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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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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 economy
Means:
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
The Knowledge Triangle --->
Higher education
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<--- Transforming Europe
2010-20
Innovation
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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
Denmark
Europe
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’
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But what characterizes ’World Class’ universities
Ambition:
Vision, Mission, Strategy
”A realistic Academic Model”
Support
to Faculty:
Funding
Facilities – teaching & research
Administrative & ICT support
Library services
Talent:
Students
Faculty
Staff
Support to Faculty
Reputation: Visibility/national/international
Accreditation
Benchmarking
Reviews
Alignment
Kilde: G. Hawawini, Insead
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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
Top 10 – Tasks identified in the ASB survey
IT-STRATEGI
• Digital compendium / E-compendium
• ICT/Media support in auditorium
• Collaboration on information literacy in education
• Training analysis /surveys
Research services
• Fundraising
• Research applications and administration
• Research registration
• Research Measurment/Bibliometrics/Citation analysis
• Support to publishing - Open Access
• Dissemination – Media training
Competencies
Tasks
Educational services
Interdisciplinary tasks <--> Interdisciplinary Competencies <--> Cooperation
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’World Class’ universities and Libraries – Transformation from
’Research library’ to ’Learning & Faculty Support Services’
Role
Ye sterday
Research library as
learning support facilitator
Focus:
Deep intgration in
learning/education
Learning
New
partners &
New
competencies
Infrastructure
Focus: “The C ollections”
Role
-
C o-creator
“Teaching assisten
t”
Research facilitator
Innovator
Competencies
Today
Research library as organisation
Focus: The Bulding
Re se arch
Tomorrow
Disse mination
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“Learning & Fa culty Support” Innova tion
For tomorrows needs
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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
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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-librariesservices-report.pdf
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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 Tagg
http://ilte.ius.edu/pdf/BarrTagg.pdf
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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
Digital
Natives:
Enjoy digital
technology;
videogames
etc.
Digital Aliens:
Latecomers to
technology
Generation-Y
”The Millennials”
(1979-1998)
The Builders
(1925-1945)
Digital
generations
Generation-X
(1965-1978)
Digital
Adaptives:
Embrace
technologies
and use IT in
consumer
durables
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Baby Boomers
(1946-1964)
Digital
Immigrants:
Grew up
without
digital
technology
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The Profile of the Y-generation
”Millennials”at
work:
• Teamworkers
• Collaborative work
• Innovative thinking
• Impatient / Speed
Impact on
technological
advancement:
• Never experienced life
without computers
The Y-generation
Characteristics:
• Connected 24/7/365
• Goal oriented
• Entrapreneurial
• Global, community
minded
• Independent
• Determined
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Learning styles to fit the Y-generation
From:
To:
Passive Learning
Active learning
Lectures
Case method;
Learning by doing from
real-life business situations
Collaborative learning
Should be reflected in :
• The curriculum
• The way of teaching
• The learning facilities
• The library services and facilitating
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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, Learning
facilities, 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
New developments in services
• Analysis and analytical software
• ASB Cast / Media platform & archive
• Book a supporter
• Analytics Management Lab
• Citation analysis
• Research Community Facilitation
Services
• Databases and data extraction
• E-literature @ ASB
• Research communication
• Reference tools
Contact:
ww.asb.dk/researchservices
• Surveys
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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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Conclusion
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 future
We can’t give you a precise road map – but just some tools…
And - don’t hesitate to start the planning for the future NOW!
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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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Open questions to discuss in your library in the future
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?
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