A member of the ILI-L discussion list pointed out an interesting article in the May issue of Harper’s that I finally got around to reading. It profiles the Prelinger Library, an idiosyncratic personal collection made public that provides its own classification system and allows for unexpected discoveries. (Here’s the non-digital link: “A World in Three Aisles: Browsing the Post-Digital Library” by Gideon Lewis-Kraus, Harper’s [May 2007]: 47-57.)
In passing, the author criticizes librarians’ devotion to all things technical, especially slamming the “roomy and bookless” SFPL in which “reference librarians, reconciled to their new roles as customer-service technicians in the guise of advanced-degreed ‘information scientists,’ stand behind high oak-paneled counters and field questions about how to use these Internet resources, or more often how to get the printers to work.” Hey, they haven’t ditched the reference desk – that sounds positively old fashioned.
Anyway, the conclusion of the piece raises an issue I’d like to see discussed more by academic librarians.
The executive director of the digital-library initiative at Rice University is quoted as saying that “the library is not so much a space where books are held as where ideas are shared.” This is odd. Most people might suppose, to the contrary, that a library is exactly a space where books are held. There are many, many places on a college campus where ideas are shared: lecture halls, seminar rooms, computer clusters, dorm lounges. The library happens to be the only where ideas are shared precisely because books are held.
So here’s my question: as we pay attention to the “library as place” and try to demolish the “warehouse for books” stereotype of libraries, do we have any evidence that what’s in the library is contributing to the conversations we hope to foster? That is, as the library becomes a better place for students to do a variety of things, are they making better use of the collection itself? How well do collection development, information literacy, and “library as place” work together? What assessments have been made that can establish some causality – a better place means better learning using what libraries have to offer?
Apart, of course, from computers, comfy chairs, and good coffee.