Surviving the future: A strategic response for academic librarians

1. Surviving the revolution A strategic response for academic librarians Frank Quinn ( [email_address] ) Point Loma Nazarene University Association of Christian Librarians June 11, 2008 Available online at http://www.slideshare.net/quinnjf/acl2008

2. Revolution? What revolution?...

3. Your mileage may vary…

4. Reference Statistics in ARL Libraries, 1995 to 2003

5. Total Circulation in ARL Libraries, 1995 to 2003

7. Whatever happened to business as usual? del.icio.us

8. From David Lankes, http://ptbed.org

9. On your campus, who’s responsible for…? Collections of books and journals Course management software Database purchases Information resource instruction Application innovation Bibliographic management software Institutional repositories / digital resources management

10. The other side of the coin—what resources and services does your library provide that might be provided by someone else?

11. #1. Erosion aka , gradual disintegration The trends are against us. If we do nothing different, our influence will erode, and we will become, once more, collections of books, primarily of interest to scholars in the humanities. For a time….

12. #2. Disintermediation Obsolete? ”

13. #3. Metamorphosis Modest changes haven’t served us well in recent years. We’re making marginal improvements but to existing library resources and services—and in an environment of disruptive technologies.

14. Our responses to environmental change and disruptive technologies have been essentially tactical. What is needed is a more strategic response , more future- and goal-oriented, more focused on (forgive me) “the big picture.” “ Tactics without strategy is the noise before defeat.”

15. Five strategic responses

25. Five strategic responses

26. For Discussion 1. How do these responses compare / contrast with traditional library functions, i.e., technical and public services, collection development, preservation?... 2. How might these responses be informed by Christian values and beliefs? 3. What are the implications of these responses for LIS education?