Library managers and information in World 2.0
Identifieur interne : 000205 ( Istex/Corpus ); précédent : 000204; suivant : 000206Library managers and information in World 2.0
Auteurs : Suzie AllardSource :
- Library Management [ 0143-5124 ] ; 2009-01-02.
Abstract
Purpose The purpose of this paper is to provide library managers with the ability to recognize and address World 2.0 information issues to enhance their ability to develop management plans for the future. Designmethodologyapproach This paper explores what World 2.0 means to library managers in three ways. Three information dimensions are identified using models to examine World 2.0 in a historical context. An analysis is conducted of the different generations of users in World 2.0 including their diverse attitudes, beliefs, experiences and skills and how these influence their engagement with the information environment. Four key characteristics of Web 2.0 are identified through an analysis of Web 2.0 in relation to World 2.0. Findings Key findings in this paper are that three dimensions of information in World 2.0 exist and can be used by library managers to help them understand the challenges and to facilitate the construction of strategic management plans that address them. Generational and organizational perspectives of World 2.0 can influence how libraries engage Web 2.0, and should be considered when library managers make strategic management plans for the future. The four characteristics of Web 2.0 create considerations for library managers during their planning processes. Originalityvalue This paper is of interest because it provides library managers with a thorough understanding of World 2.0 and how it may influence their libraries and their users so they can make more informed, more successful planning choices.
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DOI: 10.1108/01435120910927529
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<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">Library managers and information in World 2.0</title><author wicri:is="90%"><name sortKey="Allard, Suzie" sort="Allard, Suzie" uniqKey="Allard S" first="Suzie" last="Allard">Suzie Allard</name><affiliation><mods:affiliation>School of Information Sciences, University of Tennessee, Knoxville, Tennessee, USA</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:9B5927AC5D40AF516DC40C5701B91A1844F2C11F</idno><date when="2009" year="2009">2009</date><idno type="doi">10.1108/01435120910927529</idno><idno type="url">https://api.istex.fr/document/9B5927AC5D40AF516DC40C5701B91A1844F2C11F/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">000205</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">Library managers and information in World 2.0</title><author wicri:is="90%"><name sortKey="Allard, Suzie" sort="Allard, Suzie" uniqKey="Allard S" first="Suzie" last="Allard">Suzie Allard</name><affiliation><mods:affiliation>School of Information Sciences, University of Tennessee, Knoxville, Tennessee, USA</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Library Management</title><idno type="ISSN">0143-5124</idno><imprint><publisher>Emerald Group Publishing Limited</publisher><date type="published" when="2009-01-02">2009-01-02</date><biblScope unit="volume">30</biblScope><biblScope unit="issue">1/2</biblScope><biblScope unit="page" from="57">57</biblScope><biblScope unit="page" to="68">68</biblScope></imprint><idno type="ISSN">0143-5124</idno></series><idno type="istex">9B5927AC5D40AF516DC40C5701B91A1844F2C11F</idno><idno type="DOI">10.1108/01435120910927529</idno><idno type="filenameID">0150300105</idno><idno type="original-pdf">0150300105.pdf</idno><idno type="href">01435120910927529.pdf</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0143-5124</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract">Purpose The purpose of this paper is to provide library managers with the ability to recognize and address World 2.0 information issues to enhance their ability to develop management plans for the future. Designmethodologyapproach This paper explores what World 2.0 means to library managers in three ways. Three information dimensions are identified using models to examine World 2.0 in a historical context. An analysis is conducted of the different generations of users in World 2.0 including their diverse attitudes, beliefs, experiences and skills and how these influence their engagement with the information environment. Four key characteristics of Web 2.0 are identified through an analysis of Web 2.0 in relation to World 2.0. Findings Key findings in this paper are that three dimensions of information in World 2.0 exist and can be used by library managers to help them understand the challenges and to facilitate the construction of strategic management plans that address them. Generational and organizational perspectives of World 2.0 can influence how libraries engage Web 2.0, and should be considered when library managers make strategic management plans for the future. The four characteristics of Web 2.0 create considerations for library managers during their planning processes. Originalityvalue This paper is of interest because it provides library managers with a thorough understanding of World 2.0 and how it may influence their libraries and their users so they can make more informed, more successful planning choices.</div></front></TEI><istex><corpusName>emerald</corpusName><author><json:item><name>Suzie Allard</name><affiliations><json:string>School of Information Sciences, University of Tennessee, Knoxville, Tennessee, USA</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>Library management</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>Strategic planning</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>Information centres</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>Internet</value></json:item></subject><language><json:string>eng</json:string></language><originalGenre><json:string>research-article</json:string></originalGenre><abstract>Purpose The purpose of this paper is to provide library managers with the ability to recognize and address World 2.0 information issues to enhance their ability to develop management plans for the future. Designmethodologyapproach This paper explores what World 2.0 means to library managers in three ways. Three information dimensions are identified using models to examine World 2.0 in a historical context. An analysis is conducted of the different generations of users in World 2.0 including their diverse attitudes, beliefs, experiences and skills and how these influence their engagement with the information environment. Four key characteristics of Web 2.0 are identified through an analysis of Web 2.0 in relation to World 2.0. Findings Key findings in this paper are that three dimensions of information in World 2.0 exist and can be used by library managers to help them understand the challenges and to facilitate the construction of strategic management plans that address them. Generational and organizational perspectives of World 2.0 can influence how libraries engage Web 2.0, and should be considered when library managers make strategic management plans for the future. The four characteristics of Web 2.0 create considerations for library managers during their planning processes. Originalityvalue This paper is of interest because it provides library managers with a thorough understanding of World 2.0 and how it may influence their libraries and their users so they can make more informed, more successful planning choices.</abstract><qualityIndicators><score>7.655</score><pdfVersion>1.3</pdfVersion><pdfPageSize>519 x 680 pts</pdfPageSize><refBibsNative>true</refBibsNative><keywordCount>4</keywordCount><abstractCharCount>1545</abstractCharCount><pdfWordCount>4847</pdfWordCount><pdfCharCount>30840</pdfCharCount><pdfPageCount>12</pdfPageCount><abstractWordCount>234</abstractWordCount></qualityIndicators><title>Library managers and information in World 2.0</title><genre><json:string>research-article</json:string></genre><host><volume>30</volume><publisherId><json:string>lm</json:string></publisherId><pages><last>68</last><first>57</first></pages><issn><json:string>0143-5124</json:string></issn><issue>1/2</issue><subject><json:item><value>Library & information science</value></json:item><json:item><value>Librarianship/library management</value></json:item><json:item><value>HR in libraries</value></json:item><json:item><value>Library promotion</value></json:item><json:item><value>Library strategy</value></json:item></subject><genre><json:string>journal</json:string></genre><language><json:string>unknown</json:string></language><title>Library Management</title><doi><json:string>10.1108/lm</json:string></doi></host><publicationDate>2009</publicationDate><copyrightDate>2009</copyrightDate><doi><json:string>10.1108/01435120910927529</json:string></doi><id>9B5927AC5D40AF516DC40C5701B91A1844F2C11F</id><score>0.26699358</score><fulltext><json:item><original>true</original><mimetype>application/pdf</mimetype><extension>pdf</extension><uri>https://api.istex.fr/document/9B5927AC5D40AF516DC40C5701B91A1844F2C11F/fulltext/pdf</uri></json:item><json:item><original>false</original><mimetype>application/zip</mimetype><extension>zip</extension><uri>https://api.istex.fr/document/9B5927AC5D40AF516DC40C5701B91A1844F2C11F/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/9B5927AC5D40AF516DC40C5701B91A1844F2C11F/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a" type="main" xml:lang="en">Library managers and information in World 2.0</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>Emerald Group Publishing Limited</publisher><availability><p>EMERALD</p></availability><date>2009</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Library managers and information in World 2.0</title><author><persName><forename type="first">Suzie</forename><surname>Allard</surname></persName><affiliation>School of Information Sciences, University of Tennessee, Knoxville, Tennessee, USA</affiliation></author></analytic><monogr><title level="j">Library Management</title><idno type="pISSN">0143-5124</idno><idno type="DOI">10.1108/lm</idno><imprint><publisher>Emerald Group Publishing Limited</publisher><date type="published" when="2009-01-02"></date><biblScope unit="volume">30</biblScope><biblScope unit="issue">1/2</biblScope><biblScope unit="page" from="57">57</biblScope><biblScope unit="page" to="68">68</biblScope></imprint></monogr><idno type="istex">9B5927AC5D40AF516DC40C5701B91A1844F2C11F</idno><idno type="DOI">10.1108/01435120910927529</idno><idno type="filenameID">0150300105</idno><idno type="original-pdf">0150300105.pdf</idno><idno type="href">01435120910927529.pdf</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2009</date></creation><langUsage><language ident="en">en</language></langUsage><abstract><p>Purpose The purpose of this paper is to provide library managers with the ability to recognize and address World 2.0 information issues to enhance their ability to develop management plans for the future. Designmethodologyapproach This paper explores what World 2.0 means to library managers in three ways. Three information dimensions are identified using models to examine World 2.0 in a historical context. An analysis is conducted of the different generations of users in World 2.0 including their diverse attitudes, beliefs, experiences and skills and how these influence their engagement with the information environment. Four key characteristics of Web 2.0 are identified through an analysis of Web 2.0 in relation to World 2.0. Findings Key findings in this paper are that three dimensions of information in World 2.0 exist and can be used by library managers to help them understand the challenges and to facilitate the construction of strategic management plans that address them. Generational and organizational perspectives of World 2.0 can influence how libraries engage Web 2.0, and should be considered when library managers make strategic management plans for the future. The four characteristics of Web 2.0 create considerations for library managers during their planning processes. Originalityvalue This paper is of interest because it provides library managers with a thorough understanding of World 2.0 and how it may influence their libraries and their users so they can make more informed, more successful planning choices.</p></abstract><textClass><keywords scheme="keyword"><list><head>Keywords</head><item><term>Library management</term></item><item><term>Strategic planning</term></item><item><term>Information centres</term></item><item><term>Internet</term></item></list></keywords></textClass><textClass><keywords scheme="Emerald Subject Group"><list><label>cat-LISC</label><item><term>Library & information science</term></item><label>cat-LLM</label><item><term>Librarianship/library management</term></item><label>cat-HILB</label><item><term>HR in libraries</term></item><label>cat-LPM</label><item><term>Library promotion</term></item><label>cat-LSTR</label><item><term>Library strategy</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="2009-01-02">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><original>false</original><mimetype>text/plain</mimetype><extension>txt</extension><uri>https://api.istex.fr/document/9B5927AC5D40AF516DC40C5701B91A1844F2C11F/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="corpus emerald not found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="UTF-8"</istex:xmlDeclaration><istex:document><!-- Auto generated NISO JATS XML created by Atypon out of MCB DTD source files. Do Not Edit! --><article dtd-version="1.0" xml:lang="en" article-type="research-article"><front><journal-meta><journal-id journal-id-type="publisher-id">lm</journal-id><journal-id journal-id-type="doi">10.1108/lm</journal-id><journal-title-group><journal-title>Library Management</journal-title></journal-title-group><issn pub-type="ppub">0143-5124</issn><publisher><publisher-name>Emerald Group Publishing Limited</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1108/01435120910927529</article-id><article-id pub-id-type="original-pdf">0150300105.pdf</article-id><article-id pub-id-type="filename">0150300105</article-id><article-categories><subj-group subj-group-type="type-of-publication"><compound-subject><compound-subject-part content-type="code">research-article</compound-subject-part><compound-subject-part content-type="label">Research paper</compound-subject-part></compound-subject></subj-group><subj-group subj-group-type="subject"><compound-subject><compound-subject-part content-type="code">cat-LISC</compound-subject-part><compound-subject-part content-type="label">Library & information science</compound-subject-part></compound-subject><subj-group><compound-subject><compound-subject-part content-type="code">cat-LLM</compound-subject-part><compound-subject-part content-type="label">Librarianship/library management</compound-subject-part></compound-subject><subj-group><compound-subject><compound-subject-part content-type="code">cat-HILB</compound-subject-part><compound-subject-part content-type="label">HR in libraries</compound-subject-part></compound-subject><compound-subject><compound-subject-part content-type="code">cat-LPM</compound-subject-part><compound-subject-part content-type="label">Library promotion</compound-subject-part></compound-subject><compound-subject><compound-subject-part content-type="code">cat-LSTR</compound-subject-part><compound-subject-part content-type="label">Library strategy</compound-subject-part></compound-subject></subj-group></subj-group></subj-group></article-categories><title-group><article-title>Library managers and information in World 2.0</article-title></title-group><contrib-group><contrib contrib-type="author"><string-name><given-names>Suzie</given-names> <surname>Allard</surname></string-name><aff>School of Information Sciences, University of Tennessee, Knoxville, Tennessee, USA</aff></contrib></contrib-group><pub-date pub-type="ppub"><day>02</day><month>01</month><year>2009</year></pub-date><volume>30</volume><issue>1/2</issue><issue-title>The Fourth Shanghai International Library Forum October 2008</issue-title><issue-title content-type="short">4th Shanghai International Library Forum 08</issue-title><fpage>57</fpage><lpage>68</lpage><permissions><copyright-statement>© Emerald Group Publishing Limited</copyright-statement><copyright-year>2009</copyright-year><license license-type="publisher"><license-p></license-p></license></permissions><self-uri content-type="pdf" xlink:href="01435120910927529.pdf"></self-uri><abstract><sec><title content-type="abstract-heading">Purpose</title><x> – </x><p>The purpose of this paper is to provide library managers with the ability to recognize and address World 2.0 information issues to enhance their ability to develop management plans for the future.</p></sec><sec><title content-type="abstract-heading">Design/methodology/approach</title><x> – </x><p>This paper explores what World 2.0 means to library managers in three ways. Three information dimensions are identified using models to examine World 2.0 in a historical context. An analysis is conducted of the different generations of users in World 2.0 including their diverse attitudes, beliefs, experiences and skills and how these influence their engagement with the information environment. Four key characteristics of Web 2.0 are identified through an analysis of Web 2.0 in relation to World 2.0.</p></sec><sec><title content-type="abstract-heading">Findings</title><x> – </x><p>Key findings in this paper are that: three dimensions of information in World 2.0 exist and can be used by library managers to help them understand the challenges and to facilitate the construction of strategic management plans that address them. Generational and organizational perspectives of World 2.0 can influence how libraries engage Web 2.0, and should be considered when library managers make strategic management plans for the future. The four characteristics of Web 2.0 create considerations for library managers during their planning processes.</p></sec><sec><title content-type="abstract-heading">Originality/value</title><x> – </x><p>This paper is of interest because it provides library managers with a thorough understanding of World 2.0 and how it may influence their libraries and their users so they can make more informed, more successful planning choices.</p></sec></abstract><kwd-group><kwd>Library management</kwd><x>, </x><kwd>Strategic planning</kwd><x>, </x><kwd>Information centres</kwd><x>, </x><kwd>Internet</kwd></kwd-group><custom-meta-group><custom-meta><meta-name>peer-reviewed</meta-name><meta-value>no</meta-value></custom-meta><custom-meta><meta-name>academic-content</meta-name><meta-value>yes</meta-value></custom-meta><custom-meta><meta-name>rightslink</meta-name><meta-value>included</meta-value></custom-meta></custom-meta-group></article-meta></front><body><sec><title>1. World 2.0 defined</title><p>Libraries and information centers exist in a highly dynamic, chaotic information environment characterized by changes that reach across the globe; an environment which we will refer to as World 2.0. World 2.0 is economically and technologically challenging because traditional boundaries dictated by geography and regional preferences are falling, creating a disaggregated or “flat” world in terms of commerce and competition for innovation (<xref ref-type="bibr" rid="b10">Apte and Mason, 1995</xref>; <xref ref-type="bibr" rid="b25">Friedman, 2006</xref>; <xref ref-type="bibr" rid="b53">Ruth and Pizzato, 2007</xref>; <xref ref-type="bibr" rid="b57">Tapscott and Williams, 2007</xref>). Additionally, there is “dog‐year change” (<xref ref-type="bibr" rid="b61">Todaro, 2008</xref>), in which these changes happen so rapidly it may seem as if seven years of changes occur in only one year. The information environment has responded by continually evolving (<xref ref-type="bibr" rid="b11">Barnes and Hinton, 2007</xref>; <xref ref-type="bibr" rid="b14">Cheverie, 1999</xref>; <xref ref-type="bibr" rid="b22">Eagles <italic>et al.</italic>, 1999</xref>; <xref ref-type="bibr" rid="b23">Fletcher, 2003</xref>; <xref ref-type="bibr" rid="b29">Heo and Han, 2003</xref>; <xref ref-type="bibr" rid="b36">Levine <italic>et al.</italic>, 2007</xref>; <xref ref-type="bibr" rid="b44">Mithas and Whitaker, 2007</xref>). While traditional libraries and information services and organizations still exist, there is also a shift to new paradigms of service and organization in the last decade (<xref ref-type="bibr" rid="b5">Allard <italic>et al.</italic>, 2007</xref>; Carrasco and <xref ref-type="bibr" rid="b26">Funk, 1998</xref>; <xref ref-type="bibr" rid="b27">Gerth and Rothman, 2007</xref>; <xref ref-type="bibr" rid="b34">Lankes <italic>et al.</italic>, 2007</xref>; <xref ref-type="bibr" rid="b38">Lutz and Meadow, 2006</xref>; <xref ref-type="bibr" rid="b51">Perry <italic>et al.</italic>, 2005</xref>; <xref ref-type="bibr" rid="b40">McDonald and Uribe, 2008</xref>; <xref ref-type="bibr" rid="b56">Stephens, 2007b</xref>; <xref ref-type="bibr" rid="b59">Tenopir and Ennis, 2002</xref>; <xref ref-type="bibr" rid="b13">Carrasco and Vanderkast, 1998</xref>). For example, there is an increased emphasis on providing services for information users who manage and create their own content (<xref ref-type="bibr" rid="b19">Dearstyne, 2007</xref>) even in highly innovative environments (<xref ref-type="bibr" rid="b6">Allard <italic>et al.</italic>, 2006a</xref>,<xref ref-type="bibr" rid="b7">b</xref>), and on supporting the creation and long‐term viability of virtual organizations, such as the Long Term Ecological Research (LTER) (<ext-link ext-link-type="uri" xlink:href="http://www.lternet.edu/">www.lternet.edu/</ext-link>) organization, that allow research communities to share researcher created content, including raw data sets, more easily.</p><p>Library managers must consider the best strategies for addressing the challenges of World 2.0, which include diverse populations of users, and new frontiers of information creation, organization, dissemination, services and provision. One aspect of these strategies is to identify the competencies librarians will need to provide successful and relevant services in this rapidly changing information environment characterized by expanding content, new types of information organizations, and a growing schism between users in terms of their level of e‐ability and their expectations regarding information provision (<xref ref-type="bibr" rid="b12">Boulos and Wheeler, 2007</xref>; <xref ref-type="bibr" rid="b18">Curran <italic>et al.</italic>, 2007</xref>; <xref ref-type="bibr" rid="b21">Dye, 2007</xref>; <xref ref-type="bibr" rid="b24">Flora, 2007</xref>; <xref ref-type="bibr" rid="b1">Abram, 2008a</xref>; <xref ref-type="bibr" rid="b9">Angus <italic>et al.</italic>, 2008</xref>; <xref ref-type="bibr" rid="b37">Liu, 2008</xref>).</p><p>Library managers who are developing management strategies to address World 2.0 will find their planning is facilitated by having an understanding of the information dimensions of World 2.0, of how generational and organizational perspectives influence management decisions for World 2.0, and of the four key characteristics that define Web 2.0.</p></sec><sec><title>2. Three information dimensions of World 2.0</title><p>World 2.0 has associated technologies and societal developments that influence the nature of information. This paper identifies three distinct dimensions of information that define the relationship that information has with World 2.0.</p><p>Professionals in libraries and other information centers are very familiar with the first information dimension of World 2.0 – content expansion. <xref ref-type="bibr" rid="b39">Lyman and Varian (2003)</xref> document this in regards to electronic documents. However, understanding the intensity of this expansion throughout history can be difficult, since information is not a tangible product than be easily measured. A model can be utilized to analyze the scope of this change. <xref ref-type="bibr" rid="b52">Robertson's (1998)</xref> five levels of mankind which purports that we can quantify information quantity at each level in bit units. He proposes that Level 0 precedes the advent of language and is essentially the information contained in one human brain, which is estimated at about 10<sup>7</sup> bits of information. Level 1 adds language and people interacting in groups of what might be termed a tribe of brains or about 10<sup>9</sup> bits of information. Level 2 introduces societies with writing (e.g. the Library of Alexandria). Level 3 is civilization with printing and about 10<sup>17</sup> bits of information. Today we are at Level 4, a civilization with computers, which translates into at least 10<sup>25</sup> bits of information. This means that Level 4 represents more than a billion, billion times more information than on Level 1 (<xref ref-type="bibr" rid="b52">Robertson, 1998</xref>).</p><p>This analysis suggest two key items for library managers:<list list-type="order"><list-item><label>1. </label><p>exponential increase in information means that libraries exist in an environment of ever expanding content which is unparalleled in previous ages; and</p></list-item><list-item><label>2. </label><p>library managers are facing challenges that require strategies that may be based in past experience but which must creatively address conditions that librarians have never seen before.</p></list-item></list>The second dimension of information in World 2.0 is the rate of expansion. The development of mankind has been tens of thousands of years in the making, however a majority of the time has been spent in the hunter‐gatherer state, and mankind's organization into large civilizations and exploitation of technologies has occurred in a relatively short time. One way to conceptualize this is with <xref ref-type="bibr" rid="b50">Pelton's (2000)</xref> Cosmic Super Month which conceptualizes mankind's history as being contained in 30 days. In Pelton's model, mankind's existence as hunter‐gatherers represents 29 days and 22 hours. Only the last two hours of the “Cosmic Super Month” represent the societal structures that we would consider modern. For example, the rise of agriculture appears in the last hour and a half, the Renaissance in the last four minutes, and the industrial revolution in the last two minutes (<xref ref-type="bibr" rid="b50">Pelton, 2000</xref>). Therefore, World 2.0, the electronic age, occurs in only the last 20 seconds of Pelton's “Cosmic Super Month.”</p><p>This means that library managers are being called on to quickly identify strategies to adapt to the changing environment. While library manager's responsibilities in World 2.0 continue to include familiar activities such as developing information resources, budgeting, and supervising staff, the manager must, more quickly than ever before, find strategic answers to address the many challenges that accompany the rapid rate of information content expansion.</p><p>The third dimension of information in World 2.0 is the accumulation of human knowledge (which for this paper will be defined as information that has been captured for reuse), which is increasing as the technologies for capture have improved. To visualize this <xref ref-type="bibr" rid="b50">Pelton (2000)</xref> presents a model with two buildings, one representing human development and the other human knowledge, each with 10,000 stories. Hunter‐gatherers and their survival knowledge represent the first story in each building. Pelton notes that the next major human developmental events would be the start of agriculture, which would occur at story 9980 and the Renaissance at story 9999. By contrast, human knowledge has accumulated much more slowly – the knowledge existent at the time of the renaissance would represent only the 50th story compared to story 9999 in the temporal context. The rate of human knowledge acquisition increases rapidly after that point with accumulated knowledge through WWII reaching about the 1,000th story (see <xref ref-type="fig" rid="F_0150300105001">Figure 1</xref>) (<xref ref-type="bibr" rid="b50">Pelton, 2000</xref>). It is technological capability that is responsible for rapid increases in the store of human knowledge, for example there are more than 3,000 stories represented by the knowledge accumulated from the time of the invention of the transistor to the start of the internet (<xref ref-type="bibr" rid="b50">Pelton, 2000</xref>).</p><p>What this means for library managers is that as technology continues to advance, the library is becoming responsible for providing access to and possibly storage of even greater amounts of human knowledge. For example, the World 2.0 information environment includes technology that enables user‐generated content from people as disparate as citizen reporters, teen moviemakers and academic researchers. Additionally, it is likely that the first two dimensions of information will continue to intensify and the manager will continue to need to find the means to address this intensity.</p></sec><sec><title>3. Generational and organizational perspectives in World 2.0</title><p>Adding to the challenges in World 2.0 is that users have diverse attitudes, beliefs, experiences and skills that influence how they engage with information and the information environment (<xref ref-type="bibr" rid="b9">Angus <italic>et al.</italic>, 2008</xref>; <xref ref-type="bibr" rid="b32">King, 2008</xref>; <xref ref-type="bibr" rid="b35">Lee and Boling, 2008</xref>; <xref ref-type="bibr" rid="b43">McKnight <italic>et al.</italic>, 2008</xref>; <xref ref-type="bibr" rid="b46">Nahl, 2007</xref>, <xref ref-type="bibr" rid="b47">Nicholas <italic>et al.</italic>, 2008</xref>). One aspect of these differences may be explained by generational differences.</p><p>Today, libraries are serving six generations of users born in the twentieth and twenty‐first century. Defining generations can be challenging, however using a specific definition for a specific population (<xref ref-type="bibr" rid="b30">Howe and Strauss, 1993</xref>; <xref ref-type="bibr" rid="b31">Howe and Strauss, 2000</xref> – please note that these generations were defined in US society) can help illustrate generational differences that arise because of societal issues and technological exposure (<xref ref-type="fig" rid="F_0150300105002">Table I</xref>). Using this generational typology, older users (those 65 years old and above) belong to the GI and Silent generation. Users 26‐64 years old belong to the Boom and GenX generations. Those 25 and under belong to the Millennial and iGen generations.</p><p>Each of these generations has a unique “personality” that helps define how members of that generation view and interact with the world (<xref ref-type="fig" rid="F_0150300105003">Table II</xref>). For example, the GI generation is considered to be idealistic, high achievers and the Millennials exhibit a hopeful, “change the world” attitude (library.thinkquest.org, 2008). It is also important to recognize that each generation has different experience with technology based on their exposure while growing up. For example, newer technologies in the lives of the GI generation are refrigerators and large cabinet style radios while the Millennials have grown up with cell phones, space shuttles and game boys (library.thinkquest.org, 2008). Growing up with these different technology experiences suggests that the members of the generation will have a very different set of technological skills and expectations.</p><p>What this means for library managers is that they need to consider the experience that each generation has with the world wide web. This author believes that a general idea of this experience can be gleaned by identifying the midpoint of the generation and noting the relationship to the beginning of the web, which is an integral part of World 2.0. For example, the midpoint of the generation was calculated and then compared to <xref ref-type="bibr" rid="b45">Mowery and Simcoe's (2002)</xref> date of the advent of the WWW, 1991. Using this gauge, the average member of the Boom generation was about 40 years old when the WWW came online, while the WWW has been a fixture in the world of Millenials.</p><p>The generational tools noted above can help library managers better understand the users they are serving as well as the staff working for them. This can help the library manager identify general concepts regarding user experience and expectations, which can be useful in developing tools for exploring specific attitudes and beliefs (e.g. survey or interview) and in predicting how the users might react to the changing information environment including new technological tools, and greater ability to create their own content.</p><p>Organizations are also changing in response to the new environment which blurs distinctions between information content and communication technologies (<xref ref-type="bibr" rid="b3">Allard, 2002</xref>; <xref ref-type="bibr" rid="b15">Choo, 1996</xref>; <xref ref-type="bibr" rid="b16">Choo, 2007</xref>; <xref ref-type="bibr" rid="b17">Choo <italic>et al.</italic>, 2008</xref>; <xref ref-type="bibr" rid="b57">Tapscott and Williams, 2007</xref>; <xref ref-type="bibr" rid="b62">Watkins, 2004</xref>). In the broadest sense, this is referred to as the ICEE Age which is characterized by telecommuting and electronic immigration, a 24/7 work week, global competitiveness, new job profiles and globalization (<xref ref-type="bibr" rid="b50">Pelton, 2000</xref>). In this new environment, organizations are “flattening,” with their organizational structures more likely to resemble a distributed system resembling something like a net rather than the hierarchical structure resembling a tree. Some of these organizational challenges are being addressed by introducing vibrant cyberinfrastructure, which is defined as a comprehensive infrastructure that utilizes information technology (<xref ref-type="bibr" rid="b48">NSF, 2005</xref>). These kinds of organizations that rely on cyberinfrastructure are being designed for a wide range of domains from science (e.g. LTER) to government (<xref ref-type="bibr" rid="b20">DiGiammarino and Trudeau, 2008</xref>).</p><p>Therefore it can be surmised that World 2.0 suggests that library managers are likely to be operating in an increasingly flat organization where hierarchies of management will be collapsed. Library managers should also consider cyber‐infrastructure solutions for information problems related to distributed data suppliers and users.</p></sec><sec><title>4. Four characteristics of Web 2.0 in World 2.0</title><p>Library managers who are keeping pace with World 2.0 are facing an information environment that is growing and changing more quickly than ever before in human history. Many suggestions for effective management in this environment are rooted in the foundations of good librarianship such as matching the institutional mission/goals/objectives, good project management and focusing on user‐centric planning (<xref ref-type="bibr" rid="b54">Stephens, 2006</xref>, <xref ref-type="bibr" rid="b55">2007a</xref>). However, there are also strategies that are more unique to World 2.0 such as controlling the desire to focus on technology, helping to enable non‐traditional content, keeping up with trends and visualizing the future (<xref ref-type="bibr" rid="b54">Stephens, 2006</xref>, <xref ref-type="bibr" rid="b55">2007a</xref>). Each of these is important to consider. Additionally it is useful to consider Web 2.0 in relation to the major characteristics of World 2.0.</p><p>Many dimensions of information in World 2.0 are reflected in Web 2.0, which was first “identified” in 2004 (<xref ref-type="bibr" rid="b49">O'Reilly, 2005</xref>). Web 2.0 increases the amount of information available, increases the speed with which information is growing, and provides the ability to capture more human knowledge by enabling user‐generated content and browser based software that facilitates collaboration and sharing among users. Web 2.0 also has the capability to address generational perspectives because it allows for users to have different experiences based on their own skill sets and expectations.</p><p>Web 2.0 is a natural outgrowth of society's move toward World 2.0 – a view which is bolstered by the fact that Web 2.0 is not as much about a change in how information as it is about how existing technology has been engaged. In fact, Web 2.0 technology represents the maturation of and new application of existing technologies (<xref ref-type="bibr" rid="b33">Langingham, 2006</xref>). This suggests that library managers should continue to be alert for how existing technologies may be extended or used in new ways.</p><p>Web 2.0 presents challenges and opportunities that are important to consider when developing strategic management plans. Four key characteristics of Web 2.0 emerge when it is compared to World 2.0 Below the four characteristics are noted, followed by a brief discussion of what these characteristics suggest to library managers when they are developing management plans for their library, their staff and their users.</p><sec><title>The user experience as an information seeker is changing</title><p>For example, content can be displayed in different ways for different users through the use of Cascading Style Sheets. Additionally, as business has adopted the Web 2.0 platform, it has provided new ways for users to participate and utilize the web (<xref ref-type="bibr" rid="b49">O'Reilly, 2005</xref>). This means users are encouraged to become active members of the information environment through interactive applications (many of which are Ajax based). In fact, the user experience is also enhanced through up‐to‐date feeds, the ability to access content on demand, the creation of social space, and the ability to provide feedback.</p><p>Understanding that the user information‐seeking experience is changing can help library managers make plans regarding how to educate and assist users since users may now need more help in navigating an unfamiliar venue for information access, storage and retrieval. By considering the generational perspective of the users, managers can consider how the new user experience may affect their users. This allows the manager to build a plan that may include user surveys, user education, or assessment of the efficacy of new methods of providing assistance such as using chat or other forms of e‐reference.</p><p>Managers should also consider how they will make users aware of the dangers inherent in Web 2.0. Keen (<xref ref-type="bibr" rid="b60">Tenopir, 2007</xref>) warns that Web 2.0 creates a “cult of amateurs” in which authoritative content is not protected. For example some content may be presented as news when in fact it is an individual's opinion. Including these kinds of issues in information literacy training may be part of the plan to address World 2.0.</p></sec><sec><title>The user experience, as an information producer, is new</title><p>For example, many of Web 2.0's tools (e.g. blogs, wikis and mash‐up) provide users with a means to share content they have created either by producing an original work or by merging content from different sources.</p><p>The advent of user‐generated content provides many challenges for library managers since it often means that plans must be made to support users and to provide professional development opportunities for their own staff to acquire skills related to creating and maintaining blogs, wikis, image collections like Flickr, mash‐ups, and RSS feeds. Librarians also need the training to comfortably help users learn how to negotiate Web 2.0 technologies (<xref ref-type="bibr" rid="b58">Tenenbaum, 2006</xref>) and contribute to podcasts and other user‐generated sites such as YouTube. Professionals and academics are also likely to be engaged in self‐archiving materials; for example repositories for document such as arXiv.org, the open access archive for e‐prints in physics, mathematics, computer science, quantitative biology and statistic. Library managers who keep abreast of these developments in different fields will be able to supply the support these professionals and academics need to do so successfully.</p><p>The library manager may include in planning how to revitalize traditional activities such as collection development and user services to address the new environment. For example, the concept of the collection must be reconsidered in view of user‐generated content, and with expanding content that is accessed directly by the user there must be additional concentration on user‐centric service which integrates services into the users everyday tasks (<xref ref-type="bibr" rid="b8">Anderson, 2006</xref>).</p></sec><sec><title>Content is being processed outside the traditional cycle</title><p>Content is being described in a variety of new ways and by different stakeholders. For example, content may be described through semantically valid XHTML and HTML or by users in communities that create user‐generated taxonomies called folksonomies. Therefore, library managers may need to consider their library's goals in terms of the importance of helping users understand and learn about key concepts of content description. For example, an academic library that has university faculty contributing to institutional or disciplinary repositories may consider providing education in these areas (<xref ref-type="bibr" rid="b4">Allard <italic>et al.</italic>, 2005</xref>)<bold>.</bold> Additionally, the library manager needs to develop plans that treat content in a “container agnostic” manner, addressing all kinds of information – text and no‐textual – with less concern for the container and format than with the content, and allowing for both old and new content and how that may generate new content (<xref ref-type="bibr" rid="b2">Abram, 2008b</xref>).</p></sec><sec><title>Cyberinfrastructure is implicit</title><p>Web 2.0 allows syndication, aggregation and notification of data (RSS, Atom) which can provide new channels for organizations to establish the cyberinfrastructure to communicate. Earlier, we discussed how World 2.0 has changed the very nature of organizations, and Web 2.0 is the technological infrastructure that can help support this flattening. This is an important consideration for library managers for two reasons. First, if their own organization does not have the technology to support communication in a flattening organization, Web 2.0 may figure into the strategic plan for the library itself. Second, the manager needs to consider how the library might interact with growing cyberinfrastructures such as the US Long Term Ecological Research Network (LTER), which is a portal to a confederation of users and producers of information. Ultimately, the manager should consider relationships that allow the library and its staff to provide connections that promote discussions between experts, users and other communities of practice (<xref ref-type="bibr" rid="b2">Abram, 2008b</xref>). Also in terms of organizations, library managers should look for ways for the library to become a member of relevant social networks rather than be an entity outside that network.</p></sec></sec><sec><title>5. Conclusion</title><p>World 2.0 is characterized by expanding content, increasing rates of content acquisition, increasing stores of knowledge, users influenced by generational perspectives, and changing organizational structures. This creates a dynamic, chaotic information environment, in which libraries must be agile enough to identify and serve the diverse populations of users, and must identify and explore new frontiers of information creation, organization, dissemination, services, provision. For example, the new frontiers might include examining how distributed human intelligence can be organized to improve the accuracy of folksonomies (<xref ref-type="bibr" rid="b28">Gruber, 2007</xref>) or how artificial intelligence can be used to help tame the large amount of user‐generated content as we move toward a semantic web (<xref ref-type="bibr" rid="b58">Tenenbaum, 2006</xref>).</p><p>Within this dynamic environment, library managers must balance the sound traditional foundations of library management with plans that allow the library to successfully serve its users in the future. This can be accomplished when a library manager uses his knowledge of information in World 2.0 to help shape his strategic planning for the future. This includes understanding the three dimensions of information, the generational and organizational influences on users in the information environment and the four characteristics of Web 2.0. Using this knowledge a library manager can address today's dynamic environment and also plan ahead to be prepared for the rapidly changing environment of the future.</p></sec><sec><fig position="float" id="F_0150300105001"><label><bold>Figure 1<x> </x></bold></label><caption><p>Comparison of human development versus accumulation of knowledge</p></caption><graphic xlink:href="0150300105001.tif"></graphic></fig></sec><sec><fig position="float" id="F_0150300105002"><label><bold>Table I<x> </x></bold></label><caption><p>Generations as defined by <xref ref-type="bibr" rid="b30">Howe and Strauss (1993)</xref></p></caption><graphic xlink:href="0150300105002.tif"></graphic></fig></sec><sec><fig position="float" id="F_0150300105003"><label><bold>Table II<x> </x></bold></label><caption><p>Comparison of characteristics of each generation</p></caption><graphic xlink:href="0150300105003.tif"></graphic></fig></sec></body><back><ref-list><title>References</title><ref 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id="frg42"><mixed-citation><person-group person-group-type="author"><string-name><surname>Mansourian</surname>, <given-names>Y.</given-names></string-name></person-group> (<year>2008</year>), “<article-title><italic>Coping strategies in web searching</italic></article-title>”, <source><italic>Program: Electronic Library and Information Systems</italic></source>, Vol. <volume>42</volume> No. <issue>1</issue>, pp. <fpage>28</fpage><x>‐</x><lpage>39</lpage>.</mixed-citation></ref></ref-list><app-group><app id="APP1"><title>Corresponding author</title><p>Suzie Allard can be contacted at: sallard@utk.edu</p></app></app-group></back></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Library managers and information in World 2.0</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>Library managers and information in World 2.0</title></titleInfo><name type="personal"><namePart type="given">Suzie</namePart><namePart type="family">Allard</namePart><affiliation>School of Information Sciences, University of Tennessee, Knoxville, Tennessee, USA</affiliation></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article"></genre><originInfo><publisher>Emerald Group Publishing Limited</publisher><dateIssued encoding="w3cdtf">2009-01-02</dateIssued><copyrightDate encoding="w3cdtf">2009</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract>Purpose The purpose of this paper is to provide library managers with the ability to recognize and address World 2.0 information issues to enhance their ability to develop management plans for the future. Designmethodologyapproach This paper explores what World 2.0 means to library managers in three ways. Three information dimensions are identified using models to examine World 2.0 in a historical context. An analysis is conducted of the different generations of users in World 2.0 including their diverse attitudes, beliefs, experiences and skills and how these influence their engagement with the information environment. Four key characteristics of Web 2.0 are identified through an analysis of Web 2.0 in relation to World 2.0. Findings Key findings in this paper are that three dimensions of information in World 2.0 exist and can be used by library managers to help them understand the challenges and to facilitate the construction of strategic management plans that address them. Generational and organizational perspectives of World 2.0 can influence how libraries engage Web 2.0, and should be considered when library managers make strategic management plans for the future. The four characteristics of Web 2.0 create considerations for library managers during their planning processes. Originalityvalue This paper is of interest because it provides library managers with a thorough understanding of World 2.0 and how it may influence their libraries and their users so they can make more informed, more successful planning choices.</abstract><subject><genre>keywords</genre><topic>Library management</topic><topic>Strategic planning</topic><topic>Information centres</topic><topic>Internet</topic></subject><relatedItem type="host"><titleInfo><title>Library Management</title></titleInfo><genre type="journal">journal</genre><subject><genre>Emerald Subject Group</genre><topic authority="SubjectCodesPrimary" authorityURI="cat-LISC">Library & information science</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-LLM">Librarianship/library management</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-HILB">HR in libraries</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-LPM">Library promotion</topic><topic authority="SubjectCodesSecondary" authorityURI="cat-LSTR">Library strategy</topic></subject><identifier type="ISSN">0143-5124</identifier><identifier type="PublisherID">lm</identifier><identifier type="DOI">10.1108/lm</identifier><part><date>2009</date><detail type="title"><title>The Fourth Shanghai International Library Forum October 2008</title></detail><detail type="volume"><caption>vol.</caption><number>30</number></detail><detail type="issue"><caption>no.</caption><number>1/2</number></detail><extent unit="pages"><start>57</start><end>68</end></extent></part></relatedItem><identifier type="istex">9B5927AC5D40AF516DC40C5701B91A1844F2C11F</identifier><identifier type="DOI">10.1108/01435120910927529</identifier><identifier type="filenameID">0150300105</identifier><identifier type="original-pdf">0150300105.pdf</identifier><identifier type="href">01435120910927529.pdf</identifier><accessCondition type="use and reproduction" contentType="copyright">© Emerald Group Publishing Limited</accessCondition><recordInfo><recordContentSource>EMERALD</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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