In Brown's first chapter, I thought sure he was predicting the obsolescence of the library. In his list of "endisms", i.e. the end of universities, the end of mass media, etc, I wanted to add the end of the library at the bottom of the list. Great - where do we go from here?
However, Brown then goes on in Chapter 5 to talk about learning. Ok - as a librarian I see we might have our work cut out for us but there is such a great need for libraries and librarians. Why? Because all this information doesn't do diddly unless we understand it and can use it. Knowledge entails a "knower". So you can put a list a mile long together of different databases of information but if the library patron can't access the information, they have no opportunity to learn. And learning is different for each individual. "Attending to knowledge, by contrast, returns attention to people, what they know, how they come to know it, and how they differ".
How do people learn? Through practice - watching, repeating, improving and regurgitating.
(just as an aside, some of the library classes could do with some of this practical learning). Not so much "know that" but "know how" - applicable knowledge as opposed to theory.
So with this in mind, how does the current library structure need to change? People come in, find book, take book, return books. Is there any practicing going on? I can't see how. If the subject is interesting, the reading is fun. But are people LEARNING? How to make the whole process more interactive, with the knowledgeable guiding the less so.
One example Brown uses is driving a car. You may not be technically proficient at figuring out how a car works but you've watched it be driven many times so when you learn to drive, you practice and quickly become proficient. However, I've known people who didn't grow up in cars and their driving skills take much longer to acquire (fenders are very scratched). In fact, they didn't grow up with can openers or gas stoves. It was pretty scary the first time they tried to use these things. But what this makes clear to me is that you can't have assumptions about what people understand. And that teaching by example is very powerful.
Different mindset, then, at least for a public library. More training, discussion, "practice", and collaboration is need.
4 comments:
Amen to your comment about more hands-on for current MLIS students. It's so true about knowledge needing someone who knows. Otherwise, it could be just useless information.
Elizabeth, I liked your comparison to learning to drive and I agree with the concept. My two youngest children took to driving like ducks to water, and I always said it was because they spent so much time in the car while I chauffered their older brothers around.
I didn't think Brown was predicting the end of the library, but saying that others were saying it. But boy, it sure does get mentioned a lot lately!
The business manager of my elementary school once told me that kids didn't even need books anymore. Maybe he was kidding.
maybe not
the students are coming in for their summer reading list choices and they are asking if there are any books under 100 pages.
There must be a way to encourage them to take a chance. Are they getting bogged down with boring stuff at school?
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