Free Libraries for All

Libraries have historically existed to serve and support public interest, not to generate a profit. While taking in everything from this week's readings, one quote in particular caught my attention, “Some have suggested more recently that an emerging business model for library service is seriously distorting this service orientation” (Rubin, 2004, p. 305). This statement raised a lot of questions in my mind. The most intriguing question being, would running a library like a business (ie. charging customers for materials and services) be helpful or harmful?
In today's world, it is rare to find things that are free. Most, if not all, services rendered come at a cost. When traveling on some airlines you can't even take your necessary clothes and toiletries in a suitcase without paying for it these days. Therefore, is it presumptuous of us to think that library materials and services should and will always be free? According to Rubin, “Information has become a recognized entity to be measured, evaluated, and priced” (Rubin, 2004, p. 57). But in a traditional library environment, whose responsibility is it to foot the bill?
Traditionally, public library materials and services have been available at no charge to the user, except for the occasional late fee or replacement costs for lost or damaged materials. The idea that running a library like a business would hurt the library's reputation for being service-oriented can be looked at in two ways. First, if libraries begin charging patrons for materials and services, the divide between information users and non-users would increase. In other words, those who could afford it would have access to knowledge, while those less fortunate would not. This seems like a step backward in terms of free knowledge for all. Not exactly the direction we want to be headed.
On the other hand, as patrons demand more and more information and library budgets in many areas continue to dwindle, where is the money going to come from to staff libraries and keep collections current? “Increasingly, many libraries have become aware that in order to meet the needs of our large and varied customer base, we need to offer different services at different 'price points' - some that are free and some that are available for a fee” (Morrow, 2007, p. 123). Morrow is not suggesting that we start charging for all library services. Instead, she proposes that all traditional services remain free of charge, but that libraries should start charging for additional services like having research experts do the work for patrons who do not have the time. To many businesses that do not always have the time to do research themselves, this many be a useful service worth the money. “To some customers, getting 'good value' for their dollar is important… trying to balance out what you offer for free and what you offer for a fee is the challenge” (Morrow, 2007, p. 123).
The fear of many, however, is that by charging a fee to access information, libraries would be undermining “the obligation to protect the rights of patrons to free access to ideas and information in a democratic society” (Rubin, 2004, p. 187). While a service charge for extensive searches may help cover the costs of the databases used and the librarian's time, in the end, I could not see libraries doing much more than breaking even.
In recent times, “The increasing complexity of the society and its reliance on information have only made the concept of information as a commodity more prevalent” (Rubin, 2004, p. 57). Therefore, to paraphrase Anne Goulding (2001) in her editorial in the Journal of Librarianship and Information Science, it is up to librarians to raise concerns when information is exploited for profit rather than being available to all as a way of enriching individuals and the community as a whole.
While I think the information field could benefit from more research in this area (I had a hard time finding hard evidence to my original question), my gut instinct is that charging library users for materials and services would be harmful to society's perception of libraries and to the ability of all citizens to maximize the potential of information access.


References

Goulding, A. (2001). Information: Commodity or social good. Journal of Librarinaship and Information Science, 33(1), 1-4. Retrieved May 29, 2008, from Library, Information Science & Technology Abstracts (LISTA).

Morrow, L. (2007). Time is money: Pricing options for libraries. Feliciter, 53(3), 123-124. Retrieved May 29, 2008, from Library, Information Science & Technology Abstracts (LISTA).

Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.

The Future of Library Marketing

Because I have chosen library science as my field, and working in a library is my future career path, I have been reflecting a lot lately on how we can ensure that libraries survive and prosper in today's ever-changing world. The two main drives that motivate librarians, as stated by Evans (2007), are how to better organize and preserve information and how to offer users better access to information. While I agree with these two points, I would also like to add a third: how to make users aware of the services we provide. Without marketing our products, programs, and services, they would not get very much use, and therefore, libraries would eventually get left behind.
Many of society's negative perceptions of libraries and librarians stem from misconceptions. By being stronger advertisers of what we have to offer, many people would be amazed and find that libraries and librarians can be extremely helpful (I know I have been “wow-ed” several times as I learn more about what libraries have to offer through my Clarion coursework, especially with regards to references sources and electronic databases).
I briefly brought up a thought on the discussion board that if libraries want to attract patrons, they must advertise outside of the library, which got me thinking… besides using MySpace and Facebook, how else can libraries market themselves to potential users? Shortly after I posted my thoughts on library marketing to the discussion board, I headed off to the train station. While standing around waiting for my train, a few words carved into a wooden sign caught my eye. “What is noosphere?” I had no idea what noosphere was, but it sparked my curiosity enough to want to get to a computer right away to look it up. And, voila! That's how I came up with my next idea for library marketing.
Libraries could come up with a question like “What is noosphere?” or something similar to get people wondering and then post the question all over the place-- at train stations, in shopping malls, on the Internet, etc. and follow it with a web address. For example, What is noosphere? www.noosphere.com. When people visit the website it could give them an explanation of the word and follow with something like, “If this question sparked you're curiosity (and obviously it did, or you wouldn't be here), you may also be interested in knowing…” and follow with an interesting fact about libraries or their services. What a great way to advertise something!
In an effort to reach out to the next generation, one thought would be to have teens manage a portion of your library's website. They could highlight programs and services that they think would be of interest to other teens. They could set up a chat or discussion board for teens. And, you wouldn't even necessarily need to hire them. You could team up with a local high school and offer this opportunity for a group of seniors to work on as a senior project. Teens are generally more up-to-date with the latest web interfaces than older librarians, so why not take advantage of their skills and expertise? According to the cover story in the most recent issue of School Library Journal, “By recruiting a teen or two to assist you, you're validating their technological expertise and social networking skills. You can also empower youth by letting them redesign your Web site or contribute online content to it, like art, poems, or blog postings” (Goodstein, 2008, p. 43).
Not only is it necessary for libraries to attract users, it is just as important for libraries to attract people to commit to working in the library field. One way libraries are attracting people to work for them is by coming up with new, descriptive job titles. Instead of just being called a plain, old librarian, Michelle Mach found that there have been library jobs posted in American Libraries and College and Research Libraries News with 300+ different titles from Web Content Librarian to Knowledge Analyst. For a complete list of these unique job titles, please visit http://www.michellemach.com/jobtitles/realjobs.html.
Personally, I think having a unique or specialized job title gives the person with that title a better sense of purpose and/or confidence. Also, some people, in an attempt to squelch society's negative perceptions of librarians and to give the public a clearer understanding of their role, may want to have one of these clever titles. I for one wouldn't mind it.
In conclusion, it is vital for libraries to start thinking outside the box and reaching out more to a variety of interest, age, and ethnic groups, in order to make themselves visible and desirable in today's world. Whether that means advertising in non-traditional ways, supporting the next generation by fostering their skills, or attracting and recruiting forward-thinking librarians, now is the time for libraries to plan for the future.

References:

Evans, W. (2007). What drives you? Library Journal, 132(20), 84. Retrieved May 25, 2008, from Library, Information Science & Technology Abstracts (LISTA).

Goodstein, A. (2008). What would Madison Avenue do? School Library Journal, 54(5), 40-43. Retrieved May 26, 2008, from Library, Information Science & Technology Abstracts (LISTA).

Mach, M. (2003). Real job titles for library and information science professionals. Retrieved May 26, 2008 from http://www.michellemach.com/jobtitles/realjobs.html

Connecting with Generation Y

In order to understand the future of libraries, we must first understand the patrons of the future. Our textbook does a nice job describing the types of media that are increasing in usage (Internet and video games) and decreasing in usage (newspapers, books, and magazines) (Rubin, 2004, p. 9). However, Rubin does not talk much about the characteristics of the patrons using these media. In the field of library science, it is just as important to understand our users as it is to understand their media preferences. Therefore, I thought it would be valuable to study the people who will inevitably have an effect on the future of our libraries- Generation Y.
According to Perez (2008), author of “Why Gen Y is Going to Change the Web”, Generation Y is defined as current 13 to 31 year-olds-“the most digitally active generation yet, having been born plugged in.” Generation Y is different than older generations in that they are “web savvy multitaskers” who have grown up with digital devices as part of their daily lives.
One interesting fact about Gen Y to take into consideration when thinking about how to serve them in a library setting is, according to Perez (2008), “Gen Y cares about the world. They pay attention to politics, the economy, social causes, and environmental issues.” But interestingly enough, Gen Y don't get their news from traditional sources like newspapers or news magazines. Gen Y prefer getting their news online through sites like Yahoo! News or other sites available 24/7. (I can attest to this firsthand because I am part of Gen Y).
Another important characteristic of Gen Y to keep in mind is, “Gen Y tends to rely on their network of friends and their recommendations, not traditional ads” (Perez, 2008). If traditional means of advertising don't work, libraries must start to brainstorm alternate ways to market themselves. When considering alternatives librarians should be aware that “54% of Gen Y have used MySpace, Facebook, or some other social network” (Perez, 2008). Some libraries around the country are starting to catch on to ways that will attract Generation Y patrons. It is not uncommon for libraries to host gaming events for teens or to have their own library MySpace or Facebook pages. Many libraries now offer reference services online through chat services and instant messaging. But is this enough?
It's a start, but in order to relate to Gen Y and successfully promote libraries, librarians MUST have a stronger presence on the web. I recently read an article by Mary Ellen Bates that describes how Gen Y, or in her words “millenials,” have a tendency to assume that the answer to any question can be found on the web. She casts a negative shadow over this assumption and tells her readers that it is every information professionals' primary responsibility “to translate our information-seeking skills into the context of the Web 2.0 world” (Bates, 2007). While I don't think this is as bad of an assumption as Bates makes it out to be, I certainly agree with her point about the need to translate our information seeking-skills, or in other words, show Gen Y how these skills are relevant to them.
Julie Artman, the Information Services Librarian at Chapman University wrote a fantastic article about motivating and reaching out to millennials. She suggests a three-step process of brainstorming, implementing, and reviewing for librarians to use when considering new technologies and marketing strategies. She says, “No matter what new technology might come along, nothing replaces good old brainstorming” (p. 39). While brainstorming, she encourages librarians to listen to their colleagues, especially younger ones who may be able to relate closely with the Gen Y crowd because you never know when “new service possibilities could, ultimately, help your library reach more patrons.”
To end, I leave you with a point to ponder from Perez (2008), “Ignoring the voices of Gen Y is something you should do at your own peril, especially if you're a business looking to hire, a company selling a product, or an advertising firm trying to reach them.” The same applies for libraries trying to stay relevant in today's world.


References:

Artman, J. (2008). Motivate your millenials! Library Journal, 133(3), 39. Retrieved May 21, 2008, from Library, Information Science & Technology Abstracts (LISTA).

Bates, M.E. (2007). Can I Facebook that? Online, 31(5), 64. Retrieved May 21, 2008, from Library, Information Science & Technology Abstracts (LISTA).

Perez, S. (2008). Why Gen Y is going to change the web. Retrieved May 21, 2008, from
http://www.readwriteweb.com/archives/why_gen_y_is_going_to_change_the_web.php

Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman.

Response to Randy Pausch's Last Lecture

A few weeks ago, I read an article about Randy Pausch's last lecture in Parade magazine.  I was intrigued by him and by the article, but I never thought to check YouTube for a recording of his lecture. When I found out that this was one of our assignments, I was excited to have a chance to actually watch the video. And, boy, was I blown away. I was saddened to think that something so ugly and miserable as cancer could take the life of such an intelligent, friendly, relatively young person with a wife and young children. But the beauty of it was that because he knew his time would be coming soon, he was making the best of his last few months. Not many people have that opportunity, and if they do, they don't handle it with the grace and dignity that Randy Pausch is doing.  

As a professor at Carnegie Mellon, Randy had the opportunity to speak to his former students, colleagues, friends, and acquaintances when presenting his last lecture. Generally, retiring professors have the opportunity to give a last lecture as sort of an honorary occasion. Sadly, in Randy's case, his last lecture would be his last because doctors have given him a dismal prognosis.  He titled his lecture "Really Achieving Your Childhood Dreams." It was a series of stories and pieces of advice that anyone listening could relate to and learn from. The kicker came at the end, when Randy shocked the audience by saying none of what he had said that night was for them; it was really meant for his three children. Powerful stuff. 

Even though Randy had intended his advice for his children, I started thinking... what could I learn from this? And, what do some of these tidbits mean for me as a librarian? 

Obviously from the title of his speech, he discussed how to achieve your dreams, but even more than that he talked about enabling the dreams of others.  Working as a librarian on a day-to-day basis, I don't generally think that what I am doing is enabling the dreams of others, but as I look back at the work I've done over time I realize that I have.  One small example is by helping my students learn to write citations, I have enabled them to evaluate the sources they have used and helped them learn to respect the hard work and rights of others. Someday one of them may want to be a doctor or a writer or a researcher, and he or she will need to know how to avoid plagiarism. 

Another thing Randy Pausch pointed out was that most of what we learn, we learn indirectly (carnegiemellonu, 2008). In a way, I could say that by providing reader's advisory I am enabling the dreams of others indirectly.  It's possible that a child may discover something in a book I recommend that could potentially open a door for his/her future; perhaps learning about a really cool place to visit, a career he/she never knew about, or an inspiring person or hero. If nothing else, I am definitely supporting their love of reading by recommending books of interest to them. 

By far, the best way I have enabled the dreams of my elementary students is by being a good role model.  Not only showing them what appropriate library behavior looks like, but also what it means to be a kind, considerate, inquisitive member of society. Character development is something they may learn indirectly, but it is SO important. 

I also liked that Randy said we can learn a lot from our superiors, but don't forget we can also learn from our students (carnegiemellonu, 2008).  There's nothing worse than an educator or librarian who thinks he/she knows everything.  Learning is a two-way street. What better way for librarians to promote life-long learning than to accept and appreciate that they can learn from their own students/patrons. 

One of the last reminders Randy gave his audience was, "Don't complain, just work harder" (carnegiemellonu, 2008). I used to work with a librarian who would complain about everything from not having enough time to get things done to having to deal with administrators.  Instead of wasting even more time by complaining, she could have actually been getting things done by working harder. Certain things are not always within our control. Why complain about them when just accepting them and moving on will put you well ahead of the game in the long run? 

Randy Pausch probably never dreamed that his last lecture would be globalized the way that it has been.  The reason it has become so popular is because it speaks to so many people in so many ways. An old friend of mine always refers to hardships as "blessings in disguise." Randy Pausch's illness has truly become a blessing not only for the people who attended his last lecture, but for so many people around the world who have been inspired by his words (thanks to YouTube). 

Reference:

carnegiemellonu. (2008). Randy Pausch last lecture: Achieving your 

childhood dreams [Video file]. Video posted to http://www.youtube.com/v/ji5_MqicxSo&hl=en

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