Tag: information literacy

Learning to Teach Credit-Bearing Courses

One element that excited me about my current job was the opportunity to teach credit-bearing courses in our Library Informatics bachelor’s degree program. In my role as department head, I not only get the chance to teach and but also lead the program. For my first year, I mostly did the administrative work of leading a program. I worked with our advisor (one of our librarians in our department) to resolve student issues, coordinated our program assessment, set up our course rotation each semester, and assigned classes to the folks that report to me. My first year was really a chance to dive into the program, learn about its creation and context, and lead conversations with the department about the program’s future. It seems that my second year here has focused more on actually teaching the classes, something that excites me and also gives me a lot to think about.

My first chance to teach happened this past summer, where I co-taught LIN 175: Information Literacy, our general education course that covers the research process and gives students a look at research through an IL lens. We taught in a five-week, five days a week, two hours a day, synchronous format. I was able to learn the content, teach about ? of the class sessions, and work closely with the students enrolled. Their final project was a group poster (inspired by the better poster template introduced by Mike Morrison) on an IL related topic of their choice. This version of the class was also a heavy revision from ways the class had been taught previously; our team got together in May and reimagined how the content was introduced and created the final poster project. In many ways, our revisions worked well and the new structure kickstarted a lot of good discussion within the department about how we want this class to work. 

This fall, I had to pinch hit and teach a seven week, asynchronous version of LIN 175. I had never taught a credit course asynchronously before and relied on my department colleagues who let me look at their past syllabi and lurk in their Canvas shells. Teaching a seven week course was definitely eye opening. It was fast paced and pushed me to juggle my day-to-day job, creating content, and evaluating student work. Particularly, I ran into the following challenges and opportunities: 

  • Out of sight, out of mind. At first, I sort of forgot I was teaching an online class. I was involved in so many other projects and in-person activities that I had to actively remind myself there were students, online, waiting for my instruction and feedback. Like any other project, I had to find ways to build it into my to-do lists and my calendar.
  • Developing weekly content aka building the airplane while I was flying it. In general, I roll my eyes at the “building the airplane while we’re flying it” phrase, but it definitely was my experience this fall. Especially at the beginning of the course, I felt that the day before I “dropped” a new module, I was frantically recording lectures, organizing learning materials, and double checking the assignments were set up correctly. While I had a lot of the content from the summer class, there are vast differences between working with students daily, in-person, and having a student work online asynchronously. It’s not an easy transfer! It did get a little easier in terms of setting up modules as time went on, but it was anxiety inducing to start. 
  • How much content is too much content? With the in-person, five-week class, we had two hours each day to go through context, do activities, and learn the materials. I feel comfortable with lesson planning for two hours. I did not feel as confident designing asynchronous content. I still am learning what is reasonable/doable for a week’s worth of learning materials. I want to pick things that are relevant, engaging, and applicable to the students. I also want content that connects to each other and sets the stage for application assignments. Those assignments are really my only way to know if students have absorbed and learned the material, I don’t have the same in-person cues. I ended up with some good modules and I also made plenty of notes of how to improve content for future iterations of this class.  
  • Building connections with students. Something I’ve heard from both faculty who teach online courses and students who have taken online courses is that connecting with each other is tough. Just because I have students complete a reflection over VoiceThread doesn’t mean they connect with their peers or feel connected to me as their professor. I know there’s learning I need to do to better understand how to cultivate community in this time frame and virtual environment. In many ways, I feel like I’m VERY behind on this conversation after the pandemic (but look forward to reviewing all the content created in this time). 

When I submitted my grades on Monday afternoon, I felt a sense of relief. I did it! I don’t think I’ll teach this class, in this format, until the fall, so I have time to make some tweaks and build off what I learned the past seven weeks. For now, I’ll make a transition to preparing for a different seven-week class that starts in January. Wish me luck!

Featured image by Kelli Tungay on Unsplash

Reflecting on Library Instruction

Palms are sweaty, knees weak but I’m not talking about spaghetti (sorry, Eminem); I’m talking about teaching a credit-bearing library course! This last Fall semester, I not only started my first official librarian position, but I also taught my own credit-bearing library course for the very first time. It’s something I’ve briefly mentioned in previous posts, but it’s actually been a huge part of my experience as a first-year academic librarian.  

Within my library, my position falls under the Teaching and Outreach Department. In addition to outreach services, my department’s responsible for teaching several one-shot library instruction sessions per semester as well as teaching credit-bearing library courses. Most of our one-shots are delivered to first-year undergraduate courses, but we also offer the usual library orientation session and course specific instruction as well. Our credit-bearing classes are often co-requisites of corresponding courses. For example, we teach library research classes that support the following programs: Speech and Audiology, Honors, CHE (a TRiO Program for first-gen students), History, and Criminal Justice. The course I teach, LIB 160: Library Research, supports the Criminal Justice program.  

There are several components that come with teaching a co-requisite course. Myself and my colleague, who has been teaching 160 for some time now, regularly collaborate with the faculty member in charge of the course we’re a co-requisite of, CRJ 380: Research Methods in Criminal Justice. This means we do our best to ensure the work that’s done in 160 is closely aligned with what students are expected to do in 380. The major project students complete in 380 is a research proposal. The final assignment in 160 is a literature review which becomes a part of students’ research proposal for 380. Though we work hard to ensure that 160 provides students with the information literacy skills necessary to be successful in their field, planning for and teaching the course is not without its share of struggles.  

Some of the struggles that came with teaching 160 were fairly standard for teaching a new course. In spite of finishing my MS-LS with a solid understanding of information literacy, learning an entirely new curriculum designed for a subject matter outside of my expertise was my first big challenge. Though my colleague who taught the course before me was open to questions and more than willing to share her materials, I still had several lessons and assignments to familiarize myself with in a relatively short period of time – My position started in July and classes began in August. Thus, a great deal of my orientation process was dedicated to learning the ins and outs of 160. After starting to learn the curriculum, actually being in the classroom itself and teaching the lessons became my next challenge.  

Thanks to my colleagues who introduced me to the idea, reflection has become a part of my teaching process. Last semester, I got into the habit of journaling after every class. I’ll be the first to admit that not every day was my best last semester. To give you an idea, the words and phrases I used to describe my first week of class were: nervous, felt weird, stress, sweaty, talking too fast, and I think they liked my personality. Imposter syndrome loomed large for me. Though I have years of experience teaching high school, the thought of teaching in a university was intimidating for me. I was always a little nervous whenever I taught high school, but this was different. In hindsight, it may have been a combination of different things: new job, new responsibilities, first time teaching a new course. Yet, all of that isn’t to say that there weren’t any successes last semester.  

Seeing my students learn and grow has always been among my greatest successes as an educator. This past semester was no different. At the beginning of 160, my first assignment asked students to illustrate their current research process. At the end of the course, I asked my students to carry out the same assignment but to add any new steps they may have developed in 160. I was pleasantly surprised to see that the majority of my students added several steps to their old processes. Course evaluations were another new but pleasant surprise. 

Needless to say, teaching an in-person course during a pandemic is a challenge. Though my institution has a vaccine and mask requirement, the semester was not without its fair share of quarantines, sicknesses, or students dealing with labor shortages at their jobs. I’ve always felt that, before anything, students are people with lives outside of the classroom – Lives which are often subject to circumstances outside of their control. Because of this, I’ve always strived to be an open and understanding instructor. Even so, it was my surprise to see that several students noted my approach in their course evaluations with comments like, “Professor García truly cares about his students and them succeeding” and “He was very understanding with assignments and helped me when I needed an extension.” Though I often felt like maybe I didn’t know what I was doing, I’m happy to report that I never lost sight of my students’ humanity and my responsibility to them as an instructor.  

Flash forward to the present, my class is entering its third week and I’m happy to report that it’s been great! In spite of the current Omicron surge, students in quarantine, and snow days, I feel so much more comfortable as an instructor this time around. Looking at my reflection journal, the first week was described as comfy, easier, nice balance, and connecting with students well. Though I know improving one’s pedagogy is a continuous process, knowing the semester has gotten off to a great start fills me with great optimism. 

My view of my classroom. 

Re-envisioning an Instruction Program with Critical Information Literacy in Mind

My name is Kevin Adams and I am one of the new First Year Academic Librarian (FYAL) bloggers! My pronouns are he/him/his. I am interested in critical information literacy, pedagogy, all things punk, and a bunch of other stuff. I am so happy to be writing for this blog and I hope that by sharing some of my experiences I can spark some fun conversations or just brighten somebody’s day.

I am the Information Literacy Librarian at Alfred University. Alfred University is a small private university in a little village in upstate New York. The closest city of note is Rochester. Because Alfred University is so small, I am one of eight librarians (including the dean and director). I don’t want to speak too much to other librarians’ workloads, but suffice to say we all have a lot of different responsibilities. One responsibility that we all share is instruction, and in my new position I find myself leading the instruction team. In this post I want to share my experience navigating reconstructing an information literacy program shaped by Critical Information Literacy. I hope to share what my goals are, what some of my strategies are, and the challenges I have faced.

Goals

The United States is a hell scape. Late stage capitalism is siphoning money from the working and middle class folks in this country to support billionaires’ and corporations’ hoarding habits; cops are continuing to murder innocent black and brown folks with no significant repercussions; climate change is driving natural disasters that are forcing people from their homes; innocent immigrants are being held in concentration camps where agents of the state are carrying out forced sterilizations; over 200,000 people have died in the United States from COVID-19; and the list goes on. I am aware of this, my colleagues are aware of this, other teaching faculty at my university are aware of this, and students are ABSOLUTELY aware of this. So, creating a standard information literacy program that doesn’t recognize what is going on in the world felt totally useless. For this reason, and others, I am trying to create an information literacy program that integrates Critical Information Literacy (CIL) throughout the instruction design and delivery process.

CIL is not the answer to all of the problems that I have listed above, but it is an approach that does not actively ignore the situation that we find ourselves in. CIL is an approach to information literacy that is informed by critical theory and critical pedagogy. It recognizes that information is not neutral or objective; rather, it reflects social, political, and economic power systems and privileges. CIL engages with learners as contributors in the classroom to investigate, understand, and use the contours of information structures and manifestations (Wong and Saunders, 2020). In many ways, this is an approach to information literacy that uses a social justice lens. 

This approach has two elements: 1) a deep understanding that information and libraries are not neutral, and 2) a centering of students in the classroom stemming from an understanding that students are important, active agents in the classroom. This agency allows students to contribute their ideas, experiences, and even expertise.

Strategies

When I applied and interviewed for this position, I centered my commitment to an inclusive information literacy program that, if possible, would implement CIL. Keeping this method front and center in my communications with potential new colleagues set the stage for me to have challenging conversations about neutrality and the role of instruction librarians as I began my new position.

Fast forward to my first month on the job. After getting acclimated to the new culture and climate of the position as best I could over Zoom, I started putting together a written Information Literacy Plan. I found myself in a unique position. Due to some shifts in the library prior to my joining, the previous instruction models were still primarily based on the ACRL Standards. This created a need for a new plan that centered the ACRL Framework. In filling this need, I saw an opportunity to incorporate CIL as a basic tenet of the Information Literacy Plan.

In order to tie the Information Literacy Plan into the values of my library and university, I consulted the strategic plans and mission and values statements for each. Alfred University strives to be “outside of ordinary” and uses language about inclusivity and diversity, affecting individual students, and changing the world for the better. While this type of branding sometimes leaves an unsavory taste in my mouth, it has allowed me to connect the CIL goals of social justice and inclusivity to the broader goals of the university. This has proven to be a failsafe as the White House has released statements that attack Critical Race Theory, an important theoretical foundation for CIL.

Implementing a plan for information literacy that negates that libraries and information are neutral from the very first page might not be possible at all institutions and might be highly controversial at others. In addition to creating a plan that ties in the values of the university, I worked closely with library administration. The Dean of Libraries at my institution is very sympathetic to social justice issues and information literacy. He has provided ample support for this idea from the outset. This has been extremely helpful in drumming up support for the idea amongst the other librarians, all of whom have been very receptive.

CIL does not exist in a vacuum. I was thrilled to find that AU libraries were actively working on a commitment to anti-racism and anti-oppression. In this commitment the librarians showed that they were already thinking about many of the concepts that inform a CIL approach, for example anti-racism, false neutrality in academic spaces, the history of white supremacy in libraries, etc. Finding ways to talk to fellow librarians about these topics created fertile ground for the seeds of CIL.

Challenges

A little over a month ago I introduced the librarians to the Information Literacy Plan. The plan is still a living document and will be adapted as necessary, but it lays out a shared groundwork that can inform each librarian’s instruction practice. The plan was so well received that I nearly cried after sharing. It can be difficult to find high points this semester, but that was certainly one of them.

In spite of how well received the plan was, explaining and implementing it is and will continue to be challenging. Most of the instruction practices at my institution have, up until recently, been primarily informed by the ACRL Standards. Updating the program to include both the ACRL Frameworks and CIL is a dramatic shift. While working with fellow librarians that are excited and curious, I continue to find myself asking and answering new questions about how to best connect with and platform students in the classroom.

These challenges are compounded by the fact that all our instruction sessions have been online this semester. Centering students in a meaningful way during a one shot can be challenging in any circumstance. Add to that Zoom fatigue, frequent technical difficulties, and all the social, political, and environmental challenges weighing on our minds in 2020. JEEZE. It is not easy, and feeling encouraged by or excited about a session is becoming a rare occurrence.

I am still figuring out new strategies to overcome these challenges. I am excited to continue to share about this and other new developments in my first year as an academic librarian! I would be thrilled to speak with anyone about what this process has looked like, share strategies, or just commiserate. You can reach me by email, or hit me up on twitter @a_rad_librarian.

Peer Coaching for Professional Learning

ACRLog welcomes a guest post from Marisa Méndez-Brady, Science Librarian, and Jennifer Bonnet, Social Sciences & Humanities Librarian, at the University of Maine.

Finding the time and resources to devote to professional learning can be a challenge, especially at institutions that are less geographically proximate to the broader library community. The University of Maine is a land and sea grant institution in the rural town of Orono, where opportunities to engage with peers at other colleges and universities take a concerted effort and may require additional financial resources to participate. While these constraints limit our ability to go to as many conferences as we would like, one day a year our department attends a gathering of Maine academic librarians where colleagues across the state present ideas that generate excitement and lead to further exploration.

During the 2016 Maine Academic Libraries Day, Bowdoin College librarian Beth Hoppe made a strong case for using the ACRL Framework to embrace non-prescriptive practices in our teaching, as part of a critical pedagogical approach to working with students.

Following this talk, we couldn’t stop thinking: how might we enhance the delivery of information literacy concepts in our own library instruction by more deliberately incorporating critical pedagogy? Motivated to improve our teaching techniques and extend our professional learning, the two of us embarked on a peer coaching project. Over the course of three months we used a study group model to brainstorm, design, and implement a suite of lesson plans that centered the diversity of student voices and experiences in our instruction sessions.

Peer coaching is commonly used in K-12 learning environments, and is a technique lauded by the instructional design community for its broad applicability. It is a non-evaluative, professional learning model in which two or more colleagues work collaboratively to: design curricula, create assessments, develop lesson plans, brainstorm ideas, problem solve, and reflect on current pedagogical practices (Robbins, 2015).

Although peer coaching can be formalized within a department or unit, we participated in an informal method known as the study group model, where two or more people engage in collaborative professional development for learning (PDL) around a subject of interest. We chose this model because it offers flexibility when it comes to constraints on time or finances, providing a sustainable method for professional development during the hectic instruction schedule of a typical semester. The graphic below illustrates different approaches to utilizing peer coaching for professional learning.

From https://www.polk-fl.net/staff/professionaldevelopment/documents/Chapter16-PeerCoaching.pdf

To shape our peer coaching project, we consulted instructional design literature, which (1) emphasizes the importance of creating professional learning that is individualized to the specific learning context and audience for the learning, and (2) focuses on content, pedagogy, or both (Guskey, 2009). We also integrated the three key components of effective peer coaching: a pre-conference to establish the goals for PDL; the learning process; and a post-conference to assess the PDL process.

The pre-conference in the context of peer coaching consists of meeting to establish PDL goals based on participant interest and applicability to one’s praxis. Our pre-conferencing took a two-pronged approach. First, we established an overarching goal to use the ACRL Framework to develop learner-centered teaching outcomes. Then, we held individual pre-conferences focused on the following Frames: (1) research as inquiry, (2) scholarship as conversation, and (3) searching as strategic exploration. We selected three upcoming instruction sessions (i.e., already scheduled in the library) that would be opportune for trying out new pedagogical approaches.

After we set each agenda, we turned from pre-conferencing to the learning process, which involved three study group meetings to design our lesson plans. In advance of each meeting, we selected relevant articles to read and reviewed two to three corresponding lesson plans in the Community of Online Research Assignments. The lesson plans we chose not only engaged with the Framework but revolved around students’ interests and experiences, which helped us consider teaching techniques that were non-prescriptive in practice and drew on critical pedagogical concepts. We then used the scheduled meeting time to adapt these lesson plans to fit the goals of our upcoming instruction sessions.

“When everyone in the classroom, teacher and students, recognizes that they are responsible for creating a learning community together, learning is at its most meaningful and useful.” – bell hooks, Teaching Critical Thinking: Practical Wisdom

The first lesson plan involved a teach-in that asked students to share their decision-making process when searching for information in both open and licensed resources (ACRL frame: research as inquiry), and was targeted at an upper-level undergraduate communications and marketing course. The second lesson plan focused on deconstructing citations and reverse engineering bibliographies, and was designed for an upper-level undergraduate wildlife policy class (ACRL frame: scholarship as conversation). The third lesson plan used one piece of information from a vaguely-worded news article as a jumping-off point for finding related information across various media, which we co-taught for a student club on campus (ACRL frame: searching as strategic exploration). Although these lesson plans were designed for specific contexts, they are broadly applicable across disciplines and academic levels.

We further engaged with critical pedagogy in a post-conference that succeeded each study group meeting. In the peer coaching context, the post-conference acts as an assessment of the study group experience for us (the learners) and emphasizes the role of self-reflection in gauging our own learning. Building on the work we started in the classroom (via each lesson plan), we took a feminist pedagogical perspective to self reflection that involved open-ended questions about process and practice, and addressed our own PDL outcomes.

“Feminist assessment is inherently reflective, and reflection itself is a feminist act.” Maria Accardi, Feminist Pedagogy for Library Instruction

We hope to continue using peer coaching in other areas of our praxis. Peer coaching offers a low stakes, low-cost option for professional development that leverages existing resources, draws on the interests and skills of colleagues, and allows for higher frequency contact among participant learners (versus a traditional yearly conference). We also found that the informal structure of the study group model supports flexible implementation and facilitates home-grown continuing education opportunities that are targeted to specific issues we face at our library.

So often, we absorb ideas at conferences, webinars, or through informal conversations. Yet, actualizing these ideas in our own institutional environments can be challenging due to issues like time, motivation, and support. Next time you discover a novel approach or way of thinking about your praxis, we encourage you to try peer coaching! We’d love to hear from you about how you use this professional learning strategy in your own environment.

More than a Mausoleum: The Library at the Forefront of Digital Pedagogy

This is adapted from a talk at the Utah Symposium on Digital Humanities, February 11th 2017 in Salt Lake City, Utah. 

Over the last decade, we’ve witnessed a shift in the ways in both everyday folk and academics encounter the world. The promise of web 2.0 and the rise of the network has seen the input of every individual increase in importance. For universities, the consequences of this go well beyond social media presences or heated debates in comment threads, it challenges the very nature of the ivory towers our universities are constructed on top of. Some of the more nostalgic set have opined about the “death” of the traditional library and how universities need to “Save the stacks.” Are we losing the traditional library to chase digital trends?

Even I got in on the fun…

No longer are libraries cenotaphs of long dead books but a growing organism contributed, curated, and built by the members of the university community. A focus on digital pedagogy, allows librarians the flexibility to enter this new age of librarianship with a clearer idea of what we’d like the library to be 10, 15, or 20 years from now.

Not a library, a real cenotaph. (Flickr CC BY-NC 2.0)

Rick Anderson tells us it is a commonality amongst new librarians to say that the collection is dead. Rather than death, I think of it as a transition as significant as the one from scroll to codex, or manuscript to print.

I am choosing to illustrate how I see the future of collections shape up in the digital future. Buildings come in different sizes and shapes, staff perform different roles but collections, that is items preserved for use by research are common in most if not all library experiences throughout history. The collection forms the backbone of our pedagogical role.

With this in mind what are the principles of digital pedagogy in modern librarianship?
  1. Student voices matter, as much as established ones, in the conversation.
  2. Access goes beyond the limits of the library and campus
  3. The future of library is based on student needs both pedagogical and inspirational and the collection needs to mirror this.

By focusing in on the creation of scholarship by students into collections we are building upon the library’s core historical strengths while improving the teaching done in classrooms. We also exhibit examples of student work and learning to the world in perpetuity.

Librarians are often assaulted with comments that “all information is on the internet” and while many have struggled against this assumption and beaten it back in deference to our job security it is a fact that the internet has fundamentally changed the way that we receive information. As Lyman Ross and Pongracz Sennyey comment in “The Library is Dead, Long Live the Library” published in the Journal of Academic Librarianship  “the Internet has lowered the cost of propagating information to negligible levels. This fact diminishes the value of local collections and services. Libraries are no longer islands of information.”(Ross and Sennyey pg 146)

And as the digital world encroached on the library, as it did on most of our lives and interactions, the edifices faded. First it was the building, allowing access outside of the footprint of the traditional library, then it was the staff who became teachers rather than guardians, what happened to our prized collections?

David Lewis in Reimagining the Academic Library comments that “Until quite recently what constituted the scholarly record seemed clear, or at least we understood that portion that was the library’s responsibility.” (Lewis 32) But that now we have entered a new stage of ambiguity caused by digital objects. Information Literacy exists against this backdrop of unclear scholarly records.

This has led some researchers, David Lewis included, to argue that the maintenance of non-unique print collections should no longer be a focus of academic institutions. Instead, digital collections, costing significantly less to maintain and often times infinitely more usable and accessible than singular print copies. While a shift away from the collection of books and toward the teaching and the impacting of students is necessary, I argue it is not an end to the collections based approaches that define the library.

While I do not completely agree that our print collections are no longer necessary, our communities are pushing our hands when it comes to demanding access to more digital materials, outside of the building, and off of campus.

The loss of the stacks is mourned by many nervous colleagues. Some of this nervous energy has prompted change in library circles. When the Association of College and Research Libraries introduced a new framework for information literacy, it was met, as all change does, with both praise and scorn.

Part of this framework was a large redefinition of the task of research, which increasingly takes the focus of librarianship away from books and dust and places it into the classroom.

One movement in particular that I believe is of note here is the idea that of “Scholarship as Conversation”

The framework states that “Communities of scholars, researchers, or professionals engage in sustained discourse with new insights and discoveries occurring over time as a result of varied perspectives and interpretations”

Part of this is the necessary focus on citations as a communicative tool between the researcher and the past, but buried in here is the way in which we can use the tools of the digital to promote our student’s incorporation into this community.

“New forms of scholarly and research conversations,” the framework continues, “provide more avenues in which a wide variety of individuals may have a voice in the conversation.”

It is through digital pedagogy that we have the chance to offer our students keys to this conversation, either through publishing, the creation of exhibits, or the production of knowledge itself. Libraries then need to be at the forefront of this transition, from static collections based and traditional “gatekeeper” mentalities to the research driven and student driven collection creation.

While librarians have been quick to reject the gatekeeper mentality, faculty in fields across campus have been hesitant to give up the reins of the academic conversation. Some institutions have had long histories of undergraduate research prior to the age of the internet, it is the openness in the digital world that prompted a revolution in student publishing.

Char Booth explains in “Open Access as Pedagogy” that digital publishing “grants privilege and power to student authors, gives them space to assert their intellectual agency, allows them to enter the academic conversation and…maybe alter some professional paradigms.”

Entering this academic conversation encourages students to reject the monolithic scholarly record that dominates our ideas of the University, and telling students their voice matters allows a reconfiguring of the idea of research. The best way to understand research is to conduct it yourself. There are more tangible reasons this is innovative.

Char Booth continues “With that newfound power comes responsibility; with Open Access comes exposure…leads these already ambitious students to dig deeper into primary and secondary sources, to think harder about their meaning and value to their scholarship and to argue more effectively and write more forcefully.” (Booth 6)

Feeling that student work is often too “un-polished” or “not up to par” with the rigorous examinations that come after years of graduate school. Some are worried that student work will impact their own standing as professional academics. Bad student work with a faculty name on it reflects poorly on mentorship.

In giving the keys of scholarship to our students we promote not only their work but the University as a whole; much like open access creates exposure for us on the Tenure Track, our students become examples. By opening up the collection to reworking by students we not only improve their education but we break down the barriers that hold new ideas back.

It rejects the model of the library as a singular direction where the collection is controlled by the librarian and lent to the student or researcher. Instead it breaks down those barriers to encourage the exchange of information and ideas across all levels.

Nowhere on campus is better for this kind of interdisciplinary engagement, and nowhere is better suited for the task of preserving collections, albeit digital ones, then the organization trusted with this preservation since Alexandria. This is not a death for the library, or of the collection, but a new beginning.