The Hyperlinked Library and Librarian: Information Superheroes

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December 10, 2017

Reflective Practice

Professor Michael Stephens comments in the Reflective Practice video module that behind all the technology and latest gadgetry are people. That statement gets directly to a major theme that runs through our hyperlinked library course; people, and the connections that people make with people, make libraries. Underscoring this notion, Professor Stephens writes in an article for the Library Journal, titled Reflective Practice, “that the library should be human. It means that behind the keyboard, behind the blog, and behind the Facebook page, there’s a person ready to have a conversation: ready to help, ready to listen.”

Emerging technology and the implementation of that technology is significant for the future of libraries. But, what lies behind that drive for new technology is better communication and connection to one another. I was reminded of the movie The Wizard Oz, when Toto – a dog 😉 – reveals that the Great Oz is actually a flesh and blood person, who manipulates technology to influence his community, and not in a good way. Oz hides behind a curtain, tinkering with levers and machinery, while keeping himself hidden from people and his community. One lesson I take away from the movie, and make an attempt to link to our course, is that when the curtain was opened and Oz is revealed to be simply a person, a real connection occurs, and of course Dorothy finds her way home. Important take-away, remember not to hide behind our desks, our job roles, our frustration, or the search for the newest and latest technology because one of our primary goals is to engage with the community in order to provide information, knowledge and experience; remain transparent in order to better understand one another.

Some other ideas that resonate with me as our course ends is to continue to put myself out there into the mix and within the community. Put my face out there on library websites, social-media, and continue to develop my “pitch” as a librarian and information professional. In doing so, I might be able to slowly change some outdated ideas about the function and need of libraries and librarians. Finally, being mindful of what scares me or makes me act with fear rather than curiosity. I truly believe that if we understand our own fears and re-frame them to positions of curiosity and inquiry, we can be living models for our users and communities. My mantra as I move forward: Take risks, remain open to change (within and outside myself), and be creative!

December 10, 2017

Virtual Symposium

Steve’s Virtual Symposium

After completing the Director’s Brief, I decided to tinker and learn a new technological presentation, padlet, to visually present my Director’s Brief on 23 Mobile Things. It was a lot of fun to learn and figure out what options and modes of presentation I could play with to highlight the brief in new ways.

November 27, 2017

Director’s Brief – 23 Mobile Things

Macaris_Director’s Brief (PDF)


Initiate, promote, and encourage all library staff – from the director of the library, administrators, librarians, administrative support staff to student workers checking-out and shelving books, at the San Francisco State University’s J. Paul Leonard Library, to take part in the 23 Mobile Things program. Provide library staff initial training in emerging mobile technology in order to foster career development, cohesive buy-in for new initiatives, and to stimulate intellectual curiosity through management approved professional development and play.

By adapting the 23 Mobile Things project within the SFSU library, it will encourage our staff to foster lifelong learning practices by seeking out and learning new trends and technology within a mobile framework. Through this endeavor of employee self-learning, the library has the ability to leverage these new skills to introduce new initiatives to prepare our students to adapt to changing environments and meet global issues. Finally, Pew Research Center’s Internet Project, stated, “For many, such as younger adults or lower-income Americans, cell phones are often a primary device for accessing online content” (Stephens, 2013). This finding has large implications and responsibility for libraries.

November 13, 2017

The Library as Classroom

The topic for this week’s blog, the library as classroom, grabbed my attention because as a life-time patron of libraries, and now as a student in the MLIS program, I am excited about all the new ideas, and potential I have witnessed and read about in our program and in particular, in INFO 287. In this week’s lecture, Michael Stephens highlights key behaviors such as play, exploring, curiosity, and actions that promote the classroom-like objectives of partnering, managing for innovation, and peer-to-peer collaboration between librarians and the public. I am especially intrigued by the notion of library pop-up experiences that are temporary, movable and changing to meet the community’s current needs and interests. The pop-up spaces create opportunities to learn and “figure it out” from both the librarian perspective and the user’s interests and needs.

These ideas were percolating around my mind, as I read Brian Kenney’s interesting article, “Where Reference Fits in the Modern Library.” Kenney provides a thoughtful assessment on the slow and steady shift (and let’s name it, fear) of reference librarians, specifically, how they attempted to find ways to accommodate to the Internet and the actual ways individuals seek information and engage with the library. Kenney chronicles the librarians’ understandable anxiety over being outsourced to Google and mobile devices, and losing their grip on “being the gatekeepers of knowledge.” According to Kenney, research librarians clung to this fear and made unsuccessful attempts to hold onto knowledge rather than opening up a dialogue with patrons, as well as opening their eyes to witness how people still have a need and use for the library.

Throughout all these changes in library usage and emerging technology revolutionizing how people obtain information – the library is still being frequented in large numbers and is becoming a vibrant community space for learning. Kenney points out that patrons “want help doing things, not finding things.” This change offers an opportunity, but is also a significant shift from traditional reference services in which a librarian might offer a book or article on a subject. However, an opening exists and collaboration and partnerships have the potential to flourish, cementing the library as a classroom more firmly in the modern age. The traditional reference desk and reference services is changing to accommodate active engagement with patrons that span across varying demographic communities. While digital literacy for underserved communities and providing information literacy still exists, so does teaching people with advanced education how to navigate and understand the latest technology and devices, and these shifts are beginning to alter the landscape of reference services to one that is more kinetic, reactive, and mutually dynamic between librarian and patron.


Kenney, B. (2015). Where Reference Fits in the Modern Library.

Stephens, Michael. (2017). Lecture on, Library as Classroom.

October 29, 2017

Mobile Information Environments

In our class video lecture on Mobile Information Environments, Michael Stephens shares the story of the bartender who exclaims “I have the world of information in my hand” signaling to his smart phone, which allows the bartender to play music, look up things on Google, and explore any of his interests. Mobile technology and the ability of connecting people with information and one another has happened, it is here and now, and continues to be a fast moving and evolving trend.

The ubiquity of mobile phones is also emphasized in Deloitte’s United Kingdom’s piece on “How do students use mobiles? Game of phones,” in particular the study looks at how 18-24 year olds (prime category and age of students) use their phones for absolutely everything and the study’s focus on this population resulted in discovering that 70% of this group has already checked their phones within a half hour of waking up! According to Deloitte, young people (millennials) have more affinity with new technology and apps, and buy new upgrades (hello iPhone 8 and X) to maintain the newest and most elite technology, and not necessarily because they need to upgrade. Inherent in this data is that young people are game for trying new things and eager to make connections, learn, and explore through mobile technology – habits, skills, and tools that intersect with the learning objectives of schools, universities and libraries.

Libraries and information environments are in a unique position to forge connections with young people through these mobile mediums. Information professionals are always looking for ways to understand and partner with their communities. Mobile technology and devices are where most information communities are (especially university settings) and it’s imperative that librarians and information professionals seize on this opportunity. Guest lecturer, Jan Holmquist, strongly recommends that all library staff learn about the latest technology and social media because they (info pro’s) are interacting and engaging with users, and as a result can promote mobile technology through apps as well as not be afraid of the changes that are coming.

Moreover, library staff and information professionals are experts in their fields and by embracing these new forms of technology and breaking out from the confines of walls, desks, and edifices, they can actually reach their information communities more effectively. Employ technology in meaningful, useful ways that enhance library services and engagement with the community.

Some ideas to consider:

  • Exploit location service apps on mobile devices to highlight areas in the library for research or research community.
  • Use Twitter or Instagram to promote a special collection, event and link with hashtags in order to actively engage back and forth with the community.
  • Create and promote short informational videos about the library, its services, and teaching modules.
  • Ponder the uses of augmented reality apps and devices to locate material within the library or to highlight material in fun and engaging (interactive) ways.
  • The new iPhone (I really love my iPhone 8 Plus;-) has a camera that is ready to be used for augmented reality – librarians need to be one of the first to find ways to use this feature to aid their community in discovery.
  • Create teaching modules by using the record feature on the new iPhone as one way to really use mobile devices, some ideas for the modules could be how to use Twitter, Instagram, YouTube, the new camera, or the library – all on their phones!


Deloitte (2016).How do today’s students use mobiles? [UK Study].

Holmquist, J.

Stephens, M. (2017). View lecture

October 21, 2017

Emerging Technology Planning – Instagram for SFSU Library

Image:  J. Paul Leonard Library, San Francisco State University

Goals/Objectives for Technology or Service:
My goal is to foster engaged communication between users and library administration at San Francisco State University (SFSU). I propose to introduce an Instagram account for the J. Paul Leonard Library at San Francisco State University as way to better connect and acquaint the users and the administration. My underlying goal is to make the users aware of the resources at the SFSU library as well as to open a dialog between them and the library administration in which the users actively communicate what they like or do not like about the library. In turn, this feedback assists the library administration with understanding and direction on where to consider making and implementing changes.

As a social media platform, Instagram is accessible and easy to learn. Through Instagram, users may post pictures, short videos, memes, or even quick notes. Instagram is primarily visual with some text and, like Twitter, Instagram incorporates hashtags as a way to follow conversations. I envision the library promoting a program through Instagram to inquire what students, faculty and staff want from the library, how they use the library, and what they would like to change as well as see for new ideas, collections, space, events and happenings at the SFSU library.

The SFSU library could launch the program with a series of hashtags such as: #whattheSFSUlibrarymeanstoMe #SFSUlibrary #SFSULibraryChange #SFSUlbraryResearch #SFSULibraryevents #SFSULibraryNow.

Description of Community you wish to engage:
The community I wish to engage is primarily the users – students, faculty, staff, alumni, and San Francisco Bay area residents with an interest and stake in the SFSU library space and collections.
I am also invested in having the SFSU library administration and staff engage with these users in a productive and more egalitarian and transparent way in order to promote and foster the SFSU library and community. My goal is to address and incorporate aspects of the participatory library that Michael Casey discusses as he writes “The community should be involved in the brainstorming for new ideas and services, they should play a role in planning for those services, and they should definitely be involved in the evaluation and review process.”

Action Brief Statement:
Convince library administration at San Francisco State’s J. Paul Leonard Library that by creating an Instagram account for the library and emphasizing specific hashtags they will understand their users’ and stakeholders’ needs better, which will create an opportunity to incorporate these findings into concrete changes that make the library even more essential and necessary for its students, faculty, and staff by opening a dialog because engagement with the community will foster the library’s mission and highlight its resources, ultimately connecting the library administration more integrally and dynamically with its community’s needs.

Evidence and Resources to support Technology or Service:
Instagram is a fun social media platform that allows participants to be creative and expressive. In her recent visit/discussion-lecture for our current Hyperlinked Library class on October 16, Stacie Ledden emphasized the experience model, in which she highlighted the importance of “play” and how this can be applied to our spaces in libraries, our programs, curriculum and resources. The notion of play is an important tool to foster in library spaces and can assist in developing other academic tools such as research and inquiry through an environment that builds on exploration, inquiry, and curiosity.

Robin Camille Davis promotes the idea of using Instagram as method to informally measure students’ assessment and experiences of the library in her “Using Instagram for your library: 9 strategies.” Additionally, Davis places a focus on the promotion of photos and the image as a way to begin conversations and the ease of employing Instagram.

Mission, Guidelines, and Policy related to Technology or Service:
Determine SFSU’s protocol and policy about using social media. Reach out to the Communications department, Instructional Technology department, the Provost and President’s Offices for guidelines on implementing an Instagram account. Since the university already has an Instagram account, I recommend following established precedent, protocol, and legal suggestions governing this account as well as adhering to the guidelines of use for the proposed Instagram account.

Funding Considerations for this Technology or Service:  Action Steps & Timeline: 
While the J. Paul Leonard Library at SFSU already has Facebook, Twitter, and YouTube accounts specific for the library, they do not have an Instagram account for the library. One option is to link the proposed library Instagram account with the SFSU’s already thriving university Instagram account, which has over 10,000 followers (roughly a third of the current student enrollment). Forge a partnership with the SFSU Communication department and discuss options that might include inclusion of the library into the existing account. Work with Academic Technology and the IT department to assess options for a new Instagram account.

Timeline: Ideally the new library Instagram account would be launched for the beginning of the Spring 2018 semester. It would be necessary to gain approval from the library administration for the new Instagram project and to develop a strategy for short-term, mid-term, and long-term goals. Meet in November to propose implementation of project. If approved, launch project in January 2018. Determine whether one semester trial is enough time to assess the initiatives progress, or if we should extend to the fall 2018 semester.

Staffing Considerations for this Technology or Service:
Since there is already a social media presence within the library – Facebook, Twitter, and YouTube, I would propose to determine if the existing staff and resources could handle the proposed new Instagram account. However, a cursory glance at these accounts suggests that they are not frequently updated, certainly not on a daily basis. The most recent Tweet was posted in August, the last YouTube video uploaded was last month, and Facebook requires a sign-on to see the library page. It is paramount to remove barriers from communication between the SFSU library and its users. I recommend meeting with library administration, the director and managers of the library in an effort to convince them that the new Instagram account along with an active social media presence will only assist the library in its mission and could have potential positive feedback, a happy and engaged stakeholder will assist in fighting for resources.

Additional considerations:

  • Hire a student worker or workers to implement and staff the new Instagram venture
  • Seek volunteers among the university community – students, staff, faculty, alumni to commit to academic year volunteer positions to implement and promote social media and the new Instagram initiative.
  • Work with library administration and the provost’s office to seek funding for a new position in the library that specializes in social media and recruitment and enrollment.
  • Look across campus and to other colleges for similar positions as a leveraging tool.

Training for this Technology or Service
All library staff, student assistants, managers, and directors get trained on how to use Instagram. It is essential that everyone learn this simple, fun, social media app as a way to promote the initiative and empower the entire library staff – it encourages buy-in and community investment. The current social media library team, Academic Technology, or IT department may all come together to provide the training. However, this will be determined by staffing demands and the ability to implement in the work-flow of the library.

Promotion & Marketing for this Technology or Service:
In order to spread the word of the new library Instagram account I recommend the following:

  • Promote through the existing SFSU Library website and main SFSU website.
  • Announce through the SFSU news page through the Communication department and through the weekly email sent to all SFSU students, faculty and staff. Promote on the current and popular main SFSU Instagram account.
  • Connect with the local SFSU newspaper, The Gator, and try to arrange an interview about the project. Contact other local newspapers: SFGate, Oakland, San Jose.
  • Promote on large screen LCD’s throughout the campus, probably through the SFSU Communication department.
  • Contact the SF public library to inquire if they want to promote this on their website and through their branch network.
  • Contact local television news stations about the new initiative to see if they want to interview the library staff or place on their websites.

The metrics and evaluation of the library Instagram account are important but it is important to remember that it’s a tool to communicate more effectively with the users/stakeholders of the SFSU library. Positioning a mechanism for feedback on the main SFSU library website inquiring and encouraging feedback to “better serve you” would be one evaluation tool. The feedback could be emailed, or through any of the social media streams that the library already uses. Additionally, measuring the amount of Instagram followers with other college libraries and the SFSU Instagram account would be one method for determining the success of the program. Another successful benchmark would be users seeing some of their suggestions implemented and promoted within the library. A potential rotating user advisory board could be created through this library Instagram account, which would include users and library administration!


Image Credit:

Casey, M. (2011). Revisiting participatory service in trying times.

Davis, Robin Camille. (2015).

Ledden,  Stacie. (2017).



October 8, 2017

Curiosity and Exploration – Choose your own Adventure!

I really appreciate the freedom of choice and exploration of this week’s blog topic, as well the reference to the children’s book series, Choose Your Own Adventure. As a Gen X-er myself, I really enjoy Michael Stephen’s references (Fleetwood Mac, Twin Peaks, Cabbage Patch dolls, etc.) and the nod to this book series is another great example.

For my adventure, I am choosing the Hyperlinked Academic Library. Anne-Marie Deitering’s and Hannah Gascho Rempel’s reading, “Sparking Curiosity – Librarians’ Role in Encouraging Exploration” resonated a great deal to me. Their study looks at how to really engage college freshmen enrolled in a mandatory composition class to develop the critical research and writing skills necessary for them to move forward in their college endeavors. As a former Graduate Teaching Assistant in a junior-year writing seminar, which attempted to have students write “passionately” on a topic of their choosing, I greatly welcome their findings. Deitering and Gascho Rempel quickly hone in on the disconnect between assignments and actual student interest and investment that first-year students put forward.

Critical to their argument is changing language, a key example is to remove the phrase “write something that you are passionate about,” to language that is less daunting and more inviting, specifically – “curiosity,” “exploration,” and “learning.” While the term “passionate” is meant to be motivating, the writers found that students understood this to mean, choose a controversial subject, and students usually chose one that they had no real interest in learning more about or had already written a previous paper on. Another key element to their research is to scaffold the learning outcomes with opportunities that incorporate low stakes exercises in order to assist students with developing and understanding their own curiosity. One example is to “browse outside the journal literature,” with readings that facilitate and strengthen students’ interests and follow-up with group work that includes discussions on a reading, preparing students to eventually build critical analysis skills, and include self-reflective exercises that develop their understanding in “how they are curious.”

I agree with Deitering and Gascho Rempel’s assessment that these shifts in language as well as incorporating the librarians as collaborative partners to the teaching experience of a first-year composition class, can only go so far if teachers do not buy into this model. The researchers determined that it is imperative to have librarians “teaching the teachers” in order for this model to be sustained and successful. Instructional and research librarians are not grading the assignments, nor are they in the classroom every day, but it essential to help the teachers change their language, expectations, and methods for promoting curiosity by strengthening the connection between academic librarians to the teachers as well as to the students.

Academic librarians are uniquely positioned in the age of the hyperlinked library, in a role that allows them to bridge connections in order to promote curiosity, explorations, and affect within students and in the classroom. Through inventive and innovative uses of researching, making use of library databases and library space, academic librarians promote effective learning practices. Deitering and Gascho Rempel’s study demonstrates the important role that academic librarians have on impacting students and teachers in order to make real change for the future.


Deitering, A. & Gascho Rempel, H. (2017). Sparking curiosity.

September 25, 2017

Build Communication, Tear Down Walls

In Michael Stephen’s piece and reading from the Library Journal, “The Age of Participation,” he poses the question “What walls could become windows into the operation of the library?” while discussing participatory services. I am intrigued by the topic of participatory service and transparency because it makes so much sense, include the users in decisions and changes that have an impact on them, open two-way conversations, create environments that encourage this communication, build trust by demonstrating and practicing this in our actions. Strikingly, I continue to encounter arenas where the walls are up and fortified, even when they appear to be open.

A few years ago San Francisco State University opened their new university library, which contains many wonderful features of a modern and forward looking library: open spaces, areas for students to congregate to work on classes together, white boards to scribble on, private rooms to meet and collaborate, computer labs, LED flat screen information signage, comfortable seating, and plenty of light. However, when you walk into the main area of the library, after passing a great coffee kiosk, the barriers and walls surprisingly go up.

The circulation desk is staffed by student assistants who do not look up when someone walks by or comes to their counter, even though this area takes up half of the space of the main floor; this is a missed opportunity for building community, connection, and a link between the library and the user. The moment a student, patron, or user walks in you want them to feel welcome and acclimated. Similarly, the reference librarian is situated across from the circulation desk, near the front and usually does not make eye contact (they appear to rotate between librarians, so sometimes someone will nervously look up). I have actually used the reference desk on occasion and they are quite nice and well informed. But a nervous Freshmen, who is intimidated to talk to an adult and write their first research paper is unlikely to feel that the library welcomes them with the formidable wood barrier enclosure of the reference desk and circulation areas. Furniture is a main barrier between communication here. Consciously or not, this sends a message of do not bother us, do not ask questions unless you have a good idea where to go on you own.

Thinking about this in terms of participatory service, it seems to me that the SFSU Library looks great, incorporates some good ideas but is failing at removing barriers (tearing down walls) between itself and its primary patrons, opening up conversations with ease, and welcoming newcomers with a potential thirst for knowledge and inquiry – engaging all. University libraries are important centers for young people to create and learn.  A. Schmidt discusses the importance of making a connection in the article on “Services Before Content,” writing, It’s not do-or-die quite yet, and there’s still time to shift our efforts toward an unparalleled user experience.” Schmidt underscores the importance in participatory service to provide open, two-way access foremost, even if you cannot provide all the latest bells and whistles as a significant service of a library and librarian. Envisioning ways to engage users and open communication is key to changing dynamics and strengthening participatory services within the library.


Schmidt, A. (2010). Services before content.

Stephens, M. (2012). The age of participation.

September 17, 2017

Context Book Review: Biblio Tech – Why Libraries Matter More Than Ever in the Age of Google

John Palfrey ponders the future of libraries and sees them as key players within contemporary society across America in his relevant and must-read book, Biblio Tech: Why Libraries Matter More than Ever in the Age of Google. According to Palfrey, as institutions, libraries are in an enviable position to connect specific segments of society, improve children’s lives, and provide immigrants and incoming populations with resources to citizenship. The digital divide between those who have money and access to technology frames many conversations within the book. Teachers are stretched to capacity and Palfrey suggests an opening for librarians in filling the continual need for digital literacy and digital education, pointing out that “since schoolchildren are already coming to libraries in large numbers to use free Wi-Fi (and check out the occasional book), librarians have an important chance to help” (p. 56-57). Librarians can provide guidance and research skills or just basic information to begin thinking on a subject as a service, and assist young people in succinctly navigating through the myriad of information pathways.

Libraries provide a physical space within communities but have competition. Starbucks and McDonalds also offer free Wi-Fi, which provide incentive for young people to walk-in and use, (along with consuming caloric and in some cases expensive beverages) in place of libraries. Libraries are increasingly under budget constraints and cuts, and as a result, not always open at convenient hours, or as prevalent as these ubiquitous institutions. Palfrey contends that libraries face significant competition from profit driven companies that have an abundance of money and resources for innovation. Amazon, Apple, and Google are poised to provide access to all digital information in the form of recordings, video, movies, and books. Moreover, these companies are often the gateways that many people (especially young) begin an inquiry for information and discovery. By aggressively and successfully innovating and targeting digital information, these companies are making large profits and potentially eclipsing libraries.

Palfrey counters this warning with an urgent plea for the future of libraries – to consider as he terms, the “public option.” Whereas the for-profit companies offer a model for libraries to follow that is customer focused and impressive with new ideas, the underlying mission of these companies is to make money off of people. Once again, libraries offer a bridge to provide the public and those economically and socially disadvantaged, with information and knowledge that is free to all and easily accessible. Palfrey posits that libraries and librarians must glean ideas from these smart technological advancements, pioneered and demonstrated through these big companies of the 21st century. Palfrey implores that libraries model these new methods for the public good and as the public option. The public options that Palfrey suggests involves modeling the Cloud Computing option that is popular and widely used across all age groups and to incorporate them into libraries through partnerships and new collaborations.  (pp. 88-95)

Google has risen to the top of its field for its Search engine, and Amazon is widely used and admired for its suggestions on books based on previous purchases and reading history. While demonstrating ingenuity through technology, these companies are also narrowing the options of what we read and how we obtain information. The public is getting less. Libraries, through their diverse and skilled librarians and vast systems that span across the country, offer a wider array of information and knowledge that needs to be harnessed to compete in this current time and in future environments. Libraries have the potential to offer more.

Palfrey writes that libraries need to move away from the old model of being the physical storehouse for information, to one that is a platform for information and knowledge. Palfrey concedes that this shift in thinking moves away from the traditional model that libraries house physical objects to be retrieved for future use, to one that relies on collaboration and partnerships with other libraries and businesses. However, Palfrey feels that libraries and their users will greatly benefit with this future model, that is already in practice across the country with the use of iPhones, iPads, Apple watches, and laptops that retrieve and store information in the Cloud. By leveraging the most current technology and looking towards emerging technology to serve the public, libraries can meet their stakeholders’ needs and remain relevant for the next century. Finally, Palfrey ends the book with a focus on copyright and privacy laws for citizens and the need for librarians to actively lead and join the conversation, with a warning to not cede this area to corporations or, to depend on a slow-acting and moving Congress.

The author, John Palfrey in his own words on YouTube:


Palfrey, J. (2015). BiblioTech: Why libraries matter more than ever in the age of Google.
New York: Basic Books.

September 10, 2017

Reflection Blog – The Hyperlinked library: Tear Down the Walls

User input is a central feature in the Hyperlinked Library Model and continues the paradigm shift away from telling people and users what they need or want, but rather includes them in the decision making process. New approaches to looking at the library in varied ways, not as a problem but as a learning opportunity seems to fit the Hyperlinked Library Model. In contemplating ideas that are present and integral for the Hyperlinked Library, I kept recalling the poet, William Blake’s famous lines in a new way, and specifically reimagined for the Hyperlinked Library:

“If the doors of perception were cleansed everything would appear to man as it is, Infinite. For man has closed himself up, till he sees all things thro’ narrow chinks of his cavern.” (William Blake, The Marriage of Heaven and Hell)

Outdated libraries and librarians may cling to practices that no longer work, such as building up walls and other barriers instead of bridges, and seeing everything solely from their point of view. In planning ahead for the future, the Hyperlinked Library has to continue to alter its “perception” and perspectives or lens, to continue to incorporate new ideas and outlooks for its future.

In “Do We Still Need Libraries,” Steve Denning discusses the future of the modern library by pointing out changes in society as a whole. Many corporations have had to re-tool and adjust to a fast-moving mobile environment, or go out of business, think Radio Shack. Denning appropriately locates the shift from this top down flow or from big businesses to consumer mentality. That model has flipped and is a key factor to the flat structure of the Hyperlinked Library rather than a hierarchal model. Denning highlights this as he writes that technology has “shifted the balance of power in the marketplace from the seller to the buyer.” Analogous to this approach are the changes seen in libraries that actively encourage patron input. Placing Research Librarians in open, free-standing kiosks, as seen in @michael’s video on the Hyperlinked Library Model, demonstrates a move away from older practices and standards to one that actively “invite” community members to engage with them, equally and on the same level.

The Hyperlinked Library has more in common with the emerging, horizontally structured (think flat) Creative Economy, examples such as Lyft, Uber, and Apple versus the economic modes of the 20th century business models and traditional libraries in which a vertical structure is in play, and hierarchies flourish. Importantly, Denning directs us to look at the Creative Economy and successful libraries that enable users/consumers (stakeholders), that empower them, and incorporate them into the decision making process. The walls of separation are no longer present, and as a result, more communication and interaction may occur.


Blake, William.

Denning, S. (2015). Do We Need Libraries?

Stephens, Michael. View lecture

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