Re-positioning library technology support on Campus-Wilson Library’s journey

Abstract

Purpose – The purpose of this paper is to discuss the changing role of the academic library, in relation to technology support services. It proposes that library technology services should expand to take a central role in developing student academic technology skills, and shows how moving into non-traditional areas of technology support can expand a library’s operation capabilities to include entrepreneurship and innovation for faculty, staff and students. Design/methodology/approach – The paper outlines how our library expanded its technology services to include course management support, technical literacy training and three-dimensional (3D) printing, and details future developments into robotics and software development. It details the authors initial objectives, the issues encountered, the improvements made in response and what the authors hope to do in the future. Findings – We are at a time when technology has made innovation and creation available to many. Academic libraries should take on this opportunity of repositioning technology services to provide and promote technical applications, becoming a central point for library users to share ideas and collaborate on projects. As a result of the interdisciplinary nature of academic libraries, the authors are in the best position to make this happen on campus. Originality/value – Even though continual change has been a theme in the development of libraries, very little has been written on the role of technology support services. This paper sets the foundation for further exploration in how taking on academic technology support services, 3D printing and makerspaces could be a part of library services.

Tapping Librarians for a Successful Technology Training Pilot

“…Saunders (2015;2020) recognized that one of the important competencies for reference librarians is technology, with knowledge related to software and hardware troubleshooting being vital to supporting patrons. Some libraries, like the one at the University of La Verne (Jiang et al, 2015) have even included technology support as part of their organizational mission statement.…”

A close look: roving reference in a community college library information commons

“…Chan (2014) asserted that “reference librarians have had to add software and hardware troubleshooting to their proficiencies.” While in Eichelberger and Imler’s (2015) three information commons, “librarians have grown accustomed to answering questions about technology in addition to more traditional research-focused questions.” In Chan’s (2014) hybrid, public-academic, information commons, roughly one-quarter of reference desk questions were “web or computer related.” Paulus’ (2014) information commons included a computer lab and printers on two floors. Jiang et al (2015) recounted their commons’ creation of a technology support desk, staffed by well-trained students.…”

“…Henderson et al (2015) mentioned accessing university registration websites and similar applications as a major portion of students’ computer use. Jiang et al (2015) expanded their commons’ tech support, starting with Blackboard.…”

Board # 55 : Climbing to Cruising Altitude: Promoting an Academic Library's 3D Printing Service

“…17,18,19 Generally, the literature gives a positive, almost idyllic, view of implementing 3D printing services similar to that seen at the University of Alabama Libraries, 18 Miami University's Business, Engineering, Science and Technology Library, 20 Southern New Hampshire University's Shapiro Library, 21 and the University of La Verne. 22 These libraries experienced high participation rates among the campus community with very little advertising and afforded the luxury of allowing the technology to market itself. Other libraries have been able to rely on traditional promotional methods such as word of mouth, 16,23 offering training and workshops, 4,17,19,24 and library signage and tours, 23,25 but also special events 5,26,27 and social media.…”

“…32 Others have also mentioned not only the need to engage faculty members to make the 3D printing service successful, 16,19,21,33 but the necessity of working with faculty members to incorporate the technology into class projects and assignments. 6,11,19,21,22,28,32,34,35 The next section of the paper covers the background, initial collaborative efforts and development of a 3D printing service in the main campus library of a regional public doctoral university. This is followed by the latest expansion of 3D printing facilities at the library, and a description of additional marketing and outreach efforts.…”