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Emerging requirements of computer related competencies for librarians
Library & Information Science Research 31 (2009) 101–106
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Library & Information Science Research
Emerging requirements of computer related competencies for librarians John H. Heinrichs a,⁎, Jeen-Su Lim b a b
Library and Information Science Program, Wayne State University, 106 Kresge Library, Detroit, MI 48202, USA College of Business Administration, University of Toledo, Toledo, Ohio 43606, USA
a r t i c l e
i n f o
Available online 25 February 2009
a b s t r a c t Computers and productivity tools help library patrons to access information, generate insights, structure results into a useful format, and produce knowledge. The use of these productivity tools by patrons requires librarians to alter their traditional professional role, which was primarily to provide information access for patrons, so that they can also provide expanded services and support to these patrons. This study focuses on understanding the computer and productivity tool skills that librarians desire for their new role in assisting patrons with information integration. Many aspiring and working librarians perceive their computer and productivity tool competencies as ranging from novice to proficient, and hope to increase their competencies to very skilled. © 2009 Elsevier Inc. All rights reserved.
1. Introduction To succeed in a knowledge economy, workers must have a high level of information literacy and be proficient in technical skills (Desplaces, Beauvais, & Peckham 2003). Knowledge management tools in this economy transform librarians' role by changing the kinds of work required to support patrons. The opportunity to use computers and productivity tools in libraries creates a need for new types of services and assistance from librarians. These emerging types of assistance have led many librarians to reassess their computer and productivity tool competencies. Computers were initially used by librarians and library patrons to facilitate the use of information services, such as those distributed on CD-ROMs. However, once library patrons gained access to sources of information, they began to request access to productivity tools (such as word processing) so that they could complement their work with this information. They also requested instruction and assistance from librarians in how to use computers and the various productivity tools. Now, simply providing library patrons with computers and productivity tools to access and use information is not sufficient. In discussing the current state of affairs in libraries, McFadden (2001) argues that there is a critical distinction to be made between librarians' competencies with productivity tools and their level of information retrieval skills. The American Library Association (ALA) stated that it is becoming an essential part of library services to help patrons develop the competencies that they need to function effectively and efficiently in the emerging digital culture of the 21st century (American Library Association, 2001).
⁎ Corresponding author. E-mail address: [email protected] (J.H. Heinrichs). 0740-8188/$ – see front matter © 2009 Elsevier Inc. All rights reserved. doi:10.1016/j.lisr.2008.11.001
A result of this evolving knowledge creation process by patrons is that librarians are now required to assist patrons in making digital information useful for their research, and this in turn argues for a reconsideration of the professional competencies required of librarians. McDonald (2004) argues that library employers should expect future workers to possess technical skills and critical analytical capabilities, and to be information literate.
2. Problem statement There is much discussion on the topic of librarians' professional competencies. The traditional role of the librarian was to provide patrons with access to information resources but did not include training patrons in how to use those resources (Rodger, 2004). Kuhns (2000), by contrast, claims that librarians' image of their new role relates to their ability to use computers and productivity tools effectively. Comparing librarians' traditional role with their emerging role has led researchers to argue that that role has transformed to include integrating information access with use of computers and productivity tools. In this knowledge-based economy, workers must generate, critically analyze, and disseminate knowledge and ideas. Phillips (2001) argues that core computer skills should include sharing data and documents as well as collaborating in virtual workgroups. Yet the methods for sharing information and knowledge have changed dramatically with the introduction of Web portals, wikis, blogs, and instant messaging capabilities. These new tools require knowing how to develop multimedia (text, audio, and video) for the Web environment, conduct research using tools such as Google and Wikipedia, and share knowledge through the use of blogs, wikis, and other tools.
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Adkins and Esser (2004) state that libraries are seeking librarians who can contribute and perform effectively in an increasingly computer-based work environment. McDonald (2004) suggests that many hiring managers believe worker competency in productivity tools is a necessary prerequisite for success in the workplace. Thus, emerging trends related to information searching and new patterns of library usage by patrons require librarians to have new skill sets so they can offer enhanced services. This research focuses on understanding librarians' emerging role by investigating the importance of computer skills and productivity tools for librarians in the knowledge-based economy. The study assesses the gaps in librarians' perceptions between their perceived and desired levels of competencies in computer usage and various productivity tools including databases, spreadsheets, presentation software, word processing, Web design, and multimedia development tools. The value of this study comes from evaluating differences between perceived and desired skills sets of librarians in terms of emerging technology requirements. This study also provides information regarding the magnitude of the differences in various technical competency areas. Finally, this study can offer initial target scores for needed skill competency levels. The findings of the study can provide hiring managers and training programs with focus areas that need to be improved or enhanced. 3. Literature review The traditional role of librarians was viewed as one of making information accessible to patrons using various tools and processes in the library (Matthews, 2002). Yet the emergence of technology has significantly changed the role of librarians (Gottesman, 2002). There is a paradigm shift; librarians now are expected to assist patrons in integrating materials into their research processes at the time of information access. There is a widening gap between those librarians who view themselves primarily as custodians and institutional guardians of information and those librarians who believe they should be agents working to create value for patrons by supporting the use of computers and productivity tools (Deane, 2003). This emerging roster of services enables patron to more easily produce new knowledge or develop insights. Patrons no longer rely on librarians to help them access information in the way they did in the era of print-only media (Kibirige & DePalo, 2001). For the librarians of the 21st century to maintain relevance, they must gain new and varied computer competencies to support patrons. Acquiring these new competencies implies that librarians will take on roles as instructors in computer skills and productivity tools in addition to their roles as information seeking professionals (Graham, 2003). Mendez (2002) points out that the professional identity of librarians must evolve in order to serve patrons more effectively in an emerging digital culture, and goes on to point out that the purpose of requiring computer skills is for librarians to gain access to, select, evaluate, and apply required services. The current information science literature identifies and emphasizes the importance of computer skills as basic requirements for information literacy (Burkhardt, 2007; Garfstein, 2007). Bailey and Tierney (2002) reported that students required services of librarians starting with planning and researching their information product through creating and presenting its final draft. Working with various collaboration, word processing, spreadsheet, and presentation tools helps sharpen important computer skills that are part of many universities' information literacy programs (Pask & Saunders, 2004). According to Pask and Saunders (2004), information literacy and computer skills include at least five core skills: basic computer skills, advanced computer skills, Internet skills, research skills, and presentation skills. Wu (2000) notes that library directors are increasingly looking for librarians with strong technical skills and experience, and that the assumption among directors and educators that library students
already possess these technical skills is erroneous. White (1999) investigated the growth in the demand for productivity tool skills and concludes that competence in productivity tool usage is necessary for librarians. Yet Beagle (1999) determined that librarians were uncomfortable providing technical assistance to patrons who were using productivity tools. The technological skill requirements for librarians that Eastmond (2002) found were database, spreadsheet, and word processing tools, as well as the ability to use the Internet. Further, Huwe (2004) argues that librarians must be current with Web content creation skills using HTML, CSS, and XML as well as in Web site administration to support a library's development and information content creation requirements. Effective use of the Internet is based upon understanding the underlying Web-design technologies to create and deliver information content. Further, these skills are essential for the creation and management of a library's information portals and digital repositories. Increasingly, library and information science (LIS) graduate programs are demanding computer-based competency of students entering into their programs (Xu, 2003). 4. Research design An email solicitation was sent to all graduate students enrolled in the LIS program at Wayne State University (WSU) in Detroit, Michigan, requesting that they participate in an online survey to investigate desired and perceived computer and productivity tool competencies of librarians. Given the nature of the LIS program at WSU, many of these graduate students are currently working or have completed a practicum in a library environment. Of 627 requests sent, 216 completed surveys were received, resulting in a 34.5% response rate, with captured demographics for age, gender, and academic concentration. The demographics of the respondents comprised 81% (175) females and 19% (41) males. The age distribution of the respondents was 26% (57) in their 20s, 34% (74) in their 30s, 26% (56) in their 40s, 11% (23) in their 50s, and 3% (6) provided no response. The respondents identified their areas of academic concentration in the library and information science program as 8% (18) in academic, 7% (16) in administration, 12% (25) in general, 5% (10) in health science, 4% (8) in information science, 1% (3) in law, 12% (26) in public libraries, 7% (15) in children and young adults, 3% (6) in reference services, 28% (60) in school library media, 1% (2) in technical services, 5% (11) in undecided, and 8% (16) provided no response. For this research study, the students were asked to report their perceived level of competency and their desired level of competency in word processing, spreadsheets, presentation software, and databases. These competency levels were assessed by multiple items representing key skill competencies of various application tools. Cognizant of exposure to specific software tools, this study used Microsoft Word, PowerPoint, Excel, and Access to represent word processing, presentation software, spreadsheets, and databases, respectively. In addition, the students were asked to report their perceived and desired competency in computer skills, multimedia development, and Web design. These competency groups were measured by a single item representing overall competency level in each group. The scale for the responses were novice (1), capable (2), proficient (3), very skilled (4), and expert (5). 5. Descriptive statistics Cronbach alphas were calculated for the various survey question categories. Each category contains a subcategory of question items that describes general functionalities. For example, for word processing skills, the respondents scored for basic functions such as formatting and mail merge. The Cronbach's alphas are greater than 0.950 for the database (0.976), spreadsheet (0.968), presentation
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Table 1 Competency gap ranking within category Category
Competency
Desired level
Rank
Perceived level
Rank
Competency gap
Rank
Desired improvement percentage
1. Advanced professional
Web design Multimedia Database Spreadsheet Presentation Computer skills Word processing
4.05 4.00 3.65 4.04 4.25 4.45 4.41
6 5 7 4 3 2 1
2.09 2.19 1.87 2.65 2.92 3.45 3.68
4 6 7 5 3 1 2
1.96 1.78 1.00 1.33 0.78 1.81 1.39
1 2 3 4 5 6 7
93.8% 82.6% 95.2% 52.5% 45.5% 29.0% 19.8%
2. Collaboration and analytic 3. Basic operational
(0.980), and word processing (0.951) group of questions. These Cronbach alpha values indicate acceptable reliability for the scale items measuring each of the question categories (Nunnally, 1978). The data were analyzed by the dimensions of age, gender, and areas of academic concentration using one-way analysis of variance (ANOVA) tests. ANOVA was used to assess whether the means of each of the subcategories associated with these three dimensions were equal or differed significantly. Subsequently, post-hoc range tests and pairwise comparison tests were performed for the dimension of age to determine which means differed as determined by the Tukey's HSD statistic. 6. Findings The respondents rated their desired and perceived competency in seven identified groups: Web design, multimedia, computer skills, database, spreadsheet, presentation, and word processing. Table 1 shows competency ranking arranged by competency gap within category. The desired competency level in these categories ranged from proficient (3.65) to very skilled (4.45); whereas the perceived competency level ranged from novice (1.87) to proficient (3.68). The calculated competency gap between the mean desired competency rating and the mean perceived competency rating for the various groups ranged from a high of 1.96 to a low of 0.73. The calculated competency gap was translated into a desired improvement percentage from the existing perceived competency and ranged from a high of 95.2% to a low of 19.8%. Figs. 1 and 2 present the desired level of improvement for the designated competency groups. From the seven competency groups, the respondents desired most to improve their competency in databases, Web design, and multimedia development. The desired improvement levels in these three groups were approximately 90%, or almost double their existing perceived competency level. In addition, the respondents indicated a desire to enhance their competency level in
Fig. 1. Desired levels of improvement.
every one of the seven identified groups. In the spreadsheet and presentation competency groups, they desired to increase their competency level by about 50%; in the computer skills and word processing groups, it was approximately 25%. In no group did the respondents indicate that their existing competency level was adequate or excessive. Based upon the desired improvement percentage, the seven groups were then clustered into three high-level categories: The first category consisted of Web design, multimedia development, and databases and was labeled advanced professional; the second category, collaboration and analytical, consisted of the spreadsheet and presentation groups; and the third category, basic operational, consisted of the computer skills and word processing group. The data were further analyzed along the dimensions of respondents' age, gender, and area of academic concentration for the desired competency level. The desired competency descriptive statistics and ANOVA results for the age dimension are presented in Tables 2 and 3. For the first category, advanced professional, no statistically significant difference was found. For the second category, collaboration and analytical, only the gender dimension for presentation showed a statistically significant difference. The female mean desired competency level was 4.30 compared to the male mean desired competency level of 4.05. For the third category, basic operational, the statistical significant difference was for gender in word processing and for age in computer skills. The female mean desired competency level was 4.47 as compared to the male mean desired competency level of 4.18. The 20s age group mean desired competency level for computer skills was 4.56 as compared to the 40s age group mean of 4.23. The data were also analyzed according to perceived competency level and the dimensions of age, gender, and academic concentration. The perceived competency descriptive statistics and ANOVA results for the age dimension are presented in Tables 4 and 5. The respondents' perceived competency level for the first category, advanced professional, showed statistically significant skill differences. For the age and academic concentration dimensions, skill
Fig. 2. Desired versus perceived competency levels.
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Table 2 Overall desired competency descriptive statistics Dimension
Frequency
Overall desired competencies — mean Category 1: advanced
Category 2: collaboration
Web design
Multi media
Database
Spreadsheet
Presentation
Category 3: basic Computer skills
Word processing
Gender Female Male
100.0% 81.0% 19.0%
4.05 (ns) 4.07 3.97
4.00 (ns) 3.98 4.08
3.65 (ns) 3.68 3.54
4.04 (ns) 4.02 4.13
4.25⁎ 4.30 4.05
4.45 (ns) 4.46 4.41
4.41⁎⁎ 4.47 4.18
Age Twenties Thirties Forties Fifties No response
100.0% 26.4% 34.3% 25.9% 10.6% 2.8%
4.05 (ns) 4.16 4.08 3.94 3.81 –
4.00 (ns) 4.14 4.03 3.75 4.10 4.60
3.65 (ns) 3.89 3.61 3.62 3.33 3.80
4.04 (ns) 4.19 4.01 3.98 3.86 4.20
4.25 (ns) 4.39 4.18 4.11 4.38 4.80
4.45⁎⁎ 4.56 4.48 4.23 4.62 4.80
4.41 (ns) 4.51 4.39 4.26 4.57 4.80
Concentration Academic Archives administration Children and young adult General Health science Information science Law librarianship Public library Reference services School library media Technical services No response Undecided
100.0% 8.3% 7.4% 6.9% 11.6% 4.6% 3.7% 1.4% 12.0% 2.8% 27.8% .9% 7.5% 5.1%
4.05 (ns) 4.29 4.19 3.92 3.91 3.70 4.13 – 3.92 3.67 4.21 – 4.50 3.55
4.00 (ns) 4.00 4.00 3.92 3.82 3.70 3.88 4.33 3.92 4.00 4.21 4.00 4.42 3.55
3.65 (ns) 4.12 3.94 3.69 3.73 3.90 3.63 4.00 3.50 3.67 3.50 4.50 3.58 3.36
4.04 (ns) 4.47 4.31 3.85 3.86 4.10 4.13 4.33 3.92 3.83 3.91 4.50 4.42 3.82
4.25 (ns) 4.35 4.31 4.00 3.86 4.10 4.38 4.67 4.23 3.83 4.40 4.50 4.50 3.73
4.45 (ns) 4.59 4.38 4.31 4.41 4.20 4.25 – 4.31 4.33 4.60 4.50 4.27 4.67
4.41 (ns) 4.47 4.44 4.31 4.14 4.20 4.63 4.67 4.35 4.33 4.53 – 4.67 4.27
ns — not significant. ⁎⁎⁎p b .001. ⁎ p b .10. ⁎⁎ p b .05.
differences were found for the Web design group. For the gender dimension, differences were found for the multimedia development group. The age perceived competency level was 2.40 for the 20s group and 1.62 for the 50s group. The male mean perceived competency level was 2.72 for the multimedia development group compared to the female mean perceived competency of 2.07. In the second category, collaboration and analytical, the spreadsheet group showed a statistically significant difference in terms of gender, with a male mean perceived competency rating of 2.97 compared with a female mean perceived competency rating of 2.58. In the third
category, basic operational, the computer skills and word processing group showed a statistically significant difference between the 20s group and the 40s group. 7. Discussion The results indicated that librarians perceived their abilities as less adequate than they desired, especially in the case of using software productivity tools such as database, Web design, and multimedia development. They desired to be proficient and/or very skilled in use
Table 3 Overall desired competency ANOVA by age Respondent age dimension
Overall desired competency — significance Category 1: advanced
Twenties
Thirties
Forties
Fifties
No response
Thirties Forties Fifties No response Twenties Forties Fifties No response Twenties Thirties Fifties No response Twenties Thirties Forties No response Twenties Thirties Forties Fifties
Category 2: collaboration
Category 3: basic
Web design
Multi media
Database
Spreadsheet
Presentation
Computer skills
Word processing
.992 .751 .590 – .992 .921 .762 – .751 .921 .981 – .590 .762 .981 – .302 .214 .112 –
.963 .202 1.000 .834 .963 .499 .999 .685 .202 .499 .627 .309 1.000 .999 .627 .819 .834 .685 .309 .819
.560 .680 .250 1.000 .560 1.000 .849 .995 .680 1.000 .838 .997 .250 .849 .838 .909 1.000 .995 .997 .909
.787 .719 .571 1.000 .787 1.000 .953 .991 .719 1.000 .983 .984 .571 .953 .983 .937 1.000 .991 .984 .937
.631 .405 1.000 .814 .631 .990 .867 .478 .405 .990 .710 .377 1.000 .867 .710 .842 .814 .478 .377 .842
.953 .053 .997 .934 .953 .200 .908 .821 .053 .200 .129 .321 .997 .908 .129 .981 .934 .821 .321 .981
.855 .269 .995 .868 .855 .798 .802 .651 .269 .798 .342 .384 .995 .802 .342 .953 .868 .651 .384 .953
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Table 4 Perceived overall competency descriptive statistics Dimension
Frequency
Perceived overall competency — mean Category 1: advanced
Category 2: collaboration
Web design
Multi media
Database
Spreadsheet
Presentation
Category 3: basic Computer skills
Word processing
Gender Female Male
100.0% 81.0% 19.0%
2.09 (ns) 2.05 2.26
2.19⁎⁎⁎ 2.07 2.72
1.87 (ns) 1.84 2.00
2.65⁎⁎ 2.58 2.97
2.92 (ns) 2.88 3.21
3.45 (ns) 3.44 3.49
3.68 (ns) 3.66 3.77
Age Twenties Thirties Forties Fifties No response
100.0% 26.4% 34.3% 25.9% 10.6% 2.8%
2.09⁎⁎ 2.40 2.97 2.06 1.62 2.40
2.19 (ns) 2.42 2.08 1.94 2.48 2.60
1.87 (ns) 2.02 1.99 1.64 1.57 2.20
2.65 (ns) 2.79 2.70 2.60 2.19 2.80
2.92 (ns) 3.18 2.87 2.74 2.81 4.00
3.45⁎ 3.68 3.44 3.26 3.48 3.00
3.68⁎ 3.89 3.69 3.45 3.67 3.60
Concentration Academic Archives administration Children and young adult General Health science Information science Law librarianship Public library Reference services School library media Technical services Undecided No response
100.0% 8.3% 7.4% 6.9% 11.6% 4.6% 3.7% 1.4% 12.0% 2.8% 27.8% .9% 5.1% 7.5%
2.09⁎⁎ 1.82 1.38 2.08 2.32 2.00 3.00 2.33 2.08 1.67 2.19 1.50 1.73 2.58
2.19 (ns) 1.82 1.75 2.00 2.32 2.00 2.50 2.33 2.27 1.33 2.38 2.00 2.00 3.00
1.87 (ns) 1.76 1.31 2.08 2.14 2.20 2.13 2.00 2.04 1.67 1.78 2.50 1.45 2.17
2.65 (ns) 3.06 2.25 2.31 2.64 2.50 2.88 2.67 2.77 2.50 3.03 3.00 2.27 3.33
2.92 (ns) 3.18 2.56 2.31 3.32 2.90 3.50 3.67 2.77 2.50 3.03 3.00 2.27 3.33
3.45 (ns) 3.53 3.06 3.54 3.64 3.60 3.50 4.00 3.35 2.83 3.50 3.00 3.18 3.75
3.68(ns) 3.94 3.44 3.69 3.64 3.60 3.75 3.33 3.62 3.33 3.76 3.00 3.55 3.83
ns — not significant. ⁎ p b .10. ⁎⁎ p b .05. ⁎⁎⁎ p b .001.
of these tools, but they perceived their abilities in the range of below capable to novice. A statistically significant gender difference was observed in the desired skill level for the productivity tool applications of presentation and word processing. Age was a factor between the 20s and 40s in computer skills. In the perceived category, men appeared more confident in using multimedia tools than did women, and participants in their 20s indicated the highest competence in Web design software applications. These differences might be explained by aspirations for higher levels of employment (driving people to
make a point of learning new skills) or earlier introduction in the use of computers. Most importantly, all of the participants perceived the need for more instruction in computer skills and for software productivity tools. This perceived need has serious implications for LIS academic programs in preparing librarians to meet emerging requirements for the profession. The concept and role of the library in contemporary society are being re-envisioned. Through the transition from a manuscript culture to a print or typographical culture, and now in further transition into an emerging digital culture, the library has been an important
Table 5 Perceived overall competency ANOVA by age Respondent age dimension
Perceived overall competency — significance Category 1: advanced
Twenties
Thirties
Forties
Fifties
No response
Thirties Forties Fifties No response Twenties Forties Fifties No response Twenties Thirties Fifties No response Twenties Thirties Forties No response Twenties Thirties Forties Fifties
Category 2: collaboration
Category 3: basic
Web design
Multi media
Database
Spreadsheet
Presentation
Computer skills
Word processing
.128 .395 .024 1.000 .128 .991 .642 .898 .395 .991 .468 .954 .024 .642 .468 .548 .898 .954 .548 .128
.439 .166 1.000 .997 .439 .958 .621 .857 .166 .958 .346 .719 1.000 .621 .346 .999 .857 .719 .999 .439
1.000 .290 .415 .995 1.000 .329 .464 .991 .290 .329 .999 .762 .415 .464 .999 .722 .991 .762 .722 1.000
.993 .912 .232 1.000 .993 .988 .358 1.000 .912 .988 .618 .996 .232 .358 .618 .816 1.000 .996 .816 .993
.606 .294 .746 .568 .606 .969 1.000 .240 .294 .969 .999 .151 .746 1.000 .999 .257 .240 .151 .257 .606
.449 .062 .864 .393 .449 .783 1.000 .787 .062 .783 .860 .961 .864 1.000 .860 .778 .787 .961 .778 .449
.631 .040 .816 .940 .631 .508 1.000 .999 .040 .508 .853 .996 .816 1.000 .853 1.000 .999 .996 1.000 .631
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space for individuals to advance their learning and to develop their ideas. By incorporating computers and software productivity tools into the library, patrons can be continually drawn to this evolving space. Given that libraries will be dramatically transformed, in many instances beyond recognition, information skills will be a requirement for all librarians (Baruchson-Arbib & Bronstein 2002). Librarians desire to enhance their software productivity tool skills, and they appear to be enthusiastically embracing their evolving roles. 8. Conclusion This study investigated the perceived and desired software productivity skills of librarians. The research findings show that future librarians perceive the need for improvement and additional training in the areas of database development, Web design, and multimedia skills. Further studies are warranted to extend this study by including additional dimensions, respondent characteristics, and other factors. Librarians associated with academic libraries, specialized health or law libraries, and public libraries should be surveyed to determine their present needs and their perceived future needs. Focus groups with patrons could reveal expectations about the services they expect and/or need from librarians. Faculty in library and information science programs should be asked how curriculum in their programs can speak to the identified needs. To meet the needs and requirements of patrons, libraries need to retrain existing librarians and hire new librarians with specific skills and competencies. These new initiatives should help librarians create and disseminate knowledge in the digital age so that libraries can continue to play a critical role in knowledge creation and management. References Adkins, D., & Esser, L. (2004). Literature and technology skills for entry-level children's librarians: What employers want. Children and Libraries, 2(3), 14−21. American Library Association. (2001). Leading the way for literacy. Retrieved March 24, 2007, from American Library Association Office for Literacy and Outreach Services Web site: http://archive.ala.org/olos/adultlit.html Bailey, R., & Tierney, B. (2002). Information commons redux: Concept, evolution and transcending the tragedy of the commons. Journal of Academic Librarianship, 28(5), 277−286.
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Contents lists available at ScienceDirect
Library & Information Science Research
Emerging requirements of computer related competencies for librarians John H. Heinrichs a,⁎, Jeen-Su Lim b a b
Library and Information Science Program, Wayne State University, 106 Kresge Library, Detroit, MI 48202, USA College of Business Administration, University of Toledo, Toledo, Ohio 43606, USA
a r t i c l e
i n f o
Available online 25 February 2009
a b s t r a c t Computers and productivity tools help library patrons to access information, generate insights, structure results into a useful format, and produce knowledge. The use of these productivity tools by patrons requires librarians to alter their traditional professional role, which was primarily to provide information access for patrons, so that they can also provide expanded services and support to these patrons. This study focuses on understanding the computer and productivity tool skills that librarians desire for their new role in assisting patrons with information integration. Many aspiring and working librarians perceive their computer and productivity tool competencies as ranging from novice to proficient, and hope to increase their competencies to very skilled. © 2009 Elsevier Inc. All rights reserved.
1. Introduction To succeed in a knowledge economy, workers must have a high level of information literacy and be proficient in technical skills (Desplaces, Beauvais, & Peckham 2003). Knowledge management tools in this economy transform librarians' role by changing the kinds of work required to support patrons. The opportunity to use computers and productivity tools in libraries creates a need for new types of services and assistance from librarians. These emerging types of assistance have led many librarians to reassess their computer and productivity tool competencies. Computers were initially used by librarians and library patrons to facilitate the use of information services, such as those distributed on CD-ROMs. However, once library patrons gained access to sources of information, they began to request access to productivity tools (such as word processing) so that they could complement their work with this information. They also requested instruction and assistance from librarians in how to use computers and the various productivity tools. Now, simply providing library patrons with computers and productivity tools to access and use information is not sufficient. In discussing the current state of affairs in libraries, McFadden (2001) argues that there is a critical distinction to be made between librarians' competencies with productivity tools and their level of information retrieval skills. The American Library Association (ALA) stated that it is becoming an essential part of library services to help patrons develop the competencies that they need to function effectively and efficiently in the emerging digital culture of the 21st century (American Library Association, 2001).
⁎ Corresponding author. E-mail address: [email protected] (J.H. Heinrichs). 0740-8188/$ – see front matter © 2009 Elsevier Inc. All rights reserved. doi:10.1016/j.lisr.2008.11.001
A result of this evolving knowledge creation process by patrons is that librarians are now required to assist patrons in making digital information useful for their research, and this in turn argues for a reconsideration of the professional competencies required of librarians. McDonald (2004) argues that library employers should expect future workers to possess technical skills and critical analytical capabilities, and to be information literate.
2. Problem statement There is much discussion on the topic of librarians' professional competencies. The traditional role of the librarian was to provide patrons with access to information resources but did not include training patrons in how to use those resources (Rodger, 2004). Kuhns (2000), by contrast, claims that librarians' image of their new role relates to their ability to use computers and productivity tools effectively. Comparing librarians' traditional role with their emerging role has led researchers to argue that that role has transformed to include integrating information access with use of computers and productivity tools. In this knowledge-based economy, workers must generate, critically analyze, and disseminate knowledge and ideas. Phillips (2001) argues that core computer skills should include sharing data and documents as well as collaborating in virtual workgroups. Yet the methods for sharing information and knowledge have changed dramatically with the introduction of Web portals, wikis, blogs, and instant messaging capabilities. These new tools require knowing how to develop multimedia (text, audio, and video) for the Web environment, conduct research using tools such as Google and Wikipedia, and share knowledge through the use of blogs, wikis, and other tools.
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Adkins and Esser (2004) state that libraries are seeking librarians who can contribute and perform effectively in an increasingly computer-based work environment. McDonald (2004) suggests that many hiring managers believe worker competency in productivity tools is a necessary prerequisite for success in the workplace. Thus, emerging trends related to information searching and new patterns of library usage by patrons require librarians to have new skill sets so they can offer enhanced services. This research focuses on understanding librarians' emerging role by investigating the importance of computer skills and productivity tools for librarians in the knowledge-based economy. The study assesses the gaps in librarians' perceptions between their perceived and desired levels of competencies in computer usage and various productivity tools including databases, spreadsheets, presentation software, word processing, Web design, and multimedia development tools. The value of this study comes from evaluating differences between perceived and desired skills sets of librarians in terms of emerging technology requirements. This study also provides information regarding the magnitude of the differences in various technical competency areas. Finally, this study can offer initial target scores for needed skill competency levels. The findings of the study can provide hiring managers and training programs with focus areas that need to be improved or enhanced. 3. Literature review The traditional role of librarians was viewed as one of making information accessible to patrons using various tools and processes in the library (Matthews, 2002). Yet the emergence of technology has significantly changed the role of librarians (Gottesman, 2002). There is a paradigm shift; librarians now are expected to assist patrons in integrating materials into their research processes at the time of information access. There is a widening gap between those librarians who view themselves primarily as custodians and institutional guardians of information and those librarians who believe they should be agents working to create value for patrons by supporting the use of computers and productivity tools (Deane, 2003). This emerging roster of services enables patron to more easily produce new knowledge or develop insights. Patrons no longer rely on librarians to help them access information in the way they did in the era of print-only media (Kibirige & DePalo, 2001). For the librarians of the 21st century to maintain relevance, they must gain new and varied computer competencies to support patrons. Acquiring these new competencies implies that librarians will take on roles as instructors in computer skills and productivity tools in addition to their roles as information seeking professionals (Graham, 2003). Mendez (2002) points out that the professional identity of librarians must evolve in order to serve patrons more effectively in an emerging digital culture, and goes on to point out that the purpose of requiring computer skills is for librarians to gain access to, select, evaluate, and apply required services. The current information science literature identifies and emphasizes the importance of computer skills as basic requirements for information literacy (Burkhardt, 2007; Garfstein, 2007). Bailey and Tierney (2002) reported that students required services of librarians starting with planning and researching their information product through creating and presenting its final draft. Working with various collaboration, word processing, spreadsheet, and presentation tools helps sharpen important computer skills that are part of many universities' information literacy programs (Pask & Saunders, 2004). According to Pask and Saunders (2004), information literacy and computer skills include at least five core skills: basic computer skills, advanced computer skills, Internet skills, research skills, and presentation skills. Wu (2000) notes that library directors are increasingly looking for librarians with strong technical skills and experience, and that the assumption among directors and educators that library students
already possess these technical skills is erroneous. White (1999) investigated the growth in the demand for productivity tool skills and concludes that competence in productivity tool usage is necessary for librarians. Yet Beagle (1999) determined that librarians were uncomfortable providing technical assistance to patrons who were using productivity tools. The technological skill requirements for librarians that Eastmond (2002) found were database, spreadsheet, and word processing tools, as well as the ability to use the Internet. Further, Huwe (2004) argues that librarians must be current with Web content creation skills using HTML, CSS, and XML as well as in Web site administration to support a library's development and information content creation requirements. Effective use of the Internet is based upon understanding the underlying Web-design technologies to create and deliver information content. Further, these skills are essential for the creation and management of a library's information portals and digital repositories. Increasingly, library and information science (LIS) graduate programs are demanding computer-based competency of students entering into their programs (Xu, 2003). 4. Research design An email solicitation was sent to all graduate students enrolled in the LIS program at Wayne State University (WSU) in Detroit, Michigan, requesting that they participate in an online survey to investigate desired and perceived computer and productivity tool competencies of librarians. Given the nature of the LIS program at WSU, many of these graduate students are currently working or have completed a practicum in a library environment. Of 627 requests sent, 216 completed surveys were received, resulting in a 34.5% response rate, with captured demographics for age, gender, and academic concentration. The demographics of the respondents comprised 81% (175) females and 19% (41) males. The age distribution of the respondents was 26% (57) in their 20s, 34% (74) in their 30s, 26% (56) in their 40s, 11% (23) in their 50s, and 3% (6) provided no response. The respondents identified their areas of academic concentration in the library and information science program as 8% (18) in academic, 7% (16) in administration, 12% (25) in general, 5% (10) in health science, 4% (8) in information science, 1% (3) in law, 12% (26) in public libraries, 7% (15) in children and young adults, 3% (6) in reference services, 28% (60) in school library media, 1% (2) in technical services, 5% (11) in undecided, and 8% (16) provided no response. For this research study, the students were asked to report their perceived level of competency and their desired level of competency in word processing, spreadsheets, presentation software, and databases. These competency levels were assessed by multiple items representing key skill competencies of various application tools. Cognizant of exposure to specific software tools, this study used Microsoft Word, PowerPoint, Excel, and Access to represent word processing, presentation software, spreadsheets, and databases, respectively. In addition, the students were asked to report their perceived and desired competency in computer skills, multimedia development, and Web design. These competency groups were measured by a single item representing overall competency level in each group. The scale for the responses were novice (1), capable (2), proficient (3), very skilled (4), and expert (5). 5. Descriptive statistics Cronbach alphas were calculated for the various survey question categories. Each category contains a subcategory of question items that describes general functionalities. For example, for word processing skills, the respondents scored for basic functions such as formatting and mail merge. The Cronbach's alphas are greater than 0.950 for the database (0.976), spreadsheet (0.968), presentation
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Table 1 Competency gap ranking within category Category
Competency
Desired level
Rank
Perceived level
Rank
Competency gap
Rank
Desired improvement percentage
1. Advanced professional
Web design Multimedia Database Spreadsheet Presentation Computer skills Word processing
4.05 4.00 3.65 4.04 4.25 4.45 4.41
6 5 7 4 3 2 1
2.09 2.19 1.87 2.65 2.92 3.45 3.68
4 6 7 5 3 1 2
1.96 1.78 1.00 1.33 0.78 1.81 1.39
1 2 3 4 5 6 7
93.8% 82.6% 95.2% 52.5% 45.5% 29.0% 19.8%
2. Collaboration and analytic 3. Basic operational
(0.980), and word processing (0.951) group of questions. These Cronbach alpha values indicate acceptable reliability for the scale items measuring each of the question categories (Nunnally, 1978). The data were analyzed by the dimensions of age, gender, and areas of academic concentration using one-way analysis of variance (ANOVA) tests. ANOVA was used to assess whether the means of each of the subcategories associated with these three dimensions were equal or differed significantly. Subsequently, post-hoc range tests and pairwise comparison tests were performed for the dimension of age to determine which means differed as determined by the Tukey's HSD statistic. 6. Findings The respondents rated their desired and perceived competency in seven identified groups: Web design, multimedia, computer skills, database, spreadsheet, presentation, and word processing. Table 1 shows competency ranking arranged by competency gap within category. The desired competency level in these categories ranged from proficient (3.65) to very skilled (4.45); whereas the perceived competency level ranged from novice (1.87) to proficient (3.68). The calculated competency gap between the mean desired competency rating and the mean perceived competency rating for the various groups ranged from a high of 1.96 to a low of 0.73. The calculated competency gap was translated into a desired improvement percentage from the existing perceived competency and ranged from a high of 95.2% to a low of 19.8%. Figs. 1 and 2 present the desired level of improvement for the designated competency groups. From the seven competency groups, the respondents desired most to improve their competency in databases, Web design, and multimedia development. The desired improvement levels in these three groups were approximately 90%, or almost double their existing perceived competency level. In addition, the respondents indicated a desire to enhance their competency level in
Fig. 1. Desired levels of improvement.
every one of the seven identified groups. In the spreadsheet and presentation competency groups, they desired to increase their competency level by about 50%; in the computer skills and word processing groups, it was approximately 25%. In no group did the respondents indicate that their existing competency level was adequate or excessive. Based upon the desired improvement percentage, the seven groups were then clustered into three high-level categories: The first category consisted of Web design, multimedia development, and databases and was labeled advanced professional; the second category, collaboration and analytical, consisted of the spreadsheet and presentation groups; and the third category, basic operational, consisted of the computer skills and word processing group. The data were further analyzed along the dimensions of respondents' age, gender, and area of academic concentration for the desired competency level. The desired competency descriptive statistics and ANOVA results for the age dimension are presented in Tables 2 and 3. For the first category, advanced professional, no statistically significant difference was found. For the second category, collaboration and analytical, only the gender dimension for presentation showed a statistically significant difference. The female mean desired competency level was 4.30 compared to the male mean desired competency level of 4.05. For the third category, basic operational, the statistical significant difference was for gender in word processing and for age in computer skills. The female mean desired competency level was 4.47 as compared to the male mean desired competency level of 4.18. The 20s age group mean desired competency level for computer skills was 4.56 as compared to the 40s age group mean of 4.23. The data were also analyzed according to perceived competency level and the dimensions of age, gender, and academic concentration. The perceived competency descriptive statistics and ANOVA results for the age dimension are presented in Tables 4 and 5. The respondents' perceived competency level for the first category, advanced professional, showed statistically significant skill differences. For the age and academic concentration dimensions, skill
Fig. 2. Desired versus perceived competency levels.
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Table 2 Overall desired competency descriptive statistics Dimension
Frequency
Overall desired competencies — mean Category 1: advanced
Category 2: collaboration
Web design
Multi media
Database
Spreadsheet
Presentation
Category 3: basic Computer skills
Word processing
Gender Female Male
100.0% 81.0% 19.0%
4.05 (ns) 4.07 3.97
4.00 (ns) 3.98 4.08
3.65 (ns) 3.68 3.54
4.04 (ns) 4.02 4.13
4.25⁎ 4.30 4.05
4.45 (ns) 4.46 4.41
4.41⁎⁎ 4.47 4.18
Age Twenties Thirties Forties Fifties No response
100.0% 26.4% 34.3% 25.9% 10.6% 2.8%
4.05 (ns) 4.16 4.08 3.94 3.81 –
4.00 (ns) 4.14 4.03 3.75 4.10 4.60
3.65 (ns) 3.89 3.61 3.62 3.33 3.80
4.04 (ns) 4.19 4.01 3.98 3.86 4.20
4.25 (ns) 4.39 4.18 4.11 4.38 4.80
4.45⁎⁎ 4.56 4.48 4.23 4.62 4.80
4.41 (ns) 4.51 4.39 4.26 4.57 4.80
Concentration Academic Archives administration Children and young adult General Health science Information science Law librarianship Public library Reference services School library media Technical services No response Undecided
100.0% 8.3% 7.4% 6.9% 11.6% 4.6% 3.7% 1.4% 12.0% 2.8% 27.8% .9% 7.5% 5.1%
4.05 (ns) 4.29 4.19 3.92 3.91 3.70 4.13 – 3.92 3.67 4.21 – 4.50 3.55
4.00 (ns) 4.00 4.00 3.92 3.82 3.70 3.88 4.33 3.92 4.00 4.21 4.00 4.42 3.55
3.65 (ns) 4.12 3.94 3.69 3.73 3.90 3.63 4.00 3.50 3.67 3.50 4.50 3.58 3.36
4.04 (ns) 4.47 4.31 3.85 3.86 4.10 4.13 4.33 3.92 3.83 3.91 4.50 4.42 3.82
4.25 (ns) 4.35 4.31 4.00 3.86 4.10 4.38 4.67 4.23 3.83 4.40 4.50 4.50 3.73
4.45 (ns) 4.59 4.38 4.31 4.41 4.20 4.25 – 4.31 4.33 4.60 4.50 4.27 4.67
4.41 (ns) 4.47 4.44 4.31 4.14 4.20 4.63 4.67 4.35 4.33 4.53 – 4.67 4.27
ns — not significant. ⁎⁎⁎p b .001. ⁎ p b .10. ⁎⁎ p b .05.
differences were found for the Web design group. For the gender dimension, differences were found for the multimedia development group. The age perceived competency level was 2.40 for the 20s group and 1.62 for the 50s group. The male mean perceived competency level was 2.72 for the multimedia development group compared to the female mean perceived competency of 2.07. In the second category, collaboration and analytical, the spreadsheet group showed a statistically significant difference in terms of gender, with a male mean perceived competency rating of 2.97 compared with a female mean perceived competency rating of 2.58. In the third
category, basic operational, the computer skills and word processing group showed a statistically significant difference between the 20s group and the 40s group. 7. Discussion The results indicated that librarians perceived their abilities as less adequate than they desired, especially in the case of using software productivity tools such as database, Web design, and multimedia development. They desired to be proficient and/or very skilled in use
Table 3 Overall desired competency ANOVA by age Respondent age dimension
Overall desired competency — significance Category 1: advanced
Twenties
Thirties
Forties
Fifties
No response
Thirties Forties Fifties No response Twenties Forties Fifties No response Twenties Thirties Fifties No response Twenties Thirties Forties No response Twenties Thirties Forties Fifties
Category 2: collaboration
Category 3: basic
Web design
Multi media
Database
Spreadsheet
Presentation
Computer skills
Word processing
.992 .751 .590 – .992 .921 .762 – .751 .921 .981 – .590 .762 .981 – .302 .214 .112 –
.963 .202 1.000 .834 .963 .499 .999 .685 .202 .499 .627 .309 1.000 .999 .627 .819 .834 .685 .309 .819
.560 .680 .250 1.000 .560 1.000 .849 .995 .680 1.000 .838 .997 .250 .849 .838 .909 1.000 .995 .997 .909
.787 .719 .571 1.000 .787 1.000 .953 .991 .719 1.000 .983 .984 .571 .953 .983 .937 1.000 .991 .984 .937
.631 .405 1.000 .814 .631 .990 .867 .478 .405 .990 .710 .377 1.000 .867 .710 .842 .814 .478 .377 .842
.953 .053 .997 .934 .953 .200 .908 .821 .053 .200 .129 .321 .997 .908 .129 .981 .934 .821 .321 .981
.855 .269 .995 .868 .855 .798 .802 .651 .269 .798 .342 .384 .995 .802 .342 .953 .868 .651 .384 .953
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Table 4 Perceived overall competency descriptive statistics Dimension
Frequency
Perceived overall competency — mean Category 1: advanced
Category 2: collaboration
Web design
Multi media
Database
Spreadsheet
Presentation
Category 3: basic Computer skills
Word processing
Gender Female Male
100.0% 81.0% 19.0%
2.09 (ns) 2.05 2.26
2.19⁎⁎⁎ 2.07 2.72
1.87 (ns) 1.84 2.00
2.65⁎⁎ 2.58 2.97
2.92 (ns) 2.88 3.21
3.45 (ns) 3.44 3.49
3.68 (ns) 3.66 3.77
Age Twenties Thirties Forties Fifties No response
100.0% 26.4% 34.3% 25.9% 10.6% 2.8%
2.09⁎⁎ 2.40 2.97 2.06 1.62 2.40
2.19 (ns) 2.42 2.08 1.94 2.48 2.60
1.87 (ns) 2.02 1.99 1.64 1.57 2.20
2.65 (ns) 2.79 2.70 2.60 2.19 2.80
2.92 (ns) 3.18 2.87 2.74 2.81 4.00
3.45⁎ 3.68 3.44 3.26 3.48 3.00
3.68⁎ 3.89 3.69 3.45 3.67 3.60
Concentration Academic Archives administration Children and young adult General Health science Information science Law librarianship Public library Reference services School library media Technical services Undecided No response
100.0% 8.3% 7.4% 6.9% 11.6% 4.6% 3.7% 1.4% 12.0% 2.8% 27.8% .9% 5.1% 7.5%
2.09⁎⁎ 1.82 1.38 2.08 2.32 2.00 3.00 2.33 2.08 1.67 2.19 1.50 1.73 2.58
2.19 (ns) 1.82 1.75 2.00 2.32 2.00 2.50 2.33 2.27 1.33 2.38 2.00 2.00 3.00
1.87 (ns) 1.76 1.31 2.08 2.14 2.20 2.13 2.00 2.04 1.67 1.78 2.50 1.45 2.17
2.65 (ns) 3.06 2.25 2.31 2.64 2.50 2.88 2.67 2.77 2.50 3.03 3.00 2.27 3.33
2.92 (ns) 3.18 2.56 2.31 3.32 2.90 3.50 3.67 2.77 2.50 3.03 3.00 2.27 3.33
3.45 (ns) 3.53 3.06 3.54 3.64 3.60 3.50 4.00 3.35 2.83 3.50 3.00 3.18 3.75
3.68(ns) 3.94 3.44 3.69 3.64 3.60 3.75 3.33 3.62 3.33 3.76 3.00 3.55 3.83
ns — not significant. ⁎ p b .10. ⁎⁎ p b .05. ⁎⁎⁎ p b .001.
of these tools, but they perceived their abilities in the range of below capable to novice. A statistically significant gender difference was observed in the desired skill level for the productivity tool applications of presentation and word processing. Age was a factor between the 20s and 40s in computer skills. In the perceived category, men appeared more confident in using multimedia tools than did women, and participants in their 20s indicated the highest competence in Web design software applications. These differences might be explained by aspirations for higher levels of employment (driving people to
make a point of learning new skills) or earlier introduction in the use of computers. Most importantly, all of the participants perceived the need for more instruction in computer skills and for software productivity tools. This perceived need has serious implications for LIS academic programs in preparing librarians to meet emerging requirements for the profession. The concept and role of the library in contemporary society are being re-envisioned. Through the transition from a manuscript culture to a print or typographical culture, and now in further transition into an emerging digital culture, the library has been an important
Table 5 Perceived overall competency ANOVA by age Respondent age dimension
Perceived overall competency — significance Category 1: advanced
Twenties
Thirties
Forties
Fifties
No response
Thirties Forties Fifties No response Twenties Forties Fifties No response Twenties Thirties Fifties No response Twenties Thirties Forties No response Twenties Thirties Forties Fifties
Category 2: collaboration
Category 3: basic
Web design
Multi media
Database
Spreadsheet
Presentation
Computer skills
Word processing
.128 .395 .024 1.000 .128 .991 .642 .898 .395 .991 .468 .954 .024 .642 .468 .548 .898 .954 .548 .128
.439 .166 1.000 .997 .439 .958 .621 .857 .166 .958 .346 .719 1.000 .621 .346 .999 .857 .719 .999 .439
1.000 .290 .415 .995 1.000 .329 .464 .991 .290 .329 .999 .762 .415 .464 .999 .722 .991 .762 .722 1.000
.993 .912 .232 1.000 .993 .988 .358 1.000 .912 .988 .618 .996 .232 .358 .618 .816 1.000 .996 .816 .993
.606 .294 .746 .568 .606 .969 1.000 .240 .294 .969 .999 .151 .746 1.000 .999 .257 .240 .151 .257 .606
.449 .062 .864 .393 .449 .783 1.000 .787 .062 .783 .860 .961 .864 1.000 .860 .778 .787 .961 .778 .449
.631 .040 .816 .940 .631 .508 1.000 .999 .040 .508 .853 .996 .816 1.000 .853 1.000 .999 .996 1.000 .631
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space for individuals to advance their learning and to develop their ideas. By incorporating computers and software productivity tools into the library, patrons can be continually drawn to this evolving space. Given that libraries will be dramatically transformed, in many instances beyond recognition, information skills will be a requirement for all librarians (Baruchson-Arbib & Bronstein 2002). Librarians desire to enhance their software productivity tool skills, and they appear to be enthusiastically embracing their evolving roles. 8. Conclusion This study investigated the perceived and desired software productivity skills of librarians. The research findings show that future librarians perceive the need for improvement and additional training in the areas of database development, Web design, and multimedia skills. Further studies are warranted to extend this study by including additional dimensions, respondent characteristics, and other factors. Librarians associated with academic libraries, specialized health or law libraries, and public libraries should be surveyed to determine their present needs and their perceived future needs. Focus groups with patrons could reveal expectations about the services they expect and/or need from librarians. Faculty in library and information science programs should be asked how curriculum in their programs can speak to the identified needs. To meet the needs and requirements of patrons, libraries need to retrain existing librarians and hire new librarians with specific skills and competencies. These new initiatives should help librarians create and disseminate knowledge in the digital age so that libraries can continue to play a critical role in knowledge creation and management. References Adkins, D., & Esser, L. (2004). Literature and technology skills for entry-level children's librarians: What employers want. Children and Libraries, 2(3), 14−21. American Library Association. (2001). Leading the way for literacy. Retrieved March 24, 2007, from American Library Association Office for Literacy and Outreach Services Web site: http://archive.ala.org/olos/adultlit.html Bailey, R., & Tierney, B. (2002). Information commons redux: Concept, evolution and transcending the tragedy of the commons. Journal of Academic Librarianship, 28(5), 277−286.
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