There’s a rich and rewarding experience awaiting trainer-teacher-learners who explore the “key trends” section of the newly-released (first ever) New Media Consortium (NMC) Horizon Project educational-technology report on libraries: lead writer Samantha Adams Becker and her New Media Consortium colleagues deftly lead us through concise summaries of trends that are “accelerating technology adoption in academic and research libraries” in a way that helps us read beyond the (virtually) printed pages and clearly see how those trends affect us and the learners we serve.Because the NMC Horizon Report > 2014 Library Edition focuses on academic and research libraries, we’re never far from the connections between libraries, technology and learning in this report. We also, if we think of the ramifications of what the 2014 Library Edition suggests, are constantly reminded of what the world of libraries and library staff members suggests in the overall lifelong-learning environment that serves as our own playing field.
Looking, for example, at two of the six trends that are accelerating technology adoption in libraries (and other learning organizations)—an increasing focus on how research data for publications is managed and shared, and the impact the open movement is having on creating greater access to research content—we see parallels between what library staff and other trainer-teacher-learners are facing. Library staff members who serve library users through data-management efforts are increasingly struggling not only with how to manage data to the benefit of those users/learners, but are also grappling with the changing nature of publications and data sets: “The definition of a publication itself is evolving beyond the constraints of static text and charts to take on a format that is more interactive” (p. 7)—a challenge of extreme importance to those managing and facilitating access to information resources and to any of us thinking about the formats we use in preparing and using materials to facilitate the learning process.
It’s a theme, trend, and challenge that carries over into what the report describes as the “evolving nature of the scholarly record.” Just as the scholarly record managed by library staff members is “no longer limited to text-based final products” and “can include research datasets, interactive programs, complete visualizations, lab articles, and other non-final outputs as well as web-based exchanges such as blogging,” the learning materials used in training-teaching-learning are increasingly comprised of interactive programs, complete visualizations, articles we prepare and share, and other non-final outputs including blogging and even blog sites used as stand-alone and elements of blended-learning opportunities—as we saw earlier this year through Tom Haymes’ blog/website that was part of an onsite presentation he facilitated and also serves as a lesson-in-a-blog.
With each turn of a page, we find more within the NMC Horizon Report > 2014 Library Edition that helps us re-examine the training-teaching-learning world we inhabit. And more that inspires us to seek ways to effectively use the changing environment to our advantage. When we reach the section describing another key trend—the increasing use of mobile content and delivery—we read about the impact it has on anyone associated with libraries and sense the impact it has on training-teaching-learning overall.
“Some libraries are furthering this trend by loaning devices such as tablets and e-readers to patrons, just as they would a printed book,” we are reminded (p. 8). And it doesn’t take much to carry this into the larger learning landscape, where many trainer-teacher-learners have moved well beyond the question as to whether mobile learning (m-learning) is catching on and are, instead, incorporating the use of mobile devices into onsite and online learning opportunities. There’s even a wonderfully circular moment when, in reading the report, we come across a reference to an online learning resource—23 Mobile Things—that can be used on mobile devices to learn more about the use of mobile devices in libraries and other learning environments. Yes, it really is that sort of report: it illuminates; it engages us in the subjects it reviews; and it rarely leaves us short of additional learning resources. (Among my favorites are the links to “11 Case Studies Released on Research Data Management in Libraries,” from the Association of European Research Libraries, and to Klaus Tochtermann’s “Ten Theses Regarding the Future of Scientific Infrastructure Institutions [libraries].” “11 Case Studies” includes one that documents a library’s training-teaching-learning function by describing a blended-learning opportunity designed ultimately to help researchers. “Ten Theses,” Tochterman writes in his preliminary note, was crafted to “address fields of development where libraries need to undertake particular efforts in the future,” e.g., pushing content to the user rather than making the user come to the library—or, in our case, to the learning facilitator; offering viral and decentralized services; and having high IT and high media competence.)
There is far more to explore in the “key trends” section than these blog reflections suggest. And it’s a tribute to New Media Consortium CEO Larry Johnson, Samantha Becker Adams as the lead writer, and everyone else at NMC that the report will have a much wider audience than those affiliated with libraries. There is plenty of content. Plenty of depth. And plenty of reason for all of us to take advantage of what has been written so we can familiarize ourselves with contemporary tech trends while keeping up with and meeting the needs of those who rely on us to support them in their own learning endeavors.
Next: Key Challenges
NB: This is the second set of reflections in a six-part series of articles exploring the NMC Horizon Report > 2014 Library Edition.