Media, and It Contributed to the Launch of a and What It Actually Means to Be College- Wave of Experimentation in Higher Educa- Educated

New Roles for the Road Ahead Steven Bell ESSAYS COMMISSIONED FOR Lorcan Dempsey ACRL’S 75TH ANNIVERSARY Barbara Fister

Edited by Nancy Allen With an afterword by Betsy Wilson ESSAYS COMMISSIONED FOR ACRL’S 75TH ANNIVERSARY New Roles for the Road Ahead ESSAYS COMMISSIONED FOR ACRL’S 75TH ANNIVERSARY

Steven Bell Lorcan Dempsey Barbara Fister

Edited by Nancy Allen With an afterword by Betsy Wilson

Association of College and Research Libraries a division of the American Library Association Chicago, IL The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences– Permanence of Paper for Printed Library Materials, ANSI Z39.48- 1992. ∞

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19 18 17 16 15 5 4 3 2 1 Table of Contents Table of Contents New Roles for the Road Ahead: Essays Commissioned for ACRL’s 75th Anniversary

Introduction...... 7 Assessment of Student Outcomes By Nancy Allen and Systemic Analytics...... 63 By Steven Bell Section 1: Framing the Road Ahead Librarians Supporting the Creation of New Introduction: Rules and Roles...... 11 Knowledge...... 69 By Lorcan Dempsey By Barbara Fister Evolution in Higher Education Matters Librarians as Guides to Information to Libraries...... 13 Policy and Trends...... 72 By Steven Bell By Barbara Fister The Student Body Is Changing...... 19 By Steven Bell Section 3: Responding to Opportunity: Creating a New Library Landscape Technology Co-evolves with Organization and Behaviors...... 22 Introduction: The Value of Our Values...... 77 By Lorcan Dempsey By Barbara Fister Public Knowledge and the Role of Intra-institutional Boundaries: New Contexts Academic Libraries...... 35 of Collaboration on Campus...... 80 By Barbara Fister By Lorcan Dempsey Right-scaling and Conscious Coordination: Section 2: Shifts in Positioning New Context for Collaboration...... 83 Introduction: What Comes Next? Shift!...... 41 By Lorcan Dempsey By Steven Bell Professional Development, Expert Networking, Repositioning Library Space...... 43 Evolving Professional Identity, and By Barbara Fister the Future Roles of ACRL...... 86 By Steven Bell Building Community through Collaboration...... 46 By Steven Bell Creating Common Ground...... 97 By Barbara Fister A New Information Management Landscape:...... 50 By Lorcan Dempsey Valuing Libraries...... 100 By Barbara Fister Libraries as Catalysts for On-Campus Collaboration...... 56 An Afterword on Leadership By Barbara Fister for the Road Ahead...... 103 By Betsy Wilson Student Learning, Lifelong Learning, and Partner in Pedagogy...... 58 Works Cited...... 109 By Barbara Fister

Introduction

By Nancy Allen

In December of 2012, Pam Snelson, tapped sations with the 75th Anniversary Celebra- to chair the ACRL 75th Anniversary Cel- tion Task Force and brainstorming sessions ebration Task Force, sent an e-mail to the that took place in other settings as well. task force members (Nancy Allen, Betsy Overall, there was one theme that seemed Wilson, Steven Bell, Tyrone Cannon, Deb dominant: the commissioned work should Dancik, Stephanie Davis-Kahl, Francis focus on the future, not on the past. Maloy, Bede Mitchell, Jill Sodt, and Greta Wood) saying, “I’m am so very pleased The Commissioned Report Working that you have agreed to join the 75th An- Group has been co-chaired by Betsy Wil- niversary Task Force. This is going to be son and Nancy Allen, and its other mem- a fun assignment—who doesn’t like to bers are Kaijsa Calkins, Michelle Demeter, plan a celebration!” Meeting for the first and Stephanie Atkins. This group, along time during the January 2013 Midwinter with Pam Snelson, convened via confer- Conference, the task force convened to ence call several times to discuss the op- begin discussing plans to recognize the tions for authorship and for content of a outstanding history of the Association commissioned work. of College and Research Libraries. The task force, comprised of a set of working Soon, there was a wonderful plan. The groups, envisioned a range of activities, co-chairs would work to identify visible, programs, speakers, and documents that high-impact bloggers working in the aca- would collectively honor the impact of our demic and research library sphere and in- association on the lives of librarians and vite them to author a commissioned work the legacy of libraries in academic and re- that would represent the voices and the search settings. collective thinking of some of the best writers in our field. Following this discussion, When the working group charged to de- in September 2013, we contacted Steven velop a commissioned work (the ACRL Bell, Barbara Fister, and Lorcan Dempsey, 75th Anniversary Task Force Commis- all of whom regularly write blogs and sioned Report Working Group) began to other works that provide deep insight into meet, it was informed by several conver- trends driving the future of academic li-

7 Introduction

braries. To our great excitement, all three From the outset, the authors very much quickly accepted the invitation to collabo- wanted to have a conversation about the rate on the commissioned work. commissioned work and suggested that after they completed a first draft, an - ear The first task was to agree on the content ly version be posted for comment by the and structure of the work. Through confer- ACRL community. Thanks to David Free ence calls with the three authors and the in the ACRL Publications Office, this hap- co-chairs, a structure emerged. The work pened with the use of CommentPress, and would discuss the issues in the academic the comment period was completed by library environment that were shaping December 1, 2014. The authors took com- changes, the ways libraries engage with ments into consideration while preparing these changes to our environment, and fi- a final document, and at this point, Betsy nally, ways that libraries leverage oppor- Wilson completed her afterword on lead- tunities that lead to a set of new roles for ership in the context of the road ahead. libraries and librarians over time. The future is not a mystery; rather, it is a road Betsy Wilson and I share our deep grati- and an exciting set of maps—libraries and tude to the authors, to the entire Commis- librarians are shaping the future and lead- sioned Report Working Group, and to all ing with innovation and thoughtful en- those in the ACRL community who com- gagement while we all move forward, and mented on the draft. We thank ACRL staff the three authors would submit their ob- Mary Jane Petrowski, David Free, Dawn servations, insights, and guidance for the Mueller, and Kathryn Deiss, all of whom road ahead. played key roles in completing the work.

Once the overall commissioned work out- All of us who have worked together to line, or table of contents, was agreed upon, shape and prepare this commissioned each of the three authors chose sections for work are pleased to present a bold set of which they would submit essays. There- commentaries on key issues shaping the fore, the commissioned work would be directions libraries are likely to take. But comprised of a coordinated set of essays remember, the future of college and re- that, taken together, would represent a search libraries is up to us—to ACRL guide to the next 75 years of academic and members shaping association roles for the research librarianship, with analysis of the future, and to all of us who are working in key issues, options, and opportunities for or in support of academic libraries today. our path to the future.

8 Section 1. Framing the Road Ahead

Introduction: Rules and Roles

By Lorcan Dempsey

Rules and roles aren’t what they used to be. search is carried out in large-scale collabor- In fact, they change reflexively as educa- ative digital formations. Increasingly, scien- tion, technology, and knowledge-creation tific knowledge is digitally recorded in, and practices change, and change each other. dependent on, the complex infrastructures Academic libraries have to make choices where the research is done. Digital scholar- about priorities, investment, and disinvest- ship is variably enacted in the humanities ment in a complex, continually emerging and social sciences. Recent developments environment. They have to learn how best point to a future where credentialing, course to position their resources, and, more dif- creation, and teaching may be unbundled ficult maybe, they have to unlearn some of as different providers and provider- mod what has seemed natural to them. We open els evolve. This background is reshaping this section with some brief notes on educa- planning in higher education institutions tion, technology, and scholarly publishing. as they consider what their distinctive contribution should be and the combination of Education. Academic libraries are a part approaches that makes sense for them. It of the changing education enterprise, and is likely that we will see increasing differ- the character of that enterprise is what will entiation. A research elite will concentrate most influence an individual library’s- fu on scientific research and ensure that they ture position. There is pressure on univer- have research infrastructure connected to sity finances as public funding continues global circuits. Career- and convenience- to fall, as costs increase, and as the value of based colleges will focus on student success a four-year residential experience is being and relevance, offering ongoing learning questioned. At the same time, educational opportunities. Some institutions will focus options diversify as a variety of providers on a particular disciplinary, social, or com- look to meet vocational and other needs. munity strength. Others will have broad- Learning, teaching, and research practices based regional roles as important social and are evolving. Blended, online, and flipped economic hubs. Against this context, it is classroom models are common, in various no surprise that there is a lively public and combinations with residential provision. public policy discussion about the purposes Data- and computation-intensive STEM re- of education, its value, and its values.

11 Section 1. Framing the Road Ahead

Technology. The network and digital Scholarly publishing. We have been used technologies are now central to academ- to thinking of the scholarly record in terms ic enterprise. Research, learning, and of the final output—the published article knowledge-creation practices are enact- or book. However, in the digital workflows ed in technology environments and are of today, we are interested in more than inseparable from them. This has major this alone. The process of creation gener- consequences. It dramatically reduces ates models, research data, educational interaction costs, making new forms of resources, or working papers, which are collaboration and service provision pos- themselves of scholarly or learning inter- sible. Think of shared research infrastruc- est and become materials to manage and ture in the sciences, for example. Think disclose effectively to interested parties of the emergence of network-level infor- elsewhere. The heightened interest in com- mation and workflow hubs that influence munication of research results by national research and learning practices (Google science policy bodies, the historic sourcing Scholar, Wikipedia, Khan Academy, of academic reputation management and SSRN, ResearchGate, Amazon, GitHub, validation with publishing organizations Galaxy Zoo, and others). As more of the outside the academy, and the growth of research and learning life cycle is carried interest in data have combined to sharpen out in a digital environment, the points of discussion around the current model of intersection with learners and researchers scholarly publishing. This model is in turn multiply, and the opportunities to pro- an elaborate apparatus of commercial, edu- vide support for creation and curation cational, and not-for-profit elements. Pub- grow. We have grown used to new forms lishers and related organizations are de- of connection and sharing through social veloping workflow and research analytics networks, and these are now spreading services in response to changing behaviors. into scholarly behaviors (Van Noorden, In parallel with this, universities are look- 2014). As work is increasingly carried out ing at supporting original digital scholar- in digital environments, activities leave a ship, embarking on publishing initiatives, data trace, which can be aggregated and and creating organizational frameworks mined to provide analytics that may be for better sharing the range of institutional used to support a variety of goals (stu- materials with others (from digitized spe- dent retention, resource usage metrics, cial collections, to research data and pre- and more). Together these trends make prints, to open educational resources). it important for libraries to think about their own systems and services in ways Education, technology, and scholarly com- that interconnect with the communication munication are evolving and are shaping and publishing mechanisms that are com- and reshaping each other. This is the con- mon on the Web. They also need to more text in which libraries are now working, actively support resource creation, as well and it makes choices about resource allo- as curation and consumption. cation, skills, and priorities more pressing.

12 Evolution in Higher Education Matters to Libraries

Evolution in Higher Education Matters to Libraries

By Steven Bell

Take nothing for granted. In the spring their intent to rectify what they termed an of 2014, the Middle States Commission “oversight” with respect to libraries and on Higher Education (MSCHE) proposed information literacy. At the town hall that radical revisions to standards for colleges followed, in Albany, the officials allowed and universities contained in its Character- only one librarian to speak in representa- istics of Excellence (MSCHE, 2006). This action of the many present, as a symbol of tion generated considerable angst among acknowledgment that the message had al- academic librarians, who reacted to the ready been heard loud and clear. unexpected insertion of new language that completely eliminated any mention Ironically, the academic librarian commu- of librarians or information literacy from nity was so effective in advancing infor- the standards. As one of the first national mation literacy into the curriculum that accrediting bodies to move from input/ in its desire to streamline the standards, output measures for libraries to the incor- MSCHE assumed that language was no poration of information literacy into its longer necessary. As higher education ex- standards, MSCHE was considered among periences radical change, in what other the most forward-thinking of its peers. ways will academic librarians demonstrate Mid-Atlantic region academic librarians the curse of being too successful for their were quite rightly puzzled by the turn of own good? Faculty and students are so ac- events. customed to the highly efficient delivery of digital scholarly content to their desktops Owing to a well-organized advocacy net- and devices that they no longer question work, academic librarians were able to its point of origin and simply think that it generate considerable comments in re- flows effortlessly through the institution sponse (Bell, 2014c). At town hall meet- network as electricity flows magically out ings in several cities within MSCHE’s ter- of wall outlets. ritory, academic librarians turned out in force to speak their concerns about the re- Though a small event in the overall scheme vised standards. At the Philadelphia town of where academic libraries fit into higher hall, MSCHE representatives indicated education, the story speaks to the rapid-

13 Section 1. Framing the Road Ahead

ly evolving change in higher education. things change quickly, the danger is that Forces that are causing accrediting bod- the comfort of complacency will leave us ies to transform their standards and role on the outside looking in as opposed to be- as the gatekeepers of quality higher edu- ing active participants in the change pro- cation are just one piece of how the entire cess. That’s a lesson the profession needs industry is subject to disruptive forces, to take away from the Middle States epi- mostly external. Yet we can see how even sode. The academic librarian community a minor change, one that may be of little assumed that because Middle States was a interest to the majority of higher education supporter of information literacy and was stakeholders, can significantly impact the a pioneer in reflecting information litera- future of academic librarianship. What the cy in its standards and accreditation pro- Middle States episode proved once again cess, its standards would always include is that academic librarians are effective language about libraries and information advocates for their community members, literacy. Had a few librarians not taken a and they will organize and raise their voic- closer look at the new proposed standards, es to support what is in the best interest of things might have turned out quite differ- those members. That role, while not new ently. to us, will grow in importance as education, publishing, technology, and related Alt-higher ed. The higher education in- industries evolve in ways that may chal- dustry has seen its share of troubles since lenge our interests. the great recession of 2008. The assault on public higher education has led to deep Higher education is still in the infancy of financial setbacks at even the most vener- a great period of experimentation. Writ- able of state systems and their flagship ing at the Chronicle of Higher Education, Jeff institutions (Bell, 2012c). Fast-forward to Selingo observed that higher education is 2013 and Moody’s Investor Services issues currently in an “evolutionary moment” in a negative outlook for all of higher educa- which early experiments will fail but that tion that includes even the most elite insti- “without these early experiments, we can’t tutions (Moody’s, 2013). Nothing changed ever evolve to what comes next” (Selingo, in higher education to convince Moody’s to 2014a). As with any period in which many adopt a more optimistic perspective in 2014 new ideas and methods are being put to (Troop, 2014). In the intervening years, fun- the test, there are great opportunities but damental questions about the nature of col- also the danger that following these new lege are asked with regularity. Sparked by paths will lead us astray from our mission the public outcry about high tuition and and core values. Whatever new roles aca- student debt, pundits and scholars began demic librarians adopt in this evolution- to ask, in 2011, if college was still worth the ary phase, a successful transformation de- investment (Bell, 2012a). They questioned if pends on librarians coming to it with an everyone needed a college diploma. Gates, unbridled enthusiasm for change. When Jobs, and Zuckerberg obviously gave proof

14 Evolution in Higher Education Matters to Libraries

that not everyone did. The authors of Aca- did make sense for high school students to demically Adrift (Arum & Roksa, 2012; see aspire to attend college (Carlson, 2013b). also Academically Adrift, 2014) sparked a de- Student debt continued to loom large in the bate about the value of a college education, minds of mainstream Americans and the whether students actually learned much, media, and it contributed to the launch of a and what it actually means to be college- wave of experimentation in higher educa- educated. In response to these questions, tion. What emerged was a new, somewhat billionaire Peter Thiel famously created a parallel system of alternate higher educa- reverse scholarship program (http://www. tion that would grow to exist simultane- thielfellowship.org/) that paid students to ously with traditional higher education drop out of college and join his entrepre- and would offer students multiple tracks neur’s academy. This re-examination of the to navigate on their way to a diploma (Bell, fundamental value of higher education led 2012b). Whereas traditional higher educa- to even more focused questions about the tion is linear, as shown in Figure 1, with value of the liberal arts and whether the students starting their education as fresh- humanities were still relevant in an age men and proceeding to earn the appropri- when students needed career skills in or- ate number of credits at a single institution der to pay off their student loan debt (Bell, until they accumulate the number needed 2014a). to graduate, alternate higher education is nonlinear and may include time spent at What emerged from all this questioning multiple institutions, as shown in Figure 2. was an acknowledgement that, yes, for the Alt-higher education is where the evolu- vast majority of Americans, there was val- tion of higher education, of which Selingo ue in obtaining a diploma and that it still spoke, is happening.

Figure 1: Traditional Higher Education Model

Start Graduate

Single Institution 4–5 years Linear/Stable

15 Section 1. Framing the Road Ahead

Figure 2: Alt-Higher Education

Start Graduate Part-time Community Reverse Transfer College Research U

Competency- Online Based Degree MOOC

Multiple institutions 3–7 years… or lifelong Nonlinear/Unpredictable

Among those who contributed to the ing its remaining MOOC courses would growth of alt-higher education was Sebas- begin charging for certificates of comple- tian Thrun, founder of Udacity. A Stanford tion (Chafkin, 2013). While the naysayers professor who admired Salman Khan’s use pointed to this turn of events as a sign of of technology to disseminate learning, Th- the demise of MOOCs, it was just one step run decided to open his online course up in the evolution of higher education to to the world and in doing so made MOOCs which Jeff Selingo referred. an integral component of alt-higher education. Within 18 months of Udacity’s start, Librarians look ahead. In the search to de- two other large-scale MOOC providers fine and shape new roles for themselves, formed— Coursera and edX, the New York academic librarians were quick to engage Times declared 2013 the Year of the MOOC, with the world of alt-higher education. and the rest is history. At one point, Thrun In 2013, across multiple platforms, they boldly predicted there would be only 10 explored what role they might play in higher education institutions in 50 years the MOOC environment. Through sym- (Leckart, 2012). Within a year, much to the posiums, conference presentations, ar- delight of his detractors, Thrun declared ticles, webinars, and informal discussions that his MOOC offered a “lousy product” (ALCTS, 2013; Charleston Conference, and shifted Udacity’s focus to corporate 2013; OCLCVideo, 2014; Schwartz, 2013), continuing education while also announc- academic librarians shared ideas for how

16 Evolution in Higher Education Matters to Libraries

they could integrate library and research students, presents considerable challenges services into the design, delivery, and sup- to academic librarians who want to serve port of alternate forms of higher education. the students. It is quite possible that stu- As is often the case when our profession dents can earn competency-based degrees blazes a trail into new territory, there was without ever attending a traditional class information to share about initial projects setting, whether in person or online. How and future possibilities, but also the un- exactly does an academic librarian connect certainty about whether or not academic with those students? librarians could truly connect with learners in the alt-higher education space—and Looking ahead, current trends suggest what these developments might mean for that alt-higher education will expand our current and future relevance. The big and increase in offerings. Factors such as question on everyone’s mind remains, rising tuition, fear of student debt, un- “What are concrete examples of how aca- certainty about employment, a need for demic librarians can help with MOOCs flexible learning arrangements, expecta- and other forms of alternative higher edu- tions of learning while working full-time, cation?” Answers are beginning to emerge. desire for competency-based programs, and other concerns pushing degree seek- While academic librarians may be grap- ers towards more affordable and flexible pling with how to make licensed database options will all move higher education in content available to students who hardly fit new directions. Libraries that stay com- our traditional notions of an enrollee, they mitted to traditional service delivery will are making advances in helping faculty de- experience difficulty in making the shift to velop learning objects, providing support the new road. In the long term, there will for copyright clearance or directing faculty always be families that will pay private in- to open resources, creating resource guides, stitution tuition in order to gain access to and connecting students with local sources the traditional college residential experi- for research support. Instructional support ence, and those institutions that can pro- for course research is another service that vide it will no doubt offer the types of li- academic librarians are successfully trans- braries to which we are now accustomed. ferring to the distance learning world, but Over the next decade, predictions are that it’s less clear how to make it available to the as many as 1,000 regional, tuition-driven, massive learning space. As other types of nondistinctive colleges and universities, alternate higher education systems emerge, both public and private, will close for lack academic librarians will need to determine of students (McDonald, 2014). Those that if they can fit their traditional service pack- manage to survive will likely do so by age into a form of education meant to break transitioning to alternate forms of edu- the constraints of the way it’s always been cation, and their library services will no done. Competency-based higher education, doubt be quite different from what we see for example, while advantageous to certain today.

17 Section 1. Framing the Road Ahead

With more students swirling their way shared instruction system and therefore through higher education, it is possible will gain some skills that can be applied that library service may shift from an in- to research at nearly any institution. To stitutional to a consortial focus (Selingo, avoid the constant creation and termina- 2012), with some services delivered at the tion of accounts, perhaps a student has network level. How, for example, might a single account that is honored by any we deliver library instruction to a stu- consortial member. Just as we now have dent who may be with us for only a few academic librarians dedicated to deliv- select courses or who is receiving cred- ering services to distance learners, we its for competency-based learning and may see special positions in academic is gaining more credit for learning that libraries for creative learning specialists happens outside the classroom? Know- who focus on responding to the needs of ing that students are shifting from insti- alt-higher education students for whom tution to institution, physical to virtual, higher education is achieved with multi- fee to free, and credit hour to competen- ple institutions with all types of delivery cy, academic librarians may want to re- platforms. The job of the specialist is to spond with more aggressive cooperative provide the level of support that gets the services. This way, we may have some students through programs and success- assurance that students are exposed to a fully to graduation.

New Roles—Creative Learning Specialist Academic librarians’ traditional roles were defined by traditional functions, such as reference or instruction, or perhaps by a subject specialty, such as English or education. For the road ahead, we are likely to see many more highly specialized functional areas within the academic library. While these new roles will likely reflect some of those traditional skill areas, such as reference or collection building, they will be shared responsibilities among all staff and far less the defining element. Rather, these new roles will be largely defined by the special function they encompass. As higher education evolves to include many different types of delivery systems, each allowing different segments of the learner market to match themselves to the system that best suits their lifestyle and learning needs, academic libraries may want to design a new position for the creative learning specialist (CLS). The CLS is a librarian with strong skills in instructional design and technology and is able to identify and communicate with other faculty those pedagogies, methods, and assessments that will best help integrate research skill development into the curriculum.

18 The Student Body Is Changing

The Student Body Is Changing

By Steven Bell

Shifting demographics. Demographics students and more Hispanic and Asian matter to all of higher education and are American students. Many of the next gen- vital to tuition-dependent institutions. The eration students will be the first in their rate of population growth—0.7 percent families to attend college and will more in 2013—has not been this low since the likely be from a low-income household. In 1930s. After many years of a growing or addition to population shifts, as the econo- stable population of traditional age college my recovers from the 2008 recession, more students, the numbers are shifting and the adults return to the workforce, further de- tide is turning against those institutions pleting enrollment at community colleges whose fates depend on maintaining a con- and for-profit institutions. The colleges stant or growing enrollment. Nationally, in and universities that will stay healthy are spring 2013, college enrollment was down those that learn to adapt to these changing nearly 1 percent, continuing a 2.3 percent demographics and the new population of decline over the previous year (Mangan, students the changes will bring. They will 2014). Demographers are predicting with need to find a way to attract students from great certainty that the number of graduat- beyond their own regions. They will need ing high school students will decline in the to accept classes with greater numbers of Midwestern and Northeastern states and at-risk students. They will need to recruit will remain low for at least the next 10 to international students more aggressively 15 years. For every 100 eighteen-year-olds (Hoover, 2014). nationally, there are only 95 four-year- olds. Every indicator suggests that colleges Sebastian Thrun’s “10 institutions of high- and universities will face a shrinking pool er education in 50 years” prediction ex- of applicants (Lipka, 2014). aggerates the likelihood of the demise of most colleges and universities, but there Not only will there be fewer potential stu- may be some merit to it given a few re- dents for colleges to battle over, but the cent closings. While it has been quite rare pool itself will go through some consider- to hear of a college or university laying off able changes. Looking at high school grad- faculty, merging with another institution, uates, there will be fewer Black and White or closing entirely, in 2014 and beyond this

19 Section 1. Framing the Road Ahead

news will become more commonplace. For fers being made to prospective students. In small to medium-sized tuition-driven col- other words, to fill the fall class, the institu- leges and universities, even a slight decline tions were trying to outbid each other’s of- in expected enrollment can be disastrous. fers in a shared enrollment pool. Students Depending on its size, a loss of just 15 to with GPAs under 3.0 and with SATs below 20 students can have a major financial 1,000 were being offered discounts up to impact on the institution. Enrollment at 80 percent of the tuition sticker price. It’s Pennsylvania’s 14 state schools of higher as if these non-elite institutions are behav- education is down 6 percent in the last ing like competing car brands, each fight- three years, resulting in the closure of aca- ing for consumers by cutting the price or demic programs, faculty layoffs and talk increasing the incentives. This story proof possible reorganization of the system. vides a glimpse into the future of higher (Schackner, 2013) The title of a news report education where efforts to poach students from Bloomberg spoke volumes about the with offers too good to refuse may become seriousness of the situation. Titled “Small more commonplace (Rivard, 2014). U.S. Colleges Battle Death Spiral as Enroll- ment Drops,” it profiled Dowling College Make a difference. There may be little as an example of the typical struggling in- that academic librarians can do to combat stitution (McDonald, 2014). Dowling is just the change in demographics, but changes one institution reeling from demographic in their roles might help their own insti- change. But it’s not just small institutions tutions to be more competitive in a trou- that are at risk. Quinnipiac University, in blesome demographic future. Academic spring 2014, laid off 16 faculty owing to librarians are experienced at working in lost revenue from declining enrollment. consortia to share resources. This role may (Flaherty, 2014) need additional emphasis when enrollment declines and additional efficiencies Changing demographics and employment are needed to sustain the library and insti- patterns will lead to greater competition tution. It may require an intensified level among regional institutions. For example, of resource sharing and negotiating bet- Widener University, a private, tuition- ter licenses that are more hospitable to the driven institution located in a suburb of sharing of electronic resources. Philadelphia, reported being 70 students short of its enrollment target for the in- With fewer students enrolling, retaining coming class of fall 2014. In attempting to existing students—both an investment better understand the forces behind the made by the institution and a revenue significant decline from the previous fall, source—will be more critical. Academic the enrollment manager discovered that librarians can expand on their approaches other private colleges and universities to engaging with students in ways that will were also falling short of targets, and it re- keep them from dropping out. That’s why sulted in a ratcheting up of the merit of- today’s research and program experimen-

20 The Student Body Is Changing

tation with the role of the academic library allow them to participate in these efforts for improved student retention and per- by being early responders to provide stu- sistence to graduation will be critical on dents with research support. Opportunis- the road ahead. Existing research demon- tic academic library administrators will strates that when institutions identify their capitalize on opportunities to get librar- at-risk students early on and then provide ians integrated into every campus strategy point-of-need support, it makes a signifi- for enrolling and retaining students in a cant difference in keeping them retained world where there are fewer students and and academically successful. Academic they are no long defined by traditional age, librarians can develop new roles that will race, gender and ethnicity factors.

21 Section 1. Framing the Road Ahead

Technology Co-evolves with Organization and Behaviors

By Lorcan Dempsey

This section is in four parts. The first con- to think about some things in this way for siders ways in which technology has been practical management purposes (specify- stitched into the fabric of organization and ing, operating, etc.). behaviors. The next three build on this ob- servation to look at some ways in which More generally, however, this creates a technology and library organization and misleading separation between behaviors services are shaping each other. The focus and organization on the one hand and is broad and looks at how technology is technology on the other and results in a co-evolving with the system-wide orga- narrowing of focus and even occasional nization of libraries, with materials and distortion. Information behaviors, servic- workflows, and with interactions between es, and their organizational contexts all people, resources, and libraries. These co-evolve with the network and with tech- are examples of trends that are more far- nology environments. This means that we reaching than specific technologies or ap- are now in a phase where we need to think plications and need to be considered more of the network or digital technologies as purposefully by libraries as they position constitutive rather than as external, as part themselves in changing research, learning, of the fabric of organization, work, and be- and information contexts. haviors (see Orlikowski & Scott, 2008).

The Fabric of Organization and Behavior Think of three quick examples that make We often think about technology in a way this clearer: workflow, discovery, and that seems to belong to an earlier period. space. In each case, technology and behav- We think of it as distinct from organization, iors emerge together in practice. behaviors, and activities, as an identifiable, separable factor in the environment. This Workflow. In a print environment, students means that we often think of it in terms of and researchers had to build their workflow events (the introduction of a new discov- around the library if they wanted to interact ery layer) or of a set of interactions (the with information resources. However, infor- use of social networking by libraries). This mation activities are often now rebundled is natural enough, and of course we need with a variety of digital and network work-

22 Technology Co-evolves with Organization and Behaviors

flows. For example, discovery may- hap pens elsewhere (Dempsey, 2012), and apart pen in a research management system like from anecdotal or local investigation (e.g., Mendeley, or in Google Scholar, in Google Fransen et al., 2011), we do not have a gen- itself, or in Wikipedia, all services that are a eral sense of the pattern of discovery activ- part of general network use behaviors. Re- ity within learning and research workflows. sources may be found through recommen- However, we do know that information pro- dations on Amazon, or through interactions vider referral logs show traffic coming from with friends or colleagues on Facebook, or multiple sources. Library discovery services through a question-and-answer service like account for a low single-digit percentage of Yahoo Answers. Scholars may organize their JSTOR referrals, for example (B. Heterick, work around central disciplinary services personal communication, July 30, 2014). like PubMed Central, or ArXiv, or SSRN. Convenience is highly valued in this envi- At the same time, it is becoming clearer ronment (Connaway & Faniel, 2014), and, that libraries should be more actively dis- in a reversal of the earlier model, it becomes closing institutional resources for discov- important for the library to think about how ery where their users are by more actively it builds services around user workflow, pursuing SEO (search engine optimiza- rather than expecting prospective users to tion) strategies, or by sharing metadata come to the library, whether we think of the more broadly, or in other ways (Arlitsch & library as a building, as a set of people, or OBrien, 2013; Fransen et al., 2011). These as a website. There is no single identifiable resources include research and learning “technology” at play here: the network and materials in so-called institutional or other digital workflow tools provide the material repositories, researcher expertise and pro- base for new behaviors to emerge, and those files, and unique or rare materials from behaviors in turn influence further devel- special collections or archives. opment. In this way, understanding workflow, and the variety of ways in which it is This is a good example where a focus on enacted, becomes important for the delivery a particular visible technology, “library of library services. The ability to integrate discovery,” has caused a narrowing of e-book platforms with research or learning focus to the extent that we do not have a workflow, for example, may be more- im good holistic view of how best to facilitate portant than specific technical characteris- rendezvous of scholars and students with tics of those platforms. information resources or of how libraries should effectively disclose institutional re- Discovery. Discovery effort in libraries has sources to make them more generally dis- focused successively on the catalog, on coverable. Discovery is an activity that is metasearch, and now on discovery layers. woven through behaviors in a variety of However, as noted above, these library-pro- ways, and to support its role the library vided services now account for a part only has to think more broadly about how po- of discovery activity. Discovery often hap- tential users are connected with resources.

23 Section 1. Framing the Road Ahead

Space. Library space used to be configured One pattern recurs. There is a balance be- around library collections and access to tween concentration (the network favors them. Now it is being configured around scale) and diffusion (the network favors experiences—group working, access to fine-grained interactions and peer-to-peer specialist expertise or facilities, exhibi- connection). This creates an interesting dy- tions, and so on. Of course this is for a va- namic for the library, as it often has to find riety of reasons. A major one is that the use a role in the middle between the Web-scale of collections has changed in a network and personal poles of network experience. environment, making the proximate storage of large print collections less necessary We discuss three general trends: as usage shifts to digital. At the same time, technology is an integral part of new space 1. Bundles and boundaries: reconfigur- design. Think about wireless, facilities for ing system-wide organization. As pat- group work, access to communication, vi- terns of distribution and interaction sualization, and so on. Again, technology change in a network environment, so is part of the fabric; thinking about it as an does the organization of work, resourc- additive external factor is misleading. es, and behaviors. Activities may be unbundled and rebundled, and boundar- The challenge for libraries and librarians, ies shift. This is both in the back office, then, is to think of technology not only as where functionality may be collabora- particular visible “systems” that need to be tively or externally sourced, and on the designed and managed, but also to think user side, where information behaviors of technology as an integral part of service are being changed by network-level and organizational design more generally. services, workflow tools, and a variety of information resources. Against this background, then, it is not sur- prising that technology is a core part of li- 2. An informational future: facilitating brary configuration, even where we don’t creation, curation, consumption. A always explicitly call it out. In the remainder dynamic informational environment of this section, we discuss some broad tech- is replacing a more static “document”- nology trends and how they affect libraries. based world. Our activities leave traces,

New Roles—UX Design Librarian Moving beyond the user experience librarian, the UX design librarian actively designs the user experience in advance of the user experiencing it. Using assessment data, software technology, interface design, and an understanding of user needs and workflow, this new position shapes the ways in which users experience the process of discovery, of the creation of knowledge, and of the use of resources, tools, data, and more in the context of the work of the user.

24 Technology Co-evolves with Organization and Behaviors

which can be gathered and mined. The The economist Ronald Coase (1937) fa- creation and diffusion of information mously argued that an organization’s resources is a part of many activities in boundaries are determined by transaction a digital environment, and the contact costs. For example, at one time it was eco- points between library services and nomical for an organization to manage its learning and research workflow mul- own payroll. However, now, many organi- tiply. Libraries will facilitate creation zations have unbundled that functionality practices by their community as well as and contract for it externally. Lower trans- curation and consumption. action costs, driven by the network, have greatly enhanced the ability to unbundle 3. The power of pull: decentering the particular functions and source them ex- library network presence to connect ternally in this way. This dynamic has people and resources. The library is facilitated the emergence of complemen- working to be visible and active in a tary, specialist providers who can achieve decentralized network of people, re- economies of scale by supplying multiple sources, and organizations. organizations with a particular service (ADP for payroll, for example). It has also This discussion draws on Dempsey facilitated the emergence of a collabora- (2012), Dempsey and Varnum (2014), and tively sourced model, as, for example, in Dempsey, Malpas, and Lavoie (2014). The Wikipedia, where the reduced cost of coor- overarching theme is that we need to pre- dination in a network environment creates pare for systemic changes by better under- new possibilities. standing how organizations and behaviors are being reshaped by the network. How does this relate to libraries? In a physical world, a major role of libraries Bundles and Boundaries: Reconfiguring was to assemble information materials System-wide Organization close to their users. It was convenient for Library services and organizations were each university to internalize a collection formed in an era of physical distribution of locally assembled materials, to organize and interaction. The digital network re- it, and to interpret it for its users. The alter- duces transaction costs, potentially chang- native, where students or researchers were ing those patterns of distribution and in- individually responsible for all of their interaction. Transaction costs are the costs formation needs, would be inefficient and incurred in the interaction between or- expensive: The aggregate transaction costs ganizations—the effort, time, or money would be very high. Transaction costs expended in interaction with others. Al- could be minimized by placing collections though we do not usually think about it close to learners and researchers. This led in this way, transaction costs in a network to multiple local collections. It also meant environment are actually a major driver of that the bigger the local library was, the library development. better it was seen to be because it satisfied

25 Section 1. Framing the Road Ahead

potentially more of local needs without of functionality and expertise to multiple having to go outside the institution. This local sites is no longer always required. gave rise to the model of the library that At the same time, consolidated platforms has dominated university perceptions un- can concentrate functionality and data and til recently: that of a building that houses deliver the benefits widely. Think of the print collections and of an organization impact of Amazon on retail or of Expedia vertically integrated around the manage- on travel. Think of how UPS, ADP, Etsy, or ment of those collections. Square has allowed businesses to focus on what is distinctive to them as it facilitates As transaction costs came down in a net- unbundling of local infrastructure and re- work environment, there have been sev- bundling of infrastructure in the shared eral waves of system-wide library reor- platforms such organizations provide. Or ganization, as it made sense for activities think of how cloud providers (Amazon previously a part of library infrastructure Web Services, Windows Azure, Rackspace, to be unbundled and sourced in consoli- etc.) can accelerate organizational devel- dated platforms. Notably, these succes- opment by providing computing and ap- sively included the development of shared plications capacity to startups and other cataloging and resource-sharing networks organizations. As the need for physical (provided through collaborations, or, as distribution of expertise and materials di- in Europe and other parts of the world, minishes, there is a trend to achieve econo- through shared public infrastructure), the mies of scale and greater impact by mov- move to a licensing model for the journal ing to network-level hubs. literature (with parallel consolidation of aggregator, agents, and publishers), and, The reduction in transaction costs contin- more recently, the trend to cloud-sourced ues to drive change across the library sys- discovery and library management envi- tem. Think of this from both infrastructure ronments. Of course, the business arrange- (supply side, where there is a trend to con- ments and service configuration in each of centration to achieve economies of scale) these cases is different, but they share the and user (demand side, where there is a drive of reducing transaction costs by un- trend to diffusion, to integrate with work- bundling institutional functions and con- flows) perspectives. solidating them in shared network platforms. At the same time, negotiation and Infrastructure. Libraries will increasingly licensing moved partly into shared or con- collaborate around systems infrastructure sortial settings. (as in the growing interest in cloud-based shared management systems) and col- This trend is also familiar to us from the lections (such as the growing interest in broader environment and has accelerated shared print management arrangements) in recent years. Whole industries have been or unbundle these activities and externalize reconfigured as the physical distribution them to third parties where it makes sense

26 Technology Co-evolves with Organization and Behaviors

(JSTOR, Portico, etc.). As transaction costs port individual workflows. For research- continue to fall in a network environment, ers and learners, the transaction costs of this trend accelerates, and richer patterns creating and using information resources of sourcing emerge as libraries collabora- have declined considerably. Access is no tively build capacity or externalize to third longer via a small number of physical gates parties. This trend favors concentration of but has diffused across many network re- shared operations in specialist providers sources. Think of this selection of very dif- and accelerates interlibrary interactions. ferent services: Think of HathiTrust. A few years ago, it is likely that many libraries would have • arXiv, SSRN, RePEc, PubMed Cen- individually built infrastructure to man- tral (disciplinary repositories that age digitized books and store them locally. have become important discovery Now a shared model is more compelling, hubs); as the network has reduced the transac- • Google Scholar, Google Books, Am- tion costs of creating and interacting with azon (ubiquitous discovery and ful- a single shared resource. Concentration is fillment hubs); a deliberate strategy: Heather Christenson • Mendeley, Citavi, ResearchGate (2011) describes it as a “research library at (services for social discovery and web scale.” Think about the shared system scholarly reputation management); infrastructure within a network of libraries • Goodreads, LibraryThing (social like the Orbis Cascade Alliance (Helmer, description/reading sites); Bosch, Sugnet, & Tucker, 2013). • Wikipedia, Yahoo Answers, Khan Academy (hubs for open research, In this context, Courant and Wilkin (2010) reference, and teaching materials); talk about a growth in “above-campus” li- • Galaxy Zoo, FigShare, OpenRefine brary services and Neal (2010) talks about (data storage and manipulation a growth in “radical collaboration.” New tools). collaborative and institutional frameworks are emerging to support this move, as we discuss when talking about collaboration. These network-level services are important In considering this trend, it is again no- components of workflow and information table that organizational models co-evolve use for researchers and learners. A large with network affordances. part of discovery activity has been unbundled to Google, Google Scholar, Amazon, Library users. On the user side, the change and to other services. has been much more sudden and far-reaching. Whereas information creation and Some library directions. How libraries co- use may have been organized around the ordinate to get work done is changing as library, it is now coming to be organized transaction costs are reduced in a network around network-level services that sup- environment. And, although we don’t nor-

27 Section 1. Framing the Road Ahead

mally think in these terms, these changes Disintermediation and the shift to engagement. have been, and will continue to be, far- There has been some discussion about reaching. They are a central feature of how how the library has been disintermediated technology is an important part of library in this network environment, as students development, although here the “technol- and researchers build workflow around a ogy” may be less visible. The implications range of network tools and services. Con- are many. Here are two important ones. figuring the library resolver to work with Google Scholar re-intermediates the li- Conscious coordination. A trend towards brary, this time not as a discovery venue shared services makes the structure and but as a fulfillment venue. This is an ex- planning for such frameworks more im- ample of how the library has to think dif- portant. This is an important area requir- ferently about creating value for its users. ing conscious coordination among librar- A high-level characterization might be ies and higher education institutions.1 The that we will see a greater shift at the li- governance of the organizations to which brary level from infrastructure provision these responsibilities are entrusted also to richer engagement models (Dempsey, becomes a critical community issue. Why 2013a). This underlines the twin trend to this is so should be clear, but upheaval in concentration, or scale, and to diffusion. It scholarly communication underlines the is likely that more infrastructure provision issue and can be considered in the terms (systems, print collection storage, expen- presented here. Scholarly publishing is sive shared facilities) will move to shared discussed elsewhere in this volume, but environments. At the same time, library the sourcing of academic publishing with user workflows are diversifying, as people a range of external publishers provides an assemble information environments from interesting example of control and gover- multiple network resources and tools. In nance. Publisher-sourced operations raise this context, and as those workflows are issues around the curation of the scholarly increasingly digital, engagement with re- record, about the ability to share materi- search and learning behaviors becomes als, and about assuring the type of access crucial—around curricula, research data that is compatible with use and reuse in management, new forms of scholarly pub- research and learning. One strand of the lishing, and so on. scholarly communication discussion in libraries is about rebundling publishing An Informational Future: Facilitating with the university in order to address per- Creation, Curation, Consumption ceived deficiencies of the current model. Manuel Castells uses informationalization See for example, Library Publishing Coali- and informational on the model of industri- tion (2013). alization and industrial. Informational activities are activities where productivity is maximized through the use of knowledge, 1. The phrase conscious coordination was intro- gathered and diffused through informa- duced in this context by Brian Lavoie.

28 Technology Co-evolves with Organization and Behaviors

tion technologies (Castells, 2012). “Infor- As we move from a relatively static mationalization” is visible at all levels. “document”-based world to a more dy- Doors open automatically; physical cur- namic informational one, strategies to rency is disappearing; the collection of dig- cope with scale, or abundance, emerge. ital documents is an integral part of health Consider some examples. and other fields; the flow of materials is monitored by tracking systems; domes- A computational approach is becoming tic and office environments are becoming more routine. Think of what is involved more “intelligent”; distribution chains, the in managing repositories of digital materi- disposition of goods around retail floors, als, video recordings, and archives of web investment decisions—these and others materials. For example, we will program- are increasingly influenced by behavioral matically extract metadata from resources data. Flows of people and materials follow as the volume of resources to be managed the flows of data. makes it difficult for manual processes alone to cope. We will mine text and data In this way, just as in our discussion about for patterns and relationships. In Franco technology, our behaviors increasingly Moretti’s (2013) term, “distant reading” have an informational dimension. As this will complement close reading as we pro- happens, issues of information creation, grammatically analyze large data sets and curation, and consumption become in- text corpora. creasingly pervasive of a broader range of activities. Resources are social objects that become nodes in a network environment. Think In our immediate context, we can see this of “bibliographic” services: Amazon, trend manifest itself very clearly as the Goodreads, LibraryThing, WorldCat, Men- scholarly record is diversifying to include deley. They each provide functional value; not only the traditional outcomes of re- they get a job done. However, they also search (articles, books), but the products of provide network or social value as people the research process itself (primary materi- make conversation and connections around als, data, methods, preprints, etc.) and the resources of interest or importance to them. aftermath of research (derivative, repur- This in turn enhances the value of those posed, and aggregate works; Lavoie et al., services. Similarly, think of a reading list 2014). Increasingly, scientific knowledge or a bibliography or a resource guide: they is digitally recorded in, and dependent frame resources in the context of particular on, the complex infrastructures where the research or pedagogical interests. Or think research is done. While patterns of activ- of a course and the development of interac- ity across disciplines, practitioners, and tion around it in online environments. institutions vary, support for the creation, curation, and use of the scholarly record Analytics is now a major activity, as trans- poses interesting challenges. action or “intentional” data is aggregated

29 Section 1. Framing the Road Ahead

and mined for insight. We have become where researchers and learners create as used to recommendations based on buying well as consume, our sense of information or navigation patterns. As more material management and user engagement shifts. is digital, as more business processes are automated, and as more activities shed us- Collections, from consumption to creation. As age data, organizations are manipulating information use and the locally managed larger amounts of relatively unstructured collection are decoupled, it moves the li- data and extracting value from it. Within brary towards a set of services around the library field, patterns of download, creation, curation, and consumption of holdings, or resolution are being mined resources that are less anchored in a lo- to improve services. Within the univer- cally managed collection and more driven sity, there is growing interest in learning by engagement with research and learn- analytics to facilitate retention and student ing behaviors. In a digital environment, support (Siemens, 2013). the intersection points with research and learning behaviors multiply to include, From strings to things. This is a phrase of potentially, support at all points in the life Google’s that signals a growing interest cycle. Examples in a research context are in more semantic approaches involving the support for data curation, copyright, entity recognition, ontologies, clustering new forms of scholarly publishing/cura- of like items, and so on. Google and other tion, bibliometrics and research profiling, search engines are interested in establish- data mining and visualization, and so on. ing a singular identity for “things” (e.g., In a learning context, support for research people, places, historic periods) and cre- skills or curriculum development come to ating relationships between those things. mind, as well as the types of support re- This enhances their abilities to provide rich quired for a range of new learning and responses to queries. To see this in practi- teaching models. Consider the recent em- cal terms, see how Bing and Google show phasis on the flipped classroom, online “knowledge cards” in results. More broad- learning or MOOC developments, and ly, an interesting example of this trend is the support requirements they raise. The the interest in author identifiers. A general library becomes more interested in sup- framework for author identity facilitates porting creation alongside curation and a variety of search, profiling, assessment, consumption. Vinopal (2014) presents an and other services to be built more con- interesting pyramid of services, noting a fidently than relying on string matching spectrum from standard enterprise sup- only. port (e.g., text scanning), to standard research services (e.g., data analysis tools or Some library directions. In a network en- web exhibits), to enhanced research ser- vironment where information is abundant, vices (e.g., custom-designed UI), and to where informationalized workflows sup- applied R&D that might be supported by port research and learning practices, and grants.

30 Technology Co-evolves with Organization and Behaviors

Decision support. This trend has major im- rather than shipping around bundles of plications for discovery, selection, acqui- data about titles (records). Work on data sition, and management of collections. modeling, linked data, and related issues Consider the relative roles of DDA (de- is being carried out by multiple agencies mand-driven acquisition) and library-se- with the goal of integrating bibliographic lected material, for example. Think of liter- practices more fully with the Web. ature searching in an environment where researchers belong to several recommen- The Power of Pull: Decentering the dations “networks” (e.g., Google Scholar, Library Network Presence to Connect Mendeley, Goodreads, ResearchGate, People and Resources etc.). Group or consortial environments As information creation and interaction are especially interesting in this regard as diffuse through network workflows, and the systems apparatus on which they run as gravitational hubs emerge that concen- becomes more integrated and data-aware. trate use (Wikipedia, Google Scholar), the Think of the data available to a group of li- library has to position itself in the network braries sharing interlibrary lending, acqui- differently. It has to place services and in- sitions, discovery, and DDA operations. teraction in the flow of research and learn- We are looking towards an environment ing practices. It has to exercise what John where this data will be used to trigger ac- Hagel and colleagues (Hagel, Brown, & quisitions, collection balancing between Davison, 2010) call the “power of pull.” institutions, digitization, consolidation in shared print environments, disposal, and We note two important trends here, each of so on. Analytics have become central, and which decenters the library network pres- the connections between usage, manage- ence, aiming to place library services in the ment, and purchasing/licensing decisions flow of the researcher or learner. The first will become firmer as intelligent work- of these is unbundling communication to flows are connected to networks of shared various social networks; the second is syn- data about resources, usage, and people. dication of metadata and services to other environments. A major part of this is a Bibliographic infrastructure and the web of shift from managing “knowledge stocks,” data. There is at once an opportunity here, in Hagel, Brown, and Davison’s terms, to and a challenge. Important intellectual being able to participate in “knowledge work has been done by libraries on de- flows.” There is a centrifugal trend, as in- scribing people, works, and other entities, teraction is pushed out into the network, yet ways must be found of mobilizing that becoming more diffuse to reach research- work in this new environment. Our biblio- ers and learners in their workflows. graphic infrastructure is evolving towards a more entity-based approach as we think Each of these developments is prestrategic about modeling and exposing data about in library terms, an emergent trend that entities of interest (works, authors, places) so far escapes established service catego-

31 Section 1. Framing the Road Ahead

ries and standard organizational patterns. ing awareness that if libraries want to be Again, the technology is not something seen as experts, then their expertise must external to be managed; practice emerges be seen. One of the characteristics of the naturally in a network environment. network is that it connects people, to each other and to resources, in new ways. People Social networking. Libraries have very are resources in a network environment. clearly moved beyond early experiments with Facebook or Flickr. To a varying de- Again, Hagel and colleagues (Hagel, Brown gree, libraries have unbundled some com- & Davison, 2010) provide some interesting munication activity from the “centered” context here: library website and have rebundled it with social networking tools. So a library may It’s not so much about finding have a presence, or several presences (e.g., which information is most valu- different departments, such as special col- able, as many of those who fret lections, may have their own presence), on about information overload would Facebook, Pinterest, Instagram, Flickr, and have it. Improving return on atten- so on. In this context, it is worth noting a tion is more about finding and con- move from “push” (unilateral communi- necting with people who have the cation) to “pull” (attracting an audience to knowledge you need, particularly you), as active engagement is emphasized the tacit knowledge about how to over simple information availability. do new things. (p. 173)

Social networking may be used to intersect These people and the knowledge with and attract internal library users, to flows they generate can then be- attract external scholars or other users to come effective filters for informa- valuable local resources, or to engage re- tion more broadly…. Since we lated professional audiences. While ini- deeply understand their contexts tial approaches were opportunistic and and passions, we can begin to de- informal, there is clearly an awareness of termine when their recommenda- the importance of social networks for en- tions are most reliable and increase gagement and communication, which has our return on attention for both the raised issues of resourcing, branding and tacit knowledge they offer and the formality—issues reflecting permanence information they recommend to in strategy and priority for libraries. us. Our personal social and professional networks will be far more ef- Libraries value objectivity and neutrality. fective in filtering relevant knowl- The collection or the library website may be edge and information than any the product of expertise, but that expertise broader social-technology tools we is not on display. However, there is grow- might access. (p. 173)

32 Technology Co-evolves with Organization and Behaviors

It is interesting to note the extent to which well-seamed access from Google Scholar success is seen by the authors to be bound or PubMed Central, which is also a form up with network participation—networks of service syndication. While it is clear of people and resources facilitated by digi- that syndication is a significant activity of tal networks. The future, they seem to sug- libraries, it has not crystallized as a clear gest, favors—in Dave White’s phrase—the service category with a recognized name “network residents.” White and Le Cornu and a singular organizational home in the (2011) discuss a spectrum of network en- library. gagement from visitor to resident. A visitor has a functional view of network re- In this context, there is an important dis- sources, visiting them when required—to tinction to be made between “outside-in” book a flight, to search for something, to resources (books, journals, databases, and do taxes. For the residents, on the other so on, bought and licensed by the library hand, the network is an important part of for their institution) and “inside-out” re- their identity, of how they communicate, sources (digitized images or special col- get work done, and relate to people and lections, learning and research materials, things. Researcher and learner behavior research data, administrative records, and varies along this spectrum, but again, for so on, which are generated within the in- the resident, technology is not divorced stitution and shared with external users; from behavior. Dempsey, 2012). Access to the former is provided through discovery layers. How This variation in behavior creates interest- effectively to disclose the “inside-out” ma- ing questions for the library in terms of terial is also of growing interest across the how it attracts different classes of users to universities of which the library is a part. its services. This presents an interesting challenge, as here the library wants the material to be Syndication. We can define syndication as discovered by its own constituency but creating connections to library information often also by a general Web population services in other environments, by placing (Arlitsch & OBrien, 2013). The discovery data, content, or services in those other dynamic varies across these types of re- environments. Library resources may be sources. A significant contribution of the made available, for example, as plugins University of Minnesota report is to ex- in the learning management system, or plain how the dynamic differs across types as apps for mobile phone and tablets. The of resources and to develop response strat- library may syndicate data to other envi- egies (Fransen et al., 2011). Effective dis- ronments, through OAI-PMH harvesting closure of unique institutional resources to or newer linked data approaches, or by the Web, search engines, and other agents more active transfers to aggregator servic- is a key area for attention. It is a necessary es (WorldCat or DPLA, for example). The response in a changed technology environ- library may configure a resolver to ensure ment.

33 Section 1. Framing the Road Ahead

Some library directions. Where research- found on search engines? Are links ers and learners may not go directly to the to relevant special collections or ar- library website, how do you place exper- chives created in Wikipedia? Can tise and resources in the flow of what they researchers configure a resolver in do? Hagel et al. (2010) talk about “attract- Google Scholar, Mendeley, or other ing” relevant and valuable people and re- services? sources to you. This is done through personal engagement and participation in • As attention shifts from collections campus activities, but it also has a network to services, are library services de- dimension. Here are some questions: scribed in such a way that they are discoverable? On the website? In • Are library resources visible where search engines? Is SEO a routine people are doing their work, in the part of development? search engines, in citation management tools, and so on? • Is metadata for resources shared with all relevant services? • Is library expertise visible when people are searching for things? Can a library user discover a per- Conclusion sonal contact easily? Are there pho- As research, learning, and knowledge- tographs of librarians on the web- creation practices are enacted in technol- site? The University of Michigan ogy environments and are increasingly in- has a nice feature where it returns separable from them, libraries are thinking relevant subject librarians in top- differently about their services and their level searches. positioning. The library no longer wants to be a destination, it wants to be an active • Are there blogs about special collec- participant in the networks of people and tions or distinctive services or ex- resources through which scholarly and pertise, which can be indexed and learning work is done.

34 Public Knowledge and the Role of Academic Libraries

Public Knowledge and the Role of Academic Libraries

By Barbara Fister

Most academic libraries exist as a palimp- Twenty years ago, physicist John Ziman sest of past and present. The public in- (1996) warned that the fundamental values vestments made in higher education and underlying science were endangered when the advancement of knowledge following “academic science,” which provided soci- World War II created what many think of ety with impartial and rigorous knowledge as the traditional and timeless academic li- in exchange for public support, was being brary: a vast collection of printed volumes replaced by an environment within which housed in buildings that were expanded problems would be set by funders and the over the decades to absorb more. The value record of their discoveries would be trans- of a library was measured in volumes. Cav- formed into intellectual property rather erns of book-filled stacks were the training than widely shared public knowledge. To a ground for many of our scholars, particu- large extent, his predictions have come true. larly in the humanities and in some of the As public funding for research at the local social sciences, and those scholars continue level has dwindled, federal funding agen- to have their worth measured by how many cies play an increasingly important role in books they publish, preferably from a dis- deciding which problems will be tackled. tinguished university press. (The “tenure These funding decisions are often political. book” seems still an entrenched expectation In 2013, politicians in the U.S. Congress cut in many disciplines, and on some campuses funding for social science research from one is not enough.) In other fields, journal the budget of the National Science Foun- articles are the coin of the realm, and the dation (NSF), singling out political science growth in journal publishing has matched research, which, they felt, should not be the expectations that scientists and scholars supported unless it directly advanced the will publish their results to advance both economic or security interests of the nation public knowledge and their careers, with a (Mole, 2013). More recently, a bill has been growing emphasis on careers. introduced in Congress that would give legislators greater control over NSF fund- Bound up in academic publishing are the ing, including the power to eliminate fund- values assigned to the quantity of publi- ing for all social science research and for cations and the prestige of the publisher. climate research (Basken, 2014).

35 Section 1. Framing the Road Ahead

The number of publications each scholar tivities in the form of journals, conference and scientist is expected to produce to proceedings, and other publications; pro- demonstrate professional competence to- viding funding for appropriate author- day seems subject to runaway inflation, side article processing fees; making open- in part because the employment secured access publications discoverable alongside by such industriousness is increasingly proprietary information; and helping fac- precarious. This precarity has increased ulty authors understand and exercise their publication expectations for faculty just rights in the complex world of copyright as budget cuts have made it harder for li- and intellectual property. braries to provide access to their published scholarship. As librarians continue their efforts to make knowledge accessible now and for future Over the past three decades, academic li- learners and researchers, they will have brarians have adapted to the growth in to acquire new skills to participate in and published scholarship and to the decreas- shape a newly emerging knowledge envi- ing financial support available to them by ronment. They will have to negotiate the developing robust protocols for sharing disposition of print collections to ensure catalog records and materials, embrac- their current usefulness and future pres- ing access to licensed digital informa- ervation through collaboration (Dempsey tion over ownership, developing shared et al., 2013; Malpas & Lavoie, 2014). They print models to ensure the preservation will have to continue to license access of print materials while reducing dupli- to selected digital materials produced cation and storage costs, participating in by commercial and scholarly publish- mass digitization projects, and pioneer- ers. They will have to provide leadership ing the preservation of digitized scholar- and in-the-trenches support for emerging ship through LOCKSS (http://www.lockss. open-access publishing opportunities and org/), CLOCKSS (http://www.clockss.org/ adapt to innovative forms of publication. clockss/Home), and Portico (http://www. Librarians will be called upon to manage portico.org/digital-preservation/). public data repositories and support the creation and preservation of digital proj- Throughout these efforts to adjust library ects in the humanities, social sciences, and collections and preservation activities to STEM fields. Making all of these forms the shift toward digital publishing, librar- of knowledge discoverable will be a ma- ians have also promoted a shift from sub- jor challenge for the future, as will help- scriptions as a business model to open ing students and faculty navigate such a access, a long-term project that has made complex multilayered system. Monitor- slow progress but which has accelerated ing economic, social, and environmental recently. This support takes the form of challenges that will affect the creation establishing and populating institutional and sharing of knowledge in the next few repositories; supporting publishing ac- years will also need attention. Given rising

36 Public Knowledge and the Role of Academic Libraries

concerns about inequality and sustainabil- low-level consumerist engagement with ity (Piketty, 2014; Intergovernmental Pan- sources to a more advanced grasp of how el on Climate Change, 2014), it’s unlikely knowledge is created and what role they business will be as usual. play in making meaning.

Librarians’ instructional function, which Academic library collections currently is increasingly important to academic li- are a mix of physical materials, licensed brary directors (Long & Schonfeld, 2013), materials, and locally produced digital will require a significant rethinking of content. The emergence of open publish- what it means to be information-literate ing practices will add a new layer to the and why this form of learning matters. library palimpsest, which will require the Librarians will have to serve the imme- adoption of a number of new roles and diate and pressing need to help students the adaptation of librarians’ skills and val- succeed academically by helping students ues to new platforms and scholarly prac- find and use library resources -to com tices. Despite the added complexity, these plete course assignments efficiently. But emerging identities promise greater access librarians will have to go beyond mere to knowledge beyond institutional walls, information consumerism (Pawley, 2003) benefitting students, faculty, alumni, and to prepare students for a world in which the citizenry at large, offering librarians a they will produce and share knowledge chance to put their values to work as they themselves. The Framework for Information dismantle their walled gardens and col- Literacy (ACRL, 2015) challenges librarian- laborate for a more open, accessible, and educators to help students transition from public-facing library.

Section 2. Shifts in Positioning

Introduction: What Comes Next? Shift!

By Steven Bell

A book titled The Future of the Research Li- quirers to identify library materials relevant brary (Clapp, 1946) sounds just about right to their inquiries and to supply them with for our times. Given the number of essays, copies of that material for their use” (p. 11). articles (Jaggers, 2014), conference presenta- Through much of the book Clapp consid- tions, podcasts, blog posts, and interviews ers how to extend that function to a world dedicated to the pondering of our library where academies extend their gatekeeping future, academic librarians, at times, ap- function beyond their own walls and to a pear obsessed about the future. This par- world thirsty for information access—and ticular book was published in 1946 as part where a growing postwar research enter- of the Windsor Lectures in Librarianship, a prise would need vast information support. lectureship dedicated to Phineas L. Wind- Just as we do now, Clapp and his colleagues sor, the Director of the Library and Library needed to explore how their libraries would School of the University of Illinois—and reflect the fundamental practices needed for also the first president of the Association of a drastically different future, yet manage to College and Research Libraries. Not unlike maintain the legacy functions required for contemporary academic librarians, our pre- preserving and sharing rich collections. Per- decessors pondered how they would adapt haps not unlike our own times, the future of to a world of exploding content, the need the past was largely about “shift”—migrat- to transition from local self-sufficiency to ing from existing infrastructures in which resource sharing, newfangled technologies we have significant investment to discover such as micromaterials and photocopiers, new ways to engage and collaborate with and of course the impending word of data our communities. processing. Not unlike our own times, with so much change on the horizon, academic li- In this section we give our attention, as brarians were likely wondering what would Clapp did, to considering how the role of come next for them and how their role in the the academic librarian will shift to meet academy would adapt to fit the times. new and somewhat ambiguous expectations. As in Clapp’s time, it is up to our Verner Clapp, the author, defines the re- profession to define and shape how we will search library as an entity that “enables in- position ourselves and our libraries as we

41 Section 2. Shifts in Positioning

find the balance between our legacy collec- lenge we face in the 21st century is meeting tions and responsibilities and the rapidly the demand to disinvest from a variety of developing demands of the digital future. infrastructures in which we are currently We will explore the implications of change heavily invested and instead think about to our technology infrastructure, our phys- places where new engagements or collabo- ical space, our role as a community center, rations are necessary to reduce the expense our growing responsibility for digital cu- to each institution. It will require us to ration, our growing emphasis on being a scale and make sustainable new programs, partner in the teaching and learning pro- systems, and services and develop collab- cess, and our effectiveness across the- di orative institutional frameworks across or- mensions of service—all of it happening ganizations to make it work. We are on the in a rapidly shifting scholarly publishing road to a massive shift in the positioning of environment. One rather different chal- the academic library.

42 Repositioning Library Space

Repositioning Library Space

By Barbara Fister

Scott Carlson’s 2001 story in theChronicle of neither home nor workplace but a space Higher Education, “The Deserted Library,” for self-directed community engagement kicked off a heated controversy. Were- li and a sense of belonging. Ethnographic braries as spaces becoming obsolete as their approaches to research in the field blos- collections moved online? Would adminis- somed as librarians at many institutions trators, reading that startling headline but embraced qualitative methods to under- not the body of the story, think libraries stand student perspectives (Foster & Gib- were now irrelevant and costly white ele- bons, 2007; Duke & Asher, 2012; Con- phants? Were our libraries really deserted? naway, Lanclos, & Hood, 2013). Librarians began to seriously consider the library in These questions, raised just as libraries the life of the user rather than the user in were looking to bookstore models to re- the life of the library. think their spaces (Coffman, 1998; Fein- berg, 1998), were timely ones. Throughout Changing librarian roles also have space the next decade, the “library as place” was implications. The number of support staff a hot topic as librarians reconsidered how has shrunk relative to librarians (ALA, the library as a physical facility could shed 2014, p. 36). Technical services now re- its functional identity as a warehouse for quires less space, both in numbers of staff collections and better facilitate student and room required to process materials. learning. Library cafés replaced prohibi- The reference collection in many libraries tions against food. Stacks were moved has gone largely digital, and reference ser- to make room for information commons, vices may no longer be offered at a desk which in turn became learning commons but rather at a common service point with as a technology focus gave way to partner- related services or by consultation ap- ships with learning support offices such pointments. Unique materials found in as writing centers, advising, tutoring, and archives and special collections are becom- (yes) tech support. Many librarians looked ing increasingly visible and valued by li- to sociologist Ray Oldenburg’s concept brary constituents, and using these materi- of the “third place” (1989) to inspire their als in courses requires new kinds of library thinking, seeing libraries as a place that is classrooms. Assisting students and faculty

43 Section 2. Shifts in Positioning

with digital scholarship requires flexible spaces deemed as ‘sacred’ or ‘sanc- workspaces and equipment that can ac- tified’ produce affective benefits commodate group projects while preserv- for people that extend beyond ating rare and unique materials. Embracing titudes and into the realm of be- visual formats may require space for film havior…. Being around the books editing and production as well as spaces makes them feel more scholarly appropriate for displaying and viewing and connected to the institution’s work created by students and faculty. educational mission. (p. 436)

Creating space for these new activities As librarians reduce their printed collec- often requires hard choices, and the deci- tions and open up more space for students sions that libraries make are not always to use or for new programming, campus popular. Faculty and students at Syracuse leaders often rush to take it over for their University, the University of Denver, and own purposes. Rick Anderson (2014) has other institutions have protested the move advised librarians to be judicious about of collections to off-site storage, arguing welcoming external services and offices that access to printed volumes remains a into the library when space is freed up for function more valuable than additional programming or new services. Any vacant study spaces, conference rooms, digital space in a library will attract external inter- labs, and student learning support offices. est like a sponge. Anderson cautions, “The Some libraries have partially alleviated this pressure on the library to make room for concern by using compact on-site storage other services and programs will be strong with automated retrieval robots that pro- and constant, and the library administrator vide fast service and entertainment value. will be continually faced with difficult -po However, storage (whether on-site or off) litical, practical, and strategic choices.” A will often set off heated defenses of the wise library director will say “yes” to host- purpose and identity of libraries as placing offices and programs that will benefit es where books should matter and open from synergy with the library’s programs. stacks should foster curiosity and seren- Saying “yes” without being defensive also dipitous discovery (e. g., Schuman, 2014). gives a librarian sufficient political capital Though some dismiss this resistance as to say “no” when the relationship is not a nostalgia, Heather Lea Jackson and Trudi good fit or when the space that was vacat- Bellardo Hahn (2011) studied student re- ed has already been dedicated to planned sponses to the idea of an academic library library programs. using methods drawn from the psychology of religion, finding that libraries are posi- Scott Carlson (2009) returned to the issue tively associated with “sacred spaces” that when he profiled Goucher College’s new inspire in ways hard to measure through library-cum-student-center, dubbed The standard analytics. Their qualitative study Athenaeum, which made a newly con- concluded that structed library building also the site of a

44 Repositioning Library Space

much-needed student center. He opened and a mandate for technology and collabo- his profile of the new facility with a gen- ration” (Agresta, 2014). eral statement about academic libraries: In 2013, Scott Carlson revisited his “de- Today’s academic-library build- serted library” question (Carlson, 2013a), ings, more than any other campus reviewing the way that academic librar- structures, have to be all things to ies had proven the value of their place all people—places where social on campus, arguing that the only librar- and intellectual pursuits collide, ies that were deserted deserved to be, by places that serve the community virtue of being “outdated, unimagina- and the individual simultaneous- tive, and sterile places.” Vibrant librar- ly. Dig into a book. Get a latte. Col- ies, which he believes are plentiful, offer laborate on a project. Nap during a lesson for higher education as a whole a study session. College libraries at a time when it is beset by anxiety about are a destination for those activi- MOOCs and other distance learning, ties and more. funding, and economic and technological disruptions. He writes, Goucher’s new library, as he describes it, went even further, making it a true center Will campuses and traditional for the institution by preserving the iden- teaching disappear because we tity and functionality of the library while now have MOOCs? No, because including in the same building the ameni- that defies the human yearning ties a separate student center would nor- for meaningful places and the real mally provide. benefits that come with them. We see it in the migration to cities and The James B. Hunt, Jr., Library at North in walkable neighborhoods. We Carolina State University, opened in 2013, see it most of all on college cam- extrapolates the changing face of academic puses. library spaces and services with its visualization labs, technology rooms, and ro- In his view, the library as a physical place botic book retrieval system. A survey of is a part of the campus landscape that has library buildings called it “an experiment firmly asserted and renewed its value dur- in what to do with an abundance of space ing the first years of the 21st century.

45 Section 2. Shifts in Positioning

Building Community through Collaboration

By Steven Bell

Nicholas Kristof, New York Times op-ed col- Higher education institutions must shed umnist, ignited a firestorm among faculty their image as isolated, ivy-covered tow- with the publication of his February 15, ers where aloof intellectuals commune, ig- 2014, column “Professors, We Need You.” noring their immediate surroundings and Commenting on the increase of American those who live in these communities. Those anti-intellectualism, Kristof called on fac- days have passed. Enlightened presidents ulty to engage in more public discourse. and trustees now realize that the colleges Leave your cloistered medieval monas- and universities that receive support from teries, urged Kristof, suggesting that fac- neighboring communities are the ones that ulty should engage the public in a better pay attention and strive to build good rela- understanding of the issues of the day. tionships with community members (Goral, Though understanding Kristof’s good in- 2006). They also invest in the infrastructure tentions, the professoriate reacted strongly by funding improvements to schools, re- to rebuke what they claimed was Kristof’s tail, and housing. What form that relation- failure to acknowledge all the work faculty ship takes may depend on the nature of the were already doing to connect with their surrounding environment and how much communities (Potter, 2014). Many who help the college or university can provide. commented on Kristof’s column pointed “Town-gown” relationships are a familiar to the growing popularity of science cafés source of tension between higher education (Reiss, 2012). Faculty and even academic institutions and the neighborhoods or cities librarians appeared as guests on media in which they are located. Now these areas programming to provide expert insights of potential conflict are moving beyond the and explain the everyday impact of their payment of property tax or rowdy students research (Bell, 2012d). The conversation creating noise at 2:00 a.m. The stakes are pointed to the important role that colleges much higher as communities expect col- and universities play in contributing to the leges and universities to provide significant intellectual and social liveliness of their resources, both financial and human, in communities. helping the community thrive.

46 Building Community through Collaboration

New Roles—Neighborhood Liaison and Public Education Specialist Connecting with the external community, call it the surrounding neighborhoods if you will, requires establishing relationships with those external leaders who are able to leverage people and resources to create sustainable services. The neighborhood liaison and public education specialist may work through an existing college department of community relations, or an entirely new outreach initiative may be needed to identify, locate, and communicate with the people who can get things done. This liaison is the face of the library that extends beyond the campus, but the focus is on extending the education mission of the academic library to the neighborhood. The specialist accomplishes this by establishing locations where satellite computer access, job information, technology support, and other services can be delivered. The specialist also seeks out community partners to help improve the quality of access to information in and beyond those neighborhoods immediately ad- jacent to the campus.

Academic libraries, both public and pri- households, high unemployment, a signifi- vate, are well positioned to adopt or ex- cant digital divide, and other societal ills. pand their new role in supporting the insti- Among the ways in which academic librar- tutional mission to serve the surrounding ians can establish a role for their library as community. To what extent they do so a community support are providing com- would most depend on the nature of the puter and Internet access, inviting commu- community and its needs. Those most like- nity members to use the library’s physical ly to benefit from support from an academ- resources, extending borrowing privileges, ic library are those communities, urban or providing job assistance, and making the rural, suffering from neglect, low-income community welcome at library social and

New Roles—Outreach/Community Engagement Specialist As the competition for prospective students heats up and regional colleges and universities battle each other for their share of those students who will make up the next freshman class—as well as transfer students—institutions will be open to new ways to boost enrollment. While the library is said to be a factor that students and parents consider when making the college choice, it could be doing more than just opening the doors and allowing prospective students and their parents to take a tour of the building. The new road calls for a more aggressive approach by the library in this more competitive environment. Imagine a new and expanded role that embeds a librarian in the community beyond the institutional walls. The outreach/community engagement specialist is tasked with connecting with high school students and their parents at the schools, at community meetings, and at public libraries. The specialist is there to create more recognition for his or her institution and to demonstrate that the library is an active participant in contributing to student success.

47 Section 2. Shifts in Positioning

cultural events. When it comes to deliver- all. That means everyone, from those seeking these types of services to the external ing computer help, to the homeless, teens, community, the academic library is often and latchkey children. It can require re- the best suited unit on campus to organize thinking access policies and existing se- and offer community outreach. Another curity measures. With proper planning potential advantage is the new opportuni- and thoughtful consideration, academic ties for collaboration it will create with the librarians can adopt this new community institution’s community or city relations service role without degradation of exist- department, an office more commonly ing services to their primary population of found within the academic administration. students and faculty. Here are some factors to think about: Accepting the new community service role is good for the library and the institution. • Provide staff with the proper train- As state and federal funding declines, local ing and development to equip them governments struggle to adequately sup- with the skills needed to deal with port the public library system. Underfund- difficult situations that might arise ed public schools are deciding to shut their from dealing with community resi- libraries, eliminate the books and terminate dents who suffer from mental - ill the librarians. Academic library support for ness, poor health, or any other is- the community in no way aims to replace sues that might lead to friction. the public library, but it can provide some relief to those who might otherwise have • Review policies to ensure they ac- little or no access. It also helps to make the commodate the public without in- case for the benefits that higher education fringing on the service expectations institutions give back to their local com- of students and faculty. Minors munity when there is increasing pressure wandering the building, for exam- among local governments to question if ple, may call for a policy requiring colleges and universities should be paying them to gain access only when ac- taxes or fees for municipal services. With companied by adult guardians. many more citizens taking online courses and self-educating, academic librarians can • Put in place the appropriate tech- serve these individuals as a source of learn- nology that enables staff to serve ing support that contributes indirectly to community residents who will lack the betterment of the community. the familiar campus networking credentials. To maintain order and In this role shift, academic librarians will control over who is using comput- find themselves with some new challenges ers, and most academic IT depart- familiar to their public library colleagues. ments will require their library to Embracing a new community service role monitor who is accessing the net- requires a willingness to be truly open to work, consider computer control

48 Building Community through Collaboration

software of the type used in public While academic administrators are unlike- libraries. ly to expect their librarians to establish a bond with the external community in the • Anticipate community members ways that might be expected of faculty or lacking the computer know-how the community relations department, the taken for granted with average library can emerge as a premier campus college students. Consider adding service that community residents will truly student workers who can serve as appreciate. Adopting this new role on the “tech tutors” to help the less com- road ahead may seem intimidating to some puter savvy use e-mail, download because of fears that it will turn the aca- documents, or fill out online forms demic library into a public one. Opening (e.g., job applications). up the library to the community will invite in challenges that the walls of academia • Reach out to public librarians who traditionally keep out. But in communities also serve your community to share where the social fabric is beyond fraying information about services to the and support networks are failing, be they public. In transitioning into a new inner city or remote rural, the academic li- community center role, collaborat- brary has the potential to be a grassroots ing with other community provid- campus leader in demonstrating that deliv- ers will help avoid offering com- ering value means more than contributing peting rather than complementary to student and faculty success. With proper service, as well as providing an op- planning and execution, transitioning to a portunity to learn from the experi- community center will have rewards far ence of those providers. beyond the walls of the campus.

49 Section 2. Shifts in Positioning

A New Information Management Landscape: From Outside-in to Inside-out

By Lorcan Dempsey

We have discussed how the character of re- external providers and making them ac- search and learning practices has changed cessible to a local audience (e.g., books and as digital workflows generate a variety of journals). This is a natural model where outputs, including research data, course the central acquisition of commercially materials, video, and preprints. Informa- available materials reduces costs (transaction creation, management, curation, and tion and financial) across the institution. discoverability are getting more attention Libraries will continue to explore licens- across the university, with a correspond- ing and acquisition strategies to favor the ing emphasis on new infrastructures and institution. At the same time, a trend to- organizational structures. We have dis- wards managing reduction in local print cussed how it is important for the library collections is underway, and a variety of to position itself as an advocate for good shared frameworks is emerging (Dempsey, practices and as a collaborator with other 2013b). campus units with a stake here (CIO, university press, research office, and so on). In the inside-out model, by contrast, the university and the library support resourc- This emphasizes an important distinction, es that may be unique to an institution, and which will cause libraries to think differ- the audience is both local and external. The ently about how they organize to manage institution’s unique intellectual products collections and where they put attention. include archives and special collections, This is a distinction between outside- or newly generated research and learning in resources and inside-out resources materials (e-prints, data, courseware, digi- (Dempsey, Malpas, & Lavoie, 2014). This tal scholarly resources, etc.), or such things overlaps with Rick Anderson’s discus- as expertise or researcher profiles. Often, sion of commodity and noncommodity re- the goal is to share these materials with po- sources (Anderson, 2013). tential users outside the institution.

The dominant library model of collections The level of support provided will vary has been an outside-in one, where the li- depending on how the library is situated brary is buying or licensing materials from within the university and will depend also

50 A New Information Management Landscape

on the university’s scale and mission. The to versions of research papers, scope var- level of attention to “inside-out” resourc- ies across institutions. For example, some es will become an important differentia- repositories may take a “campus bibliog- tor between libraries (and the universities raphy” approach, including links to pub- they support). Research institutions, spe- lisher splash pages. Some repositories may cialist libraries, and others with a mission include other categories of material, insti- to share their resources with the world tutional records or archival materials, for will focus more attention on these services. example. Given the lack of standard meth- Institutions more focused on supporting ods for designating material types and learning and student success may choose rights information, this may make it dif- to make less of an investment here. ficult for an aggregator of repository content to distinguish scholarly material or to New Challenges: Research and Learning determine allowable actions. Second, there Materials is a close connection between repositories Libraries have been building and manag- and national education and science policy ing digital infrastructure for some time. It regimes, so the dynamic of development is now common to have a repository for has been differently influenced in differ- digitized materials and an institutional ent regimes. For example, where there are repository for scholarly and related ma- national research assessment programs in terials. There may also have been some place, institutional interest in repositories specialist development or procurement may be higher (MacColl, 2010). Shifts in around particular local requirements (e.g., US federal policy with regard to research video). However, the demands of the cur- funding and access to outcomes will have rent environment are moving beyond this an impact here, resulting in a more orga- institution-level response. As research nized approach to the management and and learning shift in the way we have dis- disclosure of papers, data, and other out- cussed, it is now important to look at more puts. conscious coordination—both at the campus level and at a system-wide level, as This highlights the relationship between institutions seek to realize the benefits of the repository and emerging research in- scale. formation management infrastructure, which will be an interesting aspect of the While institutional repositories are now a Share initiative in the United States, for ex- routine feature of academic libraries, there ample. There is a growing university inter- is ongoing discussion about purpose and est in research information management—the scope, incentives for researchers to deposit, management, evaluation, and disclosure and their role within “green” open access. of research outcomes and expertise—that This is not the place for a full treatment, connects in various ways with internal but a couple of points are worth making. evaluation and management goals, fund- First, while most repositories are home ing policy and compliance needs, and

51 Section 2. Shifts in Positioning

broader reputation management on the to this activity by the NSF’s requirement Web. Often, this is led from the institution’s to develop data management plans in as- office of research. Additionally, research sociation with applications. It is also in- analytics has become of more interest as teresting to note the emergence of ser- institutions assess comparative research vice providers of different types to meet a strengths and collaborations or compare need—Figshare and Dryad, for example. themselves to peer groups. Bibliometrics may be one strand of this activity. VIVO Libraries are more directly supporting fac- provides a community-based approach to ulty and student content creation and pub- managing and disclosing “researcher in- lishing. Vinopal and McCormick (2013) terests, activities and accomplishments” characterize an enterprise array of stan- (VIVO, 2015), and Elsevier and Thomson dard services as follows: Reuters market research information management systems as part of a broader suite tools and support teams for activities in- of services (Pure and Converis, respective- cluding high performance computing; ly). The interest in expertise and research geographic information systems; quanti- profiles, and the increased attention to -re tative and qualitative data analysis; data search metrics, make this an area where finding and management; the digitization, library support for researchers will grow. creation, manipulation, storage, and shar- At the same time, researchers themselves ing of media content; repository services; are using research networking and profil- digital preservation; streaming media plat- ing services to manage, disclose, and share forms; digital journal publishing; online their work more widely, as well as to dis- collaboration; and intellectual property cover the work of others. ResearchGate, consultation. Academia.edu, and Mendeley are widely used in this way, for example. They further note that the library is expected also to support the creation and The curation of research data has emerged management of faculty or project-based as a major university and library concern. websites. Many libraries now have orga- There are several motivations for this, in- nized support in departments for digital cluding funder mandates and data reuse. scholarship or digital humanities. At the There is a very active community of in- same time, libraries are providing support terest here, and an emerging body of best for the production of learning materials in practice (see for example the work of the various ways, a trend that will also become Digital Curation Centre). Again, the li- more important as pedagogic models (the brary is potentially a partner in a multi- flipped classroom, for example) require stakeholder activity across a campus, and more use of prepared materials. libraries are developing programs around data curation and dissemination. Of spe- Allied to this, some libraries recognize a cial importance here is the impetus given mission-driven role to support open-access

52 A New Information Management Landscape

publishing models. A recent survey of ARL infancy at the time. OCLC’s later survey, and other academic libraries noted, “The which included ARL’s, revealed that the vast majority of library publishing pro- mean number of course presentations as of grams (almost 90%) were launched in or- 2010 was 91 (Dooley & Luce, 2010). der to contribute to change in the scholarly publishing system, supplemented by a va- It is interesting to think about parallels riety of other mission-related motivations” between the “old” and the “new” unique (Mullins et al., 2012, p. 4). institutional materials, between special collections and institutional research and A Note on Special Collections learning materials. Each is a distinctive Recent focus on distinctiveness has turned contribution of the institution; each is the attention, if not necessarily additional re- institution’s responsibility to preserve sources, to special collections and archives to the extent it wishes; each involves use and to their role within research and learn- of a metadata and repository apparatus, ing practice. whether locally created or collaboratively or externally sourced; each involves en- With renewed focus on value-based library gagement with learning and research prac- assessment, there is increased attention to tice in new ways; and each brings to the how special collections and archives con- fore the archival concerns of provenance, tribute to research and learning agendas. authenticity, and context. Each also in- This has encouraged a stronger focus on volves disclosure from the “inside” to an how materials are exhibited in the online outside world of users; for many of these environment, not just as lists or pictures of resources, it is likely that there are more in- “treasures” but as coherent collections of terested users outside the institution than materials that support undergraduate edu- inside it. For this reason, the management cation and advanced research. The special of these resources is often linked to reputa- expertise that curators have traditionally tion. directed toward acquisition and management of collections is increasingly turned Some Questions “outward” to help contextualize and char- Right-scaling. Until recently, it was usual acterize the value of institutional holdings to provide systems support locally, and (Dempsey, Malpas & Lavoie, 2014) digital infrastructure is still fragmented by campus unit, or by type of material (e.g., In 1998, 78 percent of respondents to ARL’s research data, institutional repository, survey of special collections in member li- digitized images, video), or by workflow. braries stated that the number of courses However, as we have discussed, there is a or campus programs making use of special trend for infrastructure to be unbundled collections had increased over the previous and consolidated in shared platforms, for 10 years (Panitch, 2001). Increased empha- management, preservation, or discovery. sis on such outreach was somewhat in its This may be collaboratively sourced (think

53 Section 2. Shifts in Positioning

HathiTrust, for example) or sourced with agement, manipulation, and disclosure of a third party. At the same time, faculty digital collections of various types have and students may use a variety of network become integral to a wide range of univer- services to meet needs (Figshare or Slide- sity activities, we have noted that a variety Share, for example). As new infrastructure of campus divisions assumed information and information service needs emerge, the management roles. Collaboration across question of scale comes to the fore. What is campus units becomes key. the balance between institutional activity and subject-based repositories or PubMed, From discovery to discoverability. There for example, in relation to preprints or re- is something of a mismatch between dis- search data? JISC in the United Kingdom covery requirements for outside-in and has developed a national-level “data ar- inside-out resources. In the former case, chiving framework,” which reduces the the library wants to make known to its us- transaction costs of finding and negotiating ers what it has purchased or licensed for for reliable data-archiving capacity. Simi- them, maybe alongside pointers to other larly, DuraSpace provides DuraCloud, a materials. In the latter case, the library managed service for archiving data with often wants to share materials with a various back-end suppliers. DANS in the broader community, with researchers else- Netherlands provides national-level data where, with professional colleagues, and archiving services. The Australian Nation- so on. This places an emphasis on effective al Data Service is a collaborative response disclosure, thinking about search engine to data needs. In the United States, we have optimization, syndication of metadata to seen the nascent Academic Preservation network hubs, and so on. The University Trust (APTrust) and Digital Preservation of Minnesota has done some interesting Network (DPN) emerge as shared venues work on this question, identifying in which for coordinated preservation. APTrust, network resources it would like to see a consortium of leading U.S. research li- metadata for its various digital resources braries, is advancing work on a shared (Fransen et al., 2011). There is also a desire preservation repository in which research to have network-level discovery venues, materials from many universities will be which pull together this material. This is aggregated. In parallel, DPN is developing done to some extent in Google Scholar, in a federation of independently governed Worldcat.org, in initiatives such as DPLA repositories. and Europeana, and in a range of disciplinary resources such as ArXiv. Effective Institutional organization and boundar- discovery means syndication to search en- ies. Given the university-wide reach of gines, to disciplinary resources, or to other these materials, they raise some interest- specialist network level resources (e.g., ing boundary and partnership questions ArchiveGrid, ARTstor). Libraries have to on campus for the library and its relations become much more interested in the dis- with other divisions. As the creation, man- coverability of their resources.

54 A New Information Management Landscape

Reputation and value shift. The role of sion. The case for curation and disclosure these materials in enhancing the reputa- of institutional assets is supported in some tion of the institution is an interesting one, instances by university mandate or faculty and one that is relatively underexplored policies (such as required deposit of pre- or quantified. Special collections, research prints). and learning outputs, and faculty expertise attract people to the university. A re- Rights. There are two aspects of rights to lated issue is the shift in institutional re- consider here. The first is that it becomes sourcing that will be needed to support an important to be explicit about rights as ma- “inside-out” turn in the library. If there is a terials are disclosed so as to meet goals of reallocation of the type we discuss here, it reuse. The second is that there is a growing needs to be justified within the institution, need for advice on campus, as publishing which will require advocacy and persua- models and use practices shift.

55 Section 2. Shifts in Positioning

Libraries as Catalysts for On-Campus Collaboration

By Barbara Fister

Librarians are likely to roll their eyes when effectively, they largely saw librarians as a they hear the old cliché “The library is the positive and responsive force on campus heart of the institution,” not because it and the library as a prime site for learning. isn’t a valid sentiment but because it ig- That perception appeared to be largely nores the all-too-common benign neglect based on the ways that libraries have part- of library budgets and library accomplish- nered with other campus constituents to ments. As a profession, librarians are less create a space for synergy. skilled at self-promotion than they are at ironic eye-rolling, with which they get a Arguably, the primary partnerships are lot of practice. Libraries are assumed to be between librarians and faculty in the dis- necessary to college campuses, but many ciplines. For decades, librarians have con- decision makers don’t use them and there- sidered collaborations with faculty cru- fore tend to view libraries through a per- cial for building collections that support sonal historical lens, as places full of books the institution’s mission and to support and with technology that runs to nothing students’ use of those collections in their more novel than typewriters. They are tra- learning. The interest in collaboration is ditional places, right? So doesn’t that mean asymmetrical (Christiansen, Stombler, & they are more of a nostalgic artifact than a Thaxton, 2004)—faculty have little incen- current and relevant resource? tive to tap librarians as experts in pedagogy, but librarians are highly motivated be- Not all administrators take this view, of cause faculty are key to reaching students course. According to a survey and set of in a context in which they are primed to interviews with chief academic officers care about how to find and use informa- (Fister, 2010), respondents were proud of tion. Librarians, as generalists, are often their libraries and of the work librarians more able than faculty in the disciplines do to help students learn in multiple ways. to help novice researchers get a handle on They were aware that massive changes are unfamiliar topics and research tools. underway in the ways we create and share knowledge, and while they faulted librar- Students are a major constituent of academic ians for failing to advocate for themselves libraries and are routinely consulted through

56 Libraries as Catalysts for On-Campus Collaboration

surveys, focus groups, and other attempts However, recent years have seen a strong to learn about their perspectives in order and growing alignment of library organiza- to improve library facilities, programs, and tions with offices supporting student learn- services. A recent survey of library directors ing. Collaborations have grown more com- (Long & Schonfeld, 2014) found that help- mon involving the first-year experience, ing undergraduates learn how to develop academic advising, tutoring, writing centers, information literacy skills and dispositions and support for English language learners was perceived to be the most important of and for students with disabilities. To some many critical library functions at all kinds of extent, the long-term association of libraries academic libraries but most strongly at bac- with academic programs is now being joined calaureate institutions. by growing connections with student life and noncurricular academic support units. A similar survey of faculty was less con- clusive (Housewright, Schonfeld, & Wul- Interdisciplinary and emerging areas of fson, 2013). Only 20 percent of faculty be- research and inquiry are also finding sup- lieved it was librarians’ responsibility to port in many libraries. The library director help students learn how to locate and eval- survey points to growing interest in utiliz- uate sources. Less than half felt librarians ing locally important and unique special help students develop research skills. Re- collections and archives materials with responses varied significantly by discipline, searchers and students, with a concomitant with scientists least interested in involving decline in more traditional roles in acquisi- librarians in their students’ learning and tions, cataloging, and reference services. In humanities faculty most receptive. The many cases, libraries are becoming hubs for same survey suggests that faculty feel the interdisciplinary digital humanities initia- library’s most important function is fund- tives, either through consultation, through ing access to the research publications they tiered service programs, or by establishing need. Interestingly, this role, while still the digital humanities labs with staffing pro- most important to faculty, is less important vided by the library (Maron & Pickle, 2014). than it was in previous faculty surveys. As In other cases, such centers have a broader it grows easier to share digital texts, inter- remit, offering digital scholarship centers library loan is often seen as less efficient designed to serve a wide range of informa- than simply e-mailing a friend or taking to tion needs regardless of disciplinary affilia- Twitter with the #icanhazpdf hashtag. Per- tion (Lippincott, Hemmasi, & Lewis, 2014). haps those workarounds have contributed For many smaller libraries, inviting fac- to a decrease in library directors’ prioriti- ulty to use local unique collections in their zation of meeting faculty research needs courses and supporting students as they since the 2010 directors’ survey, with sig- learn to use primary sources in digital proj- nificant drops at all types of institutions ects may be a manageable approach to sup- other than research institutions, where porting and promoting digital humanities such support remains a strong priority. when hiring new staff is out of the question.

57 Section 2. Shifts in Positioning

Student Learning, Lifelong Learning, and Partner in Pedagogy

By Barbara Fister

There’s nothing new about academic li- library orientation (traces of which can still brarians perceiving their libraries as sites be found in the name of LOEX, the non- of learning. “A librarian should be more profit organization best known for its an- than a keeper of books; he [sic] should be nual LOEX conference, first held in 1971). an educator,” Otis Robinson wrote in 1876 The term bibliographic instruction was used (as cited in Holley, 1976, p. 15). “No such in the 1980s (and though it has fallen out librarian is fit for his place unless he holds of use, many librarians continue to refer himself responsible for the library educa- to their classes as “BI sessions”). Now the tion of his students…. All that is taught phrase information literacy has been widely in college amounts to very little; but if we adopted to describe the library’s pedagog- can send students out self-reliant in their ical efforts. Some have argued thattranslit - investigations, we have accomplished very eracy, meaning the ability to communicate much.” in multiple modes using various platforms (Newman & Ipri, 2011), or metaliteracy, Though perhaps it is self-evident that ac- which emphasizes fusing multiple litera- ademic libraries are meant to be educa- cies that contribute to producing and shar- tional, librarians have been avidly pursuing content in a more participatory web ing ways to make learning in the library a environment (Mackey & Jacobson, 2011), formalized and frequent curricular experi- offer ways to supplement or broaden in- ence. Librarians feel committed to engag- formation literacy to embrace a full range ing with students as they learn to navi- of skills and dispositions needed today. gate information for school and beyond, But time will tell what terminology will be though with rare exceptions, the practical embraced in the future. limits of librarians’ teaching role leads to a focus on helping students be successful as Library-directed instructional efforts are students, assuming that academic learning most strongly identified with programs experiences have lifelong benefits. that involve librarians in formal teaching. A common site for this teaching is within What we call this pedagogical role has the context of courses taught by faculty changed over the years. An early name was in the disciplines, meeting with the class

58 Student Learning, Lifelong Learning, and Partner in Pedagogy

once or more to introduce research tools is on the decline. As basic information is and processes that will help students with more easily retrieved without special skills a research assignment or (in the case of and as the overall number of positions in first-year composition) introduce them to libraries decreases, scheduling librarians the basics of finding sources for college- to be available at a specific location has in- level writing. In some cases, librarians creasingly been called into question. When teach one or more credit-bearing courses. projecting what areas would see growth In other cases, they may be embedded in in the next five years, library directors pri- a course by coteaching it, by teaching a lab oritized instruction over all other roles but section connected to a course, or by simply were nearly as likely to reduce reference being available and involved in the course roles as to invest in them (Schonfeld & throughout the term. Though librarians Long, 2014, p. 30). In many cases, the func- have long criticized the inadequacy of sin- tions carried out at a reference desk have gle instructional sessions within a course been relocated, with the time professionals (colloquially known as “one-shot instruc- have previously devoted to being avail- tion”), that format remains a mainstay of able at a centralized location for a dimin- many library programs and is particularly ishing number of interactions reallocated systematic in first-year writing courses. In- to other instructional tasks, with tiered deed, a recent study from Project Informa- reference and reference consultations by tion Literacy about the first year of college appointment providing one-on-one coach- found that librarians and writing instruc- ing and personalized assistance. This form tors play a significant role in introducing of reference bears similarity to the long- first-year students to college-level research term practice of writing program admin- (Head, 2013). istrators providing scheduled one-on-one appointments, though librarians have not Support for student learning is not lim- as widely adopted writing programs’ com- ited to the classroom. It also includes im- mon practice of training students to serve proving user experience design of the li- as peer tutors. brary’s web presence, publishing subject and course guides, designing tutorials, Looking back at the literature of library creating spaces within the library building instruction, it’s clear that encouraging conducive to learning, and providing in- deeper conceptual learning, designing ef- struction for specialized resources such as fective active learning techniques, devel- archives, special collections, data sets, GIS, oping greater coherency in situating in- or multimedia. It’s interesting to note that formation literacy in the curriculum, and the traditional site of one-on-one point- promoting transferable knowledge have of-need learning, which James Elmborg been priorities for nearly as long as librar- (2002) called “perhaps the most natural ians have offered instruction. The recent constructivist teaching environment in our process of reexamining the Information Lit- schools” (p. 463)—the reference desk— eracy Competency Standards for Higher Edu-

59 Section 2. Shifts in Positioning

cation (ACRL, 2000) has been an attempt to sive and insistent part of daily life that formalize those ambitions by articulating the proverbial visitor from Mars might cognitively challenging concepts to serve conclude they were an important feature as the anchors of a new framework. Both of human anatomy” (p. 9). Given that pro- the 2000 Standards and the emerging Frame- found change in how people use informa- work for Information Literacy for Higher Edu- tion, Cowan questions whether our con- cation (ACRL, 2014) have been proposed tinual advocacy isn’t actually narrowing as joint ventures, not as marching orders our focus by asserting a continuing spe- for librarians. Both documents attempt to cial expertise that artificially binds what articulate the complexity of what we ask we teach to the library itself. “Information students to do when they encounter, use, literacy,” she writes, “must, like so many and create information. They both suggest other library services, enter the educational in accompanying material that this isn’t commons, in the sense of a collaborative something librarians will accomplish on network of pedagogies and practices that their own. Yet when librarians embraced crosses internal and external institutional the Standards, they often did so as if infor- boundaries and has no ‘home’ because it mation literacy was a subject that had to lives in no one place” (p. 30). She suggests be taught and assessed by librarians, who that we either reinvigorate our efforts to didn’t always find theStandards document give faculty and students ownership of useful as an invitation to an institutional this kind of learning or simply stop trying examination of the role of such learning in so hard to develop programs of our own the curriculum—or who, perhaps, grew and take the time to step back and observe discouraged when such overtures were how our communities discover, use, and rejected. The new Framework is intended create knowledge so that we can consider to promote cross-campus conversation, whether our efforts are actually contribut- but it’s not at all clear at this point if that ing to information literacy. will be more likely with the new document than with the old. If Cowan is right that our long, successful establishment of information literacy Susanna M. Cowan (2014) characterizes programs as an important role for aca- this conundrum as “the battle we won that demic librarians has been overtaken by a we lost.” In her analysis, librarians began cultural and digital environment in which to embrace their pedagogical role in an era information is ubiquitous, knowledge is when information was scarce and finding abundant, and librarians no longer have it was hard. Cowan argues that informa- a special responsibility for it, then what tion seeking is now woven into the fabric comes next? Is it possible that highly de- of everyday life. Indeed, in a June 2014 veloped library-led initiatives will actu- Supreme Court decision, Riley v. California ally defeat our purpose by making infor- (2014), Chief Justice Roberts commented mation literacy a library project, isolated that cell phones are “now such a perva- from the wider world of information? To

60 Student Learning, Lifelong Learning, and Partner in Pedagogy

a large extent, this is a long-standing prob- While we have succeeded in making stu- lem for librarians. We know this kind of dent learning a priority for our profession learning is critically important. We believe and have brought it to the attention of the opportunities for becoming information academy writ large, seeing it adopted by literate aren’t adequately provided in the higher education organizations and in- curriculum so that students will gain sys- cluded in accreditation standards (only to tematic exposure to and get practice using see it disappear), we haven’t yet mastered and creating knowledge in multiple con- the art of infiltrating the curriculum and texts. We have a wide-angle lens on the sharing both ownership of the work and issues that our siloed disciplines lack. Un- a belief that it’s fundamentally important like those who work in other disciplines, with those who have the greatest influ- librarians have a unique commitment to ence over students. Perhaps the next step information literacy as a key educational will be recognizing and exposing the value practice that is the primary focus of our faculty in the disciplines see in this set of pedagogical work. But we seem trapped skills and dispositions that they care deep- in a model of servant leadership that sets ly about, but rarely identify as “informa- up a tension between leading and serving. tion literacy.” Perhaps we can help them Our most common route to students’ at- get a broader perspective on the informa- tention is through service to the courses tion environment in which their scholarly they take in other departments, but that conversations occupy a valuable but paro- route is circuitous and often reduces our chial territory and think more intentional- contribution to introducing a database full ly about the value of this kind of learning of content our graduates will lose access for students, most of whom will leave the to or orienting students to the vagaries of purely scholarly part of the landscape be- a particular library’s organization, mak- hind on graduation, equipped to find their ing it difficult to consider more cohesively way through unfamiliar, undiscovered where knowledge comes from, what so- lands. cial and economic factors influence it, how students can develop a sense of agency in In addition to local and national advocacy posing problems that matter to them, and on the part of academic librarians, devel- how they can develop a voice of their own oping a better understanding of how stu- within the framework of scholarly conver- dents learn and why this learning matters sation. That work is most likely to happen will help make this thing we call informa- in the classroom and in research appren- tion literacy a shared enterprise. At the lo- ticeships, but we don’t entirely trust fac- cal level, assessment (discussed below) ulty to take it as seriously as we do or to can provide faculty with insights into their bring to it a wide enough angle on a fast- students and their learning provided it is changing information environment that driven by curiosity and an interest in im- behaves very differently outside the acad- proving learning, not by institutional self- emy than inside it. defense (as “return on investment” rheto-

61 Section 2. Shifts in Positioning

ric so often frames it). At the national level, insights gained through effective assess- Project Information Literacy (PIL; http:// ment, and a commitment to sharing find- projectinfolit.org/) deserves special recog- ings and discussing solutions with faculty, nition. Though the library literature is full perhaps librarians will be able to provide of published research, it suffers from its leadership that is not based on library orga- own parochialism. PIL is the first multi- nizational structures or on a suite of servic- institutional set of studies in our field to es, but on a shared commitment to making gather a significant body of data about un- students ready to engage a world in which dergraduates using sound methods and information is abundant and their ability to addressing its findings to higher education make sense of it and contribute their own generally. From projects such as this, local insights might just make it a better one.

62 Assessment of Student Outcomes and Systemic Analytics

Assessment of Student Outcomes and Systemic Analytics

By Steven Bell

Assessment may strike the reader as ques- get their support services to those most in tionable subject matter in a 2015 collection need of it—the academically struggling of essays about new roles for academic li- student at risk of losing it all. Looking brarians. Academic librarians, after all, are down the new road, the signposts point hardly strangers to the topic, and some fill the way to an infusion of new technologies campus leadership roles in adapting as- that academic librarians will adopt to aid sessment mechanisms to the delivery of them in assessment. services. In the past decade, the position of assessment librarian or user experi- Much of the current assessment taking ence librarian has emerged as one of those place in academic libraries is the summa- most frequently added to the organization tive type; the focus is on assessing our im- chart, conferences are dedicated to assess- pact at the end of the learning or service ment, articles abound in the professional delivery sequence. To what extent did our literature, and the Association of College intervention impact the student’s grade or and Research Libraries is developing pro- grade point average? Did our instruction ficiency standards for assessment librar- session cause the student to choose better ians. Thus it would seem that assessing resources to include in a research paper student learning, resource effectiveness, bibliography? Does the arrangement of the or any other of dozens of quantifiable and study area furniture contribute to an im- qualitative library services is firmly fixed provement in study habits? There are end- territory within the academic library land- less questions for assessment projects. Ow- scape. Granted, as a profession we can ing to new technology developments in the improve our mastery of collecting and area of learning analytics and automated analyzing data in support of better deci- assessment software, academic librarians sion making. Despite all the gains made may be able to shift to more formative as- in the assessment arena, from conferences sessment that allows them to intervene at to dedicated discussion lists and hundreds the point of need when students are strug- of journal articles, there is still more work gling academically. As higher education needed to deliver the type of assessment assessment becomes more systematic and that will enable academic librarians to tar- predictive, academic librarians can add a

63 Section 2. Shifts in Positioning

new dimension to their portfolio of assess- where a student is struggling (Arnold & ment activity. Pistilli, 2012).

Higher education institutions began ex- Using both library-generated and institu- perimenting with learning analytic soft- tional data, academic librarians could de- ware a few years ago. Purdue University, velop similar analytics systems or collabo- an early adopter of this technology, devel- rate with faculty who use them as well. As oped a system in 2009 called Course Sig- library assessment efforts go beyond the nals. Using a combination of data, includ- counting of inputs and outputs, they shift ing grades, demographics, and interaction to measuring the extent to which librarian with learning material, analytics software services and resources contribute to stu- uses algorithms to produce, on demand dent retention, persistence to graduation, for a student, an indicator signaling an in- research productivity, and overall academ- structor to take action. For example, a yel- ic success. Harnessing analytic technology low signal may prompt the instructor to could allow librarians to establish an in- contact the student by e-mail or arrange for tervention role when the algorithm iden- a meeting to review that student’s course tifies students struggling with research performance. Research on Course Signals assignments. While students drop out for shows that this type of formative assess- many reasons, from financial to family ment increases student retention by using challenges, academic failure is one of the early warnings to intervene at the point top contributors to an early departure. It

New Roles—Preemptive Support and Response Specialist While such systems are somewhat rare today, more colleges and universities are looking into software that systematically analyzes student performance for early warning of academic difficulty and potential failure. Both two- and four-year institutions are adding “Fly in Four” type programs where at-risk students are pooled and assigned to advisers who help them get past the initial fear of failure that often leads students to dropout as freshmen when they first encounter the academic rigor of college that differs so greatly from high school. Research from Project Information Literacy demonstrates that when it comes to doing college-level research, many students lack confidence in their abilities, and this lack of confidence leads to procrastination and failure (Head & Eisenberg, 2009). Just as analytical and early warning systems look for signs of potential failure, such as missing classes, a poor midterm grade, too few submissions to the course discussion group, etc., the library preemptive support and response specialist receives and monitors student performance on research assignments and identifies as-risk students who need additional attention and personalized assistance. This specialist helps the institution to retain students by equipping them with the skills needed to be successful researchers as well as helping those students build a relationship with a librarian.

64 Assessment of Student Outcomes and Systemic Analytics

is more common among low-income and to graduation, and developing new paths first-generation students, who may arrive for earning degrees on campus and online. at college feeling prepared but who often If colleges and universities are unable to do give up early on if they suffer academic this voluntarily, they can expect even more setbacks. pressure to make it happen thanks to some new “tough love” initiatives, as evidenced Findings from Project Information Literacy by the Obama administration’s proposed reinforce the idea that the transition to col- college rating system (Gardner, 2014). By lege-level research can easily overwhelm design it will impose more stringent ac- college freshmen. The 2013 report Learning countability measures while forcing insti- the Ropes studied the freshman transition tutions to improve accessibility, gradua- to the college library and found that the tion rates, and even postgraduate success lack of confidence in research skills and if they want to improve their ratings. New dependency on Google search contributes approaches to assessment are an important to an aversion to research (Head, 2013). piece of the strategy to help students avoid According to the report, many freshmen dropping out too soon or staying on too do eventually develop the capacity to ex- long, both of which are costly to colleges ceed the limitations of their high school re- and universities. The rise of special inter- search experience. What about those who vention programs such as the Texas Inter- remain limited to Google and Wikipedia disciplinary Program at the University of searching and as a result fail to develop Texas (Tough, 2014), which uses analytics the necessary research skills for success? to identify at-risk students and track their The report makes good suggestions, such academic performance so advisers can be as better connections between high school notified if students need special assistance, and college librarians, but better assess- are likely to become more common at both ment through analytics is not among them. public and private institutions. Those aca- That’s not to fault the PIL researchers, demic librarians who embrace assessment though, because too few academic librar- should adapt well to an evolving role in ians have adopted a preemptive approach which analytic methods are used to iden- to identify the students who need the most tify students when they are at the point support making the transition to college- of need for research support. That evolv- level research. But the PIL research clearly ing role may expand to include new re- points to a need for such intervention if it sponsibilities for academic intervention or were technologically possible. working on teams with administrative or college-linked assessment professionals to American higher education is under great coordinate the delivery of support services pressure to introduce reforms that will to students. make a college diploma accessible to all those who desire it. That means keeping However, our profession’s inherent con- tuition affordable, helping students persist cerns about the importance of protecting

65 Section 2. Shifts in Positioning

privacy and the unwarranted mining of additional support could completely opt student data might challenge our ability to out. First-generation students, those from adopt this new role. It is part of our profes- low-income households, and others in at- sional DNA to safeguard any data about risk situations may prefer to opt in to allow our community members’ library activity. monitoring by the library in order to give These fears are understandable owing to themselves an advantage when it comes to repeated higher education security breach- getting personalized research assistance at es, many due to human error, that have ex- the point of need. Second, learning ana- posed private student data. But should we lytics will likely be a requirement for stu- allow those fears to create roadblocks to dents who enroll in specialized support potentially beneficial services to students, programs like the Texas Interdisciplinary particularly if we could introduce the types Program. When colleges and universities of security measures needed to protect our invest funds in these programs to boost community members’ right to privacy? In student success and persistence to gradua- an opinion piece for EdSurge in 2014, Steve tion, they will seek to implement analytics Rappaport addresses these exact issues of to keep students on track, and it is a trade- the data debate. He acknowledges the pro- off students will likely accept. In order to found distrust for those who seek to mine receive a scholarship, extra support, or big data in any sector of American edu- preferred advising, students will under- cation. There is another narrative that he stand that their academic performance says is often overlooked, in which data use will be closely monitored. In exchange for is central to the mission of the education allowing their data to be mined by predic- system whether for the proper administrative analytics systems, the students receive tion of courses or managing financial aid. a better shot at getting a diploma. The desired outcome is properly managing data for use in the service of teaching The transition from counting inputs and and learning without sacrificing privacy or outputs to focusing on the library impact security. on academic performance is still in an early phase. At present, multiple academ- There are two scenarios in which academic ic libraries are slicing and dicing student librarians could manage the use of student record data along with library usage data data in learning analytics technology to in order to demonstrate that library use balance the need to help students achieve by students contributes to higher grade academic success with concerns about the point averages, better retention, and any library tracking student data, and correlate other indicators where the academic li- it with academic records to create inter- brary does matter when it comes to- stu vention opportunities. First, it could be an dent academic success (Soria, Fransen, & entirely opt-in choice for students. Many Nackerud, 2013). If academic librarians students who achieve academic success in- are able to master predictive assessment dependently and demonstrate no need for techniques, it may complement efforts to

66 Assessment of Student Outcomes and Systemic Analytics

promote adaptive learning for library re- ing technology is produced by commer- search skills. It is, quite simply, software cial publishers and is used primarily by that allows a more personal form of learn- for-profit higher education institutions ing, offering an individualized consulta- to allow their students to customize their tion activity. Imagine an adaptive learn- learning while reducing the need for rou- ing system that, using analytics, could tine presence by instructors (Fain, 2014). detect when a student requires additional In this setting computers are being used instructional content on locating scholarly to accomplish learning tasks conducted articles or avoiding plagiarism and could by humans in traditional higher educa- deliver librarian-produced tutorials at the tion, a highly controversial application. point of need or automatically create an When or to what extent the rest of higher appointment for a consultation with an education would implement these types academic librarian. of personalized learning systems is uncertain, but if they prove successful in reduc- Adaptive learning systems can pave the ing cost while boosting graduation rates, way for learners to complete their degrees it is likely that college presidents would with greater independence and a cur- encourage adoption. When that happens, riculum more finely tuned to their- aca academic librarians may be able to use demic interests. In the Chronicle of Higher these systems to offer a more personalized Education’s special report The Innovative approach to library instruction that incor- University: What College Presidents Think porates better technology for assessment About Change in Higher Education (Selin- and learning analytics. As is often the case go, 2014b), when presidents were asked with what we see traveling down the new which innovation would have the most road, it will require us to rethink our roles positive impact on learning, 61 percent and determine how we can best preserve responded that adaptive learning would our noble past as we adapt to a radically revolutionize personal learning (figure different higher education future and find 8, p. 19). Presently, most adaptive learn- a balance between the two.

New Roles—Adaptive Learning Specialist The adaptive learning specialist may work closely with the preemptive support and response specialist to identify students in need of personal attention because their individual learning analytics indicate they need more academic support. The specialist works with instructors to customize an adaptive learning process for the student. While adaptive learning systems are relatively new in American higher education, more colleges and universities are planning to adopt them. The specialist is a library staff member who focuses on creating adaptive learning activities for college students who need to improve their research skills. The specialist introduces adaptive learning technology skills to the academic library.

67 Section 2. Shifts in Positioning

Flashpoint—Analytics and Adaptive Learning: Beneficial or Boondoggle Steven: While I understand the concerns that academic librarians have about keeping student data private, I think you have to look at the big picture of what’s happening in higher education. When you do that, you see that it’s a change we have to seriously consider, and the use of these tools is already happening. It’s just a question of how does the academic librarian leverage these technologies in a way that creates a balance between doing something that benefits the learning need while keeping private data secure. That said, I do believe that the application of such technologies should be transparent and allow students to opt in or out. Not every student will need these technologies to be academically successful, but for the ones that do, I believe they are beneficial.

Barbara: As Edward Snowden (2013) said during an alternative to the Queen’s Christmas speech, “Privacy matters.” Some citizens may have been lulled by the entertainment value of “free” social platforms (actually paid for with loads of aggregatable personal information and targeted adver- tising) into believing privacy is a thing of the past. Facebook officials have said that privacy is an archaic social norm and is no longer relevant (Kirkpatrick, 2010) and if you are concerned about it, you’re probably doing something you shouldn’t (Zuckerberg, 2009). They weren’t so casual about privacy when we learned that the NSA was data mining massive amounts of personal information, but the problem wasn’t invasion of privacy; it was the damage done to Internet security protocols and to the reputations of American companies (Zuckerberg, 2014). As librarians, we know privacy matters because it’s a condition necessary for intellectual freedom. Participating in schemes to use personal behavioral data to “improve student learning” is capitulating to the unproven notion that analytics are smart and subtle enough to identify and fix difficulties students are having. I would argue that human beings are much better at doing that (as unpopular as that notion is in the era of adjunctification) and that learning is more complex than algorithms might suggest. Libraries should be places where learners pose problems of their own and practice freedom. Yes, I’m alluding to Freire’s (2000) Pedagogy of the Oppressed, but that’s because this current obsession with analytics is a modern-day high-finance banking concept of education. Try reading a school official’s speech inHard Times (1854), substituting the word metrics for facts and you’ll see where I’m coming from.

68 Librarians Supporting the Creation of New Knowledge

Librarians Supporting the Creation of New Knowledge

By Barbara Fister

Though libraries have always supported with IT and researchers, are seeking to the creation of new knowledge, librarians’ identify their role in supporting this non- involvement in that process is shifting. textual form of information. Skills that helped librarians bring the world of knowledge to the local community are In some cases, libraries are expanding now being reexamined and retrofitted to their definition of information literacy to support the processes of creating knowl- embrace quantitative literacy (Steen, 2001), edge locally. Librarians are increasingly visual literacy (including moving images; supporting students and faculty who are Brown, Bussert, Hattwig, & Medaille, gathering original data, creating visualiza- 2013), and archival literacy (Brooklyn His- tions, developing digital humanities proj- torical Society, 2013; Yakel & Torres, 2003), ects, and sharing their scholarship through which provide additional opportunities publication. This change in perspective for collaboration and curricular synergy, shifts the focus from sourcing finished as well as new ways to explore the mean- products from publishers to providing the ing of information in multiple dimensions. infrastructure to produce new things locally and to make them available globally. Finally, librarians are increasingly providing various levels of publishing support, This requires new skills and new pro- including hosting journals, publishing con- grams. One area of growing importance is ference proceedings, supporting student the provision of data services, both to sup- publications, partnering or merging with port the use of data (including geographic university presses, establishing funds to information systems and other kinds of assist researchers who want to publish in data visualization) in student and faculty open-access journals that require author- research and to assist in the management side fees, or even founding new scholarly and preservation of original data gener- presses, as Amherst College (2014) has ated by researchers. Increasingly funders done. In a more classical vein, the Colorado and publishers expect data related to pub- College library partners with academic de- lished research to be maintained and pub- partments and the Press at Colorado Col- licly available. Libraries, in collaboration lege to provide students with a thematic

69 Section 2. Shifts in Positioning

minor in the book. The Marriott Library Coalition, 2015). Its directory, which lists at the University of Utah has a books arts over 100 publishing programs in academic program, offering credit-bearing courses, libraries, is in its second edition. The word workshops, and outreach to local schools. is getting out (Furlough & Bonn, 2015). An organization formed to support these forays into publishing, the Library Pub- Conceptually, the library as an organiza- lishing Coalition (http://www.librarypub- tion, a physical and digital location, and lishing.org/), has a mission to “support an a well-recognized cultural institution is a evolving, distributed range of library pub- natural setting for supporting the creation lishing practices and to further the interests of new knowledge. Libraries are perhaps of libraries involved in publishing activities uniquely positioned as a campus cross- on their campuses” (Library Publishing roads where all of the disciplines come

Cautionary Tales Often, a librarian hired to take on a new role, typically involving technology or new services, will fall victim to new hire messianism, a mistaken belief that the new person who is bringing new skills to the organization will naturally become responsible for every new thing the library might want to embrace. This isn’t a problem in designing a position that’s impossible; it’s a failure of the organization to build the expectation of growth and change into all existing positions and to provide the necessary time and financial support so that library employees can embrace new challenges and constantly fold them into their work (Library Loon, 2011a).

Another problematic affliction of some organizations is the coordinator syndrome. This malady afflicts librarians who are given responsibility for important and complex roles without being provided the authority and resources to accomplish those responsibilities (Library Loon, 2011b). Librarians succumb to coordinator syndrome when they are introduced into arboreal environments in which senior librarians have established deep roots in their roles, and perceive the introduction of new species as a threat. Coordinators thrive best in rhizomatic environments where root systems are far-reaching and interconnected (Painter-Morland, 2013).

Finally, the Bartholomew Cubbins effect. In smaller academic libraries, there are never enough librarians to separate out roles distinctly or add new lines as new needs arise. In such libraries, librarians are used to wearing many hats. With the proliferation of needs requiring new knowledge and skill sets, the number of those hats increases. As librarians at smaller institutions determine priorities, they must individually and collectively decide which new hats can be accommodated and which old hats are no longer worth wearing. This requires a keen eye for sorting valuable new haberdashery from that which is merely trendy and the ability to choose hats that fit. It also means being realistic: 500 hats is too many.

70 Librarians Supporting the Creation of New Knowledge

together; where students socialize, study, to join the enduring conversations that and snooze; where the mission and the define scholarship, a place where faculty distinguishing characteristics of the insti- can get support as they explore innovative tution intersect with the wider world of ways to share their findings with the pub- knowledge, past and present. Though the lic. The library, as the common ground for library as an institution is still popularly the campus and a local node on of a global identified with books, it can also be an art intellectual commons, can embody and gallery, a space for traveling exhibits, a model values that connect and can make performance center, a lab, a makerspace, the world a place where all are encour- and a press. It’s a place where students aged to think freely, create, and share for can discover who they are as they begin the greater good.

71 Section 2. Shifts in Positioning

Librarians as Guides to Information Policy and Trends

By Barbara Fister

All academic librarians need to develop the issues as something much larger than the means to keep up with new develop- a library problem. Likewise, we haven’t ments in publishing, copyright, digital positioned librarians as expert at anything technologies, and the social and cultural other than running libraries. environment for creating, sharing, and accessing information. But they should This is an excellent time to shift those frames do more: They should develop a means and position ourselves differently. Faculty to share what they learn with their local are trained extensively by their mentors in community so that students, faculty, and graduate school to understand disciplinary staff understand and can shape the world practices for establishing one’s reputation of knowledge beyond the narrow confines in the field. This reputation building (which of their traditional disciplinary practices. is crucial for scholars’ careers as well as for Librarians have not had notable success the advancement of the discipline) is per- capturing the attention of busy faculty, formed through a dissemination system who often fail to connect their personal that is highly specific to the community publishing practices with journal cancella- formed around fairly narrowly defined tions and are shocked to discover that in subject expertise passed on traditionally. many cases they have no legal right to post What is missing is the bigger picture, the online the articles they wrote (Peterson, connections among the publishing tradi- 2013). It’s frustrating for librarians who tions (both scholarly and outside scholarly have labored for decades to educate their communities) that affect the entire ecology faculty about the problematic economics of knowledge. Librarians may be relatively of journal publishing to see smart people ignorant of what the change in an edito- fail to grasp what seems so obvious to us— rial board signals to authors or why one you signed a publication agreement that journal is considered stodgy and another explicitly transferred the copyright to the daringly cutting-edge because we are not publisher, so why are you surprised that disciplinary insiders. Yet we can see how it is exercising that extremely profitable certain traditional practices can inhibit or right that you donated to it? But that could promote sharing knowledge beyond those be because librarians have failed to frame privileged enough to have broad access to

72 Librarians as Guides to Information Policy and Trends

scholarship. We understand how it all con- ties while ensuring the best possible envi- nects: how the financial value of a chem- ronment for intellectual freedom for all. istry society’s publishing program affects the market for academic books in sociology It’s not fair to our students or faculty to or comparative literature, how one disci- keep our values to ourselves while locally pline’s “essential” journals cost more than acting as amiable purchasing agents for others because some disciplines are funded costly consumer goods. We are positioned at a much higher rate than others. We can to be educators in a broader sense than explain how a bill introduced in Congress “We can help you find sources for that pa- might further tilt the constitutional balance per” and “Let me show you this new tech- between rights owners and the “progress nology that could improve your research of science and the useful arts” because we productivity.” As helpful as those things deal with the big picture daily. are, we can do much more. We can be car- tographers of the information landscape, Librarians need to get better at monitoring helping students and scholars see how changes in this big picture and better at legal and economic trends influence the communicating that perspective to those ways knowledge is shared and hoarded. who are vastly more familiar than we are We can make access to information and to with some small piece of it and are under- the tools of knowledge production a mat- standably proud of their hard-won exper- ter of social justice and global steward- tise. This requires being able to respect and ship. be curious about disciplinary values while relating the way they are represented in Libraries are arguably the intellectual com- the published record to larger economic mon ground of their campuses, welcoming systems. It means being au fait with copy- to first-year students and to senior faculty right case law as it unfolds and develop- alike, providing access to ideas from every ing channels for sharing the likely impact discipline. We enable connections as ideas of those court decisions. It means being fa- mingle and collide. Our libraries are also miliar with the four factors test for fair use local nodes in an interconnected knowl- and confident enough to offer advice that edge commons that is threatened by priva- does not succumb to an overly cautious tization and commodification. We need to stance. It means shifting from a passive look beyond our narrow identities as local service orientation that privileges “We’ll purchasing agents and walled gardeners do whatever it takes to get what you ask and actively promote the health and vi- for” to “Let’s talk about why getting what ability of knowledge by sharing our un- you want is difficult and why that problem derstanding of the big picture both locally matters beyond this campus.” We are not and beyond our own discipline. We can do simply local handmaidens whose highest much more to make our defense of the val- calling is obtaining published objects on ue of sharing and preserving knowledge a demand. We’re here to help our communi- common cause.

Section 3. Responding to Opportunity: Creating a New Library Landscape

Introduction: The Value of Our Values

By Barbara Fister

The amount of change academic librarians dispositions that will enable them to cre- have effected in their institutions over the ate and share their own understanding. past 75 years is astonishing. The more re- Regardless of whether they compose that cent pace of change since the Web became meaning on a typewriter, a computer, a a conduit for sharing information has been digital multimedia platform, or in some dizzying. The effort to redefine libraries as format we can’t foresee, the fundamental an essential part of our scholarly and ed- challenges of making meaning remain the ucational cultures has been ongoing, and same, just as the fundamental purpose and the tension between the old and the new character of the library as a social and cul- has been constant. Yet, in spite of jeremi- tural institution endures. ads about the necessity of change and the threat of irrelevance, in spite of brutal bud- What makes the library durable isn’t the get cuts and the difficult balancing act of content of its collections (though they mat- taking on new roles while staff lines are ter) or the technologies that make that eliminated, academic libraries continue to content discoverable, or the services and be essential to institutions of higher learn- programs librarians provide to make the ing. library a site of learning and discovery. Rather, it’s a set of values (ALA, 2004) that What is it that makes academic libraries provide us with a sense of purpose and a an enduring part of higher education in common foundation for our actions. These an era when information is abundant and values, described in a variety of policy consumer mechanisms have made it easier statements developed by the American Li- than ever for individuals to discover and brary Association, have been collected into acquire it, as Rick Anderson (2013) argues? a single list. In aggregate they describe cul- It’s not just inertia or nostalgia. Though tural and intellectual principles that ACRL libraries have changed greatly, they con- members will recognize as the foundation tinue to provide access to curated informa- of their daily practice. tion and an institutional common ground where students can learn to find informa- • Access tion, analyze it, and practice the skills and • Confidentiality/Privacy

77 Section 3. Responding to Opportunity

• Democracy at public universities required reversing • Diversity tax cuts, legislators would face the wrath • Education and Lifelong Learning of well-financed opposition. It’s much eas- • Intellectual Freedom ier to let wealthy philanthropists or market • Preservation forces decide what’s good for the country • The Public Good than to reinvest tax dollars in public insti- • Professionalism tutions. Likewise, serving our local insti- • Service tutional mission is far easier than holding • Social Responsibility out for values that require a longer view and a more inclusive vision of who we Some of these values can come into conflict serve. As we navigate a succession of bud- with others. The public good may be given getary whirlpools, we may lose our sense less consideration than service to our insti- of direction. tution when budgets are tight. Access to more information right now through annu- Yet a counterargument could be made that al licenses or by purchasing an article for libraries are in an unusually strong posi- the personal use of a patron may trump our tion to offer a valuable alternative to the interest in preserving that information for privatization of public institutions and the the future. Education and lifelong learning commodification of knowledge. Libraries may seem hindered if privacy concerns as social institutions have an unusually inhibit the use of predictive analytics. It’s positive public image (Zickuhr, Rainie, not always easy to align these values when Purcell, & Duggan, 2013). They present they are embedded in social and economic a model of cooperative sharing and pub- structures that put them into competition. lic service that is traditional yet radical, given the dominant presumption that the One could argue that the realpolitik of action of markets drives human behavior. demonstrating our value to our parent in- The idea of a library takes the “neo” out of stitution in an age of austerity is in tension both conservative and liberal, asserting the with libraries collectively serving the pub- value of the commons, the importance of lic good (ACRL, 2010). This mirrors the diversity, and the wisdom of offering intel- conflict over the purpose of higher educa- lectual freedom to all. tion. Is it an overpriced government-sub- sidized personal investment in a brand- Academic libraries have a powerful plat- name credential? A production line for a form from which to advocate for our val- well-prepared workforce? An incubator ues, but not just for the sake of libraries and for transferrable scientific and technologi- not just for the sake of our user communi- cal innovation? Or is it critical social infra- ties. The values we hold are of immense structure for democracy? That last option importance to a world in which knowl- is difficult to measure and politically un- edge has been transformed into intellec- palatable. If rolling back tuition increases tual property, the Web has been turned

78 Introduction: The Value of Our Values

into a shopping platform, and social inter- taking shape, society needs library values action online is used to collect and mon- more than ever. etize our lives, with the unfortunate con- sequence of hastening what a former NSA We have the opportunity to imprint our official described as aturnkey “ totalitarian values on the future for the common good. state“ (Bamford, 2012). As the invisible in- What follows are some thoughts about frastructure of our technological future is how we might do that.

79 Section 3. Responding to Opportunity

Intra-institutional Boundaries: New Contexts of Collaboration on Campus

By Lorcan Dempsey

A major theme of this volume is that tech- politics and personalities are likely to be nology is changing how our work is orga- very important, and there is yet no organi- nized across organizational units. As infor- zational pattern. It is even more important mation management becomes pervasive for the library to consider how it positions of university activities, it is natural that itself and to be an advocate and partner. other centers of digital information man- Scale is obviously also an issue here, as the agement have emerged on campus, either dynamic may vary depending on the size newly created (around support for digital of the institution and the capacities it has scholarship, research data management, or available. online course development, for example), or evolving from existing units (the uni- Here are some examples that have arisen versity press, for example, or a broader more or less successively in recent years. role for the CIO’s office). This creates -or ganizational choices for the university in Library and the CIO. Libraries and IT (var- how it arranges information management iously named and structured) have inter- services internally. It also becomes natural acted since automation began. As digital to think about how information manage- infrastructure has grown in importance, so ment support services are aligned across has the role of the CIO. And now as uni- these existing and new organizational versities look at securing the infrastruc- units. While there may have been different ture to manage research data, video, and original emphases and purpose, there are other digital institutional assets (locally important convergences as work is recon- or in collaboration), or as libraries look to figured in a digital environment. move their systems infrastructure to the cloud, potential interaction points grow This means that for the library, new collab- and evolve. orations and configurations are emerging, although, again, strategies often appear to Library and learning and teaching sup- be emergent rather than deliberate, rep- port. The learning and teaching support resenting pragmatic accommodations be- in a university will be managed in various tween campus players and purposes. Local ways, with various levels of library sup-

80 Intra-institutional Boundaries

port and interaction. The opportunities Press, Publishing Consultation Services, this presents have been discussed else- Deep Blue (the University’s institutional where in this volume. Most institutions repository service), the Copyright Office, now maintain one or more course man- and Print on Demand Services. agement systems and maybe other learning and teaching infrastructure. Of course, Library and research infrastructure. As a range of information, communication, information generation, management, and group work resources is also associ- manipulation, and disclosure become in- ated with that infrastructure. Interaction tegral to a larger part of research, univer- may revolve around informational needs sities are considering organizational man- (reading lists, resource guides, and course agement support for these. Data curation reserves), or around making resources provides one example. In some cases these visible within course management work- interests may have crystallized around a flows, or around managing course materi- digital scholarship or digital humanities als. Trends in distance learning, MOOCs, organizational hub, or some capacity in a or flipped classrooms pose information department or school; in other cases it is use and production questions. Some insti- not formalized. Libraries are also develop- tutions have a managed approach to making services here and in some cases may ing open educational resources available. host such units. It is interesting to look And the need for copyright advice is now at the models discussed in the two case greater in an environment of greater cre- studies in Lippincott, Hemmasi, & Lewis ation, sharing, and reuse. The contribution (2014). the library might make to learning analytics is under discussion in several places in Library and research information man- this work. agement. Research information management is emerging as a service category Library and publishing. As publishing as universities begin take a more coordi- processes evolve, as institutional research nated approach to collecting data about and learning resources are managed and the end to end research process: funding, disclosed to the world, and as new modes projects, PhD students, research outputs, of scholarly publishing are explored, so do expertise, and so on. This may be driven boundaries between publishing, library from different places but is often a concern and resource management become more of the research office on campus. This cat- fluid. The university press, or new pub- egory is well-established in Europe and lishing initiatives, may or may not be as- elsewhere because of formal research associated with the library. The University sessment regimes that tie public research of Michigan has an interesting collection funding to quality of research outputs and of activities under the MPublishing label require documentation. Promotion and (http://www.lib.umich.edu/mpublish- tenure requirements, the emerging regu- ing) including the University of Michigan latory environment around open access to

81 Section 3. Responding to Opportunity

the outputs of federally funded research, It is also worth noting that as library space and the desire to more effectively disclose is no longer configured around collections, institutional expertise are all more general but rather is configured around experiences, drivers. It is interesting to see that Thom- this also opens up partnership and organiza- son Reuters and Elsevier have each made tional issues as other units on campus come acquisitions to support a research infor- into the library space. This may be the case mation management system (Converis as access to specialist equipment or com- and Pure, respectively) as part of a suite munication facilities is made available or ex- of research management and evaluation pertise in publishing, data management, or services. Interest in Symplectic Elements visualization is housed in the library. (one of the Digital Science portfolio) has grown, and the Vivo community is wide- These developments have led to various spread. There is strong interest in research well-documented boundary issues—be- profiling and expertise systems, and the tween libraries and IT, for example, or li- Share initiative will certainly highlight braries and e-learning. They have also led factors around research information man- to really interesting new service configura- agement generally. Again, this is an area tions bringing together previously dispa- where the library role is likely to be car- rate service areas as common interests be- ried out in partnership with other campus come clear. It is surely likely that these new partners and where positioning as a pro- configurations will become more common vider of expertise is important. in the next few years.

82 Right-scaling and Conscious Coordination

Right-scaling and Conscious Coordination: New Context for Collaboration between Institutions

By Lorcan Dempsey

There is a rich history of consortial activity cooperative negotiation and licensing of and a variegated pattern of consortial- af electronic resources, training, interlibrary filiation across North American academic loan/document delivery, and collection libraries. A library may belong to a vari- sharing (Malpas, 2014). An OCLC (2013) ety of consortia, which operate at different survey of U.S. consortia (101) reported that scales (e.g., university system, state, re- the most used consortia services were ILL/ gional/national), include different types of document delivery, shared online catalog, libraries, and serve different needs (Mal- and cooperative purchasing. It reported pas, 2014; OCLC, 2013; Guzzy, 2010). the most valued aspects of membership by libraries as professional networking and Consortia create scale. As libraries contin- cost savings. ue to leverage scale to increase efficiencies and impact, we will see consortial activity Looking at these numbers, it seems reason- evolve and diversify. This is the context able to suggest three broad activity areas in which Courant and Wilkin (2010) talk for collaborative activity: shared service about a growth in “above-campus” library infrastructure; cooperative negotiation services and Neal (2010) talks about the and licensing; and professional develop- benefits of “radical collaboration.” ment and networking. Here is a note on each. The motivations for such collaboration are clear: efficiencies and impact. Libraries cre- Shared service infrastructure. It is natu- ate efficiencies through resource and sys- ral to scale infrastructure provision in a tem sharing, cooperative licensing, shared network environment, and this will hap- training, and so on. And they create impact pen in two ways. First, libraries may un- by working together to amplify their reach bundle activities and source capacity with (union catalog, consortial borrowing, etc.). third parties (preservation with Portico, for example). Second, libraries will look to An analysis of North American ICOLC collaboratively source more of their infra- members (85) shows the following as the structure within consortial arrangements. most often mentioned consortium services: This will happen within existing consor-

83 Section 3. Responding to Opportunity

tia or within newly formed ones as new a naturally consortial activity as libraries needs arise or where there is no available prefer to manage down print in groups. alternative. Recent examples of new consortial arrangements are HathiTrust for Another likely area of growth is infrastruc- management of a shared digital resource ture for digital preservation or data cura- or WEST for shared print. We noted earlier tion, and new collaborative structures are that libraries will increasingly collaborate emerging here also. Consider the Digital around such systems infrastructure and Preservation Network (DPN) and the Aca- that richer patterns of sourcing are emerg- demic Preservation Trust. This also illus- ing. trates a trend we have noted elsewhere, where library agendas increasingly over- There are a variety of models of integra- lap with those of other campus partners. At tion here. For example, the adoption of a the same time, existing groups may extend shared library management system in- their capabilities. In Ontario, for example, frastructure by the Orbis Cascade Alli- OCUL provides support for Dataverse, as ance involves tight integration between part of the Scholars Portal suite. individual library operations (Helmer et al., 2013). A consortial borrowing system Cooperative negotiation and licensing. layered over individual library systems is Negotiation and licensing are the princi- less tightly integrated. While a complete- pal reasons many consortia exist, leverag- ly shared infrastructure is not appropri- ing combined buying power while reduc- ate for all groups, we will see a growth in ing the interaction costs of negotiation. tighter integration as groups go to cloud- Changes in the commercial publishing en- based shared infrastructure and benefit vironment are discussed elsewhere in this from more data sharing, group analytics, volume. While this remains an important and streamlined operations. role, it may change as publishing changes. Guzzy (2010) notes the high costs of such The recent focus on shared print pro- negotiations and reports views that the vides an interesting example of emerging savings achieved may not justify the effort. shared infrastructure and decision making At the same time, if the scope of shared (Dempsey, 2013b). The progression from activities broadens, other negotiation and discovery, to delivery, to shared inventory procurement areas emerge. management is a natural one, so we can expect to see shared print grow as an inter- Professional development and network- est within existing consortia. At the same ing. Training is an important aspect of time, many libraries do not have a pre- current consortium activity, which will existing consortial arrangement on which continue to be the case in a time of change. to hang this new interest, so we have also However, the “soft power” of consortia seen some new organizations emerge to in allowing library staff to network with manage shared print approaches. This is each other, to discuss direction, to come

84 Right-scaling and Conscious Coordination

to shared decisions, to “pool uncertain- themselves may be reluctant sometimes to ty” should not be underestimated. The cede control or responsibility to a shared costs of building new shared initiatives framework. At the same time, libraries are high—building trust and good work- will need to find good ways to meet their ing relationships takes time. Community administration’s need to reduce cost or to cannot simply be created by fiat. Where reallocate resources to new forms of en- existing consortia can provide strong trust gagement with research and learning be- networks and a platform for future de- haviors. velopment, they should be well-placed to evolve. While it seems generally likely that shared activity will increase, it may also be that In this context, consortia also have a role in some existing consortia are subscale or providing a venue for staff development, do not make the transition to a new en- exploration, and sharing of experiences vironment. We have seen some mergers and learning. As they build new shared between consortial organizations. At the services, libraries are looking at ways of same time, as libraries’ interests intersect engaging more effectively with research with those of other campus players, librar- and learning behaviors. They are building ies will be more involved in more general new research and learning support ser- university initiatives. Ultimately, consor- vices and are developing new capacities. tial activity is about right-scaling, finding They are moving into areas where patterns the optimal level at which activities should do not necessarily exist. Consortial consul- be carried out. Libraries are going to have tation and support are potentially valuable to think harder about both sourcing and here, in providing a community within scaling. What does it make sense to do at which to learn and develop. the institutional level? What does it make sense to do collaboratively at a different Issues and directions. While we believe scale? What should be left entirely to other that consortia or collaborative activities providers? The recent decision to incorpo- will become stronger, there are some coun- rate the Kuali Foundation as a for-profit ter-pressures. Guzzy (2010) and OCLC enterprise is a signal of how these deci- (2013) both report that funding pressures sions are becoming more complex. It also are a principal concern of consortia, es- suggests that there needs to be more con- pecially as many are tied to state or other scious coordination of discussions around public funding sources. This raises an im- shared infrastructure needs, especially as portant issue for consortia. Library activity core library responsibilities are transferred is institution-based, and it may be politi- into shared arrangements. Shared print cally difficult for some libraries to transfer and digital preservation provide good ex- activity to a shared setting. Or libraries amples here.

85 Section 3. Responding to Opportunity Professional Development, Expert Networking, Evolving Professional Identity, and the Future Roles of ACRL By Steven Bell

On Monday, an instruction librarian re- science and how students learn. On Thurs- turned to work after attending a special- day afternoon, he led an in-house brown ized conference, along with about 1,000 bag discussion with other librarian educa- colleagues, dedicated to the practice of and tors on an article that challenged librarians research on teaching and learning informa- to spend more time helping students un- tion skills. While there, he attended a pre- derstand how the scholarly communica- conference on how to integrate threshold tion process works. On Friday, he attend- concepts in one-shot instruction sessions. ed a one-hour learning circle discussion at He also served on a panel presentation the campus teaching and learning center about collaborating with writing faculty to where he worked with other faculty on design flipped classroom learning content. developing skills to help students discuss On Monday afternoon, he followed up by controversial subjects. uploading a slide deck to the conference website while downloading a few presen- Given the explosion of options and tech- tations he missed. On Tuesday, our librar- nologies that support professional devel- ian participated in a virtual meeting of his opment for academic librarians, more of us professional association’s committee that are having weeks that strongly resemble was tasked with developing new standards the one experienced by our instruction li- for learning assessment. After the meet- brarian. For those who desire it, the learning, he spent 30 minutes reviewing Twitter ing never stops; professional development comments from fellow instruction librar- is deeply embedded into our practice. We ians commenting on their aspirations for can blend traditional conferences with vir- the committee’s final standards and then tual ones, and in between we can attend exchanged some ideas with other instruc- webinars, join informal online conversation librarians on their e-discussion list. tions with like-minded colleagues, teach to That night he reviewed new video posted and learn from our academic colleagues, for the MOOC he was taking on instruc- and participate in formal course-based tional design. On Wednesday morning, he learning at our own institution or spon- participated in a webcast led by a faculty sored by an institution a thousand miles member sharing new theories about brain away.

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We can explore and dwell on the multi- fessional development no longer requires tude of possibilities for new roles on the access to specialized resources and train- road that lies ahead of us, but we have ers. It requires only an Internet connection. only limited vision for where exactly that But with more options comes more con- road will lead. One thing we know with fusion. We are inundated with e-mail an- some certainty is that navigating it smart- nouncing new professional development ly will require professional development. programs. Adopting a strategic approach To neglect personal professional develop- to professional development will lead to a ment is a failure to uphold our values of more optimal set of programs to aid staff professionalism and commitment to excel- in developing new skills, but it should be lent service. Professional development en- flexible enough to allow staff to - takead ables academic librarians to enhance exist- vantage of emerging opportunities. De- ing and gain vital new skills needed to best spite whatever efforts administrators may serve community members. make to facilitate and support professional development, it is ultimately up to each ac- If the richness of our current professional ademic librarian to make a personal com- development environment is an indicator mitment to their own lifelong learning and of things to come, the variety, diversity, ac- professional development. cessibility, and quality of the content and instruction will only get better. Academic F2F or virtual. In the near-term future, librarians can take the lead in creating op- professional development for academic li- portunities for themselves and their col- braries continues to look much like what leagues to explore and acquire the skills it does today, falling into three major cat- needed to morph into these new roles. It is egories: conferences; courses; collegial. reflected in the increasing interest in staff Though traditional physical conferences reskilling that will allow academic librar- will struggle to maintain or grow their ians to master emerging services such as attendance levels as travel budgets are digital scholarship, user experience de- constrained, academic librarians remain sign, or library publishing. Library and committed to the inherent value of face- academic administrators must lend their to-face (F2F) professional development. support to help staff develop the new skills ACRL’s biennial conferences continue to that will set their libraries on a course to offer strong appeal. Consider that for the excel throughout the 21st century. 2015 conference, submissions for paper and panel submissions increased by 27 To get there, academic librarians are taking percent over the 2013 conference. In addi- advantage of an expanding realm of pro- tion to their own professional conferences, fessional development options, everything academic librarians will continue to attend from in-house programs to professional disciplinary and specialized conferences society continuing education. Technol- peripheral to their core responsibilities. ogy’s impact is significant. Obtaining pro- The latter could include conferences on

87 Section 3. Responding to Opportunity

open educational resources, teaching and virtual conferences, claiming they lack the learning conferences, or programming lan- spontaneity of being at a live presentation. guages. Live-streaming conference programming could overcome that barrier. Though somewhat less popular with academic librarians, virtual conferences may Seeking formal education. With their po- offer a glimpse of the future conference sitions subject to rapid change, or simply experience. ACRL began offering a virtual to satisfy curiosity or the desire to connect conference that runs simultaneously with with other like learners, more academic its biennial conference in 2005. That first librarians will seek formal educational of- conference attracted 12 paying registrants. ferings. Many colleges and universities As a reflection of the growing acceptance offer a tuition benefit of some kind for of virtual conferencing, the attendance formal education, and untold numbers of now averages several hundred per event academic librarians added courses, cer- (Bell, 2011b). What they lack in F2F con- tificates, and degrees to their vitaes- sim nection, virtual conferences make up for ply by enrolling at their own institutions. in convenience and cost savings. In addi- Countless librarians have added and will tion, archives of sessions are available for continue to add second subject master’s review and can be shared with library col- and doctoral degrees in a multitude of dis- leagues. More academic librarians are at- ciplines. That will no doubt continue as a tending virtual conferences owing to vast popular option, but the opportunities for improvements in the hosting platforms, more formal education grow by leaps and but this alternative has yet to gain the pop- bounds. If their own institutions lack a ularity of the physical conference. desired course or degree, online learning through another institution is a possibility. With capacity for text and oral chat, desk- This is especially true for those who may top sharing, real-time video, and features want to take additional library and infor- that mimic traditional conferences, such as mation science (LIS) courses, but no longer a vendor exhibits or participant network- live in proximity to a program—although ing, the virtual conference is the next best the reality is that LIS programs are now thing to being there. Major library con- largely online in order to deliver courses ferences have yet to offer live, real-time at the convenience of the students. Though streaming of programs. As the technology many originally sought out MOOCs to sat- becomes more ubiquitous, expect library isfy curiosity or to better understand how organizations such as ALA and SLA to of- to deliver library services to enrollees, fer live conference presentations over the MOOCs are now a serious professional de- Internet, keynote speakers or essential velopment option for academic librarians. meetings in real time, not unlike viewing Looking ahead, free or low-cost web-based a major live sports event. Currently, many learning options will emerge as a leading academic librarians avoid webcasts and platform for professional development.

88 Future Roles of ACRL

Declining travel budgets and lack of time 2014). One reason why webinars are grow- have taken a toll on attendance at many ing in popularity is that they make great formal professional development pro- staff development events where employ- grams. One response by professional asso- ees gather to participate in the webinar ciations is to take the continuing education with their colleagues and then engage in out to the audience rather than waiting for conversation about the content. Many ac- the audience to come to the program. It is ademic institutions are acquiring online reminiscent of the Chautauqua method of learning tools for their employees so they education that was popular in the early can add new skills on an as-needed basis. 20th century. It featured organized expo- Online education providers such as Lynda. sure to educators who traveled around com, Atomic Learning, and Treehouse of- the country sharing knowledge about cul- fer video tutorials on everything from web ture, reading, and fine arts. That’s why the programming to design methods to em- “road show” approach to professional de- ployee coaching. Because it is designed to velopment has become more popular with deliver learning in discrete chunks, more academic librarians. It effectively com- employers are offering on-demand profes- bines the desire for face-to-face learning sional development for staff who need to with the convenience of local attendance. learn new skills to evolve in the workplace. Many academic librarians have experienced ACRL’s Scholarly Communication Free webinars delivered by academic li- Road Show, which continues to be popu- brarians are quite possibly the fastest grow- lar and is often asked to visit different re- ing area for professional development. As gions of the country. Given the appeal of their institutions acquire web technolo- face-to-face interaction and the preference gies for the instruction of remote students, many librarians have for gathering with such as WebEx or GoToMeeting, academic colleagues to engage in learning, as new librarians are using these systems to man- areas for professional development arise, age and deliver their own specialized we- data research management and services binars. College and Research Libraries now for example, look for road shows to help hosts webinars featuring selected articles librarians evolve into new roles. as discussed by their authors. ACRL sections, such as University Libraries, are Webinars. For those less enamored with organizing and delivering their own free formal education, a growing array of op- webcasts in which members lead discus- tions allows for participation in one-shot or sions on the topics of the day. And some short duration web-based learning. ACRL, academic librarians are leveraging nonli- for example, has for many years offered brary webinars or TED Talks as content for a robust selection of e-learning webinars. staff development programs. As the power Several other divisions of ALA offer them grows to deliver informal learning in vir- as well. ALCTS offereda series of four we- tual spaces and with little or no funding, binars on libraries and MOOCs (ALCTS, our future consumption of professional

89 Section 3. Responding to Opportunity

development may be based more on how might be too costly or present travel barri- and when we want it than where it is being ers? Academic librarians will forge ahead offered and at what cost. and figure it out on their own. Other examples of academic librarians joining together Grow your own. Realizing that they need to create and offer homegrown profession- not always depend on formal organiza- al development are found in activities such tions to deliver professional development, as camps, hackathons, and shadow confer- on the road ahead more academic librar- ences. These professional development ians will make greater use of the collegial gatherings are happening with greater fre- category of professional development. quency in response to an unmet need and a It is collegial because it is made possible desire for individuals with shared interests by academic library colleagues joining to- to join together to explore mutual interests gether to organize a professional develop- and learn from each other. For example, a ment opportunity that satisfies an unmet group of academic librarians interested in need or provides an alternative to formal open educational resources (OERs) could, learning that is perceived as too costly or in the absence of formal professional de- restrictive. These collegial offerings can velopment outlets, use web technologies happen within an organized conference if to begin sharing their experiences and best a critical mass of participants is on hand to practices with each other in any number give it life. Otherwise, a face-to-face activ- of virtual meeting spaces. Though not yet ity could be arranged for any convenient that popular, shadow conferences, such location in any city if there are enough in- as the one that occurred at the 2014 MLA terested academic librarians, or it might be conference (Bell, 2014b), may be more developed as a virtual activity along the common in the future. They happen when lines of a Google Hangout. For example, a group of professionals meet in the same a group of librarians who served as pan- city as the official association conference, elists for an organized session at the 2014 but they hold a low or no-fee gathering in ALA conference began their conversations a location nearby the official conference about the topic, digital badging, using site. This creates a viable professional de- a Google Hangout (I was a participant). velopment option for those who can travel Think of it as an e-mail discussion list on to the conference city but are unable to af- steroids. The format is real-time, and it’s ford the conference registration and other much more interactive than the alterna- expenses. The shadow conference attend- tives. What remains the same is the learn- ees communicate in advance to organize a ing that takes place when librarians engage parallel program that is open to everyone. in professional development. It adds additional layers of organization beyond the unconference approach and What happens when formal opportunities demonstrates the ongoing appeal of face- for professional development are unable to-face meetings. The CritLib Unconfer- to respond to the demand for learning or ence being held in tandem with the ACRL

90 Future Roles of ACRL

2015 conference presents more of a hybrid bers and establish paths for career ad- approach (CritLib Unconference, 2015). vancement. Taking place in Portland as well, but in an alternate location, it mixes the unconfer- Professional development is a process to ence and shadow conference, as it is be- which we can all contribute, and it may ing organized completely apart from the simply start with building a set of habits official conference but is targeted by topic to which we can commit. A daily “keeping rather than an effort to offer a complete -al up” regimen can include everything from ternate option to ACRL 2015. We may see a daily review of the news from librarian- all types of variations on this DIY confer- ship and higher education to attendance at ence theme. a mix of face-to-face and virtual conferences and workshops—and there are many The real danger to our professional fu- options in between. Library employers ture is simply ignoring the importance of share this responsibility. They must sup- professional development. To stay a step port it and create expectations and rewards ahead of user community members, aca- that will motivate staff members to seek demic librarians need to adhere to a regi- out professional development. If we do men of professional development routines this right, as a profession and as library or- that will keep them at the forefront of their ganizations, we should be well positioned campuses. The responsibility to make sure to remain relevant and ready to contribute this happens is both individual and collec- to the success of our institutions. tive. Each academic librarian has a professional responsibility to keep their skill set Networking and establishing a profes- relevant to the needs of the community sional identity. Whenever it conducts a and to sharpen and add to that skill set as membership survey, ACRL asks members needed. Academic librarians at all levels (and occasionally non-members) what of experience can use professional devel- they value most about professional asso- opment opportunities to give back to the ciations. Professional development is al- profession by sharing their accumulated ways among the top responses. The other knowledge or introducing colleagues to frequently cited rationale for association the newest ideas, knowledge and technol- membership is networking. In addition to ogy. Library administrators must help to the learning we share with each other, aca- identify the next generation of leaders and demic librarians find great value in build- make it possible for them to take advan- ing their professional networks. In ways tage of our profession’s multitude of lead- similar to the evolution of professional ership development programs. Front-line conferences, networking activity that was workers need to let administrators know once limited to formal structures is now the types of skills training and career ed- happening with and without them. Aca- ucation they need in order to deliver the demic librarians’ professional networking best possible service to community mem- has traditionally occurred through com-

91 Section 3. Responding to Opportunity

mittees and other working groups they expand their network, they usually started joined as part of their involvement in pro- at the regional level, perhaps with local as- fessional associations. For many of them, sociation chapters. The advent of e-mail association work continues to be a primary discussion lists allowed academic librar- vehicle for networking, but it is now either ians to participate in or merely lurk among supplemented or replaced by other out- a network of colleagues with similar inter- lets. New technologies enable academic ests, be it instruction, access services, or librarians to network in ways that bring integrated systems. Web-based communi- them together from around the globe, and ties, such as the Blended Librarians Online the result is a much larger community of Learning Community, furthered the possi- networked academic librarians, a boon to bilities for virtual networking by offering the sharing of information and ideas. a community for librarians with special interests. In the Library 2.0 days, a few li- Networking and professional development brarians created their own social networks really go hand in hand to allow academic using freeware platforms and invited oth- librarians to mature as professionals, to ers to join. These networks were fine for build new skills, and to develop relation- information sharing and occasional virtual ships that lead to new accomplishments meetings, but without a true guiding force and professional satisfaction. It’s the net- they could rarely achieve much more than working that allows them to establish con- connecting colleagues. nections with colleagues with whom they can mutually advance careers and contrib- The demise of many of these homegrown ute something beneficial to the greater good networks was hastened by the growth of the profession. When we need to find out of Facebook and Twitter, and to a lesser how to enter new territory, we venture into extent, platforms such as FriendFeed. our networks for answers. Knowing there Consider that the Library 2.0 network are colleagues in our networks coping with (created by Bill Drew, a librarian who the same challenges we are makes it much worked at Tompkins Cortland Commu- easier to manage any new, uncertain situa- nity College, at the height of the Library tion. Through our networks, we gain pro- 2.0 craze in 2007) once received as many fessional opportunities. With the advent of as 50 posts a day. But Library 2.0, which social networking media, we can instantly used the Ning platform, was getting few- share thoughts with colleagues, quickly re- er than five posts a month by 2010 and ceive their feedback, stay on top of devel- was eventually terminated (Drew, 2010). oping situations, and find others with simi- A contemporary version of Library 2.0 re- lar interests with whom to explore new mains (http://www.library20.com/), but it professional opportunities. is primarily a community for the offering of free webinars and virtual conferences. Prior to tools such as Facebook, LinkedIn, While formal professional associations or Twitter, if academic librarians wanted to will continue to coexist with social media,

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for many academic librarians the desire to lets offered little opportunity to express network can be satisfied without the need highly personal opinions, to freely critique for a formal professional structure. Given programs or policies, to advocate for per- our profession’s propensity to discuss, sonal positions, or to define one’s self as debate, share, prod, and even annoy each a technical expert. Excepting a few highly other, adequate room exists for both for- recognized authors, presenters, and the mal and informal networks. It is not un- occasional trade journal columnist, few common to observe academic librarians academic librarians could establish a pro- operating across multiple networks in the fessional identity beyond their own work- same hour, working on ALA Connect and place. then posting status updates and Tweets on social media. Where informal networks The advent of blogs, then further ad- are particularly useful is in promoting vanced by Twitter, made it possible to gain relationships across the sectors of librari- professional exposure without needing to anship. Wherever the new road takes us, publish or present professionally. In fact, academic librarians will be better served it made it far easier to establish an identity to travel it with colleagues from public, as a metadata expert, a student of leader- school, and corporate libraries. Formal ship, a vocal defender of intellectual free- networks defined by professional bound- dom, an explorer of new pedagogies, or aries are less conducive to discovering simply a conduit to news, information, or non-academic colleagues. In non-formal gossip. In creating these niches within the networks, it is common to find librarians profession, academic librarians attract oth- from different spheres of the profession ers with similar points of view and thus connecting with each other. create even tighter professional circles. Tom Peters (1997), in his seminal article on Informal networking supported by social creating and managing a personal identi- media is a generally good thing. It does re- ty, “The Brand Called You,” explains this quire academic librarians to contemplate phenomenon as defining yourself beyond more deeply their professional identity your library and job title. Peters says that and how their words shape it. One of the professionals need no longer be associ- significant shifts in academic librarianship ated with a particular function but can es- since the advent of blogging and Tweet- tablish an identity based on unique quali- ing is the radical change to how a profes- ties that differentiate them from everyone sional identity is developed. Pre–Web 2.0, else. That may be the essence of our aca- before the masses became active produc- demic librarian professional identities. We ers of content rather than mere consumers, may all be academic librarians, but each an academic librarian’s primary outlets for of us, through our preferred networking establishing their identity was limited to communication vehicles, can establish a publication in professional journals and unique persona to which others may wish presentation opportunities. Those out- to connect.

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Academic librarians may reject the notion from an LIS program or at the beginning that they are actively developing and proof our first professional position. It is all moting a brand in order to achieve some those things that happen to us as we move professional recognition. Even if their use through our careers, our continuing edu- of social media is directed to expanding cation and professional development, our their personal network and sharing ideas networking activity, and our participation with like-minded colleagues, they need to in professional associations that shape our be thoughtful about how they represent professional identity. It is a good thing, themselves in these public forums as it and a healthy aspect of our professional will shape their brand. Whether academic growth, to become professionally active in librarians choose to be intentional about all of these ways as it contributes to who developing their personal brand or ignore we become as academic librarians. Missing Peters’s advice to acknowledge the value out on the opportunities afforded through of doing so, they should take some time to professional engagement would indeed be think about who they are and what they unfortunate and would constitute a major represent, what identity their social media barrier to traveling the road ahead. contributions will communicate, and the “why” that drives their personal messag- Future roles of ACRL. Making it 75 years is es. Answering these questions should pro- a good reason to celebrate. It is a great time vide some guidance in reflecting on what to reflect on the past, honor the present, and differentiates their writing or public talks imagine the future. Just as each academic from those of other academic librarians. librarian needs to question and think about their individual place on the road ahead Discovering the answers may lead to some and think about how their role will evolve, internal struggle, but an academic librar- we need to also think about how ACRL ian should not be overly concerned. Un- will evolve over the next 75 years and be- like light switches that can be turned on yond. What role it can best play in creating and off, getting to the root of one’s “why” value for its members and in supporting may take years of reading, writing, and the advance of learning and the promotion exploring to realize and clearly articulate of scholarship? When we say that our pre- these beliefs. As they emerge and crystal- ferred future is the one we will shape, that lize in our minds they help us to formu- is particularly true of ACRL. As a member late an answer to the “why” behind our organization, it will be up to the member- professional identity (Bell, 2011a). Keep ship to shape ACRL’s future role so that the in mind that as we navigate the road of association remains focused on delivering our professional career, our interests, role, services and resources of value to the mem- and core purpose may adapt to new re- bership. It will also help to secure ACRL’s sponsibilities and beliefs, causing a shift position as the higher education association in our professional identity. None of us representing the interests and promoting remains the same as when we graduated the contributions of academic librarians.

94 Future Roles of ACRL

If academic librarians believe that ACRL is that benefits all academic librarians. That’s an association worthy of having a future, the essence of a member association. that its continued existence is essential to the future of our profession, then they must The initiative-driven approach is directly allow it to be their partner in traveling the connected to the three strategic goal areas road ahead. Imagine academic librarian- articulated in the association’s Plan for Ex- ship as a collective organism that is moving cellence (ACRL, 2013). In the student learn- forward on this road to the future. ACRL is ing goal area, ACRL’s Immersion Institutes the vehicle that can help to get us there. The (http://www.ala.org/acrl/issues/infolit/pro- beauty of an association like ACRL is that it fessactivity/iil/immersion/programs) give allows us to work collaboratively to accom- graduates the power to be better educators plish things collectively that we could not as they use the tools and techniques learned possibly accomplish as individuals. Mem- at Immersion to implement local informa- bers working together are able to produce tion literacy initiatives. ACRL’s website detailed standards and guidelines that il- (http://www.ala.org/acrl/) is also a rich luminate our methods of practice. Together source of information for those implement- we are able to advocate for legislation, stand ing their local initiatives. In the scholarly as one against censorship and the denial of communications realm, ACRL sponsors intellectual freedom, and organize events the Scholarly Communications Road Show that promote learning and networking— (http://www.ala.org/acrl/issues/schol- not to mention providing engagement op- comm/roadshow), which enables academic portunities that enable academic librarians librarians across the country to build the to advance their careers. skills needed to engage their community members in reforming scholarly communi- These benefits that accrue to all of us can cations. There are other materials, such as continue only if we support ACRL as it an ACRL Scholarly Communications Tool- transitions for the future. Think of ACRL kit (http://acrl.ala.org/scholcomm/), that as an initiative-driven association. Its ini- enable librarians to develop a plan for their tiatives benefit members and nonmembers institutions. Perhaps the most ambitious alike. Using member and staff resources to initiative-driven project to date is the Value develop its initiatives, ACRL facilitates the of Academic Libraries (ACRL, 2010). It began ability of academic librarians to create their with a resource, a “Valueography,” that all own local-level initiatives by providing re- librarians can use to locate literature that sources, education, and assistance. The ef- documents the true value of the academic fort required to develop these initiatives is library. This initiative was followed by a often beyond the resources of individual series of programs that led to Assessment members, as well as those working with in Action (http://www.ala.org/acrl/AiA), a few colleagues in an informal network. which takes an entirely new approach to But as a collective force, guided by ACRL, empowering members to demonstrate the members accomplish something powerful library’s value at the local level. What’s

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next? ACRL, in responding to change in Despite all the good work that ACRL higher education and scholarly communi- does on behalf of academic librarianship cation, is exploring possibilities for a future and higher education, the one true threat initiative to support the delivery of data to its future is academic librarians. As a management and research services to the member organization, ACRL’s future is local academic community. dependent on keeping its membership strong, vibrant, and engaged. Like ALA Looking ahead to our future roles, we need and other library associations, ACRL is to continue to work to make sure those roles challenged to retain and attract mem- are filled in a way that helps our profession bers. It’s no secret that membership in all build greater diversity. ACRL has estab- types of formal associations, be they pro- lished a good track record of supporting fessional, civic, or recreational, is on the efforts to diversify academic librarianship, decline. For reasons with which we are and moving forward it can build on its past familiar (too many demands on our time, work to improve the racial, ethnic, gender, the cost of memberships and travel, lack and age diversity of our community. For of reward, reduced employer support, example, since 2003, ACRL has supported lack of feeling engaged with big organiza- Spectrum Scholars by offering travel grants tions, and Internet access to resources that to participate in professional development were once available only with a member- activities at the ACRL Conference. The Dr. ship—access to professional literature, E. J. Josey Spectrum Scholar Mentor Pro- networking, professional education), it gram links participating library school stu- is more difficult to make the case for -as dents and newly graduated librarians who sociation membership. ACRL’s future is a are of American Indian/Alaska Native, strong one, but it will need to truly un- Asian, Black/African American, Hispanic/ derstand the needs of both members and Latino, or Native Hawaiian/Other Pacific potential members as they travel on the Islander descent with established academic road ahead and find themselves evolving librarians, who will provide mentoring and into new roles. As it has done in the past coaching support. ACRL receives far more with information literacy and scholarly applications for scholarships to attend its communications, ACRL will continue to conference than it can possibly provide, serve the profession by offering the pro- but preference is given to applicants with fessional development, networking, en- diverse cultural and ethnic backgrounds. gagement opportunities, and expertise To attract more underrepresented groups needed to help academic librarians adapt to academic librarianship, we need to dem- to their new roles. As ACRL supports our onstrate that our profession welcomes and professional success, we need to remem- embraces diversity. To that end, ACRL’s ber to give back and enable ACRL to suc- Member of the Week profiles seek to rep- ceed. On the road that lies ahead, the rela- resent its diverse membership by age, loca- tionship between academic librarians and tion, gender, race, and ethnicity. ACRL is truly symbiotic.

96 Creating Common Ground

Creating Common Ground

By Barbara Fister

Not too many years ago, we used the for an early adoption of this role in a cul- phrase virtual library to extend the idea tural institution). We’ve gone from treat- of what a library is into the digital realm. ing the evaluation of websites as a special Now the digital and physical library are category of instruction to seeking ways to so entangled as to be inseparable. We have embrace critical assessment of all sources grown accustomed to thinking about in- of information, regardless of their origin formation as stuff that doesn’t depend or format. And in the draft Framework for on a particular format. The importance of Information Literacy, we’re encouraging “journal” as a category persists because one another to reach beyond students be- scholars still think of them as a meaningful ing able to distinguish types of sources to representation of a collective approach to understanding the processes that underlie particular types of scholarly questions, but those differences. We want our students it’s far more likely today to be online, with to do more than know how to find good articles scattered throughout a disparate information, but to understand where it collection of journal content, rather than on came from and how it reflects the context a shelf as a chronological record of one cor- within which a particular group of people ner of academic inquiry. The idea that stu- constructs authority. That deeper under- dents should “go to the library” to do their standing is crucial in a world in which the research is more likely to mean going to a external features of published information website than through a door. (We’ve long are morphing and evolving into forms we since erased that skeuomorphic terminol- can’t foresee. ogy portal that once invited library users through digital doors, and nobody seems Likewise, the library is morphing in ways to miss it.) We’ve gotten over our early that are complicated by contextual social suspicion of the Web as a place where peo- and economic forces that have complicat- ple go to find information and are finally ed the things libraries have traditionally overcoming absolutist positions about the done: collect, preserve, and share. The im- value of Wikipedia for our students, even pact on collections and space will continue designating staff and volunteers as “Wiki- to be complicated for some time, in large pedians in Residence” (see Wyatt, 2010, part because of the ways current copyright

97 Section 3. Responding to Opportunity

law fails to balance the interests of rights honor students’ desire to blend digital ex- holders with the public interest and be- periences with IRL (“in real life”) experi- cause publishers whose business models ences (Beetham, 2014) and their continuing depended on the sale of copies are strug- interest in print formats in some situations, gling to establish new revenue streams, regardless of what formats seem most cost- currently a mix of capitalizing on scarcity effective. and capturing subsidies before publication. The significance of these contextual Negotiating competing needs for space conditions is nothing new. Libraries previ- requires finding common ground among ously adjusted to a boom in scholarly and conflicting ideas of what a library is. Those scientific funding by building additions contesting these identities, fearful they will to libraries to accommodate larger collec- lose something in the struggle, sometimes tions. But these shifting contextual condi- scornfully refer to the other perspective us- tions challenge us to constantly adjust our ing extremes: “a warehouse for old books” work, our physical and digital spaces, and versus “a fancy study hall with refresh- our relationships with our communities ments.” These competing identities often and with other libraries to sustain cura- are the iceberg-tip of other submerged tion, preservation, and sharing in a chang- forms of competition: between STEM ing environment. fields and the humanities, between faculty research and student success, between ad- The bubble of growth in 20th-century ministrative fiat and faculty governance, printed collections has left academic li- between print and digital, between the tra- brarians with a tricky problem. We need ditional and the trendy. Finding common to have room to add printed materials to ground that meets multiple needs and re- our collections (as we still do, despite a spects a whole spectrum of beliefs about significant slowdown in printed book ac- what a library should be requires explor- quisitions). We need to make space to use ing how people use libraries in their lived library collections in new ways and to sup- experience, inventing ways to improve our port new pedagogies of knowledge cre- discovery platforms to enable different ation while continuing to make room for approaches to finding information, and the non-collection-oriented uses students finding the best means of preserving the value. One lesson learned in the past de- culturally significant features of a library’s cade is that making collections available identity while embracing new ways to car- from students’ bedrooms and through ry out our missions. It also requires being their smartphones has not reduced many transparent and open about the challenges students’ inclination to identify academic we face and the reasoning for decisions work with being in a library. Additionally, that we make. in spite of advances in discovery, many library users still value physical browsing in We should not forget that people find much open stacks. We need to understand and value in things that libraries invented but

98 Creating Common Ground

take for granted. Online catalogs weren’t local constituents to what we’re trying to playful and engaging until Amazon dem- accomplish with such programs can ease onstrated that they could be. Librarians fears about change and the possible loss who had disposed of old-fashioned leath- of our cultural heritage. Participating in er-and-mahogany furnishings to make collaborative digitization efforts, such as way for computers were compelled, a HathiTrust (http://www.hathitrust.org/) few years later, to retrieve the decor from and the Digital Public Library of America Barnes & Noble, which had proven it was (http://dp.la/), is an indication of how each popular. Searching, in Roy Tennant’s fa- library can make unique and valuable con- mous phrase, was something only librar- tributions to projects bigger than any one ians cared about; everyone else liked to institution. find (2001)—until Google made searching ubiquitous and entertaining. In a sense, We also need to consider how to sustain though it may seem a series of missed op- our capacity to preserve and share knowl- portunities, these appropriations are an edge in an era when a large proportion of endorsement of the value of libraries and our collections is no longer legally ours. the things people do in them—value that LOCKSS, CLOCKSS, and Portico are ex- librarians sometimes underestimated be- amples of what can be done, but only with cause these functions seemed pragmatic, a the cooperation of publishers who control bit dull, designed to make research easier the rights to a vast proportion of the schol- but unlikely to excite anyone but librar- arly record. An even greater challenge is ians. our need to figure out what role we have to play in promoting and sustaining an As we negotiate these shared and some- increasingly open-access future in which times conflicting identities, we need to the definition of ours extends to the entire learn what we can about what is at stake world. Developing infrastructural support for our communities—and for librar- for publishing and integrating open-access ies collectively. Collaborating on shared resources that are neither locally owned print programs, for example, will help nor licensed with our not-so-open resourc- us work together to preserve our culture es will be an interesting challenge for the without each library having to make pres- road ahead, but one that can take advan- ervation decisions alone. Introducing our tage of library skill sets and values.

99 Section 3. Responding to Opportunity

Valuing Libraries By Barbara Fister

In recent years, as public support for high- graduate, the library has contributed to er education has declined and concern institutional learning outcomes. A library about its cost has risen, academic librar- at a research institution may need to show ies have been compelled to explain their how its resources and services contribute “value proposition” (something that could to winning grants and publishing signifi- be safely assumed in the past: of course li- cant research as well as student retention braries are valuable to institutions of high- and undergraduate learning. er learning! How could they not be?). The urgency of developing a “culture of assess- In a worst-case scenario, these exercises ment” 15 years ago to shift the focus from consume staff time but are ultimately ig- what we are teaching to what students are nored as resources are allocated according learning has become, particularly since the to some mysterious formula. (Does making financial crisis of 2008, a pervasive culture a poor showing mean you need more re- of demonstrating through various metrics sources, or that your budget should be cut? that the things we do are worth the cost. Does a good showing prove your library These self-justifications tend to be locally is a good investment and should get more focused, tied to an institution’s stated mis- funding, or indicate it could do a perfectly sion, and addressed to institutional budget adequate job with less? Rarely are those decision makers, who then make a case to questions answered in any predictable way funders, including governments, donors, by the authorities requiring evidence of and prospective tuition-paying students, value.) Even if demonstrating value isn’t while also making decisions about which rewarded, libraries have the potential to units within the institution will be funded. learn useful things about the impact of The value of libraries to their institutions their work and to improve what they do. A is expressed through analysis of measures culture of assessment can be interpreted as that matter locally, so they vary. -A com an invitation to indulge in formalized curi- munity college library may need to show osity and find out we can do better. that what it does helps student retention. A tuition-driven four-year college may As we consider new roles and enduring val- need to show that by the time students ues, these are some of the questions facing

100 Valuing Libraries

librarians who are reconceptualizing the li- life experiences, and values of our brary as an entity located within a specific population into our libraries and institutional context dedicated to both the into our profession? What must we institution and to the greater good: do to ensure that our collections are as diverse as our students? What • How can we collectively provide ac- voices are silenced in our libraries, cess to the greatest number of peo- and how do we give them an op- ple in the most cost-effective and portunity to be heard? sustainable way? To what extent do we owe allegiance to our local com- • How can academic librarians sup- munities when it comes in conflict port education for lifelong learning with sharing more widely? What when so many of the tools and re- role will librarians in institutions of sources we have encouraged stu- all types and sizes play in designing dents to use become instantly un- an open-access future? available upon graduation? What do we do to prepare students to con- • How can we advocate for the value tinue formalized curiosity postgrad- of privacy in a digital environment in uation? What can we do to focus on which our largest commercial plat- the transferrable skills and habits of forms for finding and sharing- in mind that prepare students to en- formation are financed through the gage with knowledge in all kinds aggregation and reuse of personal of settings, not just academic - envi information? How do we preserve ronments? What would that kind confidentiality while making good of transferable, deep learning look use of data to improve our practice? like?

• Do academic libraries support democ- • How can libraries effectively defend racy, or are we competing to provide intellectual freedom and the preserva- the most value to our host institution of our culture in an environment tions, which are, in turn, competing in which rights holders and distribu- against one another for students and tors can censor, alter, and withhold resources? How can we participate information? To what extent should in reversing trends that have made we collaborate with other cultural higher education an incubator for institutions to preserve nonacadem- debt and inequality rather than a ic and born-digital culture? How can nurturer of self-discovery, social we stay on top of and influence the mobility, and the greater good? legal framework for sharing and preserving cultural materials in a world • What will we need to do to wel- in which laws are local but culture come the diversity of backgrounds, and capital are global?

101 Section 3. Responding to Opportunity

• How can we balance the public good flects and is shaped by the diversity with the structural need for our in- of our population? stitutions to distinguish themselves from the competition and pay their • How can we balance the local de- bills? Can we be a voice for the com- mands for service with the wider mon value of higher education? social responsibility we value? When should we say “no” to our users in • What will professionalism look like order to hold out for a sustainable in five years, or in 10? How will we and shareable future for knowl- responsibly encourage people to en- edge? How can we merge our ser- ter the profession, and how will li- vice ethic with leadership so that brarians continue learning through- we can participate in creating a out their careers? What skills do we more just and equal society? need to develop, and how can our organizations nurture and promote We have challenges to meet on the road those skills? What do we need to ahead, but our values can provide a com- do to ensure that our profession re- pass and a sense of where we’re headed.

102 An Afterword on Leadership for the Road Ahead

An Afterword on Leadership for the Road Ahead By Betsy Wilson

“We write with an invitation we hope you is purported to have said, “Leadership is can’t refuse!” So began the e-mail Nancy an ever-evolving position.” Allen and I, co-chairs of the ACRL 75th Anniversary Commissioned Report Work- How will academic library leadership “po- ing Group, sent in September 2013 to the sitions” continue to evolve for the road three leading provocateurs in the academ- ahead? Dempsey frames the context for ic library space. We thought a collabora- answering this question in his opening tion among these must-read writers—Ste- statement in the introduction to Section 1: ven Bell, Lorcan Dempsey, and Barbara Fister—would produce a really interest- Rules and roles aren’t what they ing, exciting, forward-looking work that use to be. In fact, they change re- would launch ACRL’s second 75 years. flexively as education, technology And we were right. and knowledge-creation practices change, and change each other. New Roles for the Road Ahead: Essays Com- Academic libraries have to make missioned for ACRL’s 75th Anniversary pres- choices about priorities, invest- ents three distinct voices that are at times ment, and disinvestment in a com- harmonious and at other times challeng- plex, continually emerging envi- ing. In the end, Bell, Dempsey, and Fister ronment. (p. 11) have composed a milestone work for the road ahead worthy of a 75th anniversary. If rules and roles aren’t what they use to be, then surely neither is the leadership When reading New Roles for the Road required to ensure our continued suc- Ahead, my thoughts repeatedly turned to cess and compelling value. Four themes questions of leadership. My own leader- continue to surface and resurface in the ship. Emergent leaders. Reluctant leaders. commissioned essays: change, collabora- Failed leaders. Visionary leaders. Leaders tion, right-scaling, and value and values. for the road ahead. Leadership is a dynam- What then are the implications for library ic enterprise. As Mike Krzyzewski, long- leadership as we navigate new roles and time basketball coach at Duke University, rules?

103 Section 3. Responding to Opportunity

Change. Accelerating change in libraries Sensemaking involves coming up is hardly a new topic. We participate in with a plausible understanding— change, manage change, embrace change, a map—of a shifting world; test- and lead change. As Steven Bell admon- ing this map with others through ishes us in his chapter “Evolution in data collection, action and conver- Higher Education Matters to Libraries,” sation, and then refining, or aban- “Take nothing for granted” (see Chapter doning the map depending on 2 above). Has the time come to shift the how credible it is. (p. 3) rhetoric about change? Have we moved beyond change as an event with a begin- Collaboration. The Lone Ranger has been ning and an end? Might we view change dead for quite some time (Wilson, 2000). rather as a persistent platform on which to Leadership is not an inherently individual build understanding and take action? phenomenon. We recognize that collaborative leadership combines the power that is Brian Matthews (2014) encourages us to in the act of leading with the greater pow- alter the way we think about the future, er that comes from shared visions and ac- rather than prognosticating about what it tions. will become. He calls on library leaders to be self-aware of their mindset when look- The New Roles authors purport that collab- ing to the future: oration in libraries has moved to a whole new level of interdependence. They pro- The next several decades will de- vide many examples of new and emerging mand leadership that is fluent rules: conscious coordination, inside-out in change literacy and strategic approaches, boundary breaking, and radi- foresight. As guiding libraries is cal collaboration. Many leaders give lip becoming an increasingly chal- service to collaboration. Few actually un- lenging undertaking, embracing derstand what collaboration takes, what it the future rather than fearing it means, and how it fundamentally changes enables us to have a better chance organizations. at success no matter what disori- enting or dazzling change awaits. Even among willing partners, collaboration (p. 454) is complex and requires ongoing organization development. Effective collaboration Another strategy for successful leaders in is not accidental. The real task is cultural environments where so much is unknown transformation: a conscious and open ex- is “sensemaking.” Deborah Ancona (2012) amination of values, personal systems, and suggests that sensemaking is a core lead- attitudes. Collaboration introduces organi- ership competency in dynamic and fluid zational changes that penetrate an institu- contexts: tion’s structure.

104 Section 3. Responding to Opportunity An Afterword on Leadership for the Road Ahead

The most important factor in successful lenge, and risks of working at the right collaborations is human relationships. The scale. biggest investment will not be in hardware or in software, but in people. The change of Value and values. Librarianship is a val- perspective from “me” to “us,” from “I” to ues-based profession, and academic librar- “we,” from “them” to “us,” is profoundly ies provide enormous value to institutions difficult. There are many opportunities to and communities. At the close of Section revert to the “old ways.” Sustaining a cul- 1, “Librarians and Guides to Information ture of the collaboration requires leaders Policy and Trends,” Barbara Fister re- who create enabling support structures. minds us about the value of the library as a shared good: Right-scaling. Libraries have always worked at different scales beyond the lo- Libraries are arguably the intel- cal. One can point to interlibrary borrow- lectual common ground of their ing or shared cataloging as long-standing campuses, welcoming to first-year illustrations of multi-institutional ap- students and to senior faculty alike, proaches. The New Roles authors describe providing access to ideas from ev- the growing importance and employment ery discipline. We enable connec- of approaches that work “above campus” tions as ideas mingle and collide. or “at the network level,” and consortia Our libraries are also local nodes in that have moved beyond buying clubs. an interconnected knowledge commons that is threatened by priva- The Orbis Cascade Alliance equates right- tization and commodification. scaling with working smart. This tenet ap- We need to look beyond our nar- pears in its strategic plan as “Work Smart: row identities as local purchasing Work and partner at the appropriate scale: agents and walled gardeners and local, regional, national, international” actively promote the health and vi- (Orbis Cascade Alliance, 2015). The alli- ability of knowledge by sharing our ance, like other partnerships, has moved understanding of the big picture beyond project-based, episodic multi-in- both locally and beyond our own stitutional efforts toward a blended orga- discipline. We can do much more nization running operations on a super- to make our defense of the value of institutional level. sharing and preserving knowledge a common cause. (p. 73) The leadership demands inherent in right-scaling are just not manifest in more Barbara Dewey (2014) provides one model time on the road (or on conference calls). for “looking beyond our narrow identities” Right-scaling requires clarity of vision by leading the library by leading the cam- and ongoing communication with staff pus. She calls for us to engage in “flipped and stakeholders about the value, chal- leadership”:

105 Section 3. Responding to Opportunity An Afterword on Leadership for the Road Ahead

Like the flipped classroom -con library leaders anticipates a generational cept, flipped leadership provides handoff of significant proportions. Are the opportunities at all levels to leadership development programs, oppor- engage in meaningful leadership tunities, and mentoring in place to ensure roles throughout campus. Lead- a robust pipeline for future leaders? Let ership flipped to embrace a large me share my answer through a personal number of librarians and staff will story about leaders, leadership, and the greatly increase the depth and road ahead. breadth of library campus leadership. More leaders equal more I began my career 35 years ago at the Uni- library presence at more tables versity of Illinois at Urbana-Champaign throughout the institution bring- where Hugh Atkinson was the university ing the most appropriate and librarian. Hugh was the stuff of legend. He deepest expertise to the initiative rode a motorcycle, wore an eye patch as the at hand. (p. 9) result of a childhood injury, and dressed in a burgundy polyester sport coat and pants During transformational times, the library that were too short. can no longer assume that everyone un- derstands its contribution to research and Hugh understood the power of library co- learning. Who hasn’t been asked if we still operation. He believed, with conviction, need libraries “with everything on the In- “that the future of the library was in de- ternet”? Rather than being reactive to such centralized, electronic access—the library inquiries, we can change the narrative and without walls.” He gave us new librarians discourse by measuring and communicat- stretch assignments that we had no busi- ing impact. ness doing. Hugh believed in us, so we never questioned our abilities. Successful leaders invest in continuously assessing the landscape, engaging with The year was 1980, and the PC had not constituencies, tracking patterns, and look- yet been introduced. Hugh sent me on the ing for places where libraries can make road to train hundreds of librarians as part a difference in connecting people with of the rollout of a revolutionary statewide knowledge. Assessment provides leaders catalog. When I returned, Hugh asked me tools for advocacy and accelerating rel- how it had gone. He seemed generally evance. pleased with my report. Then he leaned back in his chair with his hands clasped be- Leadership refresh. Few of the leaders for hind his head. I remember thinking, “Here the road ahead are leading our academic it comes.” Hugh posited one of his trade- libraries today. Many more don’t think of mark questions, “Betsy, what do you think themselves as leaders for the future. The libraries will be able to do when everyone current demographic profile of academic has the power of a mainframe computer on

106 An Afterword on Leadership for the Road Ahead

their desk?” Imagining such a future made pave the way for them. Are we doing the my head hurt. But here we are. same for the next generation of library leaders for a world we can’t fully imagine? Hugh Atkinson was a library giant who We would do well to listen to and learn shaped many a career. He continually from leaders like Hugh Atkinson, Steven asked questions and took risks that moved Bell, Lorcan Dempsey, and Barbara Fister all libraries forward. Many can tell similar as we launch “the road ahead” and the stories of an influential leader who helped next 75 years of ACRL.

107

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