2. The future of Academic Libraries
Some basic questions to ask
Is there a future for academic libraries?
If so, which possible (new) roles can academic libraries adopt?
Is it possible to draw a roadmap to guide you towards a new desired future?

3. Trends in the European university environment 2010-20
The EUROPE 2020-strategy (EU Commision, June 2010)
Objective: Europe as a world leader in the new economy
Means: Education, Research, Innovation
Most important role players to fulfil the strategy:
Universities
Research based knowledge and innovative universities
Partnerships across Europe – to connect universities, researchers, students in new interdisciplinary projects /communities
Research
The Knowledge Triangle --->
<--- Transforming Europe
Higher education
Innovation

4. The Danish strategy to meet priorities in the EUROPE 2020-strategy
’Universities Denmark’ support the EU suggestions to meet the 2020-strategy
Intelligent growth
Economy based on knowledge and innovation
Increased investments on research in Europe from 3% to 5% of GDP (Gross domestic product)
Better promotion of research based knowledge to the society
All university education should be research based, and all research should contribute to higher education
Mobility should be a core theme
Cooperation between universities in Europe by use of new and innovative learning methods
New and more innovative use of ICT in higher education – Pervasive ICT
Sustainable growth
A competitive, ressource-effective and greener economy
(Source: Universities Denmark, Sept. 2010)

5. Highlights from the political agenda on higher education
Denmark
Danish political objectives to fulfil before 2015:
95% of a youth should complete a secondary education
50% of a youth should complete a higher education
At least 1 Danish university should be in Top 10 Europe (THES)
Every university strives for ’World Class’ – (what does that mean?)
Increased budgets to universities – perhaps a doubling over the next 20 years? Focus on the internal educational market - new and flexible educations of high quality based on ’new technologies’ - remove barriers
Conclusion:
Everything points to continued need for strong universities and innovative academic libraries to facilitate research and education => ’World class’
Europe

6. But what characterizes ’World Class’ universities
Ambition: Vision, Mission, Strategy
”A realistic Academic Model”
Support Funding to Faculty: Facilities – teaching & research Administrative & ICT support Library services Talent: Students Faculty Staff Reputation: Visibility/national/international Accreditation Benchmarking
Reviews
Alignment
Support to Faculty
Kilde: G. Hawawini, Insead

7. Top 10 – Tasks identified in the ASB survey
’World Class’ universities – Which services should ’Faculty Support’(e.g. Library/ICT&Media) deliver to the university…
”Excellent administrative support is support which allows researchers and teachers time to do what they really are hired to do - Research/Teaching/Communication.
Source: Faculty Support Rapport, ASB 2010
Faculty Support Services is :
Tasks which add value to the services which Faculty provide
Tasks to supersede Faculty and refine their problem solving
Top 10 – Tasks identified in the ASB survey
Educational servicesIT-STRATEGI
Research services
Digital compendium / E-compendium
ICT/Media support in auditorium
Collaboration on information literacy in education
Training analysis /surveys
Fundraising
Research applications and administration
Research registration
Research Measurment/Bibliometrics/Citation analysis
Support to publishing - Open Access
Dissemination – Media training
Interdisciplinary tasks <--> Interdisciplinary Competencies <--> Cooperation
Tasks
Competencies

8. ’World Class’ universities and Libraries – Transformation from ’Research library’ to ’Learning & Faculty Support Services’

9. Some new library roles The Research library as a learning centre
E-learning, making teaching materials available, operational tasks, designing curricula etc.
The Research library as a knowledge centre
Traditional role of building collections for established disciplines within research and teaching (scholastic function, rural research areas)
Support for new research fields, “urban research areas” (i.e. nanotechnology, biotechnology, genetics) and their information needs and publication of preprints, proceedings, journal articles etc.
Research library as catalyst for knowledge synthesis
Meta-level of knowledge, validation, protocols of accepted research, clearing houses like Cochrane
Different target groups for each function – faciliator for research communities - and a role for the library as co-creator

10. New functions for an academic library and new roles for the librarian to play

11. More examples of new tasks and roles to play in interdisciplinary functions
Support for distance learning/e-learning courses
Knowledge management and learning support for the individual student, teacher or researcher
Knowledge management for the institution in the processes between import and export of information (datasets, research communication, repositories for students papers and assignments..)
Copyright and intellectual property rights
Research statistics - citation analysis and benchmarking
Alumni services
Digitisation

12. What we did at ASB Library  Strategic focus on ASB strategy 
Focus on a few target areas to support ’ASB Learning & Faculty Support Services’
Since 2008 all development at ASB Library has focused on
5 target areas
Coorganising: ASB Library & ICT Media - Development of interdisciplinary training and research services
Deep integration between library and education - Facilitating learning spaces – physical and virtual
- Focus on pedagogical/didactic dimension in cooperation with teachers
3. Quality measurement of research. Bibliometric/Citation analysis/International benchmarking. Ranking and accreditation.
4. Digital rights - ASB knowledge centre for rights management (all media)
5. ASB knowledge capital. Registration, archiving, visualisation - Management reports. Analysis on basis of researchdata. Open Access

13. Some current trends identified in research and education
that effect academic libraries these years

14. Trends in the way research is performed today
The trend shows, that research is increasingly
- Digital - Cooperative - International - Interdicipinary - Problem based - Strategic - Cross sectoral (public-private ) - Connected to innovation

15. Trends in the demands from the research community
New forms of knowledge production and mediation - Publish directly on the Internet and through repositories, wikis, blogs, proceedings, preprints, 3D-visualisation
Evidence based policies - Public administation is dealing with increasingly complex problems and is more dependent on verified knowledge (quality) and a good overview
Innovation in focus - The knowledge production of the private sector is increasingly important, there is a need to learn from experiences in the conceptualising proces
Access to knowledge is more important than ever - Public and private organisations are becoming increasingly knowledge intensive and build their own systems for storing and reusing knowledge (archives/libraries)

16. Trends in Researchers’ use of libraries and their services
Some key Points
Electronic journals are very highly valued by researchers in all disciplines
Access without limits (licenses for free)
Increases in the scale of research and the growth of collaborative and interdisciplinary research projects present challenges to libraries in seeking to provide effective services and equitable access to resources for all members of a collaborative team
Growth of e-research and virtual research communities
It has implications for how libraries can support researchers in the future. An emerging problem to handle
There is a need for greater clarity as to the roles and responsibilities of all those involved in the research cycle – researchers, research institutions, and national bodies, as well as libraries – in managing the increasing volumes of digital research outputs 16

17. Trends in Students demands and use of information
The young generations use of information
Unbundling fragmentation - The chapter rather than the book - The track rather than the record - The course rather than the programme - The service rather than the institution
Demand-pull, free choice - Mobility, digital delivery and increased transparency
Ubiquitous access - Information and service is everywhere. Users expect instant and 24/7 delivery services
Copyright as a contested issue - open source, open access vs. The need to be recognised for contribution and receive revenue
The Tower and The Cloud, Tichard N. Katz

18. Trends and changes in Education and learning
Education > Learning ----> New ways of learning
Blackboard /LMS-system ----> Students information environment
Individual > Collective learning
Instruction > Facilitation
Specific skills > Meta-competencies
Institutional learning > Lifelong learning ----> Alumni services
Classroom > It might be the Library?
Teacher ----> It might be the Librarian?
From Teaching to Learning – A new Paradigm for Undergraduate Education By Robert B. Barr and John Tagg

19. The digital generation
Assumptions
The Google generation are different …
They love computers…
They don’t like printed books (and libraries…)
and many more…
But - who are they – and how do the study?

20. The Digital generations
Digital Natives:
Enjoy digital technology; videogames etc.
Digital Aliens:
Latecomers to technology
The Builders ( )
Baby Boomers ( )
Generation-X ( )
Generation-Y ”The Millennials” ( )
Digital generations
Digital Immigrants: Grew up without digital technology
Digital Adaptives: Embrace technologies and use IT in consumer durables

21. The Profile of the Y-generation
”Millennials”at work:
Teamworkers
Collaborative work
Innovative thinking
Impatient / Speed
Impact on technological advancement:
Never experienced life without computers
The Y-generation
Characteristics:
Connected 24/7/365
Goal oriented
Entrapreneurial
Global, community minded
Independent
Determined
The 21.st century business focus:
Innovation
Knowledge sharing
Collaboration
Learning by doing
Values
Mirror

22. Learning styles to fit the Y-generation
Studietur til Boston og New York
Learning styles to fit the Y-generation
To:
Active learning
Case method;
Learning by doing from real-life business situations Collaborative learning
From:
Passive Learning
Lectures
Should be reflected in :
The curriculum
The way of teaching
The learning facilities
The library services and facilitating
Learning 2.0

23. Web 2.0 technologies support Learning 2.0
Studietur til Boston og New York
Web 2.0 technologies support Learning 2.0
Therefore:
Academic Libraries must use and facilitate medias and social technologies known by students –
If not - students produce their own wikis, blogs, videos
etc.

24. Learning spaces, places for social networking and relaxation
Studietur til Boston og New York
Learning spaces, places for social networking and relaxation
That’s why:
Flexible learning spaces and technological infrastructure must facilitate the learning proces - and the academic libraries must take part in the facilitating role of the university planning

25. More inspiration needed…
ASB went ’over there’ looking for new ideas

26. ’World class’ universities can inspire you to develop new ”Learning & Faculty Support Services”
ASB Library/ICT & Media went to USA in 2009 to study 4 leading American universities way of handling ’Learning & Faculty Support’
Our objective was:
To identify the intersection between research, education and learning
To study relations and discipines (ICT,
Media, Communication, Learning
facilities, research and research
dissemination

27. New ideas to develop new roles for ASB Library to play and new ways to add more value to ”Learning & Faculty Support Services”
What did we find
4 interesting, but different universities way of facilitating research and education
We identified and learned from their experiences developing faculty services as joint projects across departments and academics
We studied relationships and disciplines (ITC/Media/Libraries/Communication/Learning)
We studied teaching facilities (interactive facilities). Research dissimination facilities (Videocast/Media archives)
What did we learn
Faculty Support Services are developed in partnerships across borders and include different academic skills
New synergies emerge and innovative solutions takes off when you work interdisciplinary
We returned to Aarhus and started to work it out!

28. A short list of new joint services which we have developed since 2009 in the new partnership between ASB Library, ICT & Media
ASB Research Services
Analysis and analytical software
Book a supporter
Citation analysis
Databases and data extraction
ASB
Research communication
Reference tools
Surveys
New developments in services
ASB Cast / Media platform & archive
Analytics Management Lab
Research Community Facilitation Services
Contact:
ww.asb.dk/researchservices

29. Another example shows the results of interdisciplinary projects supporting ASB strategy 2009-12
ASB Strategy – Pervasive ITC

30. Tomorrow
Tomorrow morning Karen and Lone will tell you more in detail about how we develop and present our Learning and Research Services to faculty and students at ASB ….

31. Conclusion
The answer to the basic questions asked in the beginning of this presentation is:
There is a new future for academic libraries - if libraries make their choices and act now!
There is several roles to play for libraries in the future - but to choose the right way to develop your library requires new ways of thinking, ability to choose - and a close dialogue with the academic environment. - It is crucial to identify only a few core areas that supports the strategy of the university and it is necessary to avoid other tasks.
Develop your staff! - The right skills are the most important to gain respect in faculty - Integrate with competent colleagues /faculty members at the university
Road Map to the future We can’t give you a precise road map – but just some tools…
And - don’t hesitate to start the planning for the future NOW!

32. Road Map – Learning tools
1. Define your library identity - Who are you right now? Who do you want to be in the future (xx year)? 2. Necessary competencies - Do you have the necessary skills to face the challenges? If not - how do you get them? - Make a list of the new roles of the librarians? 4. Who are your future users? Define the needs of your end users - Who are they? How do they use the library? How do you get informations about their needs? 3. Necessary partnerships -Do you have partners necessary to establish cooperation across the organization and between public / private agencies? If not – how do you get them? How do you organize the cooperation with them? 5. Budgets - Budget planning for 1-5 years 6. Organization - How do you organize your future library? All this involves some of the following processes: - A list of challenges - Identification and analysis - Scenarios / critique of scenarios / feedback and discussions - Investment / Output / Value

33. Some of the questions to discuss in your library in the future
About your library identity and roles:
What is the core of your future university library?
Is your future library an organisational entity or a collection of services?
Which services do you think are the most important for your library to deliver in the future?
How do you decide which services to provide?
What constitutes the library’s core competencies
What do you belive will be the most important competencies in the future?

34. Open questions to discuss in your library in the future
About your resources and future tasks:
Will your library be moving closer to research and learning? - Why? Why not?
Which new services will you provide?
How will you get sufficent resources to provide new services?
Will your library engage in co-creation / interdisciplinary projects?
Which competencies will you need?