1 / 8

Creating the Ubiquitous Information Commons : The Duke University Library Experience

Creating the Ubiquitous Information Commons : The Duke University Library Experience. Tom Wall, AUL for Public Services Duke University Libraries tom.wall@duke.edu. Information Commons Planning Guidelines. The Information Commons is NOT definable as a place

hamlet
Download Presentation

Creating the Ubiquitous Information Commons : The Duke University Library Experience

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Creating the UbiquitousInformation Commons: The Duke University Library Experience Tom Wall, AUL for Public Services Duke University Libraries tom.wall@duke.edu

  2. Information Commons Planning Guidelines • The Information Commons is NOT definable as a place • The Information Commons extends to all libraries and creates a shared commitment and vision for service excellence • Designed to “support the entire scholarly process, from idea formation to knowledge product” • The Information Commons services and spaces are best defined by the users • Fewer programmed spaces and policies, the better (observe, listen, respond) • Hopes to establish libraries as “third spaces” on campus • Requires some partnerships with other campus units, e.g. OIT

  3. Information Commons Timeline • Perkins/Bostock provided the catalyst for IC planning and initial implementation (2001-2004; on-going) • Spring 2002 LibQual data and follow-up focus groups affirmed desire for more technology in libraries • Bostock First Floor and Lower Level: first IC iteration (Fall 2005) • Collaborative OIT Staffing implemented (Spring 2006) • IC Concept implemented in branches (Spring 2006) • Re-designed Perkins First Floor opens; Chemistry Library integrates; Perkins OIT Lab closes and services integrated (Fall 2006) • Multimedia Lab opens in Lilly Library (Fall 2007) • Plan to integrate other Science Libraries underway (Spring 2007) • Reposition Perkins Service desks and integrate Data and GIS into main floor service program (Summer 2007) • Perkins lower level Teaching and Learning Center (TLC) opens as space with technology-enhanced classrooms, technology help desk, project rooms, multimedia lab, and open computing areas (Fall 2008) • Vesic (Engineering, Math, Physics) integrates (Fall 2008); (BES 2009)

  4. Early Observations • Immediate rise in usage, about 40% in all areas (gate count, service transactions) • Terminals, printers, group study spaces all in high demand • IM usage rose 300%, from devices in full view • Many students brought their own computing devices (approx. 90%) • Students wanted seamless access to content, printing, productivity software, and assistance • Bostock became “the place” for undergraduates

  5. External Views

  6. Carpenter Reading Room

  7. A Day in the Life of the Bostock

  8. What We Learned and On-going Challenges • There’s no finish line, the IC service model facilitates continual rethinking of how to best integrate technology, space, collections, and services • Phased decision-making works (observe, listen, respond); • There’s a huge difference between building in flexibility and actually being flexible • Multiple service points and entrances are logistically challenging; staffing patterns become more complex • Students do not follow set timelines or habits for using the library, hence 24 hour access; librarians until 2am • Technology tools and support are equally critical (OIT Partnership) • Librarians still matter, but with expanding roles (research consultations, instruction, reference, technology, etc.) • Finding the balance between physical collections and user space remains a critical challenge

More Related