Dark Clouds and Silver Linings: An Epistemological Lens on Disaster Recovery

Abstract

Changing environmental conditions are creating conditions that are leading to an increasing number of disasters. University libraries are at risk of impact from these disasters. The nature of library collections and services is highly intertwined with the physical spaces within the institutions. Thus, the consequences of these disasters have a significant effect on the knowledge ecosystem. Epistemological theories have rarely been explored and yet are important theoretical foundations to frame disaster recovery activities. Traditionally disaster management and recovery have lacked theoretical frameworks and been operationally focused. Approaches have been based on a rationalist framing of the problem and a presumption that there is a justified truth belief that the previous state is the ideal state. In this article, the nature of knowledge through three epistemological approaches is explored and tested on two case studies. Victoria University of Wellington (New Zealand) and the Australian National University (Australia) are used to assess the operational and epistemological issues of disaster recovery. The paper reflects on challenges to the role of the library and the application of epistemological theories to learn lessons for future approaches to disaster recovery. It poses questions about how libraries can take the opportunity to rethink in the digital environment. Implications for best practiceCollection rebuilding and service delivery during and after disasters can be rethought using an epistemological lens. Key issues covered are how an understanding of the value of library services and collections in a digital age, engagement with the academic community, disaster planning and service delivery strategies can be assessed within a framework build around theories of knowledge.

Library consultations and a global pandemic: An analysis of consultation difficulty during COVID-19 across multiple factors

“…Transitioning to fully online modes of patron interaction during the recent disruption has enabled librarians to provide continuity of service, emphasize their ongoing availability to student and faculty researchers, and develop and test new skills and strategies. But while some academic libraries have been forced in the past to rapidly modify their references services in response to localized disruptions such as fires and natural disasters ( Benefiel & Mosley, 2000 ; Littrell & Coleman, 2019 ; Liu et al, 2017 ; Missingham & Fletcher, 2020 ), it has not been well established how such disruptions might affect interaction difficulty, particularly in the case of widespread physical library closures prompted by public health concerns. It is also not yet known how the many disruptive and challenging circumstances that COVID-19 has created for students ( Betancourt, 2020 ) might affect the frequency, type, or difficulty of patron interactions during the relevant period.…”