12th ALIA National Library Technicians Conference
9-12 September 2003
Bridging services - embracing reality

Increasing the power and Influence of libraries, and library staff within local and school communities

Cliff Wade, Knox School, Melbourne

Abstract

This paper looks at the future of libraries from the school perspective, but the lessons being learnt there are applicable elsewhere.

Libraries still have the public image of being stuffy, conservative places as portrayed by Marian the Iowa town librarian in the musical The Music Man. In many respects this image still has not changed even with computers and the Internet invading the library.

In times of budget constraints, libraries are frequently prime targets for budget and staffing cuts. To survive, all library staff must to take a long look at what they do and expand their influence. Failure may mean that like the dinosaur, they will become extinct.

The Knox School has taken the bold and imaginative step of creating a new information common (IC) facility, incorporating the former school library, and school administration. Information and knowledge is managed, networked and made available to the entire school community from any area of the school.

Working with the new multimedia facilities built into the IC together with the new information knowledge management system, has enabled the library like the phoenix to be reborn in a new and exciting form.

Introduction

As professionals we face an era of change, something that many of us fear. Computers and the internet access challenge the old ways of accessing information and knowledge; the relevance and existence of traditional libraries and librarians are being questioned. Professional library staff needs to take the best of the skills they have developed in the past and marry them to the new possibilities offered by computers, multimedia and the Internet. If they fail they may at best slide into irrelevance, at worst extinction.

The content of this paper is greatly influenced by experience in school libraries in both state and independent schools. Issues raised however need to be considered by all library professionals not only to survive in this new, information rich society, but also to remain relevant in years to come.

There are three basic questions that need to be considered and answered by library professionals if they are to prove their worth and expand their influence within the school academic and local communities.

1. What features of the old library can be retained and what needs to be changed?
2. How can library staff marry their traditional information finding skills to the immense possibilities offered by computers and the Internet?
3. What are the characteristics of the libraries' new clientele and the demands for information and knowledge are they likely to make? (Learning for the Future 2002 p. 34)

The traditional school library in peril?

In 1998 the minister of education in the former Kennet government foreshadowed that school libraries would not exist in forty years time (Gude 1998 n.p.). Shock waves were felt across school libraries in Victoria. Unfortunately few noted that he then added, 'School libraries would become totally different institutions, changed to fulfill a new role in the information rich society in which we live.'

In 1995 a study of the impact computers on the use of a school library in an eastern Melbourne suburban state secondary school was begun. The study illustrates some of the dilemmas faced by many school libraries; what to change in the old to successfully meet the new demands clientele will make, and their preferred ways to access and use information. In 1996 the school merged with neighboring school and the two libraries were combined. The Kennet government funded the renovation of one site, including the introduction of computers and Internet access.

One of the aspects considered was what effect computer access had on the borrowing of books. table 1 details the number of students borrowing of books over the study period. (Wade 2001, 23 - 35) illustrates these findings.

The number of borrowings peaked in 1996 when the merger took place; by 1999 the total number of students borrowing had declined by 47 per cent. By the end of 1997 there was also a statistically significant decline in the number of male students borrowing books compared with females.

Table 2 looks at the borrowings of fiction and non-fiction texts by students and illustrates these findings.

The decline in the use of written texts by students became evident after the introduction of computers and the Internet into the school in 1996. It was felt that while there was a decline in school population after the merger, this was not sole explanation for it. Table 3 looks at fiction and non-fiction loans by gender for the same period and illustrates these findings.

Compared with females the importance of reading of fiction rated poorly with male students in this school. However by the end of 1999 the difference between the two reading rates was not statistically significant.

Unlike male students, females still appeared to make greater use non-fiction texts complete assigned work.

By the end of 1999 library staff had begun to seriously question the viability of a large book collection. The effect of computers and the Internet were being felt in book borrowings. Compounding the problem were changes taking place in the English curriculum. Wide reading of fiction was not being actively encouraged, as it was pre- 1995. While it was accepted that books would always remain part of the library's resources the shift towards electronic access of information was being manifest by the behaviour of students. It would have been foolishness not to recognise the fact that the time for change had come in the way the library functioned. At the same tome the school's principal made it quite clear that with the tight budget due to falling enrollments, it was more difficult to justify maintaining a library with full time staffing.

What inherent skills could the library staff use in the future library?

Library staff have been organising written, audio and audiovisual resources in systematic and logical ways for some time. They developed a system of search words used to locate information that have served them and their clientele well. They had become highly skilled, trained information finding specialists.

It quickly becomes obvious that the organisation of information on the internet is not systematic or logical. Library staff must take their inherent information finding skills and apply them to developing a system of finding information in cyberspace. Few in the local or school communities are so well placed in finding information, but as librarians they must take the risk and move out of their comfort zones, and actively market their skills, and seek to become involved in their sponsoring organisation. Stereotype images of library staff and libraries must be broken down and all must see them and their places of work as vibrant, living and relevant.

The Information flood.

In making necessary changes library staff must appreciate the fact that clientele are likely to come from backgrounds where computer and Internet usage is high. Table 4 illustrates the increase in internet downloads from 2000 to 2002 in Australia.

(Table 1.2 Australian Bureau of Statistics p. 6-7)

Inside two years there has been an approximately 15 per cent increase of downloaded information from the Internet in Australia. The most heavily populated states of New South Wales, Victoria and Queensland, showed the greatest Internet usage over this period. As can be seen from table 5 there appears to be a strong relationship between income and computer use.

(Table 1.2 Australian Bureau of Statistics p. 6-7)

Clientele from higher income households are more likely to have more than one computer and probably Internet access. For libraries located in middle to high-income areas, staff should certainly expect that many patrons would have access to these and most probably prefer accessing information electronically. Boyd (1999 p. 263) rightly pointed out that students have no fear in accessing what ever they want via the world wide web communicating using e-mail with experts across the globe.

Table 6 looks at internet access by gender.

(Table 1.2 Australian Bureau of Statistics p. 6-7)

Males are more likely to use the internet than females however as females get older this gap narrows. Qualitative assessment suggests that this preference certainly occurs in co-education school libraries and library staff need to take steps to ensure equality of computer and Internet access.

Many individuals are struggling against the catastrophic flood of information, and knowledge. Library staff irrespective of their roles in libraries must lead out in managing and controlling this deluge. As professionals library staff with their specialized information finding skills are uniquely equipped to help patrons find the information and knowledge they want, when they want it. By doing so they increase their power and influence in the school or local community, and help secure our own future.

Computer literacy may not equate with information literacy

While many patrons and students are reasonably competent in using a computer, their ability to efficiently find information in cyberspace or transform that information into knowledge is not so highly developed. For example many students often use very broad words to find information in cyberspace and as a result waste far too much time in such loose and uncoordinated searches. table 7 details the number of potential sites available on the Internet, found when using typical broad terms as used by many students and illustrates this problem quite dramatically.

Clearly such unplanned excursions into cyberspace are futile, time wasting exercises and often leads to student and teacher frustration. Nielsen (2002 p. 1) writing on the feasibility of using the Internet to locate information noted the children as well as adults become confused and frustrated at the shear enormity of the task; inexperienced searchers can mistakenly view advertisements as factual content. Students rarely verify the authenticity of located material, frequently attracted to sites with slick graphics, something that does not always equate with quality material. Clearly the learning community needs the traditional information and knowledge organisational skills of library staff to assist them in finding what they want in cyberspace.

Boyd (1999 p. 263) correctly points out that good teaching will be directed towards teaching students how to access and use information obtained from a wide variety of resources. These resources will include written as well as electronic. Finding information is but a small part of the task, clientele need may need assistance in verifying the information found and in organising, and in presenting findings.

Information Common Resource Centre (ICRC) staff at The Knox School in Melbourne proposed and received approval to adopt the McKenzie Research Study Skills model from Oak Harbor in Washington. The elements in this cycle are:

1. Students should be able design questions which when answered will provide the desired information.
2. Be able to plan the research/ study strategies necessary to answer their questions.
3. Be able to gather the information required from a wide variety of sources written and electronic.
4. Be able to effectively sort through information gathered.
5. Be able to synthesize the sorted information.
6. Be able to evaluate information found.
7. Be able to report and act on the information acquired.

Library staff acting in partnership with classroom teachers can assist students in developing questions to be answered as the student recognizes the need for information. Planning a research task is crucial; and the identification of what resources should be used critical. For example, using the Internet to define the word 'radian' would be inappropriate when a dictionary will give the information quicker. Students, especially boys must learn to value books as sources of information and knowledge, they did not go out of fashion with hansom cabs and hobble skirts. All library staff should be able to advise clientele on the best type of resources to use, and certainly encourage the use of more than one type of resource fulfilling Boyd's ideas.

Once information is gathered, library staff can assist clientele to evaluate what has been found; such evaluation should not be done during the gathering and synthesising process. Checks need to be made to see if the client got all the information they need, if not stages 1 - 6 of the research cycle maybe repeated before findings are reported.

To apply this model, changes are necessary in teaching methodology, student habits and persistence, in fact it may be necessary to cause wholesale changes in the culture of the school or learning community. It is worthwhile being reminded of the fact that change is not always welcomed or wanted and that a great deal of patience, tact and professionalism will be required of library staff. Once library staff and teachers successfully 'sell' such a research cycle, the results will speak for themselves, respect from clientele will be increased as will power and influence of library staff.

Knowledge and Information must be managed.

Neilsen (2002 p.1) speaking about increasing employee productivity in the business world said that the average sized company could gain $5 million per year in improving the quality of the companies' intranet database. By advocating the development of an effective Intranet database, library staff not only can save their sponsors money but also make a significant contribution to their own long-term stability and relevance. To achieve this staff must commit themselves to effective management of knowledge and information, which together make up an Intranet database. In the case of schools, the content of the database must be linked to the curriculum, the interests of patrons both student and teacher. It is crucial that library staff must get involved in curriculum planning to identify what needs to be incorporated into any Intranet databases. (Learning for the Future 2002 p. 35)

In the case of most schools, the library database has existed as a separate entity from the rest of the school often housed in an isolated building. Even with the advent of computers in the library, all to frequently there is no effective linkages of its databases across a school campus. Traditional formatted libraries may need to figuratively close their doors and reopen as information commons. The Knox School has essentially embraced this concept and the library has been reborn as crucial element of the Information Common Resource Centre (ICRC).

The concept of the information common is quite new yet at the same time old. During the middle ages there was a piece of ground in many villages, common to all where cattle grazed and much of the social life of the village took place, where its culture developed. In learning institutions like schools, there must be a place where all of the knowledge both implicit and tacit is gathered and recorded and where new information is found and both need to be efficiently managed, and distributed across the campus and to clientele's homes, and made available when and where it is needed. The library staff with their inherent skills in knowledge and information management; play crucial and significant roles within the new Information Common Resource Centre.

To be effective the computer software used to manage information and knowledge within any Information Common or library must have the following capabilities.

1. It must be user-friendly for cataloging and accessing all written and audiovisual materials.
2. It must be effective for the cataloging of Internet site addresses and scanned images.
3. Both database components must be able to be linked together and searched simultaneous if required, the results clearly displayed on screen and which have short cut icons displayed for instant access to the Internet sites catalogued.
4. It must be able to handle and catalogue scanned newspaper articles, etc.
5. The software must enable twenty-four hour a day monitoring on the availability of catalogued Internet sites and report potential defects daily for investigation, and quick removal if no longer in existence.
6. Clientele with sufficient security clearance must be able to make contributions to the databases in the form of specially selected Internet sites, set and insert assignments for students, and students must have ready access to cached materials.
7. The software must use the same subject heading as used in cataloging books, Internet sites, and scanned articles, etc.
8. It must have effective reporting routines covering such issues as book loans, what physical resources like CD players, etc. are available, for budgeting, etc.

In selecting software for such an information common, the information finding and knowledge management needs of all in the learning community must be considered and all must have a voice that is heard. Selection of library software must not be left solely to computer technology specialist with no library training, library staff must feature prominently in the selection process. If consultations embrace the whole learning community, lead by the library staff, then the learning communities as a whole are more likely to own the solutions. Library staff must not be afraid of making demands of software suppliers, and they must peel away the glitter of sales pitches and ask probing questions, carry out exhaustive investigations into software offered to see if it will meet the requirements that the learning community has defined and if deficient, demand modifications. In selecting software for an Information Common the choice has to be right first time, therefore library staff by being demanding of suppliers ensures the right choice is made, enhancing their professional reputation.

In talking the lead in advocating new information and knowledge management practices, library staff move out of their comfort zone and may well face harsh criticism of past failings. As said before, they need to appreciate the fact that many in the learning community fear the changes that are being forced upon them. Traditionally, teachers have been somewhat isolationist in managing what happens in the classroom. They have had their 'own' resources and have viewed 'new ideas' with a degree of distrust and suspicion. This traditional culture needs to change and a sensitive approach followed by competent library staff can do much to reassure teachers that they have support in making the necessary changes.

Form an alliance with computer and multi media facilities!

McKenzie (1993) rightly stated that there is a shift towards the use of multimedia by learning community patrons

To help achieve this goal The Knox School Information Common is networked to all parts of the school campus. The Information Common Resource Centre itself is equipped with approximately 80 computers to meet the needs of students and teachers.

The new clientele coming into libraries are now less likely to be satisfied in presenting information to others in plain, typed formats, but are very likely considering using electronic and visual media to make presentations. For example those researching information for a professional seminar will be looking towards PowerPoint or video presentation to engage and motivate their audience to act, as they desire. While written reports will remain important for transmitting information and knowledge, the use of electronic media in such transmissions will continue to increase. All library professionals must acquire skills of handling multimedia presentations and these newly acquired skills must be married to their information and knowledge finding and management skills, converting the stuffy, conservative library into a new and dynamic place well worth the expenditure on buildings, staffing and resources.

The Knox School in Melbourne has formed such an alliance between the processes of finding and managing information and knowledge through extensive use of computers and the internet, with the immense possibilities offered by multimedia facilities when it designed the school's Information Common. This bold step has included a professionally designed television and sound studio, which is now being, used very effectively by students. The brief accompanying video produced by the Information Common Resource Centre staff, Multimedia manager and students not only shows the facilities of the Information Common, but also illustrates how such an alliance works in practice.

Professional changes.

To make these changes all library staff may need to upgrade professional qualifications to become more flexible being able to take on new roles in the Information Common environment. The universities must make their courses in the various aspects of library work relevant to the needs of library staff in today's information rich environment There must be increased emphasis on the use of computers, the Internet and the teaching of research study skills plus training library staff in the use of multimedia to enable them to be of greater use to their clientele. There certainly must be more of a hands on approach to the teaching of these courses and while theory is important it should not dominate. Active encouragement should be given to library staff by their sponsors to upgrade qualifications, for such encouragement like bread cast upon the waters will return after many days.

Conclusions

Library staff should look to the future as an exciting time to work and embrace its challenges with enthusiasm and gusto. The school and local communities need the skills of library staff as never before in the quest for knowledge and information. The only question remains, will library staff rise to the opportunities that lie ahead? Their fate is in their hands.

Acknowledgments

The author of this paper wishes to acknowledge the assistance of the Principal of The Knox School Mr. Tony Conabere, Mr. Peter Maloney Ford the Multimedia Centre Manger, Ms. Susan Cleary Head Librarian and all of the teaching staff and students who assisted in the production of the video used in conjunction with this paper.

Bibliography

Boyd, Suzette. The information literate school community: Best practice, edited by Henri, James and Bonanno, Karen. Centre for Information Studies, Charles Sturt University, Wagga Wagga, New South Wales, 1999.

Gude, Phillip (n.d.) Speech on the role of school libraries, Melbourne.

Learning for the Future, 2nd edition, Curriculum Corporation, South Carlton Victoria, 2002.

McKenzie, J. A measure of student success, The Oak Harbor, Washington. http://www.fno.org/libskill.html, 1995. Referenced 2000

McKenzie, J. 1993 Libraries of the future, FNO From Now On The Educational Journal (online), http://fno.org/libraries.html [Accessed 2000]

Nielsen, J. 2002, Intranet usability: The trillion-dollar question. http://www.useit.com/alertbox/20021111.html [Accessed 19March 2003]

Table 1,2 Internet Activity Summary State and Territory, Mar Qtr 2002 Australian Bureau of Statistics - Internet Activity - 8153.0 Melbourne.

Table 1,3 Number of Home Computers, 2000 Household use if Information technology Australian Bureau of Statistics 8146.0 Melbourne

Table B15 Internet use by sex, 2001 Australian Bureau of Statistics Melbourne.

Wade, C.H. 2001, The school library the phoenix of the Technological Revolution, Deakin University, Geelong.