Presentation for CCA Educause 4 April 2011

1. UTS Library:
Change & our Future
is not just about
Technology @malbooth
http://www.youtube.com/watch?v=zCPPhbFgAs4
1
In
this
slide
the
image
used
is
from
a
workshop
we
ran
in
the
Library
(September
2010)
for
year
7
&
9
students
so
that
they
could
tell
us
what
the
liked,
disliked
and
would
imagine
for
a
library
of
the
future
that
they
might
be
using.
Some
of
the
outcomes
from
that
workshop
are
listed
on
Slide
20.

2. Library3.0
2
I’ve
got
no
Fme
at
Educause
to
cover
Library2.0,
so
I’m
assuming
some
knowledge
of
it
as
it
exists.
It
is
what
we
are
grappling
with
today
–
a
vast
landscape
of
compeFng
prioriFes
and
many
issues
that
seemingly
pull
us
in
different
direcFons
at
the
same
Fme.
New
values
and
opportuniFes
are
emerging,
however,
and
there
are
many
exemplars
to
follow
if
inspiraFon
is
needed.
What
remains,
however,
is
the
imperaFve
to
tailor
what
you
deliver
in
your
library
for
the
needs
of
your
community.
To
do
that
we
MUST
understand
what
your
community’s
core
business
or
prioriFes
are
and
then
stay
relevant
to
them.
Here
is
where
I
think
we
are
heading
and
I’ve
highlighted
some
of
the
key
areas.
Sure,
some
of
the
long-­‐established
obligaFons
and
responsibiliFes
will
also
come
with
us,
but
the
challenge
is
to
decide
what
must
be
dropped
so
we
can
ramp
up
for
new
demands
and
the
new
environment
we
are
working
within.

3. • The challenge for an insurgent is not
to try to battle the incumbent for the
slot of normal.The challenge is to be
edgy and remarkable and to have
the market move its centre to you.
• Seth Godin
3
3
The
quote
is
from
this
blog
post:
hUp://sethgodin.typepad.com/seths_blog/2011/03/kraX-­‐singles.html

4. LEARNING
COMMONS
LIBRARY
RETRIEVAL
SYSTEM
Relocated
&
upgraded
UTS
Library
Underground
Student
vision
4
By
way
of
illustraFon,
I
will
now
show
a
few
of
the
iniFaFves
we
are
taking
at
the
UTS
Library
in
order
to
set
up
our
own
future.
This
map
is
the
UTS
Campus
Redevelopment
Masterplan.
Projects
currently
underway
include
the
Student
Housing
Tower,
an
underground
MulF-­‐purpose
Sports
Hall
and
a
new
Broadway
Building
for
the
Faculty
of
Engineering
&
IT.
Building
14
will
be
a
Frank
Gehry
designed
building
for
the
Business
school
and
soon
we
kick
off
the
preparatory
work
for
the
Library
Retrieval
System
with
excavaFon
to
begin
in
2012.
The
UTS
Library
will
be
relocated
in
two
stages
from
its
current
locaFon
in
Building
5
of
the
Haymarket
Campus:
Stage
1
is
the
occupaFon
and
operaFon
of
our
Library
Retrieval
System
(LRS)
to
be
installed
under
Alumni
Green.
It
will
be
operaFonal
in
2014.
Stage
2
is
the
occupaFon
of
the
redeveloped
Library
building
or
Learning
Commons
in
what
is
currently
Building
2.
Currently
that
is
envisaged
for
2016.
UTS
Student
vision
film
hUp://www.youtube.com/user/UTSLibrary
From
restricted
opening
hours
-­‐>
towards
24/7
services

5. From book
storage &
shelving deserts
to better
spaces for
people &
improved
search &
discovery
LRS
Movie
5
(Image
taken
by
Dr
Alex
Byrne
in
the
Tampere
Public
Library,
Finland.)
Libraries
storing
all
or
most
of
their
collecFons
on
open
access
(like
this
image)
become
shelving
deserts
with
the
patrons
mostly
isolated
in
the
remaining
space
on
the
periphery
as
collecFons
conFnue
to
grow.
Occasionally
patrons
make
raids
into
the
stacks
to
hunt
for
resources,
returning
to
the
relaFve
safety
of
their
own
spaces.
Our
future
library
will
not
be
designed
as
a
book
storage
facility.
About
75-­‐80%
of
our
collecFon
will
be
housed
in
a
Library
Retrieval
System
like
the
one
in
this
link
hUp://
www.flickr.com/photos/malbooth/4118722777/in/set-­‐72157623121781717/.
From
book
storage
facility
+
a
website
-­‐>
customised
physical
spaces
&
personalised
web
services/apps
that
assist
users
to
search
for
and
find
what
they
want
and
also
to
discover
resources
they
did
not
know
about.
From
books
&
journals
-­‐>
mulFple
media
formats
&
games

6. UTS LRS
~950,000 items
<15 mins
Serendipity:
6
(Image
taken
by
me
in
the
ASRS
of
the
University
of
Utah
Library,
Salt
Lake
City.)
The
LRS
will
take
away
the
ability
to
serendipitously
browse
the
enFre
physical
collecFon.
It
will,
however,
improve
access
to
and
delivery
of
those
items
stored
in
it.
We
will
replace
physocal
browsing
with
improved
browsing
online
of
enFre
covers
of
“virtual
shelves”,
suggesFons
and
recommendaFons
(like
Amazon
&
StumbleUpon),
an
opt-­‐in
“Genius”
like
service
that
can
list
books
you
might
be
interested
in
based
on
your
browsing
and
use
paUerns.
We
are
also
looking
at
the
applicaFon
of
social
bookmarks
to
the
collecFon
(e.g.
using
something
like
Delicious
or
Diigo)
as
well
as
offering
users
the
ability
to
tag
catalogue
entries.
We
are
talking
to
UTS
visual
communicaFons
staff
and
students
to
look
at
visual
ways
to
represent
the
vast
amounts
of
data
we
have
about
our
collecFons,
their
aUributes
and
their
use
in
terms
of
data-­‐visualisaFon.
Recently,
during
discussions
with
a
Vis
Comm
class
serendipity
came
up
and
I
responded
(as
I
have
been
of
late)
saying
that
we
were
looking
at
things
like
the
addiFon
of
raFngs,
recommendaFons
and
folksonomies
or
tags
to
our
catalogue
search
and
also
invesFgaFng
whether
features
like
Apple’s
Genius
selecFons
or
a
feature
like
StumbleUpon
discovery
service
might
be
possible.
The
academic
responded
that
what
he
enjoys
from
browsing
are
the
accidental
discoveries,
not
necessarily
related
to
what
he
first
started
searching
for.
What
then
came
out
of
my
brain
was
that
I
was
currently
playing
around
with
Tumblr,
explaining
it
as
a
cross
between
a
blog,
TwiUer,
and
Flickr/YouTube.
I
said
that
for
me
it
provides
that
“what
was
I
looking
for
effect”
as
you
look
at
the
profiles
and
interests
of
other
users
who
have
either
liked
or
re-­‐blogged
your
posts.
The
like
or
re-­‐
blog
provides
the
intersecFon
of
interests
and
then
looking
further
into
their
archive
usually
leads
to
accidental
discoveries.
I
think
we
can
incorporate
something
like
this
in
addiFon
to
more
focussed
catalogue
search
faciliFes.

7. RFID - moving away from transactions
Not only:
• Access
• Lending
• Self-service
• Stock-take
But also:
• Tracking in-house use
• Location & guidance
• Smarter library
htwww.flickr.com/photos/jamesbondsv/3525355541/lightbox/ • Mobile self-service?
7
Primary
uses:
Access,
processing
loans,
facilitaFng
self-­‐service
&
stock-­‐take.
This
is
how
RFID
is
used
in
public
libraries
today.
We
are
already
doing
much
of
this
with
our
bar-­‐codes
and
(security)
taUle-­‐tape.
We
don’t
just
want
to
replace
what
we
already
have
with
something
newer.
We
see
the
potenFal
for
RFUD
to
do
much
more.
Unlike
public
libraries
most
of
our
resources
are
used
within
the
Library
(not
lent
out),
so
we
want
to
track
the
use
of
those
resources
using
the
RFID
tags.
It
can’t
be
done
as
efficiently
with
bar
codes.
That
will
provide
us
with
more
useful
and
reliable
data
about
what
items
are
used
more
than
others
from
our
collecFon.
We
also
see
some
potenFal
in
using
RFID
to
provide
more
helpful
locaFon
and
guidance
for
students
to
find
collecFon
items.
As
well,
the
Library
could
become
much
smarter
with
RFID
enabled
zones
and
shelves
as
well
as
mobile
self-­‐service
(eventually).
We’d
like
to
explore
the
possibiliFes
currently
being
applied
and
tested
with
RFID
but
not
inside
the
library
or
academic
sector.
The
retail,
transport
and
logisFcs
industry
offer
us
some
different
applicaFons
of
RFID
technology
and
these
could
be
combined
with
the
standard
library
applicaFons
by
a
smart
systems
integrator
in
the
second
phase
of
our
RFID
deployment/implementaFon.
Some
examples
include
airport
baggage
tracking,
self-­‐service/faster
checkin
at
airports
&
DVD
rentals.

8. Welcoming,
porous, merging
digital & physical
access
Designed for
desired
behaviours
8
(Image
taken
by
me
in
the
Philological
Library
of
Free
University,
Berlin.)
We
believe
that
a
sense
of
place
and
space
will
be
important
in
our
new
library.
With
less
books
on
display
that
is
easier
to
deliver
in
a
given
space.
Even
current
school
students
have
recently
reminded
us
of
the
importance
of
an
appropriately
welcoming
space
to
first
enter
for
the
Library.
They
recognised
the
criFcal
importance
of
that
space
in
reminding
you
about
the
purpose
of
the
insFtuFon
you
are
entering.
The
use
of
appropriate
orientaFon
spaces
has
been
well
recognised
in
the
museum
world
and
in
well-­‐designed
new
libraries
such
as
the
one
shown
here
in
Free
University,
Berlin.
From
restricted
opening
hours
-­‐>
towards
24/7
services
From
desks/counters/signs/screens/boards
-­‐>
orientaFon
spaces
From
website
-­‐>
applicaFons
and
open
development
with
our
content/data
From
catalogues
-­‐>
Google,
Amazon,
iTunes
(interfaces)
From
face-­‐to-­‐face
classes
-­‐>
ubiquitous
learning
From
Library
(only
as
a
locaFon)
-­‐>
mobile
services
across
the
campus
(people
&
virtual)
From
passive
consumers
of
technology
-­‐>
acFve
trend-­‐seUers
and
explorers
through
partnerships
in
research
&
publishing
Clever
design
can
assist
us
in
designing
out
undesirable
behaviour
(like
theX,
excess
noise,
vandalism,
etc.)
and
in
encouraging
appropriate
behaviour
like
reading,
study,
collaboraFon,
self-­‐service,
reference
assistance,
etc.
Some
answers
and
ideas
will
come
from
parFcipatory
design:
we
are
already
working
with
4th
year
design
students
on
projects
such
as
Designing
Out
Crime
to
explore
the
possibiliFes
offered
by
RFID
and
mobile
compuFng
plarorms
as
well
as
more
tradiFonal
soluFons
to
be
found
in
spaFal
and
furniture
design.
We
believe
it
is
very
important
to
have
our
current
and
future
students
parFcipaFng
in
the
conceptual
design
stage.
As
a
university
of
technology
our
design,
engineering,
and
IT
students
and
researchers
also
have
much
to
offer
us
from
their
own
experFse.
From
GATES,
DON’T!
&
SHUSH!
-­‐>
Welcome,
how
can
we
help?
&
influencing
behaviour
(theX,
vandalism,
inappropriate
behaviour/food/drink)
by
design

9. • It isn’t just about plugging in new
(enabling) technologies and opening
up shiny new spaces.
• Our people need to be prepared and
we need to develop new services.
9
9

10. Books & transactions people & services
We don’t want to do more of the same!
10
(Image
taken
by
me
outside
UTS
Library
during
Library
Fun
Day
2011.)
Freeing
the
library
space
from
its
current
focus
on
storing
books
to
more
people
friendly
spaces
facilitates
the
delivery
of
new
services
and
funcFons
for
the
library.
Freeing
our
staff
from
transacFon
processing
means
that
we
can
provide
more
of
the
value
added
services
that
we
know
are
appreciated
by
our
clients.

11. Sustainability
Designed for & modelling sustainable operations,
procurement, travel, relationships
11
Image taken by me outside the Salt Lake City Public Library.
Sustainability is now an expectation for all libraries. We want to model sustainability for our university in all aspects and dimensions from our procurement to the
relationships we foster within and outside the Library.
We have even developed our own sustainable collections model. This can be viewed in some detail in Dr Alex Byrneʼs Designing the Library of the Future (Section
2.2). This is of course available online as a free download via UTSiResearch http://hdl.handle.net/2100/1037
Briefly, the model begins with the inner circle of High Use Materials or the most highly controlled segment of the collection including physical resources on short
loan restrictions and digital resources available online through our eReadings and the Universityʼs online learning system.
Next comes Priority learning and research materials or the core collection covering licensed ebooks, ejournals and other eresources central to our learning and
research programs, the universityʼs own research outputs through UTSiResearch and physical items found in our open access collections (we are planning on
approximately 250,000 items here).
The 3rd band is Foundation learning and research materials, a broader collection assembled to support the universityʼs programs. Digital resources in this band
are of a lower priority and would be sacrificed under budgetary pressures. Physical items will be stored in our LRS and accessible within 15 minutes of a request.
The 4th band is Extended learning and research materials. As items age and lose relevance (excepting classic works) they may be transferred to offsite
consortial storage such as the CARM repository operated by CAVAL in Victoria, but still accessible within a day. This band also includes items not owned or
licensed by the Library, but available through reciprocal borrowing arrangements including the BONUS+ consortium and inter-library loans.
Finally the outer band is the Global information commons comprising both the extended bibliosphere of over 160 millions books plus journals and other
resources held in the worldʼs libraries as well as the open World Wide Web.

12. Cultural & Social hub
From service provider to cultural, learning & community hub
Culture is activity of
thought, and receptiveness
to beauty and human
feeling. Scraps of
information have nothing
to do with it. A merely
well-informed man is the
most useless bore on
God's earth.
Alfred North Whitehead
Image:
hUp://davidgarciastudio.blogspot.com/2009/07/archive-­‐series.html
12
From
mere
service
provider
-­‐>
cultural,
learning
&
community
hub
Our
library
will
serve
as
a
cultural
&
learning
hub
within
our
university.

13. http://www.flickr.com/photos/malbooth/sets/72157625026319281/with/5075774661/
British Library: Business & IP Centre
13
(Image
taken
by
me
in
the
BriFsh
Library
in
the
lounge
&
networking
area
outside
the
BIPC
reading
room.)
The
BriFsh
Library:
NOT
a
museum
of
the
book.
Business
and
Intellectual
Property
Centre.
This
is
impressive
new
business
for
the
BriFsh
Library
and
an
example
of
seeing
an
opportunity
and
grasping
it
with
both
hands.
They’ve
developed
great
partnerships
with
the
business
of
the
City
and
now
librarians
in
this
centre
help
people
starFng
up
new
businesses.
I
believe
this
is
the
kind
of
thing
all
of
us
need
to
learn
how
to
do
in
our
own
communiFes.
hUp://www.bl.uk/bipc/index.html
On
the
far
wall
you
can
see
examples
of
success
stories
encouraged
as
businesses
by
this
centre.
For
UTS
I
see
this
as
a
model
we
might
use
somewhere
in
our
new
Learning
Commons,
probably
targeted
at
our
research
community,
perhaps
to
link
industry
experts
with
researchers
or
others
from
URS
starFng
businesses
or
seeking
help
geung
invenFons
and
prototypes
off
the
ground.
It
might
also
be
a
useful
industry
mentoring
centre
for
post-­‐grad
students.
We
could
even
use
the
model
to
assist
academics
and
researchers
with
e-­‐publishing
and
in
order
to
understand
Copyright
beUer
(in
he
way
BIPC
does
much
the
same
thing
with
IP
and
Patents
law).
Another
example
in
London
are
the
Idea
Stores
in
East
London
–
deeply
relevant
and
connected
to
their
communiFes,
providing
what
they
need.
hUp://www.ideastore.co.uk/

14. What our students want
Mobile check out
24/7 operations
Natural light
Inspirational & quiet spaces
Book history
Customisable spaces
Comfy chairs
Participation
14
We
have
become
aware
of
these
needs
through
a
number
of
small
but
useful
iniFaFves:
.
using
Wallwisher
soXware
on
a
spare
large
TV
screen
with
a
keyboard
in
our
front
stair
well
to
facilitate
a
regular
engaging
conversaFon
with
those
using
our
current
Library.
Moving
from
a
culture
of
complaint
in
an
old
corporate
complaint
book
to
one
of
conversaFon
with
real
people
in
the
Library
.
by
fully
parFcipaFng
with
academics,
researchers
and
students
as
a
“client”
on
some
of
their
research
projects
into
library
services
and
spaces,
and
.
by
geung
to
know
some
local
co-­‐designers/design
thinkers
who
understand
the
reality
of
community
engagement
and
its
potenFal
to
deliver
outcomes
that
synthesise
organically
the
perspecFves
of
all
people
involved
in
or
touched
by
a
project.

15. Future students want
Art
Atriums
Natural light
Randomness
Comfy chairs
Decent ceilings
Grand entry area
Thematic identity
Greenery & water
Meaningful signage
Intuitive technology
Gaming/media spaces
Obvious sustainability
Curved & open spaces
15
(Image
taken
by
me
in
the
Philological
Library
of
Free
University,
Berlin.)
These
points
are
what
the
year
7
&
9
students
told
us
they
wanted
in
a
university
library
of
the
future
aXer
a
half
day
informal
workshop
in
our
current
library
in
September
of
2010.
Extended
learning
means
the
opportunity
to
learn
beyond
the
set
curriculum.
What
can
we
do
to
provide
randomness
in
our
libraries.
Everything
we
do
is
about
(mostly
outdated
ontologies
and
structures!
Gaming
&
media
spaces
are
probably
essenFal
now.
A
library
without
them
in
the
future
will
be
irrelevant.
OrientaFon
spaces
have
a
significant
effect,
more
significant
than
any
signage,
on
the
behaviour
of
those
entering.
It
is
expected
by
our
clients.
Water
features,
greenery
and
natural
light
are
probably
things
we
would
wish
to
see
ourselves.
Future
students
will
expect
all
technology
that
we
provide
to
be
intuiFve.
If
it
isn’t
it
won’t
be
used.
Signage
can
be
over-­‐done,
and
to
be
effecFve
it
must
be
meaningful.
Our
future
students
expect
like-­‐books
to
have
some
kind
of
themaFc
idenFty
that
gives
users/readers
a
clue
about
their
content.
I
didn’t
really
understand
why
students
said
they
liked
the
curved
spaces
in
the
UTS
Library
unFl
I
saw
those
of
the
Philological
Library
in
Berlin’s
Free
University.
Library
spaces
and
services
must
learn
to
be
customisable
and
personalised.
Maybe
we
are
too
precious
about
those
spaces
and
don’t
understand
their
true
potenFal.
We
want
our
future
library
to
be
a
social
hub,
but
it
also
must
provide
exposure
to
culture,
so
the
use
of
art
within
the
library
will
be
criFcal.
Our
sustainability
iniFaFves
must
be
visible
and
demonstrate
our
progress
(or
not)
in
all
dimensions/facets.
Comfy
chairs
are
essenFal
because
patrons
simply
will
not
spend
every
hour
in
a
library
awake.
“Lack
of
rules”
perhaps
indicates
that
we
sFll
have
too
many
rules,
or
too
many
signs
indicaFng
the
rules.
Perhaps
there
are
other
ways
to
influence
and
encourage
behaviour
besides
rules.

16. • But:
• It isn’t the consumers’ job to know
what they want.
• Steve Jobs
• There is more to it than that.
16
16

17. Co-designed
service
model
Synthesis in design:
bringing observation, imagination,
intuition & empathy together
17
From
“Lending”
“Research
Help
Desk”
“Access”
“Security”
“IT”
“InformaFon
literacy”
-­‐>
triage
HELP
&
expert
consultancies
We
like
the
Apple
model
that
is
more
generic
and
helpful
than
ours
is
at
present.
Jane
Fulton
Suri
from
IDEO
suggested
bringing
observaFon,
intuiFon,
empathy
&
imaginaFon
together
to
make
an
empathic
economy
in
a
presentaFon
for
the
Business
InnovaFon
Factory-­‐2
(2006)
event:
Finding
inspiraFon
Through
the
Power
of
ObservaFon.
See
hUp://www.businessinnovaFonfactory.com/iss/video/bif2-­‐jane-­‐fulton%20suri
Is
our
process
more
like
that
of
Social
InnovaFon?
See
also
hUp://www.nesta.org.uk/library/documents/Social_Innovator_020310.pdf

18. Social media: not just about
web metrics!
Create, curate & manage content
Creating a sense of community
Corporate to personal voice
Networking & promotion
New & improved services
Explore, share & experiment
Improved understanding of ICT issues
18
Before
we
get
to
designing
our
future
library,
we
are
implemenFng
two
other
major
enabling
technology
iniFaFves
that
take
the
focus
away
from
books
and
transacFons.
Currently
we
are
busy
with
a
large
team
of
designers
working
on
an
underground
Library
Retrieval
System
that
will
store
and
retrieve
for
our
clients
about
80%
of
our
collecFons
of
books
and
journals.
That
will
squarely
refocus
the
library
itself
on
PEOPLE.
We
are
also
busy
implemenFng
RFID
technology
that
will
assist
us
to
take
our
focus
away
from
transacFons
and
onto
the
provision
of
more
value-­‐added
services
(e.g.
improved
and
extended
services
for
our
researchers).
These
two
iniFaFves
will
be
implemented
between
2011
and
2014,
but
there
is
also
much
to
do
to
reshape
the
library
and
our
services
so
that
we
can
maximise
the
potenFal
of
those
technologies
and
that
is
where
social
media
comes
in.
UTS
LIBRARY
&
SOCIAL
MEDIA/NETWORKS
At
UTS
Library
we
started
playing
around
(literally
playing
around)
with
social
media
in
2009.
Staff
at
all
levels
were
encouraged
to
try
some
new
plarorms
and
to
produce
content
for
them.
We
also
started
seung
up
a
presence
and
creaFng
a
sense
of
community
in
a
few
selected
social
networks.
These
things
take
a
while.
They
don't
happen
overnight
and
I
think
you
can
make
the
mistake
of
killing
it
all
off
too
soon
by
over
analysing
it
before
it
has
had
the
chance
to
grow
and
evolve.
We've
been
paFent.
THE
REAL
BENEFITS
In
my
view,
however,
the
real
benefit
of
encouraging
these
relaFvely
new
iniFaFves
has
been
internal.
Dipping
our
toes
into
social
media
has
been
a
bit
of
a
cultural
fire-­‐starter
for
us.
We
cannot
hope
to
move
into
a
brave
new
library
world
without
some
drasFc
changes
in
our
own
culture
and
our
autudes
towards
exploring
new
ideas
and
services.
Social
media
has
helped
us
with
both.
It
has
also
helped
reposiFon
our
"persona"
from
a
corporate
voice
to
a
more
personal
voice
(which
is
another
thing
I
saw
menFoned
at
Edge
2011
last
night)
and
that
is
necessary
because
we
cannot
be
all
about
people
if
that
is
just
on
the
outside.
The
focus
on
people
also
has
to
happen
on
the
inside.
Playing
with
social
media
has
encouraged
our
people
to
learn
about
new
plarorms
and
about
creaFng
content
for
them.
Those
skills
in
both
exploraFon
of
new
or
emerging
technologies
and
content
producFon
are
invaluable.
They've
also
gained
confidence
in
their
wriFng
and
presentaFon
skills
and
learned
how
to
"network"
more
effecFvely
(which
is
criFcal
for
liaison
on
campus).
All
of
this
has
helped
us
promote
our
services
and
our
people
and
now
more
than
ever
we
are
in
demand
on
campus
and
elsewhere.
Our
social
media
experiments
have
already
led
to
the
development
of
improved
and
new
services
for
students
and
researchers
at
UTS
all
through
establishing
a
culture
of
fun,
playfulness
and
a
willingness
to
try
new
things.
They
have
really
helped
our
people
in
the
ways
they
use
and
help
others
to
use
our
discovery
layer
and
our
website
and
that
has
also
helped
us
to
understand
how
we
should
improve
that
layer
with
the
addiFon
of
new
features
and
services.
There
is
a
real
momentum
of
openness,
sharing
and
experimentaFon
that
has
developed
accordingly.
I
may
be
wrong,
but
I
also
thin
that
the
possibiliFes
revealed
by
using
social
media
have
assisted
some
of
our
staff
to
understand
what
old
services
or
processes
to
abandon
(or
replace).
AXer
all,
you
can’t
be
good
at
everything!
THE
POWER
OF
TRUST
Underlying
this
has
been
a
strong
culture
of
trust
at
all
levels
of
management
and
leadership
in
this
library.
We
didn't
issue
a
27
page
set
of
principles
and
rules
for
the
use
of
social
media.
We
simply
referred
to
the
exisFng
UTS
code
of
conduct
for
all
staff
and
explained
that
for
pracFcal
reasons
we
would
concentrate
our
efforts
on
an
agreed
set
of
plarorms:
all
the
usual
suspects.
Everyone
was
treated
like
an
adult
and
trusted
to
get
on
with
it.

19. What works for us
Be more active, learn by doing
Look for possibilities, not problems
Model & recognise desired behaviours
Contribute & stay relevant to our community
Identify & encourage talent, not qualifications
Encourage risk taking & exploration
More inclusive, less hierarchical
Trust, trust, trust!
19
A
final
set
of
reminders,
many
of
which
hark
back
to
that
earlier
Wordle
about
Library3.0.
These
are
just
a
few
of
the
things
we
are
trying
and
finding
useful
at
UTS
Library.
They
may
not
all
work
for
you,
but
they
seem
to
be
working
for
us.
(I
don’t
think
these
points
provide
a
prescrip2ve
framework
for
all
by
any
means!)
You
need
to
manage
the
distress
that
might
result
from
change
and
chaos,
but
it
isn't
always
best
managed
by
the
full
change
management
train-­‐wreck
process!
It
isn't
just
about
plugging
some
new
technology
in
and
geung
it
to
do
more
of
the
same
or
replace
an
old
process
(you
may
not
want
to
do
that
old
stuff
now
anyway).
It
is
about
how
you
maximise
the
potenFal
from
a
new
technology
and
your
staff
and
keep
the
momentum
going
and
evolving
o
Be
more
acFve
(less
passive
as
a
library
and
allow
people
to
learn
by
doing
(i.e.
make
some
mistakes)
&
supporFng
them
o
Model
the
behaviours
you
want
to
see
(yourself)!
And
then
publicly
recognise
others
who
are
headed
in
the
right
direcFon
o
Even
academic
libraries
must
make
a
visible
contribuFon
and
stay
relevant
to
their
communiFes.
Maybe
we
can
learn
from
public
libraries
in
this
respect?
o
Break
a
few
old
rules
and
you’ll
find
out
that
the
sky
doesn't
always
fall
in
&
someFmes
you
don't
get
caught
because
nobody
really
cares
o
Encourage
staff
to
take
risks
and
explore
new
things
(without
seeking
permission)
o
Trust
people
to
do
their
own
jobs
&
allow
them
to
get
on
with
it
o
IdenFfy
and
encourage
talent,
not
qualificaFons
o
It
has
certainly
been
very
rewarding
to
stand
back
and
see
stuff
like
UTS
Research
Week
and
Fun
Day
just
happen
and
conFnue
to
evolve
without
any
huge
investments,
consultants,
or
change
management
processes.
It
is
almost
“organic”.
We’ve
not
aimed
at
perfecFon
because
it
isn’t
possible,
but
both
were
delivered
really
well
and
if
anything
didn’t
go
according
to
plan,
who
really
cares
anyway.

20. 20