Academic libraries and dissemination

Academic libraries exist to perpetuate learning in an academic environment. Academic libraries can be separated by general subjects like medicine, law, social sciences, communication, etc., but can also be combined as one main university library. Academic libraries serve “community colleges, liberal arts colleges, universities” (Gorman, 2000, p. 83) and that specific university community (Gorman, 2000). With this in mind, the academic library doors are also open to members of the community as a whole. “Publicly and privately supported institutions that hold depository collections of federal and state documents are obliged by law to make these collections available to any member of the public” (Gorman, 2000, p. 83). Access to taxpayers and their families cannot be denied (Gorman, 2000). Dissemination of government documents is an essential part of an academic library.

For academic libraries, dissemination can come in the form of library instruction. Academic libraries work hard to ensure their students have access to library instruction. Library instruction helps the users and “empower them to profit from higher education” (Gorman, 2000, p. 84). Gorman (2000) provides detailed explanations for the need of library instruction in higher education: poor high school preparedness, students re-entering school after a long absence, and community college transfers (p. 84). All of these students would benefit from education in library use, especially in an academic setting, since this would be different than any previous environment. Gorman (2000) finds this incredibly useful, especially since “one could not find a better expression of the service ethic than bringing familiarity with the world of recorded knowledge to those who really need it” (Gorman, 2000, p. 84).

Academic libraries have been recognized “as a critical factor necessary to support the curriculum and research for students and faculty” (Rubin, 2004, p. 278). Brown, Weingart, Johnson & Dance (2004) examine the freshman orientation library program and the effect of this instruction on their educational success. Brown, et al. (2004) found that first-year orientation programs help “reduce possible barriers to academic achievement” (p. 394). This is especially important due to the many demands placed upon academic librarians. Having administration’s backing for student orientation and training, helps lend support for the necessity of library funding from college administrators. Brown, et al. (2004) explain “in response to ever tightening budgets, there is a new movement within universities to justify individual budgets based on positive and calculable assessment” (p. 394). The fact that librarians are able to justify their success through these programs can only further assist them.

Academic libraries also play a significant role in technological advances. Anyone that walks into an academic library will first be struck by the number of computer terminals and access to immediate technology for its users. Digital libraries and off-campus access are only two major accomplishments of the 21st Century library. Even the idea of the traditional library building has changed. Students need not even enter the campus library to access journal articles, databases, e-books, and course reserve materials. Many of us, in this program, never have to set foot in the university library and can access all our journal articles through our home computer. As Wilson (2004) points out, “the impact of technology on academic library instruction has been immense and nearly incalculable” (p. 341). Young students entering schools now have never lived in a time where the Internet wasn’t readily available to them, where they didn’t have access to PDAs, iPods and Google (Wilson, 2004, p. 341). They have almost always been exposed to “digital collections and mass digitization” (Wilson, 2004, p. 341). This is helpful for the field of technology, but often difficult for the librarian who is trying to compete first hand with remaining ahead of the trends and educating herself in the advances of technology and dissemination.

Citations

Gorman, M. (2000). Our enduring values. Chicago: American Library Association.

Rubin, R.E. (2004). Foundations of library and information science. New York: Neal-Schuman.

Brown, A. G., Weingart, S., Johnson, J. R., & Dance, B. (2004). Librarians don't bite. Reference
Services Review, 32(4), 394-403.

Wilson, L. (2004). What a difference a decade makes: Transformation in academic library
instruction. Reference Services Review, 32(4), 338-346.