The Conventional Role of Libraries - Essay Example

Module of the Assignment: of the Number: Introduction Reading is one of the most imaginative, cerebral enrichment, exploratory and stimulating activities. It enables individuals experience some diverse periods and civilizations, gender and sexuality, divergent communities, other continents and epochs once you open pages of a book. It is estimated sizeable proportion of UK population is functionally illiterate while almost a quarter have only the basic Level 3 vocational qualifications. This dire statistics indicate the need for a continuous learning process, which can be mainly stimulated by an enhanced reading culture in addition to encouraging computer skills among all the sectors of population with the main forum being public libraries (Lough, 2003). Nevertheless, over 60 percent of UK residents are registered members of assorted libraries including local public or private libraries, educational institutions, and prisons in addition to enrolling online within their homesteads (EMAC, 2003). This paper examines the efforts of both government and non-governmental agencies in expanding reading and learning opportunities through public libraries using conventional and modern technologies. Major Objectives The Department for Culture, Media and Sport (DCMS) (2004) has underlined three major objectives including encouraging a reading culture and casual scholarship; access to ICT skills and facilities including government systems; and dealing with the socially neglected groups to integrate them into mainstream communal structures. Although reading is predominantly a private individual affair savouring varied verbal prose, it subsequently induces persons to seek sharing this pleasurable experience with others including friends, workmates or online friends, thus has enabled libraries that offer online access expanded reach as their clients or groups share the fantastic experience. Local Authorities and Expanding Library Services Municipal authorities have been charged with the responsibility of operating and improving public libraries in the UK under the Public Libraries and Museums Act 1964. There were 4,759 permanent public libraries and 693 mobile units, in addition to 19,136 service areas stationed in diverse locations like health centres and jails all over Britain by 1997. These public libraries have served as a learning forum for communities with many people preferring them for obtaining information and study to universities hence the adage ‘universities in the streets’ (Bennett, 2001). To enhance ICT skills among the library patrons, most public libraries have established Open Learning Centres that engage staff who are able to impart knowledge to the unskilled patrons. Nonetheless, the Library Association has called for a formal standardised scheme to ensure the correct and appropriate skills are taught. This would complement the efforts of the online based forum set up under the Library and Information Commission (LIC) termed the People’s Network which connects all UK libraries thus disseminating information in real time to all accessible points in the country (Lough, 2003). Role of Librarians Even though the didactic role of libraries is vastly acknowledged and appreciated in regards to access to information and learning content, the issue of librarians’ contribution has always been questioned due to the perceived apathetic altitude (Bennett, 2001). The seemingly academic role of the library professionals negates the need to have a more informal attitude whereby they get more involved in the patrons use of their services. Nevertheless, librarians must still be properly schooled and trained to impart the requisite knowledge sought by those scouring the library shelves for academic purposes and general information (Stanley, 2008). Bridging the Digital Divide The UK government has therefore made ‘universal access to information and communication technologies’ in addition to the capacity to utilize them efficiently a critical foundation for contemporary administrative strategies. In this regard, public libraries are deemed the best forum for fulfilling this role which inadvertently enable those individuals not conversant with modern technologies learn fresh strategies like use of computers. According to the Library and Information Commission (1997), ‘Public Libraries are the ideal vehicle to provide access and support and to foster the spread of vital new technological skills among the population’ (LIC, 2000). The library therefore provides a forum for breaching the ‘digital divide’ that actively excludes significant sections of the population from accessing information available in the internet and other databases in the computers. Libraries therefore bridge the digital divide between books and ICT as they compliment information and communication access by offering reading and learning material to users (CILIP, 2009). Inclusive Services According to James (2001), there is a glaring and expanding gap between the more affluent members of the society with the less privileged getting poorer as modern high cost of living takes toll on the latter meagre earnings. This scenario has resulted in a phenomenon of ‘information rich and the information poor’ pitting the two set of communities (Cabinet Office, 2001). Access to information and communication is critical in overcoming those members of the society who are normally excluded from mainstream activities acerbated by their poverty, lack of adequate education or sickness. The UN 1948 Universal Declaration of Human Rights also includes the ‘right to receive and impart information and ideas through any media’. Most communal libraries therefore now provide free access to the internet while a few others charge minimally for extended usage (Sharma, 2010). Lifelong Learning Policies With the effect of globalisation leading to a paradigm shift from the manufacturing sector to a more services oriented society, contemporary communities have now embraced lifelong learning policies that are embodied in digital or e-learning initiatives extensively [see Figure1]. Nevertheless, for those individuals unable to access it, public libraries provide the only realistic chance of keeping in touch with information, learning and communication. Availing these services within the public libraries enables most of the normally secluded and socially challenged members of the society are given access to these services (Enterprise and Lifelong Learning Committee, 2002). Figure 1 Source: University of Greenwich (2006) Invisible Barrier and Library Culture DeFaveri (2005) asserts that a ‘subtle and insidious’ invisible barrier bars communally debarred members of the population from accessing library services. These barriers are embedded in library culture, as these socially challenged individuals perceive they are unwanted and uncomfortable within the library walls. This is exemplified by youths who view the library as restrictive due to their conventional loud and aggressive behaviour, which is frowned upon, within libraries. For newcomers or immigrants, the lack of social interaction inhibited by limited conversation makes the library objectionable for their need to integrate with the local population. To offset this obvious disadvantages, DeFaveri suggests that the library staff should make a point of personally welcoming new members, and having online registrations to ease timid new members who may otherwise shy away from the perceived ‘forbidding’ environment of the library. Librarians should avoid communication with patrons across the counters but instead strive to be more proactive by personally assisting the users in searching for library material. Librarians should also transform their decorum and attitude rather than the normally formal posture that intimidates patrons. Libraries can form unique book clubs that encourages community members to interact with the librarian leading in reading to members thus encouraging more participation from neighbourhood normally indifferent to a reading culture and library services. This book clubs will be centred on the books available in the local library, which will be the focal point of social integration (Westport Public Library, 2008). Open Events Having open ‘live’ events has been identified as positive gesture of harnessing potential readers to get them involved in library services. This events must however be professionally managed with effective promotions or advertisements within the community to garners as many people as possible. Practising and celebrated authors can be invited by engaging a reader development officer to come and read to community groups at their meetings, which inadvertently encourages a reading culture among them (Lough, 2003). This is especially effective with youth and children who will be encouraged to discover the joy of reading and appreciate the deep learning or adventures evident in storytelling. Punitive fines often discourage low-income earners from borrowing books from the library due to the fear of being charged for undue issues like lateness or damages. An alternative method is lobbying organisations like Friends of the Library to defray the costs or subsidise when the fines are too costly for the low-income groups. For the homeless people, libraries can issue temporary cards since most prohibit them from borrowing books if they have no permanent addresses. The ‘Community Card’ can also be extended to other disadvantaged groups who are unable to access the library including poor, sick and those with physical disabilities (DeFaveri, 2005). Library 2.0 Modern libraries have incorporated the rapid changes in ICT as the information and communication sector changes require contemporary institutions to integrate their methods, which must not only be of hi-tech, but also customer-centred. The importance of a system based ICT forum to disseminate library services has therefore seen the emergence of Web2.0 /Library2.0 an e-Information strategy that utilises innovative technologies in customer-oriented approach fundamentally transforming the way services and other library transactions are conducted. The Library 2.0 concept derived from the OReilly Media (2004) extols the need to share information across networks and continuous upgrading of the material by diverse users [Figure 2]. OReilly asserted that, ‘the central idea of (Web 2.0 technologies) is harnessing collective intelligence’ (Blowers, 2006). Library 2.0 similarly encourages clients to give feedbacks and opinions on ways to enhance services thus ultimately substituting the current format of one-dimensional approach that is fast declining in contemporary service propagation (Pienaar and Smith, 2007, Pg.2). Figure 2 Blowers (2006) Pienaar and Smith (2007) have highlighted some of the outstanding benefits of Library 2.0 including: Facilitating e-Research whereby researchers are able to share information in a better environment while simultaneously accessing veritable scientific databases that enhance their studies as they constantly discuss with other researchers in diverse geographical zones. Formation of budding knowledge working groups The Library 2.0 medium is incorporated with eLearning, thus enhancing digital education systems. It enables more intensive and expanded searches hence enhancing the available information and sources Users are able to improve the library services actively within the system as well as proving ideas for further enhancements from all quarters discussed and agreed by all. Library Service and Cultural Heritage The Devon Library and Information Services (DLIS) in addition to the conventional enhancement of reading, lifelong learning and digital learning structures within its library walls has in addition been busy advocating for cultural heritage including encouraging writing among its patrons, as well as motivating them to actively partake in independent, financial, and artistic deeds. This cultivates a more constructive ‘use of leisure time’ while expanding the use of library services among its patrons to not only encompass academic and literacy pursuits but additionally integrate everyday activities that ultimately contribute to their wellbeing and positive welfare of the environment resident (DLIS, 2004). Within the confines of the extended rural community in Devon County Council, the DLIS expansion of its library services fosters a more inclusive and socially integrated library service encompassing cultural and artistic form. This is also facilitated by modern technology that extends the services to rural homes through the internet and providing socially interactive forums for communities to continuously integrate and share literary information as well as other data relevant to their everyday lives. This includes having reading clubs and social network groups based on social websites like Facebook or Twitter that are facilitated by the library website. Professional Displays Book displays should also be professionally done within the libraries to entice readers who often get frustrated in accessing reading material. The displays must be accompanied by promotional reading aids’ outlining the basic information covered in the books including placards and posters (DLIS, 2004). Additionally, the layout of a library must be aesthetically composed to make the experience more enjoyable as opposed to stuffy and uncomfortable setting with poor decor that tends to discourage patrons from repeat visits. This not only appeases the patrons but also makes it easier to locate books while attracting fresh readers or widening the scope of the prospective library users particularly the youth and elderly who might otherwise have refrained from accessing it (East Midlands and the Arts Council, 2003). Libraries Working in Partnership Many public libraries have enjoined with other institutions that provide information to the society including museums and archives, in addition to partnerships with other libraries in the private and educational sectors. This enables the libraries enlarge their reach and resources through this institutional partnerships hence able to access other diverse sectors. In East Midlands, nine local authorities initiated a partnership program under the auspices of East Midlands Reader and Library Development (EMRALD) and the Regional Arts Lottery Programme (RALP) that evolved reader development strategies that now include 342 public libraries. This has encompassed enlarged participation, augmenting individual self-belief and the pleasure of reading; expanding reading selection; presenting prospects for individuals to contribute to their reading practice; and elevating the significance of reading as a motivated deed (East Midlands and the Arts Council, 2003). The partnership has enabled a wider range of books accessible to the patrons who are able to access over 7.5 million books Reader Development Reader development encourages patrons to widen their learning experiences rather than confining themselves to specific subjects, nevertheless a library service should offer impartial access to patrons without undue influence. To expand the readers’ knowledge base or source materials, proactive librarians can introduce the patrons to new features, books and journals thus making the service a real recreational activity. Enthusiastic readers will be more inclined to return to the library once they discover new materials previously unexplored. Summary Modern library services require a well-trained workforce conversant with modern technological skills including ICT software and customer oriented service objectives that can cater for the increasingly informed contemporary clientele. Libraries now have networked systems and software that has improved the service delivery thus making performance better and more accurate [Figure 3]. Libraries are increasingly collaborating with other stakeholders including government and non-government organisations to augment their resources and reach to the public (CILIP, 2009). Library resources are now accessible not only on the permanent sites but also in digital formats online as wells as other media thus enabling remote access for users in diverse locations. The digital formats not only encourage wider exposure, but it also assists in reducing duplication of material, which clutters the shelves and reduces available space (NLS, 2008). Figure 3 Adapted from www.libraryforlife.org/subjectguides/Blowers (2006) The onus on public libraries now is for enhancing their digital editions or ICT access by making them more relevant and available. Online digital libraries will in future overtake the paper-based modules as more individuals gain access to faster internet connection. This provides a great opportunity for libraries to widen their reach to all the corners of the world hence the intrinsic focus on community-based libraries must also take cognize of expanding their strategies to encompass modern online forums. These include popular social websites (Facebook, Twitter or MySpace) and search engines sites including Google, Yahoo! or MSN that can link clients to their libraries. The digital libraries that also integrate Library 2.0 feedback enhancement strategies should now be the immediate focus for librarians’ intent on widening the reach and scope of their users. Many libraries including the British Library have embarked on elaborate programs digitising all their content to be made available online (Osborne, 2002), (Brindley, 2000). Conclusion The conventional role of libraries is rapidly changing with the institutions now getting more involved in communal and social programs that enhance learning opportunities and recreating a reading culture in the society. Nevertheless, the onset of ICT and online communication has challenged the traditional formal structures previously practised. Modern libraries have evolved into hybrid systems that not only aim at widening the reach of their services in local communities but also require provision of digitised access of their contents to an expanded range of users. The role of librarians has also changed, now obliged to be more customer sensitive in addition to marketing their services more effectively. Contemporary libraries therefore require an enhanced ICT system, interactive Library 2.0 interfaces and requisite search aggregators encompassing all their databases besides integrating more powerful globalised search engine browsers like Google thus ensuring the users are kept updated with current and precedent research material. References Ayris, P. (2010) Summing Up. London: UCL Library Services. Bennett, M. (2001) Reaching Those in Need. Public Library Journal, Vol. 16(4), Pg. 105-7. Blowers, H. (2006) LibrarEEs: Encouraging Participation Empowering Users. Mecklenburg: Public Library of Charlotte & Mecklenburg County. Brindley, L. (2000) Taking the British Library Forward in the Twenty-first Century. D-Lib Magazine, Volume 6 Number 11. Cabinet Office. (2001). Social Exclusion Unit. Retrieved May 7, 2010, from Cabinet Office Online: CILIP. (2009). What Makes A Good Library Service? London: Chartered Institute of Library and Information Professionals. DCMS. (2004). Framework for the Future: Libraries, Learning and Information in the Next Decade. London: Department for Culture, Media and Sport. DeFaveri, A. (2005). Breaking Barriers: Libraries and Socially Excluded Communities. Vancouver: Vancouver Public Library. DLIS. (2004). Reader Development Policy. Devon: Devon Library & Information Services. EMAC, East Midlands and the Arts Council. (2003). East Midlands Regional Reader Development Strategy. East Midlands Museums, Libraries, and Archives Council. Eastern Regional Libraries. (2007). Reader Development Strategy 2007 - 2010. Eastern Regional Libraries. Enterprise and Lifelong Learning Committee. (2002). Interim Report on the Lifelong Learning Inquiry. Edinburgh: Scottish Parliament. Goddard, B. (2006). Trust Library and Information Services Strategy 2006/2009. London: National Library for Health, NHS. James, E. (2001). Learning to Bridge the Digital Divide. Retrieved May 7, 2010, from OECD News: Jordan, J. (2003). The Challenges of Librarianship in the Expanding Library Service Worldwide. LIBER Quarterly, Vol. 13, Pg. 201-206. LIC. (2000). Libraries: The Essence of Inclusion. London: Library and Information Commission. Lough, V. (2003). Citizenship, Computer Literacy and the changing role of the Public Library Service in the United Kingdom. London: Library and Information Commission. NLS. (2008). National Library of Scotland: Expanding our Horizons Strategy 2008-2011. Edinburgh: National Library of Scotland. Osborne, M. (2002). National Libraries – Not Just For Researchers Only: How to Market the Content of the National Libraries. London: The British Library: IFLA Marketing National Libraries Report. Pienaar, H. and Smith, I. (2007). Development of a Library 2.0 service model for an African library. World Library and Information Congress: 73rd IFLA General Conference and Council (pp. 19-23 August 2007). Durban, South Africa: The University of Pretoria. Sharma, S. (2010). Digital Participation. Retrieved May 8, 2010, from Museums, Libraries and Archives Council (MLA) Online: Stanley, T. (2008). Widening Participation: How Do We Measure Up? JB Morrell Library, University of York. State Library of Queensland and Queensland State Archives. (2010). Towards a Queensland Digital Content Strategy. State of Queensland (Department of Public Works and State Library of Queensland). Torbay Library Services. (2005). Reader Development Strategy 2004/06. Torbay Council. University of Greenwich. (2006). E-Learning Strategy. London: University of Greenwich. UWE Library. (2005). Strategic Directions for Library Services 2005 – 2010: A Briefing Paper. University of West of England, Library Management Team. Westport Public Library. (2008). Engaging the Community, Building for the Future 2007 – 2010. The Westport Public Library. Read More