technology

STATEMENT OF COMPETENCY

Through his hyperlinked library theory, Stephens (2022) explains that the Internet has pushed libraries to embrace “anytime, anywhere” service models, by which resources and services are made available far beyond the physical boundaries of library buildings (p. 230). Furthermore, Casey and Savastinuk (2007) argue that the Internet’s cultural influence has yielded user expectations of increased interconnectivity from all “customer service” entities, including libraries (p. 3). The Association of College and Research Libraries (ACRL) (2016) reflects these claims within their “Access Entitlement Principle” which states that users “are entitled to the library services and resources of that institution, including direct communication with the appropriate library personnel, regardless of where they are physically located in relation to the campus” (para. 1). 

Whether serving distance learners, observing social distancing protocols amid the COVID-19 pandemic, serving disabled and/or neurodivergent users, or accommodating patrons who physically cannot—or just choose not to—visit the library in person, librarians continually apply emerging technologies to expand the reach of their resources and services, and to meet users where they are. Librarians can evaluate potential technology initiatives by considering their cost, their ease of use for librarians and users alike, their capacity to meet user demands, and their relevance to the library’s mission.

Given the importance of reference service as a means for connecting library users with resources and services which meet their information needs, virtual reference applications enable these interactions beyond the library’s walls. These services can be synchronous or asynchronous in nature, comprising email, phone, chat, and videoconferencing (e.g., Zoom) models. Springshare—a widely used suite of software applications for internal library use—has integrated Zoom capabilities into its LibChat reference service, thus allowing reference interactions to pivot from chat to videoconferencing as needed. Cole and Raish (2020) regard videoconferencing as the technological model which most closely resembles the dynamics of an in-person research consultation, citing its capacity to convey visual cues alongside spoken conversation, as well as screensharing features which allow librarians and users alike to visually demonstrate their onscreen actions in real time (pp. 187-189).

These features contribute to the strengths of videoconferencing applications as platforms for virtual library instruction sessions, as well. Other useful features within Zoom for the delivery of virtual classroom instruction sessions include a dual chat function, a “raise hand” feature for students, and the ability to separate learners into “breakout rooms” for small group activities within the context of a greater instruction session. Video creation apps—such as Techsmith’s Camtasia—pose another effective instructional tool, by which librarians can record their screens to demonstrate research processes and other procedures (in the form of “screencasting”) and edit polished, engaging tutorial videos.

Research guides present another means by which academic librarians, in particular, can utilize technology to connect users to relevant resources. Whether they target entire academic disciplines, courses, or individual course assignments, these guides are created by librarians to promote such resources as books, subscription databases, search strategies, research procedures, and citation guidance, and to embed hyperlinks which enable access to these resources. LibGuides—another Springshare platform—is a common platform, which has become practically synonymous with research guide creation (Brown, et al., 2018). Institutional subscriptions to software suites, such as Springshare, allow libraries to engage in virtual reference, LibGuide creation, and a host of other tech-based services, at a “package” discount which can be compelling to libraries, given common budgetary constraints. Also, these services are likely to reflect academic library missions, as they utilize technology to promote access to resources and services which continually demonstrate their value in meeting user information needs.

Misguided uses of technology in library settings—sometimes the result of chasing fads, or failing to consider the institutional resources necessary for sustained service—are often explained by a misalignment between available technologies and institutional missions (Casey & Savastinuk, 2007, p. 7). As such, savvy librarians should assure that they are incorporating emerging technologies which fit their library’s ethos, respond to user information needs, and make financial sense within library budgets, as opposed to simply applying tech for tech’s sake. For instance, libraries might feel compelled to build makerspaces, or other similarly dynamic creative and social initiatives; before proceeding, libraries should question what exactly their users want to “make,” and how existing personnel and their specific expertise align with given proposals. When considering an expensive software purchase, librarians might consider whether a more cost-effective open-source alternative exists, which can similarly fulfill user demands. Technology, on its own terms, is not enough; in order for technology to properly serve libraries and their users, librarians must apply it judiciously, and in accordance with local circumstances and needs.

COMPETENCY DEVELOPMENT

Before beginning the MLIS, I had nearly a decade of radio DJ experience, in music and news settings, which led me to become quickly comfortable recording and narrating tutorial videos. INFO 254 (Information Literacy and Learning) gave me valuable experience with tutorial video creation for instructional purposes, in addition to building split-screen tutorials and delivering instruction sessions via Zoom, while INFO 294 (Professional Experience: Internships) allowed me to record a series of tutorial videos aimed toward Portland State University Library users, which were uploaded to the library’s YouTube channel. During my internship, I additionally observed reference librarians as they used the institution’s chat reference platform to field incoming queries. INFO 244 (Online Searching) and INFO 220-11 (Maps & GIS) gave me experience in the creation of research guides via Springshare’s LibGuides platform, while INFO 230 (Issues in Academic Libraries) exposed me to ongoing technology applications in academic library settings, including reference service via Zoom. INFO 287-01 (The Hyperlinked Library), in which I am currently enrolled, has led me to consider the benefits and implications of technology as applied in public and academic libraries, both domestically and worldwide.

CONCLUSION

Casey and Savastinuk (2007) argue that the emergence of the Internet has created a reality in which libraries no longer possess a monopoly over information service, and in which users often meet their information needs elsewhere (p. xxiv). In response to this trend, librarians may scramble to implement technology which they perceive as speaking to shifting user demands. However, without first conducting strategic plans and community analyses, or considering institutional missions and staff expertise, librarians run the risk of implementing tech for tech’s sake, resulting in gimmicks which fail to expand the reach and relevance of core library services. By approaching emerging technologies critically and with consideration, libraries can adapt to changing times, and develop services which facilitate on-demand access to libraries’ offerings, anytime and anywhere.

REFERENCES

Association of College and Research Libraries. (2016). Standards for distance learning library services. https://www.ala.org/acrl/standards/guidelinesdistancelearning#summary 

Brown, H., Drummond, D., & Minter, C. I. J. (2018). Establishing a review process to evaluate research guides. Medical Reference Services Quarterly, 37(4), 367-374. https://doi.org/10.1080/02763869.2018.1514901

Casey, M. E., & Savastinuk, L. C. (2007). Library 2.0: A guide to participatory library service. Information Today, Inc.

Cole, C., & Raish, V. (2020). Serving the need: Engaging in virtual video reference with students. Journal of Library & Information Services in Distance Learning, 14(3-4), 182-193. https://doi.org/10.1080/1533290X.2021.1873891

Stephens, M. (2022). Hyperlinked libraries. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 229-239). Rowman & Littlefield.