1. Anytime, any place, anywhere science@cambridge Yvonne Nobis, Head of Science Information Services

2. science@cambridge Online 24/7 Google Generation WhyWhy? Google Scholar Expensive Content Blogs Learning Experience Wikipedia Facebook Libraries What? Social Networks Information Retrieval Digital Natives Authority Virtual Libraries Participation Rich User Experience Libraries Instant Gratification ‘to facebook’ Google CIBER/JISC Academic Research Plagiarism Web 2.0 Social Networking

3. science@cambridge Why? Expensive Content Learning Experience Academic Research Plagiarism Web 2.0

4. science@cambridge Why? National Context - JISC/CIBER briefing paper: The Information behaviour of the researcher of the future ‘Their (libraries) traditional role as intermediaries, helping users to navigate large and complex library systems, is being threatened by services, like Google, that seem to offer almost unlimited information choice and bypass the library’. The implications of a shift from the library as a physical space to the library as virtual digital environment are immense and truly disruptive. Library users demand 24/7 access, instant gratification at a click, and are increasingly looking for `the answer’ rather than for a particular format: a research monograph or a journal article for instance. So they scan, flick and `power browse’. Information behaviour of the researcher of the future JISC/CIBER 2008

5. science@cambridge Why? International Context – OCLC College Students’ Perceptions of the Libraries and Information Resources 89 per cent of college students use search engines to begin an information search (while only 2 per cent start from a library web site) 93 per cent are satisfied or very satisfied with their overall experience of using a search engine Search engines fit college students’ life styles better than physical or online libraries and that fit is almost perfect’ College students still use the library, but they are using it less (and reading less) since they first began using internet research tools College Students’ Perceptions of the Libraries and Information Resources: A Report to the OCLC Membership. Dublin, OH: OCLC, 2006.

6. science@cambridge Why? Local Context - Cambridge University, Learning Landscape Project: Cambridge Student ICT Survey, Easter Term 2007 A survey of Cambridge students on their use of Information and Communications Technologies was conducted as part of the Learning Landscape Project in Easter Term, 2007. In all, 1923 students responded to the survey (1898 online and 25 on paper) over approximately three weeks.

7. science@cambridge Why? The JISC/CIBER study highlighted worrying trends concerning information skills They are the `cut-and-paste’ generation Our verdict: We think this is true, there is a lot of anecdotal evidence and plagiarism is a serious issue. CIBER deep log studies show that, from undergraduates to professors, people exhibit a strong tendency towards shallow, horizontal, `flicking’ behaviour in digital libraries. Power browsing and viewing appear to be the norm for all. The popularity of abstracts among older researchers rather gives the game away. Society is dumbing down. These conclusions raise serious implications for libraries

8. science@cambridge Why? Providers of expensive content Quality Library websites not the starting point for research Authoritative content Provide proper citation skills Research skills support Barriers broken down in virtual libraries Infinitely superior to GOOGLE and GOOGLE SCHOLAR

9. science@cambridge Why Science? The (in)visibility of the Library and of science in particular… Ithaka An important lesson is that the library is in many ways falling off the radar screens of faculty. Although scholars report general respect for libraries and librarians, the library is increasingly disintermediated from their actual research process. Many researchers circumvent the library in doing their research, preferring to access resources directly. Researchers no longer use the library as a gateway to information, and no longer feel a significant dependence on the library in their research process. Although the library does play essential roles in this process, activities like paying for the resources used are largely invisible to faculty. In short, although librarians may still be providing significant value to their constituency, the value of their brand is decreasing. As our findings make clear, however, despite this growing significance of information to scientists, the role of the library is diminishing in importance fastest amongst this group. Key Stakeholders in the Digital Transformation in Higher Education Ihaka.org

10. science@cambridge Why Science? The needs of this user group are very specific. We are aware of what our users want! Central Science Library Review 2007 694 respondents – clear preference for electronic data Physical library visits were a last resort (the one exception was undergraduate text books) Visits to Heads of Departments in the Schools of Biological and Physical Sciences and the School of Technology

11. science@cambridge What do they want? Access 24/7 Social Networks? Help with research Keep out of my (face)book! Everything online Textbooks online Scanning on demand Research Support Plagiarism awareness Research skills training Access to bibilometrics H-index REF indicators Archiving of data

12. science@cambridge The answer? http://www.lib.cam.ac.uk/scienceportal/