The Decline of Reading and the Library Organization: A Few Thoughts.

INTRODUCTION

The formation of the library as we know it today follows in close connection as the Enlightenment ideal to codify and gather all knowledge together. From Carl Linnaeus’ attempt to classify all the animal kingdom, (it would drive him mad), to Denis Diderot’s creation of the Encyclopédie, the library, developed along theses same lines. The organization of the library developed at the same time as thinkers like Adam Smith, Locke, and Émile Durkheim, who developed the beginnings of classic organizational theory. Traditionally, the library has been seen to follow these classic to modernist thinkers in developing a very modern organizational structure. This can be seen reflected in the architecture of libraries built during this time. The arching windows and Greek columns make these libraries to appear as temples of learning. Yet, this image and purpose for the library is changing. We find ourselves, as information professionals, attempting to build our place on the shifting sands of new technology and new cultural changes that challenge the modernist view of the place and purpose of the library an its organization.

DECLINE IN READING

Now, I am aware that I am not going to be able to solve or even provide a complete overview of the past modernist organization and the new changes that are needed to confront the challenges to the libraries of today. Yet, I hope to illustrate one issue that has come to my attention and I feel is important to the library world. This is the study released by the National Endowment for the Arts showing that reading is on the decline in the United States over the last few years. A few of the basic statistics uncovered by the NEA study are cited below and the whole study can be found here.

· Only 47% of adults read a work of literature (defined as a novel, short story, play or poem) within the past year.
· That figure represented a 7-point decline in the percentage of literary readers over a 10-year period.
· Literary reading declined in both genders, across all education levels, and in virtually all age groups.
· The declines were the steepest in young adults, accelerating at a greater rate than in the general population.

This decline will have a profound effect on the use of libraries and how the public will interact with the library organization. It is this issue that has drawn my attention. I admit I do not know what libraries are to make of these trends, but I do know that the organization of the library needs to keep these issues in mind. A piece published in the New Yorker by Caleb Crain speaks of the changes we may see in the reading world over the next few years. Also, I have a link to his blog in which he cites the sources for many of the issues he discusses in his article here, and here.

Final Thoughts

“Information has never been stable,” (Darnton, 4). It is in these shifting waters of knowledge that the organization of any library must navigate. From holding cuneiform tablets and chaining copyists to their desks in ancient Nineveh,(talk about classical organization) to the effort by Google to digitize all of the books in the world, libraries have continued to adapt throughout time. Yet, it seems that people are reading books less and less.

Many see this downward trend in reading and feel it may spell doom for libraries. Robert Darnton points out in his essay “The Library in the New Age,” that Google’s project to digitize all the books in print is a false one. Even if Google managed to digitize 90 per cent of the world’s books that would still leave millions unaccounted for. Darnton explains that ephemeral items from the past, like chapbooks and the penny dreadful, are now prized by researchers; who knows what researchers of the future will want to study from our time.

There are other ways to look at this problem. Matthew Battles points out, “Already we call our databases and online catalogs “digital objects,”” (211). It is also possible that the advent of the electronic reader may bring a revival in reading within the digital generation. Already the Nintendo Company is planning on giving the new version of their hand-held video game platform the Nintendo DS, electronic reader capabilities, (Flood, 1). Providing services for these users may in fact be a key area that libraries can use to provide services to these individuals as well.
Christopher Lake

Battles, Matthew. Library: an unquiet history. W. W. Norton & Co: New York, 2003.

Cain, Caleb. Twilight of the books. The New Yorker, 12/24/2007.

Darnton, Robert. The library in the new age. The New York Review of Books, 55(10). June 12, 2008.

Office of Research and Analysis, National Endowments of the Arts. To read or not to read: a question of national consequence. Research report 47. National Endowment for the Arts, November 2007. Retrieved 15 November 2008 from http://www.arts.gov/

Cyber-grooming Tomorrow’s Workforce
Gail Yerbic is Head of Youth Services for Mesa County Libraries in Grand Junction, Colorado.
Reach her at gyerbic@mcpld.org


In my workplace, we plan our library for the near future (the typical three year strategic plan) with little talk about carrying the torch to the next generation. Nationally we do not want to leave big debt to our underlings, but, oops--too late. To help them dig out, I say we lead our next generation of youth down their natural path to success by simply paying attention to what they are doing now and helping them put their experience into perspective. Parents groom children to meet the needs of the society in which the parents live—like the adage, "do unto others as you wish them to do unto you." I say we must do unto our younger generations as they should be done unto.

The reality
S. Jones and S. Fox of the Pew Internet and American Life Project say that “The web continues to be populated largely by younger generations, as over half of the adult internet population is between 18 and 44 years old” (2009). This trend leads me to believe that kids are already seasoned online users by the time they hit 18. Certainly my observation of kids’ computer use in the library supports the assertion that kids spend lots of time online. A large majority of studies look at the safety issues surrounding kids online and, while this is important, we also need to look at how their internet use is subtly forming their natural character and style as they relate the their external worlds.

Here’s what kids are doing online…
Online gaming is wildly popular, and even if kids are not playing games, they are using e-mail to communicate daily. They chat and blog and find communities of other kids who share the same interests. They join social networks and some even create their own web pages. The magic age range when they become “savvy” seems to be a year or two before they hit their teens—past the Barbie stage but right in the middle of lovin’ Legos.

And lego.com is right on cue. According to USA Today (2009), “Later this year, the site will host a new massively multiplayer online world, LEGO Universe. LEGO fans can submit creations on the site now for the MMO game. Already here is the LEGO Club, which is about to add e-mail alerts for product news and events, and My LEGO Network, a social network that lets kids create a page a la Facebook.”

Our future workforce…
Many skills are required to function in online environments—communication, social and reading comprehension. Games often initiate critical thinking and multi-layered problem solving, learning and memory retention. Now there’s a nice package of core competencies.

In today’s work world, social network analysis is a remedy to invigorate work environments to better meet their goals. R. Cross (2002) suggests that integrating social polarities within a workplace can become a powerful organizational tool because as the barriers of the unknown or assumed are placed into a workable arena, the information can be used to improve overall effectiveness. How does all this relate to social development within the online venue? Will our emerging generation have better opportunities for natural passage into successful social networking in their professional lives? Or is their largely market-driven online activity creating unforeseen crippling effects?

Relating this to Organizational Theory…
The Symbolic Interpretive Theory is a player in this organizational analysis, because subjective perceptions arising from case studies will offer the depth to shed light on this potential paradigm shift. Participant culture will also be an essential consideration when evaluating how early internet use will influence their professional lives later.

All of this will be contingent upon environments because of the vast number of variables to be gleaned and examined alongside how isolated variables or grouped with other variables produce change. Current leaders of organizations, should be prepared to embrace our upcoming cyber-generation with flexibility and anticipation, reducing uncertainty by helping through awareness to do more than “make the best of it,” but to actually be proactive in “creating the best of it.”

Sources

Hatch, M. J., (with Cunliffe, A. L.) (2006). Organization theory: Modern, symbolic, and postmodern perspectives (2nd ed.). New York: Oxford University Press.

Jones, S. and Fox, s. "Generatins Online in 2009." Jan. 28, 2009 http://www.pewinternet.org/pdfs/PIP_Generations_2009.pdf

"New at other kids' websites." USA Today Jan. 27, 2009

How Do We Get Older Teens to Read?

What has been our perspective?
From the beginning of public libraries, according to Rubin (2004), there has been a struggle between stocking the shelves with popular fiction that served as entertainment, and the classics or literature that has intellectual or moral value. In June, 1994, the American Library Association adopted a position statement that stated the "primary goal of the school library media program must be to create life-long readers. It is imperative that school library media specialist work with teachers and parents to find ways to instill in students the joy of reading while helping them build the reading habit." To meet his primary goal, there is much work to be done today, to inspire the joy of reading in older teens.

Karl Weick, Cognitive Organization Theorist

Karl Weick, a cognitive organization theorist, "suggested that, if an organization constructs the environment as a given that is highly complex and unmanageable, it may not try to influence events but will react only to crises. An alternative is for an organization to create its environment." (Hatch, 2006)

We can create an environment in which students have to use reading skills in a pleasurable manner. Organizations such as McDonald's became synonymous with fast, available, cheap food because they were ubiquitous, consistent, and created an environment that catered to the social desires of the public. Libraries for older teens can be created in the same way.

The viewing lenses needs to be taken out of its case, in order to observe the students and their behavior, objectively. To create a new environment that is conducive to reading, the school library needs to be experienced as reliable, consistent, friendly, and catering to what the older teens want to read.

Library Observations

Series of books are a top hot item in my library. Students let me know the precise date of each upcoming book's availability, and I am compelled to have it ready for check out, ASAP.

Edgy books are also in demand, especially those by Stephanie Meyers, Darren Shan, Joseph Delaney and similar authors. The topics include magic, vampires, sexual attraction, and time warps. According to Cox (2007), edgy or even controversial books in a collection can entice teens to read while providing something for everyone. She states that if books are appropriate for the age and meet the selection-policy requirements, the school librarian can stand up to challenges with gentle reminders that books in the library collection need to meet the needs of all teens in the school.

Other Ways to Get Students to Read

Keeping in mind that motivation to read has to be continually present, I designed a library Web site about four years ago, that we use as the home page. It has links to the local library as well as other reading sites. We also use it as the portal for all of the databases, student grades, teacher resources and district links.

We also have a book club that meets during lunches twice a month. We are given a conference room with a large table for us to sit around, and the topics are student driven. Sometimes we give reviews of the books we are each reading, sometimes we read the same title for a month. In the upcoming year, we are aiming for an online book club also.

Several students from the book club have become on-line authors, and one student who is now in college has published his book. When other students can read the current on-line chapters as they are written, it creates anticipation and daily excitement for reading.

A Changed Environment

Being aware of the reading needs and desires of older teens is an ongoing endeavor, but it makes the difference between a viable school media center and a dead one. I think that creating the school library environment to suit the students is crucial to the joy of reading and the development of the reading habit.

References

Clark, R. E. C. (April/May 2007) Get Controversial! Edgy Novels for Older Teens. Library Media Connection, 25 (7), 30-31 .

Clark, R. E. C. (November/December 2008) Older Teens are serious about their series: Forensic Mysteries, Graphic novels, horror, supernatural, and Chick Lit Series. Library Media Connection, 27 (2), 22-23.

Hatch, M. J. (2006). Organization theory: Modern, symbolic, and postmodern perspectives. (2nd Ed.) New York: Oxford University Press.

“Position Statement on the Value of Independent Reading in the School Library Media Program.” American Library Association. (2004) Retrieved February 9, 2009, from http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/positionstatements/aaslpositionstatementvalueindependent.cfm.

Rubin, R. E. (2004). Foundations of library science (2nd Ed.) New York: Neal-Schuman Publishers, Inc.

The Importance of Young Adult Programs

 

  When the term “library programming” is used, the first thing that comes to mind are the story time programs provided for children, followed  by the thought of the book clubs that are provided for adults. Although these may seem like the only age groups that can benefit from library programs, this is a false assumption.  Those between the ages of twelve and eighteen make up a great deal of the population in most communities, and they could benefit just as much from library programs as any of the other age groups, especially since they are the ones who are trying to discover who they are. This perspective can be considered a modernist perspective, according to Hatch, who defines it as focusing on “how to increase efficiency, effectiveness and other objective indicators of performance through the application of theories relating to structure and control”(Hatch, 2006, p.20).

In spite of the fact that some libraries provide programming for young adults, there is usually not as much emphasis placed upon this group of people, or as many resources provided for them. A huge part of the problem stems from the stereotype that teenagers are nothing but trouble, and a majority of them are not interested in any programs that don’t involve playing games on the computer. This is a harmful and unfair assumption, because a majority of teenagers are bright, eager, and willing to learn new things. These young adults that have so much potential may lose it, or may never fully put that potential to use if they aren’t given the opportunity to fully participate in the library. According to Patrick Jones, Michele Gorman, and Tricia Suellentrop “Programs can offer teens a chance to actively participate rather than react passively” (Jones, Gorman, & Suellentrop, 2004, p.22).  By providing adequate funding for programs, the library can help shape the future of young adults by providing them with guidance in their lives. This could be very beneficial for libraries, since one day the young adults will be the ones deciding the fate of all libraries.

Hatch, M. J.  (2006). Organization theory:  Modern, symbolic, and postmodern

perspectives. 2^nd Edition. New York:  Oxford University Press. 

 

Jones, P., Gorman, M., & Suellentrop, T. (2004). Connecting young adults and libraries:

A how-to-do-it manual for librarians , 3rd ed. New York: Neal-Schuman.

United We Stand, Divided We Fall:
Organizational Identity and Institutional Collaboration

Within the last twenty-five years, libraries, archives and museums have experienced a crisis of organizational identity. Historically, these institutions had been in service of things: books, documents, and objects, respectively. Their employees collected, organized and preserved these things; though they would permit the public to peruse these things, use was considered an unfortunate necessity that interfered with the primary mission. Radical changes in society forced these institutions to reconsider their roles or face obsolescence. Very slowly, they began to acknowledge that they must promote service to people as their primary mission.

This shift in organizational identity has affected nearly all the institutions in these fields, yet for some this has resulted only in apparent change – alterations in surface details without substantial impact (as described in the theory of Pasquale Gagliardi). Others have implemented the incremental change that Gagliardi claims is necessary for an organization to truly shift its core identity. One significant element of this incremental change for libraries, archives and museums is their willingness to embrace collaboration among themselves to improve their service to the public.

For information seekers, organizational boundaries function only to impede access to information. It may matter to a librarian whether a particular book is owned by her library or by the library in the next county, but the patron doesn’t care who owns it, as long as he can get it and read it. In order to optimize service to users, collaboration among institutions is necessary.

Libraries adjusted to this idea much more swiftly than archives or museums; in fact, libraries were forming member consortiums in the United States as far back as the nineteen-thirties, long before any identity crisis set in. The digital age brought this idea to fruition with the ability to share electronic catalogues. Resistance to this change came from organizations who were reluctant to abandon their autonomy and adopt uniform cataloging methods. The obvious benefits of these alliances have convinced even the most grudging libraries to accept standardization, and now most libraries participate in some form of collaboration.

Archives and museums have been much slower to implement this kind of incremental change. Only since the turn of the century have archives have begun to adopt similar standards for ensuring uniformity of cataloging records, which permits them to share these records within a collaborative group. Encoded Archival Description is a standardized method of recording metadata that creates an electronic finding aid, one which remains constant in different browsing platforms. Embracing EAD has allowed archives to provide fuller access to geographically dispersed collections.

One case in point is an alliance called the Northwest Digital Archives. The NWDA is comprised of 29 member institutions in the Northwest. Each member contributes a yearly membership fee and EAD-encoded finding aids for its collections. Researchers can access the collections of all 29 archives with a single search feature. Just as searching a library catalog returns only its MARC record, and not a scanned full-text electronic book (that’s another impending shift!), searching the NWDA’s site returns only the finding aids, and not the items in the collection itself. In order to actually peruse the documents themselves, a researcher would still need to visit the archive or request that a researcher send copies.

Like libraries before them, archives will have to embrace collaboration, despite the internal changes in organizational procedures and structures which it requires.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Hatch, M. J. (2006). Organization theory: Modern, symbolic, and postmodern perspectives (2nd ed.). New York: Oxford University Press.

Not A Quiet Library

In the struggle to justify their existence and to compete with other sources of information and entertainment, libraries are experimenting with different models in order to meet the expectations and changing needs of their patrons. Directors, managers and library staffs are taking action to help the library evolve. The library world is competing with other information and entertainment providers for the same resources and is attempting to redefine itself as a third place. (To learn more about the idea of a third place, check out the article here.) The modernist theory of population ecology, “developed by American theorists Michael Hannon, John Freeman, Howard Aldrich, and Glen Carroll…” offers some explanation of what is occurring in the library world and how a library might respond to this new environment (Hatch, 2006, p. 83).

A few months ago, I walked into my local public library prepared to complete an observation assignment of a typical library setting. The day I had selected turned out to be less than typical: A school group was having an open house. The library was packed with people and librarians and patrons alike were bustling about—the librarians to help patrons and lead activities and the patrons to ask questions and participate in activities. I thought of a slogan printed on one of the book bags offered for sale by the Friends of the Library; It read: Not a quiet library. On this day that slogan was an understatement.

On one hand I was excited to see so many people interested in the library—on the other, I was dismayed at the prospect of having to delay the completion of my assignment. I should mention that I knew this library was not typical, but even with this knowledge I was unprepared for the scene that greeted me that day. I thought of this particular library as a busy place but one that still offered the opportunity to get work done. The library has a common area located next to the circulation desk. Other than some computers along the walls and in the back of the library, the common area is where much of the action is happening, there are no walls to buffer the noise and this can make the library seem more like a busy coffee shop than a place to study. I once came to the library when an art auction was being held. It is truly a busy place.

I like the community involvement and interaction that this library encourages, however, I do not find it is a place where I can study. No designated quiet study areas exist and of all places, sometimes the children’s section is the quietest spot in the library.

In some respects, one might say that the library world is in a fight for the survival of the fittest, with fitness being judged on the basis of patronage. We know that libraries compete with bookstores, media stores, movie theaters, online resources, and even other libraries. The modernist view of the idea of survival of the fittest is summed up well in the population ecology theory. Hatch says that in the population ecology theory “organizations depend on their environments for the resources they need to operate…[and]…that this dependency gives the environment considerable power over the organization (2006, p. 83).

The resources libraries depend on are not only support dollars, but also ultimately their patrons. Patrons are the ones who support the library and provide tax dollars as libraries have had to complete with other information and entertainment resources and their dependence upon patrons has increased. A public library, although necessary in any community, may not necessarily be deemed that way by the people it is meant to serve. Some cities and governments may determine that the need for a public library may be less important than other needs. Potential library patrons might find that commercial services meet their information and entertainment needs satisfactorily.

Library patrons want a library to meet more than just their information needs. They are also looking for a place to socialize and have their entertainment needs met. The “ecological niche…[or]…the resources pool upon which the group of competitors depend” in this case comes from the library patrons themselves (Hatch, p. 83).

So libraries have responded by filling a need that is often missing in a community, one of the third place, where everyone is welcome. Libraries are evolving to be more like community centers. They are no longer a place where only information needs are met. I personally like the evolution the library world has taken, even if it means that I will occasionally not be able to find a quiet spot to study.

Press. Hatch, M.J., Cunliffe A.L. & (2006). Organization theory: Modern, symbolic, and postmodern perspectives. Oxford: Oxford University.

Toward Ubiquitous Knowledge Sharing: Collaboration is Passkey

Learn from the people
Plan with the people
Begin with what they have
Build on what they know
Of the best leaders
When the task is accomplished
The people will remark
We have done it ourselves.

--Lao Tzu (2007)

Accelerating Change

“We enter this twenty-first century in the midst of a bewildering mix of opportunity, uncertainty, challenge, and change, all moving at unprecedented speed. Fueled by dazzling new technologies, increasing social diversity and divide, and radical shifts in industry and labor markets, accelerating change has become a way of life” (Martin, 2003, p. 11).

Information is increasing at an exponential rate and “[a]s the amount of information grows, so does the challenge of providing information to those who need it” (Rubin, 2004, p. 1). For today’s libraries to thrive, they must proficiently select, organize, retrieve, disseminate, and preserve information. Like any organization, they must remain receptive and responsive to change in an ever-shifting social and technological landscape. However, to create and foster a true learning society, libraries must go beyond the realm of ordinary information activities.

Rising to this challenge, modern libraries are taking on unprecedented responsibilities. They are tackling issues of access, democracy, intellectual freedom, and diversity. In addition, they must take measures to ensure the provision of services that promote education and lifelong learning. This core value, as stipulated by the American Library Association, encourages its members to “work with educators, government officials, and organizations in coalitions to initiate and support comprehensive efforts to ensure that school, public, academic, and special libraries in every community cooperate to provide lifelong learning service to all” (APA, 2006).

Education is a Communal Obligation

The library is an important ally in an educational arena affected by decentralization trends, “an increase in individualized, self-directed, free-choice learners” (Martin p. 12), and federal mandates such as the No Child Left Behind Act. Libraries should endeavor not only to meet the needs and interests of its learners, but also increase awareness of and equitable access to its resources within its given community. One of the best strategies for doing so is through collaboration.

It can be inferred from the ALA’s aforementioned statement, that the library alone cannot endorse education. Efficacious lifelong learning is a process that encompasses various formal and informal educational experiences. To best support these experiences, libraries should become part of a larger network of learning resources. Such a network might include schools, museums, public broadcasting, state agencies, and other organizations that share a similar goal.

Knowledge Sharing and the Theory of Social Capital

“It is believed that investing in social values based on mutuality, trust and respect could yield long-term benefits such as corporate well-being and innovativeness. The benefits are believed to be based on better knowledge sharing, lower transaction costs due to communicative spirit, and a greater coherence of action” (Wílden-Wulff and Ginman, 2004, p. 448). Founded on the notion of resource pooling, libraries are well versed in the tradition of collaboration. Consequently, they are uniquely poised to teach others the mechanisms of information exchange across organizational boundaries.

Collaboration is challenging, but holds a promise of deep reward. “[B]oth practical experience and scholarly research indicate significant difficulty in getting people with different expertise, backgrounds, and problem-solving styles to effectively integrate their unique perspectives.” (Cross, Borgatti, and Parker 2002). Differences among organizational cultures can be very powerful, but when recognized “can evolve into sources of synergy rather than contention (Martin, p. 14). Given time and trust, networks can even develop into partnerships.

If libraries are to be relevant within the communities they serve, they must be willing to meet other organizations at “…intersecting nodes of interest, activity, and mission” (p. 13). Through collaboration we can amplify our identity and better represent the dreams of the people we serve.


References

“Core Values Statement,” American Library Association, July 26 2006. Retrieved February 25, 2009 from: http://www.ala.org/ala/aboutala/offices/oif/statementspols/corevaluesstatement/corevalues.cfm

Cross, R., Borgtti, S. P., and Parker, A. (2002). Making invisible work visible: Using social network analysis to support strategic collaboration. California Management Review, 44(2), 25-46.

Fake, C. (2007). We have done it ourselves. Retrieved February 21, 2009, from: http://www.caterina.net/archive/001061.html

Martin, R. S. (2003). Reaching across library boundaries. In Emerging Visions for Access in the Twenty-first Century Library Conference Proceedings, August 2003. (pp. 3-16). Washington, D.C.: Council on Library and Information Resources. Retrieved February 21, 2009, from: http://66.102.1.104/scholar?hl=en&lr=&client=firefox-a&q=cache:NdWQBeja3WIJ:www.immagic.com/eLibrary/UNPROCESSED/Unprocessed%2520eLibrary/COMPLETE/ENROUTE/JXF/Enroute/Shoji/CLIR_pub119.pdf%23page%3D9+martin,+r.+s.+(2003).+reaching+across+library+boundaries

Rubin, R. E. (2004). Foundations of library science (2nd Ed.) New York: Neal-Schuman Publishers, Inc.

Wildén-Wulff, G. & Ginman, M. (2004). Explaining knowledge sharing in organizations through the dimensions of social capital. Journal of Information Science, 30(5), 448-458.

Being the First to Take the Step Towards Green

Libraries are typically seen as a staple in a community and a place that everyone knows; you can count on most cities and towns to have a library. Since most towns are equipped with a library what better way to spread the “green” word than to be proactive and start the revolution right at your own local library. Many libraries in the United States have started to "green" up their libraries by dimming lights, starting recycling programs, growing drought tolerant plants, using recycled materials to build shelving and using awnings in areas that receive direct sunlight. These are just some of the areas that can be altered to fit green standards.

One library in Los Angeles has devoted part of their budget for building their new facility strictly for “green” construction. A representative from the library stated “From a political perspective, it is a tremendous opportunity to make a statement: This is the most environmentally friendly building in Los Angeles…this is something the rest of the city can learn from.” With that in mind let’s look at the different ways libraries can go “green” while involving the community.

One area that libraries could focus on would be the installation of solar panels and wind turbines. They could start slow by purchasing just one or two, then building their collection until they are completely independent of energy costs. With the green revolution comes many options for solar panels and wind turbines. There are multiple companies available to fit any building whether it be a small house or a library with solar panels to fit their individual needs. There are solar panels that remain on the ground to receive the most amount of direct light or there are panels that roll out like carpet onto the top of buildings to capture the direct energy from the sun. Granted these solar panels range in price from $1,000 to hundreds of thousands of dollars depending on the vender and needs of the building. Some libraries would be unable to depend on solar panels to reduce their energy intake strictly due to the fact that they do not receive enough sunlight. Some places have too many trees that would block the direct sun. In this case the library might have to depend on wind turbines to extract their energy.

Wind turbines are a lot like solar panels in that there are many providers that make the product with a wide range of prices. A few years ago most wind turbines were large and made specifically for large complexes that required a considerable amount of energy. Now, when perusing the internet one may find multiple companies that specialize in the production of wind turbines for small business and homes like Southwest Windpower. Most are approximately 10-20 feet high when on their tower and are easily installed. Some may be installed on the roof with special “bird guards” to protect passing birds from the rotating blades. Certain places would be unable to install wind turbines due to a minimum wind requirement not being met. A number of large store chains like Costco and Whole Foods have already installed these business centered wind turbines to help reduce their carbon footprint. So how can libraries take a step to help set an example to their community? Education is the answer.

Community classes that would involve the public would be a great way to get the word out about going "green". To involve the community libraries could hold classes about the various options available to them for going green. The library could also hold classes on the different companies that provide alternative energy for the home or business. Another option would be to involve the community in the installation of the panels or turbines to show how easily they can be set up. Not only would the library have the physical appearance of going green with the installation of solar panels or wind turbines but also provide the community with an education of the process.

Resources

Cavanaugh, K. (n.d.). Los Angeles 'Green' Library Sets Standard on Energy, Water Efficiency. Daily News (Los Angeles, CA), Retrieved February 23, 2009, from Newspaper Source database.

Grace, Tom. 2008. "The Daily Star, Oneonta, N.Y., On The Bright Side column: On The Bright Side: Library taking solar route." Daily Star, The (Oneonta, NY) . Newspaper Source, EBSCOhost (accessed February 23, 2009).

Hatch, M. J. (2006). Organization theory: Modern, symbolic, and postmodern perspectives. 2nd Edition. New York: Oxford University Press.

Lori Aratani. "East Columbia Library Turns to a Higher Power: The Sun." Washington Post, The . Newspaper Source, EBSCOhost (accessed February 21, 2009).

Organize YOUR Digital Life

Life today is hectic. Life today is crazy. I have happily lived in my own little world of being perfectly competent at web searching and email. I have never desired to learn how to program a computer or create a website. What would I DO with a website? I've never wanted a blog, either--evidenced by the fact that I had to poke around this website for awhile before I realized that "New Post" was the link I needed to put my assignment online, hehe.

I never wanted a Facebook page. My boyfriend set it up because he (used to) live on Facebook, and wanted a usable link for my name under "Relationship Status". And as I've explored Facebook these past few months, and was required to be on the Emporia student listserv and, this semester, the Records Management Listserv, I have become increasingly distressed with the amount of information thrown at me every day through my new ties. I have 20 new friend requests per week, more than that many "invitations", and my inbox (which I carefully keep emptied of everything but messages I haven't responded to) shoots to over 50 every day from listserv messages. It's stressful to even open my gmail account!!!

How, I think in mounting frustration, does anyone MANAGE ALL OF THIS INFORMATION? As one listserv user complained about the huge influx of emails she gets daily now, I sympathized heavily. Then one librarian wrote back: We are the librarians! If we can't do it, what are we doing?

There are of course, options like setting up different folders that emails which certain keywords wil automatically be sent to. But people's lives are moving more and more online. My friends don't live on Facebook as part of their lives, their lives are moving onto Facebook: it's where they spend all of their time, posting pictures, playing games, socializing, putting all daily events on their calendars, constantly updating their statusi.

So I was intrigued by a book entitled Organize Your Digital Life by Aimee Baldridge, mentioned on the listserv just last week. She warns about how fragile hard drives and dics are and the need to document things properly. I have heard this, but it already seems a problem of the past. Nothing is getting saved onto discs: everything is online. But still, it needs to be organized.

In thinking about it, it occurs to me that a good dose of organization theory is what the email/archiving of a digital life department needs. There are lots of theories out there, but no answers. I believe Resource Dependency Theory can explain it (just look at Facebook a few weeks ago and how the consumers took charge to demand that the organization back off on owning peoples' photos). The consumers (the environment) will here demand more and more ways to socialize and keep information, and organizations in general will have to come up with new ones. As we mentioned in class, since parents are now getting onto Facebook, kids will have to find a new way to do things. The high rate of change and serious dependence on the environment of what will work--highly influenced by word of mouth--lead one to serious questions about the future.

Economic recession hits libraries

The international economic crisis has affected all levels of government from the national down to the state and local level as well. The crisis has caused widespread cuts in state and local government budgets. Oftentimes library budgets are the first to receive such cuts. While the budget cuts pose an obvious problem for library administration, library managers have other issues related to the economic crisis to deal with. Libraries nationwide are reporting an increase in user populations, and as the layoffs and foreclosures continue that use will likely increase. Which begs the question: how do libraries continue to serve the needs of a growing user population with an ever-shrinking budget?

 The good news.

Generally librarians stress the point that public libraries should strive to meet the user needs of their populations. For most librarians an increase of library use is seen as a positive thing. The higher percentage of our public using the library usually means that the library is doing it’s job, and makes arguing for an increase in library funding and budgets more easily justifiable to local and state governments.

The recession has definitely caused an increase in library use. According to reporter Sandra Hughes “Nationwide more people applied for library cards last year than anytime since they started keeping records in 1990. Just as library funding is being drastically reduced” (2009). The reasons are multifarious but ultimately the library is valued as a resource because it offers free services at a time when they are desperately needed.

 The bad news.

While libraries are oftentimes thought of as recession proof, insofar as they oftentimes depend on money from taxpayers which somewhat removes them from the fluctuations of the “free market” economy. Recent economic crisis have already affected libraries budgets, and major cities like Philadelphia have gone so far as to threaten to close multiple branches within their library systems.  In Utah the results of the recession have been less severe, but many county and city governments have implemented hiring freezes, which means libraries will likely see an increase in use, but have less employees and funds to deal with that increase.

 Organization Theory offers solutions.

Organization theory offers library managers a wealth of perspectives from which to view the effects of economic recession on their own institutions, and offers insights on how to deal with those effects. Sociologist W. Richard Scott suggested two ways of doing this. Buffering is an attempt to shield an organization from outside environmental influences, such as a widespread economic meltdown, while boundary spanning “describes the activity of representing the organization or its interest to the environment” (Hatch, 65). An easy example of boundary spanning which most library managers have already experienced is the need for libraries to lobby for their institutions to local governments. In extreme cases like Philadelphia library managers worked within their communities to publicly protest the closures of multiple branches. The protests worked, but ultimately resulted in shorter hours to help offset the costs of keeping the branches open.

 

References

 Hatch, M. J. (2006). Organization theory: Modern, symbolic, and postmodern perspectives. 2nd Edition. New York: Oxford University Press.

Hughes, Sandra. (2009) In Recession, Libraries are Booming. CBS news. Retrieved online feb 17^th 2009 from. http://www.cbsnews.com/stories/2009/02/02/eveningnews/main4770599.shtml

 

changing the stereotype: the welcoming librarian

There is a growing disconnect between staff members in the field of Library and Information Science (LIS). The rift I will focus on is that between library employees who possess a Master of Library Science (MLS) degree and those who do not (usually librarians vs. library clerks).


Currently if a person wants to get a position as a library it is necessary to obtain the MLS degree to be competitive in the market. As a young person currently attending library school it is distressing to me that I could choose to become a library manager over a staff of people who have much more experience than me. As I wish to become an academic reference librarian, I do not have to worry about this as much as public librarians do. However, it is of concern. Does the MLS degree make people competent librarians?




Cross, Borgatti, & Parker (2002) have examined the relationships within workplaces stating, "informal relationships among employees are often far more reflective of the way work happens in an organization than relationships established by position within the formal structure" (26). Considering this research, it is interesting to note how different libraries can be, even if they are under the same structure. At my library there are only 2 people who has the MLS degree and 7 who do not (and me: 1 in process). The majority of those 7 who do not are have their advanced degrees (or even an undergraduate degree) are more experienced than those who do have their MLS degree.



It is of concern that librarians still have a negative stereotyping associated with them, as the field of LIS progresses and receives more recognition as a profession. Our responsibility is still to serve the public. In this respect it is interesting to note the customer service that is being provided by the entire staff and how the treatment differs between those who possess advanced degrees and those who do not. Holt looked at the responsibilities of librarians and noted that in “a library's institutional and individual employee behavior is about how resources are used. The first place that great service is achieved is with consistent, reliable service. Like most things important about library operations, this one is a matter of effective communication between administrators and staff, consistent supervision and outstanding staff training (Holt, 149).


Good communication between all staff members will reveal any biases or issues in the workplace, the research shows. Cross et al. (2002) have alluded that interactions between management and staff have benefited from social networking to bring out potential biases that may exist in the work force. It is difficult to uncover such biases without great effort from both the management and the rest of the staff. Tools like social networking and effective communication can help make any library worker a super librarian, whether or not they have an advanced degree.






References
Cross, R., Borgatti, S.P., & Parker A. (2002). Making invisible work visible: Using social network analysis to support strategic collaboration. California Management Review. 44 (2), 25-46.
Hatch, M. J. (2006). Organization theory: Modern, symbolic, and postmodern perspectives (2nd ed). New York: Oxford University Press.
Holt, G. E. (2004). Simple basics: Little things that make us look stupid. The Bottom Line: Managing Library Finances.. 17 (4), 147-149.

The Fall and Rise of the EPA National Library Network

About the EPA National Library Network
The United States Environmental Protection Agency (EPA) National Library Network is made up of three repository libraries, ten regional libraries, nine research laboratory libraries, and five specialty libraries (EPA National Library Network, 2009).
The EPA National Library Network also has an extensive Online Library System (OLS) which is updated every two weeks and contains, among other things, catalogs for the entire system, digitized documents, and historical data from some of the regional libraries.
According to their web site, “(t)he mission of EPA's libraries is to improve access to information for decision making and environmental awareness” (EPA National Library Network, 2009). Therefore, these libraries contain information on a wide variety of environmental matters ranging from biology to legislative mandates on toxic waste. These libraries are used by scientific researchers, the general public, and other government agencies beyond the EPA.
Because much of their information is produced by EPA offices, it is not readily available from other sources, and some of the regional libraries maintain collections which are specific to their geographical areas.
Like other government agencies, the EPA depends upon the U.S. Congress and the President for continued funding of the entire agency, and the library network must compete within the agency for its budget of $2.5 million (PEER, 2009).

The Fall
In February of 2006 the EPA announced that they were facing an approximately $300 million budget cut for fiscal year 2007. The EPA library network would suffer a cut of $2 million, nearly 80% of their budget, including the entire $500,000 which made up the headquarters budget (PEER, 2009). In anticipation of this cut the EPA closed regional libraries in Dallas, Chicago and Kansas City, their headquarters and chemical libraries and reduced both open hours and staff at other regional libraries. One of the justifications for the library closures was that “materials in the libraries being closed would be digitized” (Keiser, 2007).
Both the Special Libraries Association (SLA) and the American Library Association (ALA) responded quickly, offering support for the EPA libraries and questioning the budget cuts. A search of ProQuest and LexisNexis databases find newspaper articles about the closures from Washington, DC, to Seattle, Washington, all of which are concerned about the closures as either a reduction of public access to materials (Goldstein, 2006) or an example of the George W. Bush administration “marginalizing EPA research” (Lee, 2006). On December 9, 2006 The New York Times published an op-ed piece by then ALA president Leslie Burger calling for the libraries to remain open.

Population Ecology and the EPA
According to Hatch (2006, p. 83) “population ecology starts from the assumption that organizations depend on their environments for the resources they need to operate.” This could not be more apt when the U.S. Congress and President control the pursestrings and are a major factor for the EPA libraries’ environment.
The ecological niche of the EPA, and other federal government agencies, is available government funds and their allocations by Congress. This competition for funds is both independent and interdependent in the case of the EPA. This is because their funds from the same federal budget pool as other government organizations which depend upon them for information and research. The libraries in the EPA network must also continue to compete with each other for funding from the EPA budget.

The Rise
After pressure from SLA and ALA, a Government Accounting Office (GAO) investigation, a recommendation from the Senate Appropriations Committee (Kraus, 2007) and a report to Congress, the EPA was granted a $2 million dollar budget increase, the same as the cut, for Fiscal Year 2008.
This restoration of the budget has allowed the EPA to reopen its libraries, as well as restoring hours and staff. The Appropriations Committee also recommended that further funds be made available to improve the electronic data collections and digitize older data. There are problems beyond funding for the digitization process, however. According to Lee (2008) “the GAO found that, because of copyright issues, only 51,000 of the system’s more than 500,000 hard copies of books, reports, journals and maps are expected to be transfered to digital format.”
On November 17, 2008 Fred Stoss sent an attachment to the SLA News Division mailing list which contained a letter dated October 20, from then candidate Barak Obama to John Gage, National President of the American Federation of Government Employees, AFL-CIO promising complete funding for the EPA with a direct mention of the library system.



Related Links
EPA National Library System http://www.epa.gov/natlibra/
The EPA Online Library System http://www.epa.gov/natlibra/aboutols.htm
EPA Library Services and Repositories http://www.epa.gov/natlibra/libraries.htm

Resources
Burger, L. (2006, December 8). Keep the E.P.A. libraries open. The New York Times. Retrieved January 29, 2009 from LexisNexis Academic database.

EPA National Library Network. (2009). About the EPA National Library Network. Retrieved February 10, 2009, from http://www.epa.gov/natlibra/aboutthenetwork.html

EPA National Library Network. (2009). EPA library services and repositories. Retrieved February 19, 2009, from http://www.epa.gov/natlibra/libraries.htm

Goldstein, D. (2006, December 3). EPA closings draw criticism; Shutting of agency libraries reflects White House's suppression of science, some contend. The Kansas City Star, p. 1. Retrieved January 29, 2009, from ProQuest database.

Hatch, M.J. (2006). Organization theory: Modern, symbolic, and postmodern perspectives. 2nd Edition. New York: Oxford University Press.

Keiser, B.E. (2007, February 12). EPA libraries: Where do they stand now?. Retrieved February 11, 2009 from http://newsbreaks.infotoday.com/nnbReader.asp?Articleid=19226.

Kraus, D. (2007, August). Senators want EPA libraries reopened. American Libraries, 38 (7), 16. Retrieved January 29, 2009, from ProQuest Nursing & Allied Health Source database.

Lee, C. (2006, May 15). Budget cut would shutter EPA libraries. The Washington Post, p. A15. Retrieved January 29, 2009, from LexisNexis Academic database.

Lee, C. (2008, March 14). EPA closure of libraries faulted for curbing access to key data. The Washington Post, p. A15. Retrieved February 11, 2009 from http://www.washingtonpost.com/wp-dyn/content/article/2008/03/13/AR2008031303649_pf.html.

PEER: Public Employees for Environmental Responsibility. (2009). News Release. Retrieved February 1, 2009, from http://www.peer.org/news/news_id.php?row_id=643

Working with Space to Secure Social Legitimacy in Libraries

Space can be thought of in several ways. There is outer space, personal space, living space—even being a space cadet. But the definition of space that I would like to talk about is as follows: “the unlimited or incalculably great three-dimensional realm or expanse in which all material objects are located and all events occur” (Dictionary.com, 2006). Within the context of two organizational theories, Organizational Aesthetics and Symbolic-Interpretivist, the idea of library space becomes more that just a practical use of a physical area, but a representation of that area’s social existence. In short, the purpose of this article is to examine how organization theory can be used to support basic managerial decisions that appear to be “simple” environmental changes; but instead, are a key strategy towards embedding library services into the mainstream culture’s lifestyle.

First, I turn to Organizational Aesthetics theory, an insight that assumes “human senses and perceptions play a major role in constructing and appreciating organizations” (Hatch, 2006, p.338). Antonio Strati, an Italian organizational theorist and artist, believed there were several ways to approach the study of organizations aesthetically. Specifically, Strati looked at “(a) images relating to organizational identity, (b) the physical space of organizations, (c) physical artifacts, (d) aesthetic understandings such as the manager as artist, or the beauty, comedy, etc., of social organizations and (e) how management can learn from artistic form and content by using, for example, music, dance storytelling, drawing, painting or sculpture (Hatch, 2006, p.339). Though Strati mentions five different approaches to the aesthetic, it is fair to assume that in general, all of them relate to the construction, interpretation, and study of space and how it affects its audience.

Acting hand-in-hand with Organizational Aesthetics is the Symbolic-Interpretive’s perspective, in which American sociologists Paul DiMaggio and Woody Powell argue that “organizations compete not just for resources and customers, but for power and institutional legitimacy, for social as well as economic fitness” (Hatch, p. 85-86). When considering what the different aspects of “space” truly are (objects in a specific area comprised of size, shape, and location—where content is continually creating and effecting events), you realize that those aspects are relentlessly working towards creating an identity. As cliché as it may sound, libraries are working to create an identity as well; one that will resonate with and become indispensible to its stakeholders.

In fact, Henri Lefebvre’s notion of spatial practice focuses on the “active and dialectical nature” of “socially produced” space (Lloyd, 2007, p.26). While patron behavior (check-outs, reference questions, etc.) are certainly legitimate and necessary concerns for libraries, the onus is on LIS professionals to create an environment that stimulates energy and awareness so that said activities can occur. There is a responsibility to create spaces in libraries that are both accessible and usable; the same way there is a responsibility to be approachable and amenable to patron needs. When push comes to shove, “experience of the real is first and foremost sensory experience of a physical reality” (Hatch, 2006, p.338) .Or basically, what you think doesn’t matter. It is how the audience you serve experiences your library that creates what the library is and decides if the library is socially legitimate or not.

So, now what? The next time you enter your library, think about how your library might look to its audience. Is it an open and flowing space? Or is it closed and cluttered? Is there a space where everyone can feel comfortable? The reality of the situation is that more and more members of our communities are looking toward the library for structure and guidance. In the quest for social legitimacy, it would be wise for libraries to carefully examine their organizations through an aesthetic lens to determine who it is best serving and how it can acclimate to meeting the needs of others. But it is also important to remember that creating and maintaining valid and useful social space is an ongoing process. “Practice is conditioned by spatial configurations, and space is produced through practice” (Lloyd, 2007, p.28). In other words, library employees cannot share their craft without adequate space; just the same as that said space is further refined as it is utilized. Through this ongoing discourse, libraries can begin to build a solid foundation of service that extends beyond immediate social approval and into long-term social legitimacy.

References

Booth, H. (2007). Serving teens through readers’ advisory. American Library Association: Chicago.

Hatch, M.J. (2006). Organization theory: Modern, symbolic, and postmodern

perspectives (2nd Ed.).Oxford University Press: Oxford, England.

Jones, P., Gorman, M., Suellentrop, T. (2004). Connecting young adults and

libraries (3rd Ed.). New York, London: Neal-Schuman Publishers, Inc.

Space. (2006). In Random House Unabridged Dictionary online.

Retrieved June 27, 2008, from http://www.dictionary.com.

A Waste of Space?

It sounds like an ideal situation: teenagers in the local public library, filling the computer stations and area to network, play, explore and learn. It certainly beats many “entertainment” alternatives available to teenagers, and they might even learn something. Not everyone, however, is happy to see the teens in the library. Sometimes these people are adults waiting for their turn on the computer, but other people are concerned as well. In my community, comments from parents, grandparents, community leaders and other citizens question the value of this teen computer access. One grandparent recently announced in a local newspaper article that he refused to bring his grandson to the library at all after learning that he was playing computer games there. Even library staff can get concerned as noise levels rise, computers are not available to waiting patrons and groups of teenagers fill the computer area.

A better situation than the single, central computer area available in our small community library is one where teens have their own computer area. But even if there is a separate teen area in a library, the question of whether or not computer games justify the space, staff and equipment utilized in such an area still arises. For the adult community, is it sometimes too easy to see activities like surfing the web, accessing MySpace, or playing online games as a waste of time, and in the library’s case, money.

The truth is, however, that providing teens with internet and computer access is necessary. Teenagers are gaining skills that are required in today’s information age and all teen computer activities build the individual skills required to live and work in a computer-dominated world. According to Jones, Gorman, and Suellentrop (2004), “whether young people use the Internet for education, communication, or recreation, it is vital that they have the opportunity to learn, through hands-on experience, the information-literacy skills necessary for future success” (p. 270).

The information-literacy skills teens are honing help them succeed in a business world still heavily influenced by the modernist theories that ruled business for decades. These ideas, while currently progressing and changing as new theories are introduced, still enforce ideologies that call for advanced technologies to be incorporated into business. Hatch (2006) says that there is a “modernistic love for the newest ideas and latest techniques, and [it] supports the notion of scientific progress as a series of linear, cumulative steps toward the ideals of complete knowledge and human perfection” (p. 37). Knowing how to use computers and new applications is part of the latest business methods and advancements on the computer front are considered a scientific step forward. Teenagers need to be competent with computers to succeed in a life that demands a basic understanding at least of the latest trends and uses in computer technology and to gain these skills they need computer access.

Computer skills are not just important in the business world. Social communities are an important part of a teen’s life and more and more these communities are found online. The Communities of Practice as defined by Wenger and Lave in Hatch’s text (2004) are an example of how these online communities can be beneficial. As an informal group of people, “bound together by common interests and shared repertories,” (p. 129) these people learn from each other. Teenagers are learning a vast amount of diverse information and need a community that can share that knowledge. While beneficial to social and school life now, these are also skills that will transfer into any organization these young people join as adults. Knowing how to network and discuss information and ideas in a business or while working on a project will be another valuable skill for an employee to have. The teenager with internet access to social networking will have that skill.

It is especially important for libraries to provide internet access for teens and communities that are being left behind in the computer age. The “digital divide” that separates economically disparate communities keeps groups and individuals without means to purchase equipment and services from internet and computer access. Those without a computer at home need a place to go to participate in the continually growing online community and, according to Rubin (2004), “public libraries contribute to closing this gap” (p. 22). He also points out that computer use is rising among young adults, up to 76 percent among teens (Rubin, 2004). As “the public library is the number one place for teens without Internet access to get online who do not have Internet access at home or at school” (Jones, Gorman, & Suellentrop, 2004, p. 270), this service remains valuable to teenagers.

Internet access can provide a lot for a teenager; research for a school project, a place to find existing friends on a social network, or to find new friends in an accepting social or gaming community beyond the daily problems in a teenager’s life. These tasks are important to teenagers. It may also be “the sole means of finding information about topics…that might be considered controversial in some communities” (Jones, Gorman, & Suellentrop, 2004, p. 270). Libraries are dedicated to providing that freedom of access to everyone and teenagers are library users just like everyone else. It is not right to disallow someone access to a public computer based on the age of that individual, within the limits of the law. Teenagers need a place to get on the computer and as libraries, we are that place.

So everyday my little library puts up with the noise, the crowds, and the complaints from adults in order to ensure that every patron, teenagers included, have equal access to the computers. Knowing how important this access is to our teenage, soon-to-be adult, patrons makes the sacrifices worthwhile. It is one way libraries are making a difference in the lives of the individuals we serve.

Sources

Hatch, M. J., (with Cunliffe, A. L.) (2006). Organization theory: Modern, symbolic, and postmodern perspectives (2nd ed.). New York: Oxford University Press.

Rubin, R. E. (2004). Foundations of library and information science (2nd ed.). New York: Neal-Schuman Publishers, Inc.

Jones, P., Gorman, M. & Suellentrop, T. (2004). Connecting Young Adults and Libraries. New York: Neal-Schuman Publishers, Inc.