Open Source Reality Check

 
     In the August 2011 of Library Journal, David Rapp wrote about the pros and cons of switching from proprietary to open source integrated library system (ILS). The Evergreen ILS, created by the Georgia Public Library Service in 2006, and Koha ILS, created in 1999 by Katipo Communications in New Zealand, were the two open source ILS highlighted in the article. Major advantages of using open source ILS are its customizability, affordability and portability (ability to switch support  vendors). However, some of the disadvantages include support issues and support cost. These were the issues faced by large-scale King County Library System, with a 22.4 million annual circulation recorded in 2010, when the library decided on open source migration from its previous proprietary Innovative Interfaces' Millenium ILS. In contrast, however, smaller scale libraries La Conner Public Library, Burlington Public Library and Upper Skagit Library District did not have the same problem when migrating to Evergreen. The author concluded that migrating to open source "...depends on a library system's goals and aims and the ability--and resources--to put in the required work."

Three Points

     1. There is no single answer to a library's problem.
     2. To do it or not to do it.
     3. The upshot of all these.

     What may work for others may not work for you. All libraries are not created equal. There might be semblances but, in all honesty, a library has to consider both internal and external factors before deciding between proprietary and open source ILS. The article was able to contrast two very different kinds libraries with two very different experiences on their migration to open source ILS. The larger one experienced great difficulties but the smaller ones did not encounter any hitches.

     To do it or not to do it. When faced with the question whether to embrace open source ILS or to stay with a proprietary ILS, a library has to consider the advantages and disadvantages of both resources, and weigh these in the light of the library's goals and resources. The library would also benefit greatly from the stories and experiences of other libraries who have and have not done it.

     The upshot of all these . Ultimately, the quest for a better library service for its primary patron is a good reason for considering whether to migrate to open source or to stay with a proprietary ILS. Support issues, affordability, and customizability are factors that should be considered as challenges but not as hindrances to fulfilling a library's goal.

Implication

     The library is a physical and virtual hub of information of the academic community. It is the library's purpose to serve the library patrons in the best possible way. As a librarian in these hi-tech times, it is best that I become familiar with the current library trends, especially since the library is now being challenged to be at the forefront of the information community. It is to the benefit of the community where I am serving as a librarian to offer them services that are fitting to their needs in the best way that they would understand and be able to access library resources. Whether to chose between an in-house developed, open source, or proprietary ILS depends so much on how I, as the librarian, am able to weigh key factors in the light of the library's goals.

Reference

     Rapp, D. (2011). Open source reality check. Library Journal, 136 (13), 34-36.

 

p. s. 

The Open Source ILS: an Information Portal for Librarians is a very helpful tool for librarians who are checking out open source ILS--OSS, Evergreen and Koha.

Redesigning Services for the Net-Gen and Beyond: a Holistic Review of Pedagogy, Resource, and Learning Space

 

     In a 2008 article J. Beard and P. Dale, wrote about the journey of the Sir Michael Cobham Library of Bournemouth University. The library was constructed to reflect "the pedagogies of learning in a hybrid environment." Beyond reading lists and reading strategies, librarians worked together with the rest of the academic community in order to come up with a good library design that  optimizes the students' learning experience through "individual reflective learning" as well as collaborative learning. Physical space was designed to maximize social learning spaces in different informal clusters within the library. The physical and virtual environments designed for students to to acquire and develop academic literacy skills using the library's physical and electronic resources.

Three Points

     1. Physical design matters.
     2. Virtual design matters.
     3. Students matters.

     Physical design matters. Changing pedagogies of learning needs to be addressed by the design of the library's physical space. Learning in groups can be enhanced by incorporating discussion rooms, optimizing informal spaces, and creating areas where noise is an accepted part of learning. There has to be designated spaces within or in the proximity of the library which has to adapt to this learning style.

     Virtual design matters. The resources in the library straddles two kinds--the physical and the virtual. It stands to reason that library is in a position to provide access to both kinds of resources. Designing virtual spaces and allowing ease of access to electronic resources are of equal importance with designing physical spaces and access to printed resources. Thus, the acquisition of electronic databases and other electronic resources, and the creation of well-designed blogs, wikis, podcasts, and websites contributes to how students are most able to develop skills in academic literacy.

     Students matters. The Net-Gen students is characterized by their familiarity with the electronic/virtual world. In order to cater to this set of library clientele, there is a need of "aligning pedagogy with technology, resource and space." The library, then, needs to recognize the needs of these learners and to adopt certain technologies that will foster learning in the library.

Implication

     Nowadays, to get the word out does not only mean to  post stuff on physical bulletin boards but to to also post the same on virtual bulletin boards and other virtual spaces. The library can optimize the use of Web 2.0 technologies and advocate/push for a well-designed physical space that recognizes the need for collaborative learning. The library can be a center for social learning by creating learning spaces for collaborative learning and individual reflective learning.
     While to some extent this is happening in our libraries, it has been more the exemption rather than the norm. Librarians, though, have to work with the academic community for this to become a reality in our setting today...even if it means trying to learn new skills or re-arranging the furniture or lobbying for a budget for electronic resources and e-infrastructure.

Reference

Beard, J., & Dale, P. (2008). Redesigning services for the Net-Gen and beyond: a holistic review of
     pedagogy, resource, and learning space. New Review of Academic Librarianship, 14, 99-114.
     doi: 10.1080/13614530802518941

p.s.

The Sir Michael Cobham Library of Bournemouth University, an awardee of the prestigious Library Design Award in December 2007, has been continually developing its learning spaces. Their website gives an update on how the library has developed since then.

We've learned how libraries can be social learning centers. To know more on the subject, read up Learning Spaces (2006). This is "e-book represent[ing] an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success," Edited by Diana G. Oblinger,  the book is available in individual chapters here or can be viewed as an entire book in PDF here. 

The Library Learning Terrace  of Drexel's Hagerty Library sounds like a good idea, does it not?

Twenty-three Steps to Learning Web 2.0 Technologies in an Academic Library

     In 2007 the Edith Cowan University Library ran the Learning 2.0 program, a pilot program targeting the training of library staff in Web 2.0 technologies. The program ran for nine weeks in its implementation phase and was participated by eight library staff. Learning 2.0, as a training package, followed adult learning principles. Each week participants were asked to do tasks that involved the use of blogs, wikis, podcasts, rss feeds, and other Web 2.0 technologies. The program ended with a focus group discussion through which the library staff relayed their positive experience and recommendations for the continuing development of those in the library profession using the Learning 2.0 program.

Three Points 

     1. Librarians need to adapt.
     2. Librarians need to learn.
     3. Librarians need to thrive.

     Librarians need to adapt. The Learning 2.0 program that was ran in the ECU Library began with the assumption that Web 2.0 technologies are the "next big thing" in academic libraries that will enable the library to meet the needs of the library clientele who are members of the Net Generation through various social networking technologies. This assumption fueled the institution's desire and willingness to adapt to the technological changes. Although the style and design of the program, which followed adult learning principles, were critical factors contributing to the success of the program, the attitude of the library staff towards adapting to the change was also critical.

     Librarians need to learn. In every profession there is an overt imperative to be continually developing, thus, the call for continuing education and professional development. The Learning 2.0 program is an efficient means to train library staff on the emerging trends in technologies which are applicable in the library setting. It enabled informal discussions among the librarians, self-discovery and self-learning within a supportive working/learning environment.

     Librarians need to thrive. One important point in the Learning 2.0 program was how to integrate Web 2.0 applications to everyday library work. The experience of the library staff, however, was that as they were going through the program they were able to see which technologies were best used for particular library service. Through the program the library staff were able to address information needs of the Net Generation  and "provid[ed] new opportunities to connect with [their] users." 

Implication

     The Learning 2.0 program of the ECU Library was adopted from the same Learning 2.0 program that was designed by Helene Blowers of the Public Library of Charlotte and Mecklenburg County in North Carolina. Licensed under Creative Commons, this program served as the Web 2.0 staff development program of both libraries. It would be a boon to have the same learning program ran in our academic setting, with modifications reflecting the the changed technological landscape and the socio-political limitations wherein we operate.
     Learning is always an imperative for every person and librarians  are not exempt. Whether in a formal classroom setting or in a casual exchange of ideas over a cup of coffee, librarians can learn and ought to learn new things. Librarians can enroll in a class, register in a workshop/conference, participate in a staff development program like the Learning 2.0, or initiate one.

Reference

Gross, J. & Leslie, L. (2008). Twenty-three steps to learning Web 2.0 technologies in an academic library.
     The Electronic Library, 26 (6), 790-802. doi: 10.1108/02640470810921583

p.s.

The program mentioned in the article can the be viewed at the ECU Library Learning 23 Things. The link would also lead you to the Public Library of Charlotte & Mecklenburg County's Learning 2.0 program, from which ECU's Learning 2.0 program was adapted from.

The Ethics of Library Resource Sharing in the Digital Age

     Librarians operate from an established ethical framework that may work against them, especially in dealing with digital materials. Beth Posner (2012), in a paper that was presented at the IFLA 12th Interlending and Document Supply Conference, presented moral arguments through which librarians can navigate the ethical implications of resource sharing in the digital age. These moral arguments are anchored on the following ethical theories: justice as fairness, utilitarianism/consequentialism, rights theory/deontology, and common good theory. Ethical issues arising in the practice of resource sharing of digital materials in the library setting can be analysed through these ethical theories.

Three Points

     1. Choosing to go green.
     2. Choosing to be fair.
     3. Choosing to serve.

     Choosing to go green. Resource sharing becomes easy when it comes to digital materials,which inevitably means a lesser carbon footprint for this particular library activity. Choosing a greener alternative to interlibrary loan/information sharing is for the common good. B. Posner argued that publisher demands for licensing compliance in order to limit online access is outweighed by the fact that the environmental impact of doing so benefits everyone.

     Choosing to be fair. Library policies and rules help to ensure that the library's mandate is met in the best possible way. Specifically, rules and policies on resource sharing need to reflect the principle of fairness. This means that differently abled clients need to have the same access to information as any other library client. This also means that access to computers or electronic reading devices need to be provided in order to provide fair service to library clients who do not have access to these. No library client should be made to feel disadvantaged because information sharing has gone digital.

     Choosing to serve. The cost for subscribing to or purchasing digital materials, oftentimes, is higher than the cost of its printed version. To defray cost, libraries join consortia. However, ironing details for resource sharing in library consortia is not an easy thing to take on. The end result though is that library clients with information needs are served.

Implications

     The face of library service has changed with the rise of technological developments. With this, the demand for an ethical library service is redefined. The access and use of digital materials need to be addressed by fair library policies and rules which reflect our changing realities.
     This means that I need to be an ethical librarian--aware of the implications of the use of digital materials as well as the questions arising from the sharing of the same. Although, I would love that everybody would have access to these wonderful mines of information, the rights of the authors and the publishers are a major consideration too.

Reference

Posner, B. (2012). The ethics of library resource sharing in the digital age. Interlending & Document 
     Supply, 40 (2), 119-124. doi: 10.1108/02641611211239614

p.s.

In the same article, B. Posner mentioned the ALA's Library Bill of Rights, the eBook User's Bill of Rights, and a Readers' Bill of Rights for Digital Books. All of which are interesting links to visit and read.