Reflection Blog – Foundational Readings

Library 2.0 Word Cloud

Prophetic is a bit of a strong word when it comes to the Buckland text. Perhaps relevant and meaningful are more accurate. As I read, I couldn’t help but think of my local library system, the King County Library System here in Washington State. It was a pretty magical place to visit when I was much younger (heck, my Kindergarten teacher even worked there). My 8 year-old self would have never dreamed of what is available and accessible now.

I ended up reading the whole Buckland text and found it perhaps more relevant now than when it was originally published in 1992. In the Foreward, Michael Gorman, who was the Dean of Library Services at Cal State, Fresno, states “The use of digital electronic documents can go well beyond that of simply reading a text or seeing an image. This flexibility (conferred by the ability to edit, merge, add to, make subsets of, rearrange, etc., electronic documents) will have profound, and not invariably benign, effects of libraries, library users, and library service” (Buckland, 1992). Yes, yes, yes. Library 2.0!

Furthermore, this has not only had profound effects on library service, which by the way I appreciated Buckland’s focus on the user, but educational technology as well. I couldn’t help but make connections between this text and Dr. Ruben Puentedura’s SAMR model. Without going into extensive detail, SAMR stands for Substitution, Augmentation, Modification, and Redefinition. Integrating technology into library service and education has changed the whole user and student experience. Substitution would be simply reading an electronic book instead of a paper one. Augmentation would be perhaps doing a book report PowerPoint with videos embedded. Modification would be the same presentation the multiple students could collaborate on at once. Redefinition would be all of the above, but maybe the author has been invited to collaborate via video real time. Redefinition essentially is working on a learning task that would be inconceivable without the use of the tech tools available.

This is all great, but we must also consider equity and accessibility issues that go along with the advances in technology, but fortunately there are information professionals like us who are able to keep this at the forefront.


Buckland, M. K. (1992). Redesigning library services a manifesto. American Library Assoc.

Word cloud created with Word Art

6 thoughts on “Reflection Blog – Foundational Readings

  1. Great post, Rose! I.too wrote about Buckland and also was amazed by his insights and views.

  2. Thanks for sharing the SAMR model. This is a subject I’ve been thinking a lot about after a year of on and off online schooling for my kids. I’ve inevitably spent a lot of time interacting with the material as well and have seen the teachers really grow over the year with what they’re offering. (Some SAM and increasingly R.) It will be interesting to see if their experiences inform the way they teach when things are back in person.

    • Rose Holck says:

      Thanks, Arwen! I can definitely see teachers embracing tech integration where I work. The trick is making sure they are using the tech in an authentic way and not just using tech for tech’s sake. I’ve been pleased with all the teachers’ problem-solving and integration efforts! The students are definitely benefiting. I should point out that they aren’t on their iPads all day, but that they are used as tools for teaching and learning. I mean, sometimes a pencil and paper is the best thing for the time and sometimes an iPad is. Just depends on the lesson.

      P.S. Sorry it took so long to moderate your comment! I thought I already had, but I didn’t!

  3. @roseholck Such interesting comparisons between Buckland and SAMR – so cool. I agree about accessibility – in all forms – and that redefinition should be encouraged..I hope we come out on the other side of this with education looking much different.

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