My larger place of work (the major research institution of which my lab is a part) has an annual assembly of library folks from all the various libraries and hospital libraries. We almost always have interesting speakers. This year we had Keith Webster, the Dean of University Libraries at Carnegie Mellon University. I hope he will put his slides on SlideShare as the pictures are important for understanding his meaning. I tweeted some key points – as fast as I could on my phone. I’ll incorporate those here with some remembered details and minor edits of typos:
Listening to presentation from @CMKeithW If stem researchers come to library it’s a failure
— Christina K. Pikas (@cpikas) June 1, 2015
For STEM, we have been successful in getting most of the stuff they want online. When they come in, it’s to complain that something isn’t working or they couldn’t figure out how to get what they want
If library role is to steward scholarly info then if researchers are using individual cloud tools then what — Christina K. Pikas (@cpikas) June 1, 2015
I found this point to be obvious, but important. If you think of what we do with scientists who leave now and them donating papers and computers and disks and whatnot to archives… And historians of science and even people with IP disputes looking through these… What happens when these working papers and data are distributed through new cloud services, each with (or without) its own preservation strategy? There’s no automatic institutional access or backup if something happens to the scientist.
Libraries are full but users are not looking at books. They may be making new knowledge in a maker space
— Christina K. Pikas (@cpikas) June 1, 2015
Repurpose space to learning spaces. Reposition expertise as embedded in research and teaching enterprise — Christina K. Pikas (@cpikas) June 1, 2015
This is also obvious but important. I think with the informationist and embedding models we’re getting at this. We aren’t really about policing access to physical collections (if we ever were). Connecting people to information has to be as a partner in the research and teaching enterprise.
He then went through generations of spaces. The first was basically the monks and books chained to desks. Then there were closed stacks and reading rooms. Then open stacks but still mediated by librarians. ….
Move to the third gen experience based library
— Christina K. Pikas (@cpikas) June 1, 2015
Somewhere in here more things started to be moved to offsite storage for more computers in more places and staff being moved around. First it was less used, then it was basically everything.
4th gen connected learning experiences — Christina K. Pikas (@cpikas) June 1, 2015
Fifth gen collaborative knowledge media and fabrication facilities
— Christina K. Pikas (@cpikas) June 1, 2015
Old model library reading room like penitentiary with librarian in middle and stacks around exterior — Christina K. Pikas (@cpikas) June 1, 2015
He had a great picture for this. It was better than this picture:

More recently commercial sales model. Attempt to do roving was not appreciated by students
— Christina K. Pikas (@cpikas) June 1, 2015
More should be said about the roving. When they disestablished the reference desk, they had librarians roving to answer questions. The students did. not. like. at all. They felt like they were being followed and tracked. So the library stopped the service after a matter of weeks.
Change of teaching from lecture to proj based changes library services to nonlinear — Christina K. Pikas (@cpikas) June 1, 2015
Also a neat point. As the classrooms are “flipped” and education has gone from lecture mode with exams to project based and group work based, the library needs to update its support. Instead of a single session at the beginning of the semester, it’s partnership throughout. From what I hear from my academic colleagues, they have mostly done this already as long as the faculty will let them.
U Queensland Ipswich campus designed for first gen students. Room for reflective space, voyeurs, exhibitionists
— Christina K. Pikas (@cpikas) June 1, 2015
From narrow no or small windows to protect papery things to open and natural light- redo of brutalistic science lib at Queensland — Christina K. Pikas (@cpikas) June 1, 2015
Did a diary study – got 20 logs back. Unexpected result – parents were common info resource. How to teach them info lit
— Christina K. Pikas (@cpikas) June 1, 2015
Should this creation of learning spaces be the library’s job? Their study says yes — Christina K. Pikas (@cpikas) June 1, 2015
I still think this is a valid question for us to ask. Why should the library provide unattended study space with no books? Should that be student services or someone else? He said that their surveys consistently showed that the students wanted this service from the library. The library was known as a place to support serious work.
How long are people staying in the library? >20% >2hrs and many over 8hrs. facilities need to account for this
— Christina K. Pikas (@cpikas) June 1, 2015
Seriously – when you’re there for 8 hours and you can’t leave your stuff because it will be stolen… Food? Lockers? Nicer potties? Sleeping space?
Pace pharma library at UQ- space for group formal and not. Booths. Hangout space. — Christina K. Pikas (@cpikas) June 1, 2015
For soc sci library: aspire to Quantas lounge
— Christina K. Pikas (@cpikas) June 1, 2015
Library as a metaphor for serious study. — Christina K. Pikas (@cpikas) June 1, 2015
Makerspaces-why library? It’s Switzerland. Disciplinary ones have highly end machines that require more training. If want to dabble…
— Christina K. Pikas (@cpikas) June 1, 2015
Another valid question: why should the libraries provide maker spaces? The disciplines provide them but often have higher quality industrial machines with lots more training needed. They may not be open to dabblers. The library is a neutral ground where historians can model artifacts, etc.


