Social Evolution – everything is (or should be) a remix and a meme!
In a world where libraries are completely reinventing themselves, where
universities and schools are moving away from labs to BYOD, and where the focus of everything seems to be on mobiles —what will be the role of technology in the next decade? What do leading institutions need to be doing now to prepare? What are the strategies that will provide them the most flexibility? The greatest competitive advantage?
These are the overarching questions that recently drove the discussions at 10th anniversary New Media Consortium Horizon Project special convocation and retreat. Over its decade of work, the Horizon Project has grown to the point that it may very well be producing the single most important body of research into emerging technology within the world of education. With more than one million downloads and 27 translations in the past ten years, the NMC Horizon Report series provides the higher education, K-12, and museum communities across the globe a key strategic technology planning tool that is continuously refreshed and updated.
The NMC and the Horizon Project are best known for its flagship Horizon Reports that focus on higher education and K-12 globally. Now, with 10 years of research that has helped us understand the nature and range of impact of emerging technolgies, the 100 thoughtleaders involved in the retreat have moved from reflections and metalearnings from the last decade, to notions of renewal and transformation, to ultimately metatrends and action.
Out of the discussion, 28 metatrends were identified. Of these, the ten most significant are
listed here and will be the focus of the upcoming NMC Horizon Project 10th Anniversary Report:
1. The world of work is increasingly global and increasingly collaborative. As more and more companies move to the global marketplace, it is common for work teams to span continents and time zones. Not only are teams geographically diverse, they are also culturally diverse.
2. People expect to work, learn, socialize, and play whenever and wherever they want to. Increasingly, people own more than one device, using a computer, smartphone, tablet, and ereader. People now expect a seamless experience across all their devices.
3. The Internet is becoming a global mobile network — and already is at its edges.
Mobithinking reports there are now more than 6 billion active cell phone accounts. 1.2 billion have mobile broadband as well, and 85% of new devices can access the mobile web.
4. The technologies we use are increasingly cloud-based and delivered over utility networks, facilitating the rapid growth of online videos and rich media. Our current expectation is that the network has almost infinite capacity and is nearly free of cost. One hour of video footage is uploaded every second to YouTube; over 250 million photos are sent to Facebook every day.
5. Openness — concepts like open content, open data, and open resources, along with notions of transparency and easy access to data and information — is moving from a trend to a value for much of the world. As authoritative sources lose their importance, there is need for more curation and other forms of validation to generate meaning in information and media.
6. Legal notions of ownership and privacy lag behind the practices common in society. In an age where so much of our information, records, and digital content are in the cloud, and often clouds in other legal jurisdictions, the very concept of ownership is blurry.
7. Real challenges of access, efficiency, and scale are redefining what we mean by quality and success. Access to learning in any form is a challenge in too many parts of the world, and efficiency in learning systems and institutions is increasingly an expectation of governments — but the need for solutions that scale often trumps them both. Innovations in these areas are increasingly coming from unexpected parts of the world, including India, China, and central Africa.
8. The Internet is constantly challenging us to rethink learning and education, while refining our notion of literacy. Institutions must consider the unique value that each adds to a world in which information is everywhere. In such a world, sense-making and the ability to assess the credibility of information and media are paramount.
9. There is a rise in informal learning as individual needs are redefining schools, universities, and training. Traditional authority is increasingly being challenged, not only politically and socially, but also in academia — and worldwide. As a result, credibility, validity, and control are all notions that are no longer givens when so much learning takes place outside school systems.
10. Business models across the education ecosystem are changing. Libraries are deeply reimagining their missions; colleges and universities are struggling to reduce costs across the board. The educational ecosystem is shifting, and nowhere more so than in the world of publishing, where efforts to reimagine the book are having profound success, with implications that will touch every aspect of the learning enterprise.
Image: BigStock Photo Holding Technology
The Entresse Library in Espoo, Finland and FAIFE (IFLA Committee on Freedom of Access to Information and Freedom of Expression) have together created the world’s first Banned Books Video Calendar. The project has garnered international attention and is considered pioneering in many ways.
“Last year, Entresse created a Finnish video calendar of banned books. Due to the high quality of the final product, we decided to take it to an international forum,” says Director Kai Ekholm of the National Library of Finland and the Chair of FAIFE.
The project’s participants include leading figures in the library world, who introduce their favourite banned books: IFLA President Ingrid Parent presents Timothy Findlay’s The Wars; Finnish IFLA President-Elect Sinikka Sipilä talks about Mika Waltari’s The Egyptian; Kai Ekholm introduces Allen Ginsberg’s Howl and Executive Director Jill Cousins of the Europeana Foundation expounds on James Joyce’s Ulysses. Other books include Art Spiegelman’sMaus, Hitler’s Mein Kampf, Boccaccio’s Decameron and Walt Disney’s Donald Duck.
Each day a new window will open and a new book will be presented on several sites throughout the world. You may access the latestest videos at the Banned Books Advent Calendar on Vimeo.
The Advent calendar can also be accessed at kirjastokaista.fi/bannedbooks
Here is Day One from UBC University Librarian and IFLA president, Ingrid Parent, who presents The Wars (1977) by Timothy Findley.
We are seeing faster and faster changes in the technological
landscape. In fact, in the past few years cloud computing has gone from an abstract idea to state-of-the art storage that we cannot do without.
Within this shifting environment we find libraries in a wide range of organisations (academic, public, corporate, special, schools) re-visiting, re-imagining and re-branding their spaces, functions and service design.
In the full panalopy of library services, one aspect that occupied a busy group of people last Monday was social media in all its many dimensions. Don’t just think of Twitter, Facebook or Google+. Engaging in a conversation around social media opportunities is much more than than just choosing tools and developing a social media strategy.
At the heart of the conversation was the issue of purpose, and the factors to consider in developing a social media strategy. As Bradley and McDonald write in the Harvard Business Review blog:-
What is a good purpose for social media? Would you recognize one if you saw it? And if you could identify a good purpose, would you be able to mobilize a community around it and derive business value from it?
Success in social media needs a compelling purpose. Such a purpose addresses a widely recognized need or opportunity and is specific and meaningful enough to motivate people to participate. Every notable social media success has a clearly defined purpose.
However, as librarians, we should have an interest that transcends that business approach. We are curators of knowledge and culture and embed products, tools, objects and strategies to add value to the trans-literate environments of our communities.
At the day-long seminar Revolutionizing Libraries with Social Media, co-ordinated by ARK Group Australia, I explored these issues with the attendees, ranging from the obvious, to the ambiguities of workplace structures, digital preservation issues, content curation options, community, collaboration, personal social networking vs corporate social strategy, e-services, and more. My colleague Lisa Nash from the Learning Exchange, Catholic Education, Parramatta Diocese also explored eBooks and eServices.
Always at the heart is our need to ensure that social media empowers connections within and beyond the library. We are ‘letting go’ – in order to allow our customers, patrons, or corporate clients to shape these services with Apps, eResources, recommendation services, or strategic information delivery systems. Not every library will benefit from the same social media tools. But every library can develop new options for marketing their services and change the way their clients or community interact with the library.
In fact, there was so much to consider in one day, that the day was really just the start of more planning when the librarians got ‘back to base’. To facilitate this I put together a LibGuide as a digital handout. The advantage of this was that we could add requested items immediately as the day progressed , and can continue to curate this resource for future workshops as well as for those who so willingly engaged with us on Monday.
You can visit this guide at Revolutionizing Libraries with Social Media.
Image 1 cc licensed ( BY SD ) flickr photo shared by heyjudegallery
Image 2 cc licensed ( BY SD ) flickr photo shared by heyjudegallery
Since some time in July I have been wrangling with the multiple dimensions of social media as they impact on the spaces of information professionals. I chose that word deliberately, because doing social media so it matters is at the heart of the what it means to be a socially networked information professional. It’s only by becoming active in social media spaces that you can really hope to be able to determine the best social networking strategies for your library services.
You cannot read and write about social networking in order to learn social media strategy without engaging in the full dimensions of it. It is only through engagement that practice turns theory into understanding.
I always felt that had to be the case, but my recent teaching in INF206 Social Networking for Information Professionals has brought that message home to me loud and clear.
I have had the outstanding opportunity to engage with a group of information professionals scattered across Australia who are working in as diverse a range of libraries as you could ask. The services their institutions provide are, in some cases, second to none, and I was delighted to see that during the course of our study program some of the students were able to step up to join committees formulating and/or delivering social networked services.
How good is that!
What is unquestionably the case for anyone wishing to delve into the spaces of social media is that engagement is participation! How else can you determine what, how, when, or why you might adopt a particular tool or strategy for your organisation?
There is no single “right” social media service that will fit every library. Comparing social media sites is part of the research, as is determining what kind of social media your library is interested in. Given that social media sites come and go, side-by-side comparison charts will not give you all the answers. Interaction and conversation with others active in social media will be an essential part of your litmus test while you keep your library’s objectives in mind.
My main message is that a participatory culture is unavoidably participatory! I have discoved that students in a program about social networking, who do not actively embrace experimenting and exploring, inevitably have gaps and weaknesses in applying social networking to the provision of library services. But by jumping in and giving it a go, fluency begins to emerge, and the transformation is quite exilerating! Library 2.0 is vibrant, viral, communicates, promotes, and engages with it’s ‘people’.
It’s like learning a new language and going on a trip to a new country – you can get by with a tourist translation or develop fluency that allows you to become immersed and enjoy every aspect of the new cultural experience.
I know which option I prefer!
This last week has been an interesting one, particularly as my students in Creating and Preserving Digital Content began to share their personal experiences with digital content both in the workplace and in their own lives. I relate to their experiences in so many ways, and I am learning from them – as I always do when I work with students (kids or adults).
At the end of the day, there are so many issues to consider – and yet in school education circles they are not usually mentioned let alone planned for. The reality is, there are different stakeholders in digital preservation – librarians, archivists, museum curators, IT professionals, scientists – all of whom have different reasons for needing to keep things.
Are we throwing away the right things? Are we preserving the right things? Are we actually preserving successfully? I still have a small collection of floppy disks, with some material on them that I think I should retrieve – but I no longer have a device that can retrieve the information. My personal bits and pieces are possibly not too important, but your bits and pieces might be vital to your family. This is such a simple example of obscalesence that is the premsie for Avoiding a Digital Dark Age – which we just might inadvertantly get sucked into if we do not take some firm steps now.
Rob Blackhurst asked Will history end up in the trash ?
It’s a sobering thought that the Domesday book, written in 1086 on pages of stretched sheepskin, has lasted more than 900 years. That latter-day Domesday project is a metaphor for the carelessness with which we’re treating the digital information created during the past 20 years. The first telegram ever sent has been preserved in a frame; the first e-mail, sent in the 1960s using a mainframe computer the size of a room, has been lost. Will future generations look back at this period as a “digital dark age” – a modern equivalent of the early Middle Ages, which left barely a trace on the written historical record?
So perhaps you are like me – and have to reconsider how you manage your digital memories? The Confessions of an Imperfect Digital Archivist got me thinking, though I have to say I haven’t begun any action yet!
Preserving your digital memories is possibily one of the most important things to do.
This Library of Congress site about Personal Archiving provides a good starting point in your personal re-organisation, or you can Download the Personal Archiving Brochure. The content covers photographs, mail, audio, video, personal records and website.
To be honest, I am now quite glad that most of my personal history is not digital! Our photo albums, letters, home movies and paper documents are a vital link to the past. Personal information we create today has the same value. The only difference is that much of it is now digital. As new technology emerges and current technology becomes obsolete, we need to actively manage our digital possessions to help protect them and keep them available for years to come.
This video offers simple and practical strategies for personal digital preservation.
cc licensed ( BY SD ) flickr photo shared by Ian Muttoo
- Setting institutional repositories on the path to digital preservation: Final report from the JISC KeepIt Project (ie-repository.jisc.ac.uk)
- Whither Digital Video Preservation? ” The Signal: Digital Preservation (blogs.loc.gov)
- Puzzling Over Digital Preservation – Identifying Traditional and New Skills Needed for Digital Preservation (girlinthearchive.wordpress.com)
- Digital Preservation (Library of Congress) (digitalpreservation.gov)
Some of my students are busy creating slideshare presentations, that we will be able to mill around, listen to their thoughts, and discuss ideas via Slideshare zipcast. The exciting thing about this is also the opportunity to help them develop new ways of managing online tools -AND images for work like this.
A tweet this morning from friend Darcy Moore asking Dean Groom (yes, he’s a friend too!) about image attribution in his recent blog post reminded me that I should crosspost my tip to my students about my favourite image attribution tool right here too!
Here it is:
I promised a while back that I would share some more interesting ways to manage your image work online. Tips and tricks abound, but this one from Alan Levine is the niftiest around, so I’ve decided to share it first.
So what am I talking about? Well of course, as you prepare your presentation (or indeed work on other image-related tasks in your professional work) one of the things you are doing is noting where the image comes from and providing a hyperlinked attribution. If, like me, you are backed into a corner for time, then you will most certainly end up at Flickr. (Even if not in a rush I still prefer to use FlickrCC, and think laterally in my search terms! I also love the new things it throws up for me.)
There are a few reasons for this:
1. You can store your own images at Flickr and build your own collections
2. You can ‘favourite’ other peoples CC. images (something I regularly do as I collect images for my various bits of work)
3. Now you can also install a nice GreaseMonkey script to make the image attribute even easier.
Here’s what it’s about – read on, only if you are keen for an adventure!
Alan Levine has written a Flickr Attribution Helper – a browser script that embeds easy to copy attribution text to creative commons licensed flickr images. Greasemonkey is an add-on for Firefox browser. Once Greasemonkey is installed, you have the ability to add all sorts of magical things to the functionality of your browser.
To be honest, the only one I have ever added is Alan’s Flickr Attribtion Helper – but its insanely useful! See the image above – that red tee-shirt and the attribution were simply copied from the HTML box and pasted here in the blog! Done in one go!
Stephen Ridgeway, from New South Wales Australia, created a video that explains how to use the Flickr CC Attribution helper (thank goodness – a blog post by itself would never do it!). Download and install the Flickr Attribution helper (after you have installed Greasmonkey). Then watch the magic happen every time you go to a Flickr image!
- Find Free Images Online (heyjude.wordpress.com)
- 20+ Great Greasemonkey Scripts for Improving Your Twitter Experience (chicagosocial.wordpress.com)
- Flickr Still Beats Facebook for Photographers (blogs.photopreneur.com)