Reflections on Foundational Readings AND the Hyperlinked Library

Here are some ideas which are emphasized in both the foundational readings and the Hyperlinked Library that I find thrilling about being a current student of information science:


Open Heart

Learning to be a good information scientist at this moment in history emphasizes the importance of utilizing social tools alongside database and categorization expertise. No matter how great the technology is, or how vast the resource offerings are, if librarians don’t exude a desire to connect and assist, the people will go elsewhere.  As mentioned in this article , librarians need to be focused on “lowering the barriers to entry and reducing fear and anxiety” (Mathews et al, 2018).The job of a librarian seems to be shifting away from being solely versed in complex and precise methods of organization, towards understanding what people want/need and how to encourage them to use the library for life enhancement. According to our readings, some crucial skills that successful librarians need to embrace are nurturing, encouraging of play, building of community, and empowering its users. This is an exciting philosophical opportunity for me as a library professional who is not digitally native and still struggles to be adept at using current technology. By creating and contributing to a culture of compassion, I can aspire to uphold an essential mission of libraries.


Open Mind

Another important theme of both library 2.0 and the Hyperlinked library is the much-needed redistribution of power. There is a call to flatten all conversations within the traditionally hierarchical and bureaucratic infrastructure of libraries and to bring in patrons and users as the real experts of the library system, services, and spatial design. In describing the Internet, Searls and Weinberger state that, “No one owns that place. Everybody can use it. Anyone can improve it.”, ( Searls & Weinberger, 2015). This attitude also might be applied to the new missive of decentralizing the source of contributors and creators that define library systems, “switching from a transactional model to partnership models” (Mathews et al, 2018). Although in respect to libraries, “everyone owns that place” would arguably be a more suitable sentiment, in either case, we must be prepared to dismantle existing mindsets and other barriers of inclusion. It’s fascinating how successful physical library spaces are modeling the psychology required to remain relevant. Roving and transparent desks that can transform miraculously and instantaneously to work for any individual are good examples of the innovative and nimble thinking librarians should adopt.


Open Sky

In my own life, I often turn to teens for ideas and inspiration. They know so many things that wouldn’t even occur to me, and they aren’t encumbered by the psychological obstacles of “the way things are usually done”. This segment of society is often devalued, even though they have fresh and forward-thinking solutions this world so desperately needs. Library 2.0 demonstrates the failure of our libraries by mentioning data signifying the historical dearth of teen patrons. While trying to synthesize our readings to contemplate what our libraries should become, a lightbulb went off when viewing the video about the Mindspot project. This initiative exemplifies what our INFO 287 literature collectively suggests how libraries of the future need to look. Engaging, enticing, and empowering the youth to define and create programming and spaces with fresh energy is the way to override and surpass traditional thinking. Transferring ownership of the physical and virtual library over to our youth, who are natural innovators, is the kind of universe I want to participate in!




Matthews, B., Metko, S., & Tomlin, P. (2018, May 7). Empowerment, experimentation, engagement: Embracing partnership models in libraries. Educause Review.


Searls, D. & Weinberger, D. (2015, January 8). New clues.




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