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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

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Creating the Ubiquitous Information Commons : The Duke University Library Experience

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  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

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