Functions of a Contemporary Library

It has been suggested that the term, "library" is out-of-date in an information society. Rather than to get into a semantic skirmish, consider the functions of a library or information service in today's world. While the image of a "patron" approaching a genial person called "librarian" in a book-filled building should not be completely lost, the contemporary function of this interaction can be described in electronic terms. The "information specialist" is a professional who has been educated and trained to help individuals meet their information needs.

Sutton (1996) has created a four part typology of libraries that reflects the changes from today's libraries to the digital libraries of tomorrow.

Figure 1 displays the continuum described by Sutton (1996).

In each type of library, the traditional functions of selection, cataloging, retrieving, and distributing information remain. The information delivery medium is often print but includes visual materials, audio materials, maps, objects, and a wealth of other media, increasingly in digital formats such as CD-ROMs, laser discs, computer tapes, and yet-to-be-discovered vehicles. These storage vehicles are as inert as books on a shelf until someone uses them. The computer is the most frequently mentioned digital device that stores, processes, shapes, selects, transmits and even interprets information. It often reconfigures media thus blurring the traditional boundaries between them. The ubiquitous nature of the computer means that it serves as a conveyer, classifier, translator and processor but it is not a medium in itself; it is an information storage, retrieval and delivery system. The focus for information specialists is on what is put into the system and how to apply the output to the needs of users.

A more contemporary function of information systems is the potential to accept new information from users and to help mediate users' needs for knowledge by a systematic application of information filters that lead to knowledge products. In education, "products" are created that eventually can be part of existing information systems. For example, a graduate student contributes a copy of his/her or dissertation to a library and/or a national repository of doctoral dissertations. In many schools and colleges, students produce video reports and audio tapes of local historical interest. Teachers create new computer-based instructional programs and lesson plans that are useful in other than local settings. Television networks maintain archives of news and other significant events that are available for use in education settings.

The communication capability of computers, when connected to the Internet and other networks, permit collection of commentaries and critiques of teaching and learning materials. Teachers can comment on the utility of lesson plans available from the Eisenhower National Clearinghouse. Discussion groups involving educators using e-mail cover a host of topics that are often archived and available for later use. The ubiquitous World Wide Web contains still more information and new sites are appearing at the rate of several thousand a day. Of course, all of this is adding to the deluge of information considered by some to be overwhelming. One problem is the quality of the material stored in such systems. Another problem is the organization of all the information so that is can be accessed when needed. A wealth of information is not always an asset. NLE will have to deal with this reality.

Data, Information and Knowledge

Much has been made of the distinctions between "data," "information" and "knowledge." Raw data are pieces of fact--numbers, statements, listings, etc.-- that are generally unorganized and open to interpretation. Information is an organized collection of data deliberately designed for use. Information is that which is needed for specific purposes at a specific times; it can be discarded after use like a paper towel. Knowledge does not come into existence until someone assimilates and processes information and fact. Knowledge presupposes an active approach, characterized by analysis. Knowledge is something that is usually retained, augmented and relished over the years.

A delightful essay, "In the Praise of Knowledge" published by the Royal Bank of Canada (1997), states that "Knowledge is the one precious commodity that can be given away without a loss." Further, in a commentary on the current obsession with a single source of knowledge, the author of the essay says that "People who 'surf the Net' pick up a great deal of general knowledge on their cybernetic rambles, while other Net users are likely to absorb a broad range of facts in searching for information in data bases and web sites. Those who use electronic mail to chat with one another are essentially exchanging knowledge, however casually." (Underlining added.)

In planning for technology in the National Library of Education, the words of James Billington, Librarian of Congress, should be noted:

These words could well become a guiding principle for the National Library of Education. This vision points toward the creation of a library for the 21st Century--a virtual library.

The Concept of a Virtual Library

The report of an ERIC Real and Virtual Libraries Task Force (1996) brings the concept into focus.

This vision of NLE can be implemented by linking existing services within NLE and the U.S. Department of Education with those of potential external partners while, at the same time, developing a communication network among all components.

Five current projects sponsored by the NLE offer models for further development as components within a virtual library: INet, AskERIC, the Gateway to Educational Materials (GEM), the National Parents Information Network (NPIN) and the Virtual Reference Desk (VRD).

INet, the public access Internet service of the U.S. Department of Education, is an active, functioning entity. It provides general information about the Department and its special programs such as Goals 2000, School to Work and standards projects. New information, press releases, new publications, calendars, and directories of exemplary schools add to the resources as do pointers to other education-related Internet sources.

AskERIC is five years old. In that time, it has answered over 100,000 questions via the Internet. AskERIC has developed a "digital triage" system based on help-desk software. The software helps AskERIC Network Information Specialists to locate and retrieve resources that have been archived for future reference. Every inquiry is answered within 48 hours, often less. AskERIC has received several awards for its creative and responsive service to customers. On the World Wide Web homepage, customers can locate the Virtual Library that offers the ERIC database, an ever-expanding collection of high quality lesson plans and connections to other Web sites.

The Gateway to Educational Materials (GEM) has become a "one stop, any stop" access point to thousands of lesson plans, curriculum units, and other educational materials that exist on Web sites across the Internet. GEM is creating a standard description of the materials and will assemble these descriptions in a single union catalog, creating easy access no matter where the materials reside on the Internet. This effort is a direct response to needs expressed by the NLE Advisory Task Force and a commitment by President Clinton to provide quality information to the education community.

The National Parents Information Network (NPIN) finds and shares high quality materials related to parenting and parent involvement in education. The focus is on creating an attractive, widely available resource collection that incorporates graphics and other parent-friendly features of the Internet. NPIN provides a single point of access on the World Wide Web to non-commercial information on parent involvement in their children's education.

The Virtual Reference Desk is currently studying how students, educators, and parents use the Internet to receive answers to their questions and how AskA services provide some of those answers. (AskA services are those Internet sites that provide direct responses to information seekers, for example, the Internet Public Library and the MAD Scientist Network.) Experts from schools, colleges, industry, and government are cooperating with the Virtual Reference Desk project to build a network of expertise, experience, and unlimited possibilities for learning.

Each of these projects offer an emerging prototype for expanded services within the National Library of Education. They offer the advantage of broad participation by both those who provide information and those who seek it. They demonstrate specific actions taken in response to the NLE Advisory Task Force.
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