Running head: INTERACTING WITH TECHNOLOGY

Interacting with Technology: Libraries Role in the Information Age Jeffrey Bergeron, Jonathan Bingham, Meike Carreira, Elizabeth Davis, Terrell Lykes & James Smith Emporia State University

INTERACTING WITH TECHNOLOGY Abstract Technology plays an inseparable role in todays information seeking behavior. Innovations in electronic devices and computer related systems continue to mold the way our society accesses

information. Libraries and other educational institutions must continually adapt the services they provide in order to meet the needs of those they serve. This paper discusses human-computer interaction in our technology based society and provides examples of popular technological innovations forward thinking organizations are instituting in order to meet the needs of an increasingly techno-savvy population. It also discusses negative repercussions to possible over exposure to, and reliance on, technological devices used in todays human-computer interactions.

INTERACTING WITH TECHNOLOGY Interacting with Technology: Libraries Role in the Information Age Human beings are tool users. It is one of the main defining characteristics that differentiate us from the rest of the animals on this planet. From cave paintings to the IPad, one of the most basic and enduring ways that we have applied our technology has been toward transmitting and receiving or seeking information. With each new advance in information technology the amount of information available to the world as a whole has continued to increase. In recent years the technology has accelerated so quickly that we find ourselves faced with a historically unprecedented amount of information at our fingertips. In fact there is so

much information available in this information age that many people find themselves unable to deal with it. Dealing with information needs and problems are what libraries and librarians are all about. In order to better help people deal with the glut of information available, and to remain relevant in our fast paced high tech society, libraries have sought to adopt new information technologies in the areas of reference and learning. The information technologies that we have developed over the years have all been designed to help us seek information. What exactly is information seeking? According to Case (2008), information seeking can be broadly defined as an active process that human beings engage in when they require more information than can be immediately supplied by their memories. It is a behavior we engage in when we have some goal we want to reach (Case, 2008). It can also be characterized as a need in the sense of achieving some task or solving a problem, or merely a desire to fill a void in our knowledge base (Rubin, 2004). Information psychology has pulled from many theories in an attempt to explain the process. (Greer, Grover, & Fowler, 2007). Ultimately the process by which people go about seeking information is

INTERACTING WITH TECHNOLOGY dependent on a wide range of demographic factors such as age and education. Many people have tried to describe this complicated behavior in a variety of different ways (Rubin, 2004).

Researchers have created many models to demonstrate the nature of information seeking. An example of a relevant model is Marcia J. Bates Berrypicking or Evolving Search, which replaces the Classical Information Retrieval Model. The Berrypicking model demonstrates the changes of an evolving search as the individual follows up on various leads and shifts in thinking. (Bates, 1989) It takes into account the nature of our society and the information technologies available. It acknowledges that a searcher, who has so many diverse information opportunities, is unlikely to be satisfied with the classical system of information retrieval in which the information need is fulfilled through a single query by being matched to a document or two addressing the need. It is much more realistic that a searcher will interact with a series of information intermediaries during the information seeking process. It is clear that the rapid advance of information technology, especially in the last few hundred years, has had a tremendous impact on information seeking, and has resulted in both good and bad consequences (Rubin, 2004). The positives are fairly obvious: with each new advance, from Gutenbergs press to the internet, our ability to disseminate information to the world and to access it as individuals has increased. The instantaneous communication we enjoy with nearly the whole world has let ideas pass between scientists, doctors, and world leaders as quickly as they occur. The mass of information available has undeniably made our lives better in many ways. However, it is important to realize that there are several drawbacks to the rapid advance of, and our reliance on technology in information seeking. The sheer quantity of information that we can access and are bombarded with on a daily, or perhaps hourly basis, has pushed some people to information overload. There is such a thing

INTERACTING WITH TECHNOLOGY as having too much information at one time. When that happens, the problem we were trying to solve, or the knowledge gap we were trying to fill, gets lost in the mix (Case, 2008). When a person is overloaded with information they tend to shut down to a degree, choosing to stop paying attention to some portion of it or avoid it entirely (Case, 2008). Some people who have limited or no access to the plethora of devices and information services available. The digital divide describes the division in our society between the people who are technologically savvy and connected, and those who are not (Aqili & Moghaddam, 2007). There are several factors that seem to determine which side of the divide you are on.

According to Rubin (2004), income level is an indicator, with the wealthier a person is, the more likely he or she is to being connected. Ethnicity is a predictor, with Whites using the internet more than Hispanics or African Americans. Younger people more connected than older. Those with disabilities have a harder time accessing information than those who do not. Higher skill with information technology in general tends to fall along the same lines as described above in terms of income, race, age, and disability (Rubin, 2004). With the continuous and rapid development of technology related to information seeking, many people end up feeling overwhelmed and behind. Technostress is frequently associated with computer use, and can be manifested both psychologically and physically (Rubin, 2004). Psychological technostress can have roots in first childhood experiences or parental role models, and is seen most frequently in people who grew up without computers (Quinn, 2001). Simply being nervous about using a new technology will prevent people from even trying. Additionally, as new technology is introduced into the workplace some people are afraid of being left behind or losing their position due to not being able to cope with the new systems (Rubin, 2004). Libraries and librarians, as information intermediaries and guides, have sought to help people

INTERACTING WITH TECHNOLOGY better fulfill their information needs and overcome the problems associated with technology by

effectively adopting and utilizing the available information technologies in the areas of reference and learning. One of the biggest areas in the library that has benefited from new information technologies has been reference. The reference desk was traditionally just that: a desk, central in location, with a reference librarian behind it. Historically, the only tools that a librarian had to work with were a card catalog and a typewriter. Reference questions either came from patrons in-person, or over the phone. At that time, there was a pervasive thought that virtually all questions are easily answered by reference to the card catalog (Galvin, 1971, p. 108). The librarians would fit the resources they had to the needs of the patrons. Using the telephone to call other libraries was a good back-up, if the library did not have what was requested. As there were no computer databases before the late 1980s, reference librarians would rely on telephoning other librarians to have them search their card catalogs. The duty of a reference librarian has not changed, but the technologies that are available to aid them definitely have. Galvin stated in 1971 that our only reason for existing is to serve the publics need for information (p. 109). With that in mind, libraries have begun applying new information technologies to reference work. In todays society all types of libraries are exploring new and innovative ways to enhance reference services to, and interaction with, library users. They are leveraging the technology that their patrons are using to deliver robust new services such as virtual reference, without making users leave their comfort zones. Kern (2009) defines virtual reference as a reference services initiated electronically, often in real-time, where patrons employ computers or other Internet technology to communicate with reference staff, without being physically present (p. 1) For

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example, email and chat/instant messaging (IM) services have become ubiquitous. According to Kern (2009) e-mail remains a vital tool for communication and is used more than 89% of all people who are online, across all age groups as among 12-17 year olds, 75% of those who go online use IM. Many librarians are connecting with their patrons through IM reference; this service allows patrons to click on Ask A Librarian link and be connected directly to a librarian to get help through their computers. This allows users to get their questions answered without physically being in front of a librarian or even stepping foot into a library. Social networking site and services, such as Twitter, have also been adopted to improve the reference experience. Kroski (2008) states libraries, too, are finding ample opportunities to interact with their patrons on twitter as well (n.p.). Twitter is a free Internet service that allows you to post short messages of up to 140 characters via the Twitter Web site, SMS, email, IM or other Twitter client. Messages appear as posts on the members Twitter profile and or also gets sent directly to the subscribe follower. Kroski (2008) see this as a good tool to allow for recommendations to web resources, news and event announcements, and virtual reference services all ideal, when it comes to tweeting. The service is also a handy way for librarians to connect at conferences and otherwise stay engaged with the library community at large. A specific example Kroski (2008) notes is the ALSC. ALSC, the Association for Library Service to Children (a division of the American Library Association), serves up tweets about news and events of interest to childrens library professionals such as childrens lit seminars, collection management, and special collections (n.p.). Twitter is not the only mobile phone service being used by libraries. Kansas State University has explored other uses as well. Libraries such as the Kansas State University Library are meeting the needs of their patrons by embedding features such as text messaging into their online catalog system to allow

INTERACTING WITH TECHNOLOGY users to receive the call number directly to their phone, rather than writing it down. This feature

shows just how far librarians and the reference services they provide have come in comparison to the traditional way reference services were provided. Librarians are offering astonishing reference services and as the trends in mobile tools and technology continue to emerge, the adaptation of libraries will continue. Information technologies are also being utilized by libraries to facilitate the learning process as a whole. The educational value of a library now goes beyond the realm of just searching for information in books and journals. The library is reinventing itself to provide all sorts of information to users. As new technology is created the library recognizes and utilizes that new technology in order to educate. One of the most basic and prevalent technologies being utilized by libraries for learning is the Internet. Libraries, one of the early adopters of the Internet, understood the potential educational opportunities that could be provided through it. With access to the Internet being offered through public libraries people are able to stay at the forefront of technology. Public access to technology requires libraries to be able to adapt to technology. Many people do not think about everything that must be done behind the scenes to offer something like the Internet to the public. They must also adopt the platform to go with it. Specific needs and requirements of technology (e.g., memory, disk space, training, other). Staff capabilities, such as current staff skill sets and their ability to handle the technologies under review or purchased (Bertot, 2009, p.82) Wireless technology has also been invested in by libraries to enhance the Internet services they offer. Wireless networks are so common place today that they are essential to the library patron. By allowing and encouraging users to bring in their own laptops and netbooks, libraries are able to access the library network without the library having to add to their own costs by providing

INTERACTING WITH TECHNOLOGY the same equipment. Wireless networks in libraries offer the ability for students to search and work at their own pace and at their own convenience. Wireless also allows the users virtual tours of the facility, including maps to where a chosen item may be found in the stacks. (Dougherty, 2009, p. 275) A broadband connection is also essential to a librarys educational goals.

A side effect

of offering free internet access is that the publics expectations of libraries are changing and, in response to changing expectations, library missions are evolving to encompass new services and programs. (Ball, 2009, p. 552) Broadband allows efficient and quick access to information. Moreover, patrons increasingly want to use their portable devices (e.g., USB drives, iPods, and others) with library technology. (Bertot, 2009, p. 84) Information needs have changed and many people make the Internet their first stop when it comes to searching for an answer. By providing Internet access and work stations, libraries are able to show their educational worth. Libraries are utilizing other Internet and network based technologies such as virtualization to enhance the learning environment. Since libraries have become such connected establishments, some libraries are experimenting with a different way of locating information. If libraries wish to remain relevant, they must follow through with their commitment to the use of technology, including embracing the use of virtualization in all of its contexts. (Dougherty, 2009, p. 274) Virtualizing is the means of creating a three dimensional environment where the student just has to access a computer in order to find information. One method of virtualization includes using the computer program Second Life to recreate a library so that the user can walk through the halls of the library from home.

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Along the same lines of computer focused services, libraries have begun offering much of their collections in digital format. Digitizing allows the library to electronically scan their collection in order to be able to offer their material in a digital format. A digital collection is material that can be accessed through the libraries network or Internet, depending on the material being offered. Digital collections such as databases are an extreme boon to schools

since they allow easy access. Material obtained through a digital means can still be printed out for those who prefer to have a hard copy. In school libraries, the use of technologies such as podcasting and video sharing is prevalent with instruction and research. Many of the technologies used in a school and academic library are focused on educating the students at the institution and have specific technology goals to help meet the technology needs of their users (Mandel, 2008). Podcasting is one thing that has really taken over as a useful educational technology. (Ralph, 2004) Libraries often have lectures, events, and speeches offered as podcasts that can be used as a resource for research, learning, or simply entertainment. The Library of Congress is one institution that has a large digital collection and uses podcasting. Recently they have started providing free material to iTunes. At launch, available materials included historical videos from the moving-image collections, original videos from the National Book Festival, audio podcasts, and 14 courses from the Catalogers Learning Workshop. (Balas, 2009, p. 40) Access to this sort of material through a program that many students are familiar with adds another easily accessible place for students to begin and augment research projects. Libraries have taken advantage of another Internet technology in connecting people across great distances for education and communication. Meebo and other instant messaging software has allowed students and patrons to directly have questions answered and connect with

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other people within the library that may have the same information need that they do. In school and academic libraries collaborating and working with distant libraries and institutions and distance education has become a feasible and reliable form of communication and education. The technology infrastructure in place in many schools also will allow classrooms to receive video programs or distance-learning presentations online. (Kennedy, 2005) Some of the software that makes this communication possible is easily accessible to all patrons like Skype. Others are more private communication software like Cisco communications (Soules, 2008). Beyond the use of instant messaging, libraries use wikis, blogs and other web 2.0 tools to connect with students and keep them learning and collaborating on educational projects and inquiries. Many libraries also have provided the ability for patrons to check out items such as laptops and DVDs. Giving access to patrons who normally would not be able to afford or obtain access to these sorts of equipment helps the learning process by putting every user on an even playing field. A Texas library survey with a question that asked Does your library offer laptops for checkout? This question had a surprising 39% yes answer with a nearly 10% of all respondents allowing the patron to take the laptop home (Humble, 2009, p. 48). Libraries around the country have similar pieces of equipment that they offer for checkout. Northeastern University Library is committed to using technology to better student learning. Their media center is constantly striving to make technology usable and accessible for their students, the media center provides services, technologies and instructional. Support for digitizing and remixing various resources, enabling users to create new multimedia content (Mandel, 2008, p. 9). The students in this institute are encouraged to use the technology for their school projects and for personal projects. The media center has seen an increase of usage of all the technologies since the centered opened in 2007 (Mandel, 2008). The focus and mission of

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this media center was for it to be a "knowledge creation center" (Mandel, 2008, p. 10). Libraries can glean wonderful information from the pilots of the immersed technology examples in helping make their library a place that is easily accessible for learning and entertainment. Tools in general and information technology specifically are inextricably tied up in human society. With each new leap in information technology our ability to share and seek information quickly and efficiently has also leapt forward. In recent years these leaps have come so quickly that many people find themselves lost in the volume of information and many ways of obtaining it. Librarians have begun adopting new information technologies in the areas of reference and learning in order to help people navigate todays vast sea of information and information technologies. There is no alternative if they intend on staying relevant in our high tech society.

INTERACTING WITH TECHNOLOGY References Aqili, S.V. & Moghaddam, A.I. (2007). Bridging the digital divide: the role of librarians

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INTERACTING WITH TECHNOLOGY Kennedy, M. (2005). Technology Tools. American School & University, 77(7). Kern, M.K. (2009). Virtual Reference Best Practices: Tailoring services to your library. Chicago: American Library Association. Kroski, E. (2008). All a Twitter: Want to Try Microblogging? School Library Journal. Mandel, D. (2008). Create and Inspire: Northeastern University Libraries Transforms Media

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Center into the Digital Media Design Studio. College & University Media Review, 14, 920. Quinn, B. (2001). Overcoming technostress in reference services to adult learners. The Reference Librarian, 33(69), 49-62. Ralph, J., & Olsen, S. (2007). Podcasting as an Educational Building Block in Academic Libraries. Australian Academic & Research Libraries, 38(4), 270-9. Rubin, R.E. (2004). Foundations of library and information science. New York, NY: NealSchuman Publishers, Inc. Soules, A. (2008). Bridging the Gap: Tools for Elearning. MultiMedia & Internet @ Schools, 15(2), 13-16.