NMC Library Horizon Report 2014 (Pt. 4 of 6): Electronic Publishing and Mobile Apps on the One-Year Horizon  

August 29, 2014

Libraries—among the key organizations in our lifelong-learning landscape—are “poised to be major players in the digital revolution as academic electronic publishing becomes more sophisticated,” the writers of the newly-released (first ever) New Media Consortium (NMC) Horizon Project educational-technology report on libraries remind us.

NMC_HorizonReport_2014_Library_cover_borderElectronic publishing and mobile apps, in fact, are technologies “very likely to drive technology planning and decision-making” in academic and research libraries during the next 12 months, the NMC Horizon Report > 2014 Library Edition confirms.

While those of us immersed in training-teaching-learning within and outside of libraries won’t be surprised to read that electronic publishing and mobile apps are important technologies having a tremendous impact on and providing magnificent possibilities for libraries and other learning organizations, we have a lot to gain by paying attention to this particular report.

The section on electronic publishing, for example, includes a reference to libraries taking “resources that are generated locally” and “turning them into teaching materials as new publications”—an idea that has parallels in what we’re seeing as learners contribute to a new concept of textbooks by creating content used by other learners within connectivist MOOCs (massive open online courses), for example. This theme connects nicely to the idea that mobile apps are critically important within these and other learning organizations because, as the report notes, we are spending considerable amounts of time (an average of 60 hours each week) accessing content through our digital devices (p. 34). If libraries and other learning centers are going to be where the learners are, they are going to be engaged in electronic publishing and using mobile apps to get them there.

nmc.logo.cmykLibraries-as-publishers, furthermore, parallels what we have been seeing in online learning for a variety of organizations in at least two ways: we are continuing to redefine the concept of publishing to carry us far beyond a print-based focus (e.g., seeing the posting of blogs, YouTube videos, slide decks, and a variety of other learning objects as “publication”), and we are having to acknowledge our roles as publishers when we make our digital learning objects available for a specific audience (as when we use a company intranet or make our learning objects available only to registered learners) or take a more open approach as through publication in the form of content on MOOCs.

This, of course, raises another training-teaching-learning concern documented in the 2014 Library Edition: the long-standing concern that resources created with today’s digital formats are tomorrow’s inaccessible (i.e., lost) resources: “there is a need for libraries to assess their publishing programs and envision methods for future-proofing them….Only 15% of surveyed libraries developed a strategy for sustaining their publishing services long-term…” (p. 35). The same could be said for anyone creating learning objects designed to be used over a long period of time, and it’s far past the time when we should be preparing for the problems our lack of attention is creating for us.

As we shift our focus to that second one-year-horizon technology (mobile apps), we continue to benefit from considering the training-teaching-learning implications that course through the report: “Mobile apps…are particularly useful for learning as they enable people to experience new concepts wherever they are, often across multiple devices” (p. 36).

UNESCO--Reading_in_the_Mobile_EraWe are reminded that apps are making us change the way we think about software: “…mobile apps are small, simple, and elegant,” particularly when compared to “desktop applications that stack feature upon feature on a one-size-fits-all approach” (p 36). They are inexpensive. And the best of them “seamlessly create a full-featured experience”—which, of course, helps learners focus on the essentials of their learning process rather than finding their attention divided between learning how to use the technology and learning what they initially set out to learn. Exploring the resources cited within the report leads us to links to the Bavarian State Library in Germany and its apps allowing users to “explore ancient texts with augmented reality, location-based features, and geo-referencing in historical maps” (p. 37) and a UNESCO report (Reading in the Mobile Era: A Study of Mobile Reading in Developing Countries) that offers insights into how the use of mobile devices for reading is removing barriers to literacy for significant numbers of learners.

What we are left with, as we scan the one-year-horizon section of the 2014 Library Report, is an invitation to step back from our normal immersion in electronic publishing and mobile apps. Acknowledge how significantly each technology is developing. And think about what we can do to use these technologies to the advantage of the organizations and people we serve in our roles as trainer-teacher-learners—and more.

NB: This is the fourth set of reflections in a six-part series of articles exploring the NMC Horizon Report > 2014 Library Edition. Next: On the Mid-Range Horizon—Bibliometrics/Citation Technologies and Open Content


NMC Library Horizon Report 2014 (Pt. 1 of 6): Documenting Where We Are and Where We Might Be Going

August 21, 2014

When a wonderful friend and colleague retired from library work after 40 years in the industry, he wistfully reflected upon one consequence of his departure: that he would not be part of all that would be happening with libraries over the next 20 years.

NMC_HorizonReport_2014_Library_cover_borderIf he were to read the newly-released (first ever) New Media Consortium (NMC) Horizon Project educational-technology report on libraries, he would have even more cause to wish he had additional time to invest in these essential partners in community-development and lifelong learning.

The report—available online free of charge and focused on trends, challenges, and developing technologies in academic and research libraries, but essential reading for the much larger audience of people interested and involved in academic, public, and other types of libraries worldwide—is likely to quickly become a seminal work; more than 100,000 people downloaded the report within 24-hour period immediately following its formal unveiling. By documenting where we are and where we might be going, the NMC Horizon Report > 2014 Library Edition will contribute substantially to conversations and decisions that help sustain libraries as responsive key players in the extended and expansive onsite and online communities they serve.

As an essential reference tool in and of itself, it provides a wonderful grounding in the basic language and learning landscape of the continually-evolving world we inhabit within and beyond the physical and virtual spaces of libraries as lifelong-learning centers. To read the report is to become aware of critically-important terminology including “device-agnostic” and “ubiquitous learning” (p. 9), “distant reading” and “macroanalysis” (p. 16), “creative destruction” (p. 29), and “competency-based learning” (p. 31). It also draws attention to first-rate learning resources including JISC (p. 4), the University of Leipzig research group Agile Knowledge Engineering and Semantic Web (AKSW) and its cutting-edge projects (p. 6), the 23 Mobile Things online course (p. 9), the Coalition for Networked Information (p. 14),  the Center for Digital Education (p. 26), the Ohio State University Libraries “Digital Initiatives Program Guiding Principles,” and others. It provides links to numerous articles while also mentioning more specialized reports and books. And as if all of that were not enough, it has a feature not included in previous Horizon Project reports: an extensive section of endnotes and links to online articles and resources that could keep us busy for many months to come. All in all, it’s a magnificent and well-written work of scholarship (crafted by lead writer Samantha Adams Becker and her New Media Consortium colleagues) that documents what we are—and should be—considering as trainer-teacher-learners working on behalf of dynamic communities worldwide.

nmc.logo.cmykAs is the case with all Horizon Project reports, the library edition provides concise descriptions of important developments in technology—“the technologies which the members of the expert panel agreed are very likely to drive technology planning and decision-making over the next five years” (p. 32)—placed within a one-year horizon/time frame, a two- to three-year horizon, and a four- to five-year horizon indicating when those technologies are “forecasted to enter…mainstream use…”

Anyone wanting an expansive overview of the ed-tech landscape will find it on page 33 of the report, as well as on the project wiki. (Going online takes us to yet another magnificent resource, one in which we discover that each technology is linked to a brief description—in essence, a concise tour of contemporary educational technology—and the list is far from static: “new technologies are added within these categories in almost every research cycle” for the various Horizon Project reports.)

The central sections of the final pages of the report lead us through discussions of how electronic publishing and mobile apps are driving technology planning and decision-making within the current (one-year) horizon; how bibliometrics and citation technologies and the open-content movement will have the same impact during a two- to three-year horizon; and the Internet of Things, along with the semantic web and linked data are likely to have significant impacts within the four- to five-year horizon.

With all of this before us, we engage with the 2014 Library Edition as a stimulating report on libraries, learning, and technology as well as a document that will serve effectively as a primer for those earning a degree in library studies to become part of a global community of practice. And the report also serves as a stimulating refresher course for experienced library staff members and library users. By documenting important elements of the library landscape of our times, it helps us identify and celebrate our successes while shaping the conversations that will build upon our past and present to lead us into a dynamic future.

NB: This is the first set of reflections in a six-part series of articles exploring the NMC Horizon Report > 2014 Library Edition. Next: Key Trends


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