After the Book Chandos InformatIon ProfessIonal serIes Series Editor: Ruth Rikowski (Email: [email protected]) Chandos’ new series of books is aimed at the busy information professional. They have been specially commissioned to provide the reader with an authoritative view of current thinking. They are designed to provide easy-to-read and (most importantly) practical coverage of topics that are of interest to librarians and other information professionals. If you would like a full listing of current and forthcoming titles, please visit www.chandospublishing.com. New authors: we are always pleased to receive ideas for new titles; if you would like to write a book for Chandos, please contact Dr Glyn Jones on [email protected] or telephone +44 (0) 1865 843000. After the Book Information services for the twenty-first century G S eorGe tachokaS AMSTERDAM • BOSTON • CAMBRIDGE • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Chandos Publishing is an imprint of Elsevier Chandos Publishing Elsevier Limited The Boulevard Langford Lane Kidlington OX5 1GB UK store.elsevier.com/Chandos-Publishing-/IMP_207/ Chandos Publishing is an imprint of Elsevier Limited Tel: +44 (0) 1865 843000 Fax: +44 (0) 1865 843010 store.elsevier.com First published in 2014 ISBN: 978-1-84334-739-2 (print) ISBN: 978-1-78063-405-0 (online) Chandos Information Professional Series Library of Congress Control Number: 2014934495 © G. Stachokas, 2014 British Library Cataloguing-in-Publication Data. A catalogue record for this book is available from the British Library. All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of the publisher. This publication may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of binding or cover other than that in which it is published without the prior consent of the publisher. Any person who does any unauthorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The publisher makes no representation, express or implied, with regard to the accuracy of the information contained in this publication and cannot accept any legal responsibility or liability for any errors or omissions. The material contained in this publication constitutes general guidelines only and does not represent to be advice on any particular matter. No reader or purchaser should act on the basis of material contained in this publication without first taking professional advice appropriate to their particular circumstances. All screenshots in this publication are the copyright of the website owner(s), unless indicated otherwise. Typeset in the UK by Concerto. Printed in the UK and USA. List of figures and tables Figures 5.1 Troubleshooting access problems 85 5.2 Stages of transition from print to electronic resources 88 5.3 Large academic library with distributed metadata services 117 5.4 Large academic library with centralized metadata services 123 5.5 Medium academic library 125 5.6 Small academic library, 20–30 FTE 126 5.7 Small academic library, 6–15 FTE 127 Tables 3.1 Comparison of the automated print library, hybrid library, and electronic library 46 4.1 Specializations within LIS 57 6.1 Information about users 155 vii List of abbreviations AACR2 Anglo-American Cataloguing Rules, Second Edition ACRL Association of College and Research Libraries ADA Americans with Disabilities Act ALA American Library Association ARL American Research Libraries AV Audio-visual BI Business intelligence BISG Book Industry Study Group CAS Certificate of Advanced Study CLIR Council on Library and Information Resources CNIB Canadian National Institute for the Blind CSS Cascading style sheets DDA Demand driven acquisitions EAD Enhanced archival description eLib Electronic Libraries Program (UK) ERM Electronic resources management system FTE Full-time equivalent GPO Government Printing Office HCI Human–computer interaction IAML International Association of Music Libraries ILS Integrated library system ix After the Book ING Information Now Generation ISIC Information Specialist in Context IT Information technology JD Jurius Doctor K–12 Kindergarten to 12th grade LIS Library and information science LMS Library management system MBA Master of Business Administration MIS Master of Information Science MLIS Master of Library & Information Science MLS Master of Library Science MOOC Massive Open Online Courses MPR Master of Public Administration NARA National Archives and Records Administration NEA National Endowment of the Arts NIH National Institutes of Health NLS National Library Service for the Blind and Physically Handicapped OPAC Online public access catalog PDA Patron driven acquisitions RTC Resistance to change SDLC System Development Life Cycle SFTAR Successful full-text article requests STEM Science, Technology, Engineering and Mathematics WAGE Web Content Accessibility Guidelines x About the author George Stachokas is Head of Resource Services at Purdue University – West Lafayette, USA, and has also served as the Electronic Resources Librarian at Indiana State University and Chair of the Resource Advisory Committee for the Academic Libraries of Indiana (ALI) consortium. His research about organizational change in libraries and electronic resource management has appeared in such publications as Serials Review, the Journal of Electronic Resources Librarianship, and Managing Electronic Resources: A LITA Guide. He holds an MLIS degree from the University of Illinois, an MA in History from Indiana State University, and a BS in Economics from Purdue University, USA. George Stachokas can be contacted at: [email protected] xi 1 The challenge of electronic resources Abstract: This chapter introduces the argument that electronic resources pose a fundamental challenge to libraries. New skill sets, different organizational structures, and different approaches to work are required to manage electronic resources. Brief descriptions of subsequent chapters are included. Key words: electronic resources, information management, information science, library science. Libraries and librarians have been defined by the book throughout modern history. What happens when society increasingly lets print go in favor of storing, retrieving, and manipulating electronic information? What happens after the book? The academic library of the twenty- first century is first and foremost a provider of electronic information services, but is also much more. Contemporary users expect today’s library to provide information as quickly and efficiently as other online information resources, but also look for guidance in how to use information, assistance with managing information, and access to technology and other resources that are not always affordable to the individual. Librarians need to change what they know, how they work, and how they are perceived in order to succeed in a world that increasingly abandons print. Many innovations have been implemented in libraries in recent years. Redefining the library as place, developing hybrid libraries that provide the best of print and electronic resources, alternative acquisitions methods such as patron driven acquisitions (PDA), improvements in information literacy and instruction, data management, and new positions such as the emerging technology librarian are just some of the many efforts 1 After the Book undertaken by libraries. A few libraries have become fully electronic, but even these often continue to suffer from outmoded organizational structures, inadequate library and information science (LIS) education, and misconceptions about the role of libraries. Libraries will have to take the next step of assembling recent innovation into a new global strategy to develop fully electronic libraries with appropriate services, new organizational structures, and improved information management for the twenty-first century. After the Book advocates a transition to a fully electronic or digital library, but this transition requires careful planning and will necessarily progress at different rates across libraries. Even as libraries become fully electronic, care must be taken to ensure that disadvantaged user populations are able to keep up with the rest of society. The transition from print to electronic resources may need to be modified depending on the resources of individual libraries and the precise characteristics and needs of local user populations. Academic libraries, especially those that serve financially sound institutions, will likely lead the way while some public libraries and special libraries may need to continue hybrid services for a somewhat longer period of time, but should make the change as soon as feasible. Given the high cost of some information resources in the twenty-first century, libraries must carefully manage the transition from print to electronic in such a way that access to information is expanded rather than reduced. To support these changes and to ensure the long-term success of libraries, due care must be given to the perceptions of stakeholders and the wider public. Libraries do not have the resources to support their work independently and must endeavor to remain relevant to users and those who provide funding to libraries. Considerable work is necessary in marketing and developing a more modern image for the librarian as an information specialist. The librarian, however, is currently a professional whose entire identity is derivative of the historical role of the book in Western civilization. Perhaps the most important and most difficult task is reforming higher education in LIS. There are a high number of intelligent, competent, and well intentioned professors and instructors in LIS programs, so this criticism is not meant to pass judgment on specific individuals or even specific courses, but rather on the overall system of LIS higher education. It is difficult to think of another profession in which there is such a wide gap between formal education and professional practice. While a few programs have included more instruction in information technnology 2