One of the latest series of declarations published online is the ‘The Hague Declaration’. The theme is ‘Knowledge discovery in the digital age”. Without doubt, this declaration is both timely, and on target. The declaration directs the reader, even though not explicitly, to the issue of ‘access.’ This issue has a number of implications tied to its actualisation.
However, my interest as a professional librarian/researcher lies more with point No. 19: “Libraries should provide training for researchers on content mining literacy, including legal advice.”
While trying to avoid any particular bias for librarians and libraries, I would like to focus on one particular aspect of which, libraries – irrespective of the type – may not only contribute to the ‘knowledge discovery in the digital age’, but also have the potential of becoming a ‘micro-synergy’ of such an endeavour.
The famous biblical saying, “A people without vision, perishes”, is a timely one on the issue of professionals in libraries. A professional is defined as a person who is either competent or skilled in some particular activity.
Furthermore, a professional nomenclature is given to someone whose studies were conducted for four years, then obtaining a degree.
Consequently, all our schools need to have professional-maintaining library.
Here I must add that, while in the past obtaining a degree in library science was only possible up to a diploma level, I am glad that this avenue has changed locally. Today one can obtain a first degree in library science and even furthering to a masters level, all locally.
This aspect is imperative. The ‘library vision’ has to be an ‘innate’ aspect; inculcated in the ‘person’ himself. Whilst a professional may have a good and right footing in the subject, yet, a vision for creativity is not obtained through studying. A vision of what may be implemented and the creativity needed for pleasant work in a library is rarely obtainable from books. Creativity and vision are two invisible and innate faculties. Yet, both may be evident if pursued correctly by the librarian in charge.
Whatever the type of library, whether academic, public or school, the librarian has to provide training, at different levels, as to the patron’s needs.
Whatever the type of library, whether academic, public or school, the librarian has to provide training at different levels
It may be in a formal aspect - to academics, researchers and school. In a school aspect, there can coexist various types of teaching by the librarian. There may be a formal aspect, where the basic research approaches are defined and explained, and the other aspect of guiding students in a more one-to-one approach, according to their needs.
However, for this to happen, a new mindset needs to be introduced. Keeping on hammering the idea that the library is there for retrieving books, or even worse, handling text-books is to say the least, Greek mythology.
In my ‘golden years’ at St Martins College, this was the rule of the day. Teachers used to contact me on a daily basis to set a meeting and discuss their information needs and how I may assist them with designing a lesson using IT. Additionally, team-teaching also formed part of our daily educational aspect. In a world where the only constant is ‘change’, then, all professionals need to congruently work together.
Professionals cannot continue to enthuse the idea of a ‘demi-god’, or the ‘all-knowledgeable’. Sources and resources need to be shared. This is how new knowledge acquisition is garnered.
One final word about the latest technological advancements, namely LiFi instead of WiFi. Whilst the latter stands for wireless fidelity, the new method is ‘light fidelity.’
This means, doing the same things but faster (100 times faster), healthier (because we use light as the source and transmitter of data, therefore, we do not need RF any longer), and the accessibility issue will also disappear.
As usually happens with all novelties, this will become normative within a couple of years’ time.
Thus, The Hague Declaration on knowledge discovery is not just about using technology in schools, but gives ample space to venture new methods, especially those that we deem least necessary for a better society that is through and through in the technological sphere.