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Headlights on Dark Roads

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Keynote plenary given by Derek Law at the Institutional Web Management Worksh, 28 - 30 July 2009, University of Essex

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‘ Guarding the past and neglecting the future: how to reframe the future of libraries or libraries for the future: reframing their purpose or It's all on the web - isn't it?’ Professor Derek Law University of Strathclyde Headlights on Dark Roads
Not an Upgrade — an Upheaval “ The hard truth about the future of journalism is that nobody knows for sure what will happen; the current system is so brittle, and the alternatives are so speculative, that there’s no hope for a simple and orderly transition from State A to State B. Chaos is our lot; the best we can do is identify the various forces at work shaping various possible futures.” Clay Shirky
 
“ Because of the fundamental role that academic libraries have played in the past century, it is tremendously difficult to imagine a college or university without a library. “ Considering the extraordinary pace with which knowledge is moving to the Web, it is equally difficult to imagine what an academic library will be and do in another decade. “ But that is precisely what every college and university should undertake to determine. Given the implications of the outcome, this is not an agenda that librarians can, or should, accomplish alone”. Campbell, J. EDUCAUSE Review, vol. 41, no. 1 (January/February 2006): 16–31
The failure of Librarians Making the technology work too well Lack of underpinning philosophy Rise of the managerial technocrat From partnership to servitude Complacency Failure to engage with e-resources Obsessed with licences Digitising oddities
Cabinets of curiosities C.A.I.N. Scottish Antarctic Expedition Glasgow Digital Library
 
Microsoft’s View http://www.microsoft.com/mscorp/tc/scholarly_communication.mspx
What if. . . Users have materially changed? A-literacy is acceptable? Images replace words? New cultural reference points
 
 
Digital Content “ It seems to me that after the digital "singularity" there are now two kinds of content: "Legacy" content (to borrow the computer term for old systems) and "Future" content. "Legacy" content includes reading, writing, arithmetic, logical thinking, understanding the writings and ideas of the past, etc - all of our "traditional" curriculum.  It is of course still important, but it is from a different era.  Some of it (such as logical thinking) will continue to be important, but some (perhaps like Euclidean geometry) will become less so, as did Latin and Greek. "Future" content is to a large extent, not surprisingly, digital and technological.  But while it includes software, hardware, robotics, nanotechnology, genomics, etc. it also includes the ethics, politics, sociology, languages and other things that go with them.” ( Prensky, 2001 )  
From authority to consensus 57% of teenagers create content for the Internet 62% of content created by users under age 21 is generated by someone they know 73% of students use the internet more than the library
Great expectations: final report
Aliteracy & Twitter roolz ok? Txt msgs r gr8 Kidz cant spel Wot z hpng 2 gramr? & they nevr read bks!!! But itz stil cmunicashun Snot dumming down Currently, 17.8% of all Twitter traffic in the United Kingdom consists of status updates from Stephen Fry A further 11% is made up of his 363,000 followers replying "@stephenfry LOL!", "@stephenfry EXACTLY the same thing happened to me"
Action Man: Available from All Good Bookshops….. Leonardo da Vinci was the original Renaissance man. He was a master of painting, science, language and the inspiration for Leonardo Di Caprio’s name
The wisdom of crowds Professional judgement Youtube, Flickr, Institutional Repositories, Open Access Collections Bedroom and Starbucks with a laptop Working space Chatrooms User Instruction Digital Archives and repositories Preservation Yahoo Answers and Wikipedia Reference e-bay, Paypal, Amazon and Abebooks Acquisitions Folksonomies and the semantic web Classification Automated metadata, del.icio.us Cataloguing Web 2.0 World Traditional Library Activity
Teaching retrieval skills The wisdom of crowds Professional judgement Aggregation of unique content Youtube, Flickr, Institutional Repositories, Open Access Collections Wired campus and 24-hour workspace Bedroom and Starbucks with a laptop Working space Moderate chatroom Chatrooms User Instruction Institutional repository Digital Archives and repositories Preservation Branded links to trusted resources Yahoo Answers and Wikipedia Reference E-archives, e-data trust metrics and quality assurance e-bay, Paypal, Amazon and Abebooks Acquisitions Locally provided and relevant folksonomy Folksonomies and the semantic web Classification Metadata Automated metadata, del.icio.us Cataloguing Library 2.0 World Web 2.0 World Traditional Library
 
Web 2.0: A Research Agenda
Collaborative research Blue Obelisk Open Wetware nanoHUB High resolution remote artefacts Pooled research Sermo Open Communities Innocentive Nature Precedings
 
 
 
Headlights on Dark Roads “ For once I want to be the car crash Not always just the traffic jam Hit me hard enough to wake me And lead me wild to your dark roads” Snow Patrol: Eyes Open
Digital Overlap Strategy
 
 
Digital footprint
Forms of e-content Research papers Conference presentations Theses Wikis Blogs Websites Podcasts Reusable Learning Objects Research data E-Lab books Streamed lectures Images Audio files Digitised collections E-Archives E-mail HR Records Student/Staff records Corporate publications National heritage artefacts
The Good Old Days……..
Trust Metrics
Trusted repositories: the five Maori tests Receive the information with accuracy Store the information with integrity beyond doubt Retrieve the information without amendment Apply appropriate judgement in the use of the information Pass the information on appropriately
The content of an institutional repository is: Institutionally defined Scholarly Cumulative and perpetual Open and interoperable
“ I think a wiki is highly appropriate for scholarly communication if all the scholars trust one another and are collaborating on a text …, and security and rollback mechanisms are in place.” >>> http://lists.webjunction.org/wjlists/web4lib/2004-August/000993.html David Mattison
Options for information services Building e-Research collections and contributing to a virtual research environment of born digital material Importance of kite marking, quality assurance, trust metrics and relevance ranking Managing institutional born digital assets Making bibliographically sound content available Value added content And always be prepared to read the signs on dark roads……
Expect the Unexpected

More Related Content

Headlights on Dark Roads

  • 1. ‘ Guarding the past and neglecting the future: how to reframe the future of libraries or libraries for the future: reframing their purpose or It's all on the web - isn't it?’ Professor Derek Law University of Strathclyde Headlights on Dark Roads
  • 2. Not an Upgrade — an Upheaval “ The hard truth about the future of journalism is that nobody knows for sure what will happen; the current system is so brittle, and the alternatives are so speculative, that there’s no hope for a simple and orderly transition from State A to State B. Chaos is our lot; the best we can do is identify the various forces at work shaping various possible futures.” Clay Shirky
  • 3.  
  • 4. “ Because of the fundamental role that academic libraries have played in the past century, it is tremendously difficult to imagine a college or university without a library. “ Considering the extraordinary pace with which knowledge is moving to the Web, it is equally difficult to imagine what an academic library will be and do in another decade. “ But that is precisely what every college and university should undertake to determine. Given the implications of the outcome, this is not an agenda that librarians can, or should, accomplish alone”. Campbell, J. EDUCAUSE Review, vol. 41, no. 1 (January/February 2006): 16–31
  • 5. The failure of Librarians Making the technology work too well Lack of underpinning philosophy Rise of the managerial technocrat From partnership to servitude Complacency Failure to engage with e-resources Obsessed with licences Digitising oddities
  • 6. Cabinets of curiosities C.A.I.N. Scottish Antarctic Expedition Glasgow Digital Library
  • 7.  
  • 9. What if. . . Users have materially changed? A-literacy is acceptable? Images replace words? New cultural reference points
  • 10.  
  • 11.  
  • 12. Digital Content “ It seems to me that after the digital "singularity" there are now two kinds of content: "Legacy" content (to borrow the computer term for old systems) and "Future" content. "Legacy" content includes reading, writing, arithmetic, logical thinking, understanding the writings and ideas of the past, etc - all of our "traditional" curriculum.  It is of course still important, but it is from a different era.  Some of it (such as logical thinking) will continue to be important, but some (perhaps like Euclidean geometry) will become less so, as did Latin and Greek. "Future" content is to a large extent, not surprisingly, digital and technological.  But while it includes software, hardware, robotics, nanotechnology, genomics, etc. it also includes the ethics, politics, sociology, languages and other things that go with them.” ( Prensky, 2001 )  
  • 13. From authority to consensus 57% of teenagers create content for the Internet 62% of content created by users under age 21 is generated by someone they know 73% of students use the internet more than the library
  • 15. Aliteracy & Twitter roolz ok? Txt msgs r gr8 Kidz cant spel Wot z hpng 2 gramr? & they nevr read bks!!! But itz stil cmunicashun Snot dumming down Currently, 17.8% of all Twitter traffic in the United Kingdom consists of status updates from Stephen Fry A further 11% is made up of his 363,000 followers replying "@stephenfry LOL!", "@stephenfry EXACTLY the same thing happened to me"
  • 16. Action Man: Available from All Good Bookshops….. Leonardo da Vinci was the original Renaissance man. He was a master of painting, science, language and the inspiration for Leonardo Di Caprio’s name
  • 17. The wisdom of crowds Professional judgement Youtube, Flickr, Institutional Repositories, Open Access Collections Bedroom and Starbucks with a laptop Working space Chatrooms User Instruction Digital Archives and repositories Preservation Yahoo Answers and Wikipedia Reference e-bay, Paypal, Amazon and Abebooks Acquisitions Folksonomies and the semantic web Classification Automated metadata, del.icio.us Cataloguing Web 2.0 World Traditional Library Activity
  • 18. Teaching retrieval skills The wisdom of crowds Professional judgement Aggregation of unique content Youtube, Flickr, Institutional Repositories, Open Access Collections Wired campus and 24-hour workspace Bedroom and Starbucks with a laptop Working space Moderate chatroom Chatrooms User Instruction Institutional repository Digital Archives and repositories Preservation Branded links to trusted resources Yahoo Answers and Wikipedia Reference E-archives, e-data trust metrics and quality assurance e-bay, Paypal, Amazon and Abebooks Acquisitions Locally provided and relevant folksonomy Folksonomies and the semantic web Classification Metadata Automated metadata, del.icio.us Cataloguing Library 2.0 World Web 2.0 World Traditional Library
  • 19.  
  • 20. Web 2.0: A Research Agenda
  • 21. Collaborative research Blue Obelisk Open Wetware nanoHUB High resolution remote artefacts Pooled research Sermo Open Communities Innocentive Nature Precedings
  • 22.  
  • 23.  
  • 24.  
  • 25. Headlights on Dark Roads “ For once I want to be the car crash Not always just the traffic jam Hit me hard enough to wake me And lead me wild to your dark roads” Snow Patrol: Eyes Open
  • 27.  
  • 28.  
  • 30. Forms of e-content Research papers Conference presentations Theses Wikis Blogs Websites Podcasts Reusable Learning Objects Research data E-Lab books Streamed lectures Images Audio files Digitised collections E-Archives E-mail HR Records Student/Staff records Corporate publications National heritage artefacts
  • 31. The Good Old Days……..
  • 33. Trusted repositories: the five Maori tests Receive the information with accuracy Store the information with integrity beyond doubt Retrieve the information without amendment Apply appropriate judgement in the use of the information Pass the information on appropriately
  • 34. The content of an institutional repository is: Institutionally defined Scholarly Cumulative and perpetual Open and interoperable
  • 35. “ I think a wiki is highly appropriate for scholarly communication if all the scholars trust one another and are collaborating on a text …, and security and rollback mechanisms are in place.” >>> http://lists.webjunction.org/wjlists/web4lib/2004-August/000993.html David Mattison
  • 36. Options for information services Building e-Research collections and contributing to a virtual research environment of born digital material Importance of kite marking, quality assurance, trust metrics and relevance ranking Managing institutional born digital assets Making bibliographically sound content available Value added content And always be prepared to read the signs on dark roads……

Editor's Notes

  1. http://www.cato-unbound.org/2009/07/13/clay-shirky/not-an-upgrade-an-upheaval/
  2. R. Crow The case for Institutional Repositories: A SPARC position paper 2002 http:/www.arl.org/sparc/repositories/readings.shtml