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  1. 1. Academic Libraries in The Future: From collections to impact Stephen Abram, MLS Langara College Vancouver, BC Feb. 13, 2012
  2. 2. ChangeThese slides are available at Stephen’s Lighthouse blog
  3. 3. We Only Get So Many Once-in-a-LifetimeChances To Do Great Things
  4. 4. News Flash“The Internet and technology have now progressed to their infancy”
  5. 5. So how must library andeducator strategies change?
  6. 6. Change can happen very fast
  7. 7. Sensemaking
  8. 8. News Flash News FlashTech Shift Happens
  9. 9. Seth Godin on Decisions (June 8, 2011)o Which of the four are getting in the way?o You dont know what to doo You dont know how to do ito You dont have the authority or the resources to do ito Youre afraido Once you figure out whats getting in the way, its far easier to find the answer (or decide to work on a different problem).o Stuck is a state of mind, and its curable.
  10. 10. What Are Libraries Really For?• Community• Learning• Discovery• Progress• Research (Applied and Theoretical)• Cultural & Knowledge Custody• Economic Impact
  11. 11. Columbus, Cook, Magellan and Libraries:Searching for the corners of the earth, the edge of the oceans and discovering dragons ...
  12. 12. -
  13. 13. Cook’s Voyage
  14. 14. Columbus, Cabot, Cortes
  15. 15. Magellan Columbus Cook
  16. 16. Questions for Libraries Today:1. Are our priorities right?2. Are learning, research, discovery changing materially and what is actually changing?3. Books. Meh.4. What is the role for librarians in the real future (that is not an extension of the past)?
  17. 17. Grocery Stores
  18. 18. Grocery Stores
  19. 19. Grocery Stores
  20. 20. Cookbooks, Chefs . . .
  21. 21. Cookbooks, Chefs . . .
  22. 22. Meals
  23. 23. The newbibliography and collection development KNOWLEDGE PORTALS KNOWLEDGE, LEARNING, INFORMATION & RESEARCH COMMONS
  24. 24. Chefs, counsellors, teachers, magiciansLibrarians play a vital role in building the critical connections between information , knowledge and learning.
  25. 25. Service Metaphoro Cafeteriaso Take Outo Private Dining Roomso Private Chefso Variety
  26. 26. You have the tools.
  27. 27. Stop Making it So Hard!
  28. 28. Trans-Literacy: Move beyond reading & PC skills  Reading literacy  News literacy  Numeracy  Technology literacy  Critical literacy  Information literacy  Social literacy  Media literacy  Computer literacy  Adaptive literacy  Web literacy  Research literacy  Content literacy  Academic literacy  Written literacy  Reputation, Etc.
  29. 29. StealThisIdea
  30. 30. List of content farms and general spammy user generated content sites:  Experts Exchange ( All Experts (  eZine Articles ( Answers (  Find Articles ( Answer Bag (  FixYa ( Helium ( Articles Base (  Hub Pages ( Ask (  InfoBarrel ( Associated Content (  Livestrong ( BizRate (  Mahalo ( Buzle (  Mail Archive ( Brothersoft (  Question Hub ( Bytes (  Squidoo ( ChaCha (  Suite101 ( eFreedom (  Twenga ( eHow (  WiseGeek ( Essortment (  Wonder How To ( Examiner (  Yahoo! Answers ( Expert Village (  Xomba ( )
  31. 31. The nasty facts about Google & Bing andconsumer search: SEO / SMO Content FarmsAdvertiser-driven Geotagging
  32. 32. StrategicAnalytics
  33. 33. What We Never Really Knew Before (US/Canada)  27% of our users are under 18.  We often 59% are female.  believe a lot 29% are college students. that isn’t  5% are professors and 6% are teachers. true.  On any given day, 35% of our users are there for the very first time!  Only 29% found the databases via the library website. 59% found what they were looking for on their first search.  72% trusted our content more than Google.  But, 81% still use Google.
  34. 34. 2010 Eduventures Research on Investments 58% of instructors believe that technology in courses positively impacts student engagement. 71% of instructors that rated student engagement levels as “high” as a result of using technology in courses. 71% of students who are employed full-time and 77% of students who are employed part-time prefer more technology-based tools in the classroom. 79% of instructors and 86 percent of students have seen the average level of engagement improve over the last year as they have increased their use of digital educational tools. 87% of students believe online libraries and databases have had the most significant impact on their overall learning. 62% identify blogs, wikis, and other online authoring tools while 59% identify YouTube and recorded lectures. E-books and e-textbooks impact overall learning among 50% of students surveyed, while 42% of students identify online portals. 44% of instructors believe that online libraries and databases will have the greatest impact on student engagement. 32% of instructors identify e-textbooks and 30% identify interactive homework solutions as having the potential to improve engagement and learning outcomes. (e-readers was 11%) 49% of students believe that online libraries and databases will have the greatest impact on student engagement. Students are more optimistic about the potential for technology.
  35. 35. What do we need to know? How do library databases and virtual services compare with other web experiences? Who are our core virtual users? Are there gaps? Does learning happen? How about discovery? What are user expectations for true satisfaction? How does library search compare to consumer search like Google and retail or government? How do people find and connect with library virtual services? Are end users being successful in their POV? Are they happy? Will they come back? Tell a friend?
  36. 36. Top-Level Benchmarks Gale-Cengage Browse Survey August 01, 2010 - August 31, 2010 90 90 90 89 90 90 90 90 90 88 87 87 85 84 78 7771 75 76 73 74 74 71 72 72 72 70 70 69 68 65 62 59 59 48 48 41 37 33 30 30 30 30 30 0
  37. 37. Emboldened Librarians hold the key
  38. 38. So how must library andeducator strategies change?
  39. 39. Discovery & Ideas
  40. 40. Books
  41. 41. We have a shallow understanding of the Codex – the book format(s)Transition from scrolls – illumination – codex – and beyond
  42. 42. Strategic Challenges for Reference and Research Work in the Coming Decade
  43. 43. The BASICS Data Information Knowledge Wisdom NOT Behavior
  44. 44. Death of Reference Who What Where When Why How
  45. 45. How & Why Questions Now that’s research The interview is more involved Transformational not Transactional Expertise counts Expertise is shared mutually
  46. 46. What does all this mean? The Article level universe The Chapter and Paragraph Universe Integrated with Visuals – graphics and charts Integrated with ‘video’ Integrated with Sound and Speech Integrated with social web Integrated with interaction and not just interactivity How would you enhance a book?
  47. 47. What is Changing?1. Evidence-based Reference Strategies2. Experience-based Portals: The New Commons3. Personal Service on Steroids4. Quality Strategies: Consumer vs. Professional Search5. Social Networks and Recommendations6. Trans-literacy Strategies7. People-driven Strategies8. Curriculum and Research Agenda9. Service and Programs
  48. 48. Recommendations Strengthen Your Personal Brand Reposition the Library and Librarian Don’t Tie Yourself to Collections or Physical Space Network with Your Users Socially Measure, Don’t Count Know Risk Engage
  49. 49. Reimagine ServiceReference and Research
  50. 50. Consider the differences . . . Computer Commons Mall Service Commons Information Commons Knowledge Commons Learning Commons Science Commons Centre or Central? Physical / Virtual Hybrid
  51. 51. Mobility
  52. 52. A 1965 iPhone
  53. 53. Broadband You must clearly understand the latest US FCC Whitespace Broadband Decision – THIS IS TRANSFORMATIONAL and going global Net neutrality, kill switches . . . Local wired, mobile access ‘everywhere’ to the home and workplace on a personal basis Geo-awareness: GIS, GPS, GEO-IP, etc. Wireless as a business strategy (Starbucks) Mobile dominates the largest generation
  54. 54. Speaking of e- Books...
  55. 55. Borders Kobo, B&N Nook, Amazon Kindle, Apple iPad, Sony, etc. . . .
  56. 56. GBS
  57. 57. Context Information and Knowledge-based economy Globalization Canada is a leading education economy Stress on core markets (US) Changing knowledge about current crop of students (genome, eye tracking, gaming, IQ, ICT and social behaviours, etc.) Information ethics and copyright
  58. 58. Books Reception of Reading and Experience Fiction – paper, e-paper Non-Fiction Articles - disaggregation Media – physical vs. streaming Learning Objects Stories vs. Pedagogy
  59. 59. Technology Context Cloud (SaaS, PaaS, IaaS) Laptops and Tablets Mobility / Smartphones Bandwidth (Wired, WiFi, Whitespace) Learning Management Systems Streaming video and audio vs. download HTML5 and Apps – the battle Advertising auction models and ‘product’ New(ish) Players (Amazon, Apple, G, B&N, Uni’s, states/provinces/nations)
  60. 60. The BASICS Containers for Pedagogy Created by Teams (e.g. 40,000 authors a year for Cengage alone) (yes that’s a lot of lawyers) Copyright and complicated layering of millions of rights (creators - pictures, graphics, video, tests, text, documents, etc.) Serious Lawsuits: Feist, Texaco, LSUC, Tasini, NatGeo, Authors Guild, GBS, etc. Complex extension opportunities (links to articles, databases, library assistance, etc.)
  61. 61. Textbook Challenges Format Agnosticism Browsers: IE, Chrome, Firefox, Safari Devices: Macintosh, PC Desktops & Laptops Mobile: Laptops, Tablets (iPad, Fire, etc.) Mobile: Smartphones (iPhone, Blackberry, Android, Windows, etc.) Container: PDF, ePub, .mobi, Kindle, etc. Learning Management System: Blackboard / WebCT, D2L, Moodle, Sakai, etc. Purchasing (Amazon, B&N, Chegg, CengageBrain, Apple Store, University Textbook Store, etc.)
  62. 62. Should we tie students and professors to a specific and proprietary device, operating system, browser, or LMS?
  63. 63. What is the priority? Price, Cost, Value, ROIManaging or Mandating the Adoption Curve Learning and Progress Societal Impact = 17%, 40%, 70%?
  64. 64. Death of the Textbook?Shallow pool innovation – e-copiesOpen Access Textbooks?Coursepacks and e-coursepacks?Apple?Google?Etc.
  65. 65. What is Changing?1. Componentization of pedagogy2. Enhanced textbooks (tests, tracking, video, etc.)3. Advanced e-learning4. Ability to archive5. The purchaser matrix (individual student, class, institutions, state/province/country)6. Textbook boundaries (library links first…)
  66. 66. Pricing ModelsBuy the print copyBuy the exact electronic copy of the printBuy both (bundling)Rent the print or e-copy for a specified periodCreate custom coursepacks in print or e-copyBuy at the course level included in feeBuy at the institution / enterprise levelBuy at the state/province levelEspresso Book MachinesPay-per-use, micro-payments, ‘Square’ and phones
  67. 67. This era will see a Fundamental Reimagining the TextbookFor the present there will be those who resist and the resisters will be the majority.
  68. 68. Can we frame the e-book issue sothat it can be addressed rationally?
  69. 69. Books
  70. 70. Fiction
  71. 71. Non-Fiction
  72. 72. E-Learning
  73. 73. What Would You Attempt IfYou Knew You Would Not Fail?
  74. 74. A Third Path
  75. 75. Stephen Abram, MLS, FSLAVP strategic partnerships and markets Cengage Learning (Gale) Cel: 416-669-4855 Stephen’s Lighthouse Blog Facebook: Stephen Abram LinkedIn / Plaxo: Stephen Abram Twitter: sabram SlideShare: StephenAbram1