Information Commons and Academic Library Reference Services

Introduction

An information commons is a system of information — similar to an online community or a physical library — that exists to provide, conserve, and produce information for current and future generations. Information commons provide an environment that differs from traditional libraries by offering greater diversity in technology, services, and reference materials. They also provide broader network access to information than traditional academic libraries. The purpose of this research proposal is to determine the impact of learning and information commons on academic reference services from the user's perspective. Information commons are steadily growing, especially in academic libraries, as a direct result of technological changes in society.

The idea of information commons has forced traditional libraries to reconceptualize their services, spaces, and resources. It also demands that libraries become more flexible and that students be involved in the planning stages to ensure information commons meet their needs. The number of internet users and their expectations is rising, requiring libraries to upgrade in order to meet these growing demands. Academic libraries face the challenge of remaining relevant to students' emergent needs and must therefore rethink how they provide services, collections, and resources.

This research proposal discusses the historical background of information commons, the methods used for the research, and concluding recommendations. It provides an overview of reference interaction in digital environments as compared to traditional face-to-face environments.

The diverse and continuously changing technology landscape poses a challenge to information commons systems. Adapting to new technological changes can prove difficult, strenuous, and time-consuming for many users. Librarians continually develop new technical approaches to advancing reference services, with an emphasis on ease of access.

Significance of the Problem

Changing technology proves to be feasible in that the evolving informational needs of society can be addressed by adapting systems to new technical standards. Societal transformation plays a key role in advancing learning through technology. New ideas, reference systems, and approaches are incorporated into learning systems via advanced technology. The main aim of academic libraries is to improve the way society learns through improved methods and postmodern approaches. The future of reference services anticipates continued change, as libraries remain early adopters of emerging technologies and social networking applications.

The term information commons was developed in the 1980s to refer to technology-enabled information sharing across cultural and physical boundaries. It was first used globally for communicating academic knowledge through internetworking. The introduction of the World Wide Web in the 1990s led to a decline in the use of traditional libraries. Sixteen million people used internet services in 1995, and by 2011, two billion people were using the internet — an increase from roughly 1% to 30% of the global population. This growth prompted many academic libraries to transform drastically in order to accommodate changing demands, including offering 24-hour internet access from the 1990s onward. The information commons was established as a library service-delivery model, representing an enormous transformation that required traditional libraries to change in order to meet the needs of the modern learner. This led to the emergence of information libraries built around new technologies and societal educational goals.

Since the development of the World Wide Web, libraries have worked to improve the creation, dissemination, and access to information. These transitions have forced libraries to implement services that assist faculty and students with ongoing changes. To support shifts in student study habits and information access, the information commons concept was developed as a solution for implementing resources and services in a new collaborative environment. As the academic field continued to evolve, information commons expanded to incorporate more learning-centered services and technologies (Whitchurch, M.J., 2010).

Common Core Standards (CCS) were developed in 2009, completed in 2010, and adopted by 37 states. These standards were meant to unify educational expectations for students in the United States and globally, helping to prepare students to compete internationally. The standards include appendices, term glossaries, and guidance on student writing. They have also prompted academic libraries to share responsibility with students, as the CCS develops skills and learning strategies that deepen students' understanding of their education.

Reference services in academic libraries have changed rapidly and profoundly since 1990. This change is driven by growing sophistication among library users in how they use information retrieval technology, information sources, and systems. The most significant change is the expanded variety and reach of services offered. Users within the library building and remote users can both access virtual services at any time of day or night. The central aim of this research is to understand the complex reference environment and to improve services for users.

Research findings indicate that some library users value interpersonal skills more than simply obtaining information. Some librarians likewise prioritize relationship qualities to ensure success in service provision. Library users place high value on the attitude and personal qualities of the librarian assisting them. The ways in which reference services are provided help students become independent and confident information seekers. The interpersonal interaction between students and librarians is complex, and virtual reference services have added further complexity to this dynamic.

Librarians who have not advanced in technical service provision may find certain projects incompatible with their current skills and may choose not to undertake them. Research broadens a librarian's understanding of subject matter and helps them address increasing societal needs using existing technology. It is the duty of librarians to ensure quality services for the academic community. Customer satisfaction should play a central role in service quality, and constant review of services helps close the gap between the technically literate and those who are not.

Historical Background

From the early 1980s, modern technology was incorporated into library services — particularly with the introduction of Total Quality Management theory to guide service delivery. Since then, services have shifted from a product-based to a customer-based orientation. The Gaps Model, proposed by Parasuraman, Zeithaml, and Berry in 1985, explains the nature of quality service and what should be rendered to customers. The model identifies four gaps that must be addressed to understand the difference between customer expectations and service perception: (1) knowing what the customer wants, (2) selecting the right service designs and standards, (3) delivering those standard services, and (4) matching performance to promises (Perenyi, D., 2004, p. 262). Library researchers and scientists emphasize the fourth gap for effective service delivery. Customer expectations also serve as a blueprint for what to offer, though such expectations vary over time.

Undergraduates

OPAC: Daily 5.8% | Weekly 37.2% | Monthly 18.2% | Quarterly 8.8% | Very infrequently/not at all 29.9%

Databases: Daily 2.9% | Weekly 25.5% | Monthly 24.8% | Quarterly 8.8% | Very infrequently/not at all 38.0%

E-journals: Daily 0.0% | Weekly 11.7% | Monthly 12.4% | Quarterly 8.8% | Very infrequently/not at all 67.2%

E-mail reference: Daily 3.6% | Weekly 12.4% | Monthly 6.7% | Quarterly 2.2% | Very infrequently/not at all 75.2%

Other selected internet sources: Daily 3.6% | Weekly 11.7% | Monthly 17.5% | Quarterly 6.6% | Very infrequently/not at all 60.6%

Online request forms: Daily 0.0% | Weekly 5.1% | Monthly 4.4% | Quarterly 6.6% | Very infrequently/not at all 83.9%

Postgraduates

OPAC: Daily 20.0% | Weekly 56.0% | Monthly 14.7% | Quarterly 2.7% | Very infrequently/not at all 6.7%

Databases: Daily 13.3% | Weekly 41.3% | Monthly 20.0% | Quarterly 5.3% | Very infrequently/not at all 20.0%

Current Research Findings

E-journals: Daily 5.3% | Weekly 18.7% | Monthly 22.7% | Quarterly 16.0% | Very infrequently/not at all 37.3%

E-mail reference: Daily 4.0% | Weekly 9.3% | Monthly 1.3% | Very infrequently/not at all 81.3%

Other selected internet sources: Daily 5.3% | Weekly 10.7% | Monthly 9.3% | Very infrequently/not at all 65.3%

Online request forms: Daily 0.0% | Weekly 13.3% | Monthly 17.3% | Quarterly 9.3% | Very infrequently/not at all 60.0%

Academic Staff

OPAC: Daily 15.8% | Weekly 73.7% | Monthly 0.0% | Quarterly 5.3%

Databases: Daily 15.8% | Weekly 47.4% | Monthly 5.3% | Quarterly 10.5% | Very infrequently/not at all 21.1%

E-journals: Daily 10.5% | Weekly 31.6% | Monthly 26.3% | Quarterly 5.3% | Very infrequently/not at all 26.3%

E-mail reference: Daily 5.3% | Monthly 0.0% | Very infrequently/not at all 89.5%

Other selected internet sources: Daily 0.0% | Weekly 21.1% | Monthly 0.0% | Very infrequently/not at all 78.9%

Online request forms: Daily 0.0% | Weekly 10.5% | Very infrequently/not at all 68.4%

Academic libraries have evolved in response to changing learning methods and advances in technology, giving rise to information commons. Related research topics include the nature of traditional libraries and librarians' views on the impacts brought about by learners and information commons.

Quantitative and qualitative methods are used to research all aspects of information commons and their impacts on users. Liquid survey results from university learners and librarians reflect their preferred sources and instruments for referencing. A LibQUAL survey conducted in 2007 showed that university library students prefer face-to-face interactions with library staff and would opt for video chat over instant messaging (IM) for information references. The popularity of a given medium is used as an indicator of the main platforms through which users obtain information from libraries. E-mails, video communication, and webcams are also used by university students for referencing (Cohen, L.B., p. 13). Both online and paper-based user surveys were employed, along with case studies, meta-analysis, e-mail transcript analysis, focus group interviews, participant observation, and chat transcripts.