Responding to Change
Recently I had the pleasure of hearing Paul Courant, Dean of Libraries at the University of Michigan, and John Unsworth, vice provost for Library and Technology Services at Brandeis University, speak on The Hathi Trust, Google Books, and the Future of Research. The event was the part of the BNN Symposium on the Future of the Academy sponsored by the NorthEast Regional Computing Program (NERCOMP), the National Institute for Technology in Liberal Education (NITLE), and the Boston Library Consortium (BLC).
The theme of the day was institutional responses to technological change: how do we keep libraries relevant in supporting research? How can emerging technologies enable new kinds of research using traditional materials? How can we take advantage of changing technologies while preserving our values and services? This event was a great opportunity for thinking about these questions from a big-picture perspective.
Courant had a few central messages to his talk, which I summarize and comment on below. His words, paraphrased, are in italics, and my thoughts and questions follow.
- Technology is a set of mechanisms that get you from input to output. Libraries produce value by making things reusable and sharing them; that’s a technology. We’re all using technology; there’s no such thing as a “technophobe.” Hardware and software, devices and databases, are all tools that function within this technology. Books are a technology: they move ideas along, from authorial input to reader output.
- In a disrupted world, build things to see what works. Don’t wait for all the ducks to line up in a row. Dedicate time and energy for new initiatives, but don’t require that they be perfect, or have buy-in from an entire organization. Create and support spaces that enable experimental projects. (Is the Harvard Library Lab still operational? Are there others?) Learn from the things that don’t work.
- The old system doesn’t tell you what to build. What do we do because we’ve always done it? Are there traditions (services, functions, processes) that we preserve for their own sake? What is worth preserving and what can we leave behind?
- Look to purposes, not to things, although things can be the only way to some purposes. Is a traditional reference desk the only way to provide drop-in research help? What are other ways that we can provide time-of-need assistance? Must we be in the physical space of the library to provide this kind of help? Or does having a physical service desk in the centralized public space of the reading room encourage patrons to use librarians’ services? Does the presence of a reference desk enable user interactions that wouldn’t happen otherwise?
- The library isn’t there for itself; it’s there to enable scholarship and learning. This is one of the “no-brainers” that I forget sometimes, especially with collection development. Creating an ideal collection with its own integrity can be very rewarding, but so can assembling connections to materials that enable and enrich research, teaching, and learning.
- Preserve outcomes, not business models. Use the language of learning outcomes to help shape the direction of new projects. What do we want users to be able to do as a result of this service or product? What do users want to be able to do? How can we meet those needs using the resources we have?