The Impact of Information Technology on Academic Libraries Arts 199 Seminar Mark Haslett Associate University Librarian

1. The Impact of Information Technology on Academic Libraries Arts 199 Seminar Mark Haslett Associate University Librarian Information Services & Systems October 23, 2001

2. Focus for today • Discussion of some major trends in the area of I.T. and its impact on higher education • An administrator’s “take” • Some UW examples • Some pointers to other sources of information

3. Some Personal Info. • UofT philosophy 1974-78 • UWO MLS 1979-81 • Career focus on: • Information technology & management issues • TUG TRELLIS project • UCIST, LT3, … • Interest in George P. Grant

4. Some Questions • How many of you: • Have a computer? • A laptop? • An email address? • Use ICQ? • Know what a URL is? • The Netscape browser?

5. Some Context • The Second International WWW Conference ’94: Mosaic and the Web • Netscape browser – October 1994 • Universities – key players in the development of the WWW • Efficient and effective access to information • Academic Libraries – key participants; leaders in the effective use of technology

6. Networked environment • Networks are ubiquitous • Portable computing devices are commonplace • Wired and wireless environments are intertwined • The IT environment envelopes us – the computer is not just a tool.

7. Connectivity, Content & Collaboration • Connectivity • Communications technology • Content • Convergence of connectivity & content • e.g. Electronic journals http://webdev.uwaterloo.ca/ejournals/index.html • Collaboration opportunities • IT as an enabler

8. The Library’s mission/role Enhancing access to information The Library trains and develops staff to: • identify the information needs of Library users • relate those needs to available resources • provide access to those resources • facilitate the productive and proficient use of those resources

9. The UW Library • High level of connectivity • Collaborate extensively • Commitment to focus on client service • Commitment to innovation • A commitment to the effectiveuse of technology in delivering information resources and services.

10. The I.T. Context for Libraries • Libraries have a significant and proud past of I.T. initiatives and projects. • Early 1960’s at UofT • They are able and innovative users of I.T. • They know their business; they are effective users of technology.

11. Some History of Libraries and Information Technology • Modernization, innovation, transformation. • 3 automation ages: (1) computerizing library operations; (2) rise of public access; (3) print goes electronic. • Now: networked information revolution. http://www.educause.edu/pub/er/erm00/pp060068.pdf

12. Some UW Library I.T. examples • The UW Library is a leader in the effective use of IT • TRELLIS & TUG • Remote Web access to e-resources • see http://www.lib.uwaterloo.ca/ • Direct links to journal articles • TDR

13. The evolving library • Digital/electronic and paper resources both continue to grow • E-Journals (CFI CNSLP – Sept. 11 event) • The Digital Library • The Hybrid Library • Print; digital/electronic; … • E-Resources & services

14. Some Key I.T. Issues in the Current Academic Library Context • Integrating access to information • To print and digital resources • Linking digital and digital • Where do you go for information first? TRELLIS? i.e. the catalogue? The Internet? • Sustainability & support • Fostering innovation and building prototypes • Do you want personalized access to your information?

15. Changing I.T. Context BUT technology is not a panacea, not a cure-all, nor a magic silver bullet.

16. Watershed period • “The ‘E’ is for Everything”?? • We are in a watershed period • The E-Economy is being hit hard. Even more so after September 11th • “Has the Internet Peaked?” • (http://www.pfeifferreport.com/trends/ett_internet.html) • We are emerging from an e-everything environment. • More realistic and practical.

17. Some issues • E-overload • Unrealistic expectations • A digital collection in itself is not a digital library (the Internet is not a library) • A library is a collection that is organised, maintained, preserved, … • Plagiarism – easier in the e-environment

18. Is technology enhancing learning? The educational environment at the University of Waterloo should be centred on learning where technology helps play a role in facilitating the acquisition, comprehension, dissemination and application of knowledge. UW students and alumni should be life-long learners, adept at the self-directed use of technology in the acquisition, organisation and critical evaluation of knowledge.

19. Putting Learning First - 1 • Learning is primary • Technology is secondary

20. Putting Learning First - 2 • Sound pedagogy should dictate when, where, and how technology is deployed in the learning and teaching environment. • Learning should be at the centre of any innovation in teaching that involves technology. • UW students and alumni should be life-long learners, adept at the self-directed use of technology in the acquisition, organisation and critical evaluation of knowledge. • The introduction of technology should enhance the learning environment.

21. Technology’s role • Enabler • Provides opportunities to share, collaborate… • Efficient delivery of information • Aim is on effective & focused use of technology • The introduction of technology should enhance the learning environment.

22. Technology & Empire Technology & Empire G.P. Grant (Toronto, 1969) • “To exist as a North American is an amazing and enthralling fate.” • “We can hold in our minds the enormous benefits of technological society, but we cannot so easily hold the ways it may have deprived us, because technique is ourselves.”

23. In Conclusion • How connected are you? • How connected do you want to be? • Are you aware of the IT environment in which you live and study? • Where do you get your information? • Use of libraries and labs? • Use of print and digital/web resources? • Is the following a goal for you? To be a “life-long learner, adept at the self-directed use of technology in the acquisition, organisation and critical evaluation of knowledge.”