussion, group exercises
• Active listening, learning, and participation• We want this to be an interactive workshop• We will manage time, discussions, focus on topic
• Breaks and Lunch• 10:00 -10:30 Break• 12:00 -1:00 Lunch• 2:30 – 2:45 Break • 3:30 Finish
Knowledge Management in Academic LibrariesPre-conference Outcomes
• Understand the concept of knowledge management and some of its basic principles
• Critically examine examples of knowledge management work in academic libraries
• Apply a knowledge management perspective to your own work in academic libraries
• Share your ideas, experience, and opinions on usefulness of a knowledge management approach to work in academic libraries
Basic Concepts of Knowledge Management and Their Application in
Academic Libraries
http://library.osu.edu/about/preslibdir/acrl2007jb.pdf
Joe Branin8:45 – 9:30 am
Knowledge Management for Librarians Overview
1. The evolution of work (collections work) in academic (research) libraries: from collection development to collection management to knowledge management
2. What is knowledge management, and what is its value to librarians?
3. How can we apply knowledge management to all aspects of academic library work?
From Collection Development to Knowledge Management
1950-1975: Collection Development
1975-2000: Collection Management
2000- :Knowledge Management
1950-1975: Collection Development
Major environmental factors• Rapid growth in scholarship and
libraries• Rise of government sponsored
research• Professionalization of collection
management
Collection development
•Acquisitions and selection
•Collection building
Increase in Mathematical Literature
0
10,000
20,000
30,000
40,000
50,000
1870 1900 1930 1960 1995
Andrew M. Odlyzko, Tragic loss or good riddance? The Impending demise of traditional scholarly journals. Notices Amer. Math Soc. 42 (January 1995), 49
Growth in Scientific Journals
3 1 2 11 10 12 10 2246 52 51
76101
172154
212
509
739
847
561
0
100
200
300
400
500
600
700
800
900
1700 1800 1810 1820 1830 1840 1850 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980
University Libraries and Scholarly Communication. Association of Research Libraries, 1992, p. 80
Growth of Publications
354,875
832,833
1,400,000
0
500,000
1,000,000
1,500,000
1975 1995 2006
715,500842,000
968,735
500,000
700,000
900,000
1,100,000
1980 1989 1996
2,690,000
4,340,000
0
2,000,000
4,000,000
6,000,000
1992 2003
Citations in SCI and SSCI“Scientific publishing in Transition: an Overview of Current Developments”, Mark Ware Consulting
UNESCO Worldwide Annual Book Titles
Articles in Scholarly Journals “Trends in Scientific Scholarly Journal Publishing in the US”, Tenopir and King
Worldwide Production of Original InformationIf Stored Digitally (in terabytes)
2002Paper 1,634Film 420,254Magnetic 5,187,130Optical 103
1999-2000Paper 1,200Film 431,690Magnetic 2,779,760Optical 81
Lyman, Peter and Hal R. Varian, "How Much Information", 2003. Retrieved from
http://www.sims.berkeley.edu/how-much-info-2003 on 3/24/2007.
U.S. Trade Book Production
18,07019,734
22,180 21,71323,265
22,378 22,91424,159
0
5,000
10,000
15,000
20,000
25,000
30,000
1993 1995 1999 2000 2001 2002 2003 2004
U.S. University Presses Book Production
11,941
12,897
14,110
14,787
13,667
14,236
13,631
14,48414,746
10,000
11,000
12,000
13,000
14,000
15,000
16,000
1993 1995 1999 2000 2001 2002 2003 2004 2005
1975-2000: Collection Management
Major environmental factors
•budget constraints
•commercialization of scholarship in the sciences
•emerging digital technology
Collection management agenda
•collection policy development•materials budget allocation •collection analysis • use and user studies •training and organization of
collection managers• preservation •cooperative collection
development
Monograph and Serial Costs in ARL Libraries
Journal Costs by Broad Subject
$105 $114 $124 $135 $147$201 $211 $228 $242 $254$239
$265$294
$323$357
$539$582
$632$687
$736
$539
$598
$668
$732
$800
$926
$992
$1,058
$1,141
$1,211
$50
$250
$450
$650
$850
$1,050
$1,250
1997 1998 1999 2000 2001
Science (Non-U.S.)+30.8%
Science (U.S.)48.3%Social Scirnce (Non-U.S.)36.5%
Social Scirnce (U.S)49.3%
Arts & Human (Non-U.S.)26.4%
Arts & Humanities (U.S.)40.4%
Library Journal, April 15, 2001
Cooperative Collection Development
• Farmington Plan of the 1950s and 1960s• National Periodicals Center of the 1970s• RLG Conspectus of the 1980s• Center for Research Libraries, North Carolina
Research TriangleLessons Learned: power of local autonomy, highly decentralized system, difficulty of moving print around
Advances in the Digital InformationTechnology: Growth of the Internet
In 1996 there were 90,000 Web sites, and it is estimated that the Web doublesin size every 50 days with a new homepage added every 4 seconds(Nicholas Negroponte, Wired Magazine, 2-1-96)
Growth of the Web
800,000
1,457,000
2,229,000
2,942,000 3,119,000
1,570,000
2,851,000
4,882,000
7,399,000
8,745,000
0
1,000,000
2,000,000
3,000,000
4,000,000
5,000,000
6,000,000
7,000,000
8,000,000
9,000,000
10,000,000
1996/1997 1997/1998 1998/1999 1999/2000 2000/2001
Public Web Sites Total Web Sites
Web Characterization Project <http://Web Characterization Project <http://wcp.oclc.orgwcp.oclc.org/>/>
Type of Library Use by Group and Academic Area
Faculty
Health Sciences
Humanities/Soc Science
Science/Engineering
All Faculty
Graduate Students
Health Sciences
Humanities/Soc Science
Science/Engineering
All Graduate Students
Visit in person
1998 2001
37.9 28.1
60.7 56.4
49.3 41.8
47.3 40.6
79.7 59.6
82.5 72.1
68.2 45.1
77.7 59.6
Use office computer
1998 2001
76.2 75.7
70.2 76.7
64.7 75.4
71.0 76.1
39.8 50.6
47.5 56.1
57.4 69.4
48.1 58.5
Use home computer
1998 2001
40.5 43.4
47.1 51.5
23.6 33.9
37.4 43
49.2 59.6
52.0 62.6
32.6 42.5
45.7 55.2
University of Washington Library Newsletter Winter 2002
User Priorities
Delivering full-text to the desktopProviding electronic full-text access to older journalsMaintaining the quality of the Libraries' print collection
University of Washington Library Newsletter Winter 2002
Continuing Growth of Publication
OCLC: 2004 Information Format Trends
Pew Internet & American Life Project
Nearly three-quarters (73%) of college students say they use the Internet more than the library, while only 9% said they use the library more than the Internet for information searching.
Internet: The Mainstreaming of Online Life 1/25/2005
The Internet Goes to College 9/15/2002
2000 - :Knowledge Management
Major environmental factors• New digital information opportunities and
competitions• “De-centering” of the library in the academic
setting• Rise of the social consumer internet
Knowledge management• Information policy and architecture• Managing print and digital information
systems• Enterprise-wide content management and
information services• Reforming Scholarly Publishing
Knowledge Management Basics
1. Data, information, and knowledge2. Tacit and explicit knowledge3. The dynamic and social nature of
knowledge managementPeter Drucker, The Coming of the new organization,Harvard Business Review, 1988
Davenport and Prusak, Working Knowledge, Harvard, 1998
Special issue on Knowledge Management in Journal of the American Society for Information Science and Technology, 2002
Knowledge Management Definitions
Data = simple, discrete facts and figuresInformation = data organized for a meaningful purpose
Knowledge = Knowledge is a fluid mix of framed experience, values, contextual information, and expert insight that provides a framework for evaluating and incorporating new experience and information. It originates and is applied in the minds of knowers. In organizations, it often becomes embedded not only in documents and repositories but also in organizational routines, processes, practices, and norms. (Davenport and Prusak)
Explicit and Tacit Knowledge
Formally articulatedDocumentedStored in repositoriesReports, lessons learnedFixed, codified
Transferred through conversationsDifficult to articulate or unspokenHeld within self, personalInsight and understandingJudgments, assumptions
From Claire McInernye, JASIST, 2002
The Nature of Knowledge Management
Knowledge tends to happen in and among people; it is the social life of informationInclusive or enterprise-wide view of data, information, and knowledge
Managing expertiseCreating a culture of learning and of sharing knowledge
Dynamic process of creation, elicitation, and sharing (concern for life cycle of information)
Implications of Knowledge Management for Academic Libraries
1. We must concern ourselves with a broader range of information resources and services
2. Create a culture and environment for active learning and information sharing
3. Collaborate much more proactively and deeply with other libraries, information technology services, and users
Two Examples of Knowledge Management Practice in Academic Libraries
1) Managing print and digital collections in new and cooperative ways
• Future of print collections• Managing storage and access to print collections• OhioLINK and deep cooperation
2) Creating an institutional repository program for collecting a broad range of digital assets
• Digital content management• New competencies and service models for libraruy
subject specialists
Library Storage Needs
Low Memorial Library1894
Butler Library1934
Overcrowded Shelving Conditions
Less-than-ideal Storage Conditions
OhioLINK Resource Sharing
Student OhioLINK Borrowing
Interlibrary Lending/Borrowing at OSU
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003
Lending-OSU Lending-ARL Average Borrow ing-OSU Borrow ing-ARL Average
OhioLINK Research Databases
OhioLINK Electronic Journals
More than 6,400 titles in EJC
Cost Effective Purchasing Power
The OSU Knowledge Bank
Diverse SourcesUnified AccessIntegrated InformationTrusted Archive
A Proposal for Development of anOSU Knowledge Bank
Submitted to theOSU Distance Learning/Continuing Education Committee
June 21, 2002http://www.lib.ohio-state.edu/Lib_Info/scholarcom/KBproposal.html
ByThe OSU Knowledge Bank Planning CommitteeChair: Joseph J. Branin, Director of Libraries
Data Maps-MetadataData Maps-Metadata
high low
low
high
Relative emphasis of content in WorldCat
Stewardship/publishing
uniq
uene
ssBooksJournalsNewspapersGovernment docsAudiovisualMapsScores
Special collectionsRare booksLocal/Historical newspapersLocal history materialsArchives & manuscriptsTheses & dissertations
Freely-accessible web resourcesOpen source softwareNewsgroup archives
Institutional repositories •ePrints•Learning objects/materials•Research data
Lorcan Dempsey, OCLC
Center for Center for EpigraphicalEpigraphical and Paleographical Studies and Paleographical Studies ““Squeeze CollectionSqueeze Collection””
The Knowledge Bank Broadly Defined
The OSU Knowledge Bank project proposes to create a knowledge management system for the University that will support the creation, organization, storage, and dissemination of the institution’s digital information assets.
The Knowledge Bank will be both a “referatory”providing links to digital objects and a “repository”capable of archiving the increasing volume of digital content created at OSU for long-term use and preservation
Knowledge Bank Scope/Strategy
• Broad, comprehensive scope based on enterprise-wide “knowledge management” concepts
• “Federated” approach to knowledge management: coordination, not centralization
• Phased implementation based on user needs, and on strategic and funding opportunities
Digital Knowledge Bank at OSU
Online Published Material• E-books, e-journals,
government documents, handbooks
Online Reference Tools• Catalogs, indexes, dictionaries,
encyclopedias, directoriesOnline Information Services
• Scholar’s portal, alumni portal, chat reference, online tutorials,, e-reserves, e-course packs, technology help center
Electronic Records ManagementAdministrative Data WarehouseDigital Publishing Assistance
• Pre-print services• E-books, e-journal support• Web site development and
maintenance
Faculty Research DirectoryDigital Institutional Repository
• Digital special collections• Rich media (multimedia)• Data sets and files• Theses/dissertations• Faculty publications, pre-
publications, working papers• Educational materials
• Learning objects• Course reserves/E-course pack
materials• Course Web sites
Research/Development in Digital Information Services
• User needs studies• Applying best practice• Assistance with Technology
Transfer
WorldwideResources
Columbus & Ohio Resources
OSU Central Databases
OSU Academic Unit Databases
OSU Faculty Data
Knowledge Bank
Engine
Internet
OARNet
OSU SONNET Network
The OSU Knowledge Bank Model
Unified Access
Knowledge Bank TeamDiverseSources
Integrated InformationLeadership Training
Coordination Standards Technical Support
Business Partnerships
Collaborative Research
Enriched Instruction
+New Technology
Trusted Archive
New Roles for Academic Librarians as Knowledge Managers
• Librarians “can no longer meet the information needs of faculty and students through the traditional avenue of simply adding to their collections.” (The Mirage of Continuity: Reconfiguring Academic Information Resources for the 21st Century, Brian L. Hawkins and Patricia Battin, Council on Library and Information Resources & Association of American Universities, 1998)
• “With the incorporation of distributed technologies and more open models, the library has the potential to become more involved at all stages, and in all contexts, of knowledge creation, dissemination, and use. Rather than being defined by its collections or the services that support them, the library can become a diffuse agent within the scholarly community.” (Diffuse Libraries: Emergent Roles for the Research Library in the Digital Age, Wendy Pradt Lougee, Council on Library and Information Resources, 2002)
Group Exercise: Charting the Life Cycle of Knowledge
1. Try to imagine and list the major steps or stages in the life cycle of knowledge
2. Attach to these steps or stages the role of the academic librarian or library might play15 minutes for preparation, 15 minutes for reporting