The costs of information technology and the electronic library

Tebbetts, Diane R.

doi:10.1108/02640470010371735

Cited by 5 publications

(7 citation statements)

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“…Adverse effects on LIS collections can cause a cultural shift to enterprise risk management, with services relying on diversified funding (Hoffert, 2009;Robertson, 2008;Tebbetts, 2000). University LIS in Africa have relied on donations and supplementary charges to cope with lack of resources (Kanyengo, 2009;Ogunrombi et al, 1998), reinforcing the argument that Reduced resources provide an opportunity to review programs and to develop new ways to meet objectives (Prentice, 1983: 8).…”

Section: Collection Managementmentioning

confidence: 99%

“…A further effect on collection management can be more resource sharing, with ICOLC (2009) suggesting that consortial purchasing may increase as a result of the downturn. Collaborative collections have been widely viewed as beneficial for academic LIS, enhancing purchasing power and improving service to users (Follett, 2008;Kingma, 2001;Tebbetts, 2000). Line (1986) recognises that an academic library can never have a comprehensive collection, but points out the cost of unnecessary co-operative practice.…”

Section: Collection Managementmentioning

confidence: 99%

“…Studwell (2001: 18) identifies the problem of an "information recession" with LIS unable to fund high-quality information technology (IT) facilities. IT and other technological equipment has high maintenance costs, requiring constant capital for up-keep and replacement (Schneider, 1998;Tebbetts, 2000). A tough economic climate can cause streamlining of services, eliminating unnecessary procedures and reducing costs (Hill, 2008;Kennard, 2008).…”

Section: Service Portfoliosmentioning

confidence: 99%

“…There is ample evidence of reduced collection budgets in public and university LIS in the UK and US across different economic downturns (Roden, 1931 Detailed anecdotal articles document specific effects on collections: the University of Ottawa leased out its holdings in 1988 (Kwong, 1993), whilst the collection at the University of Ibadan became inadequate for supporting research (Ekpenyong, 1993). Valuable research in Canada and the UK has found incremental but steady declines in collection quality in periods of economic contraction: Auster and Taylor (2004) surveyed 758 LIS professionals in Canadian universities and collated official data on the period 1982-83 to 1997-98, while Goulding's (1990) dissertation provides a detailed account of the effects of economic conditions on a single UK library system, namely Sheffield City Libraries.Adverse effects on LIS collections can cause a cultural shift to enterprise risk management, with services relying on diversified funding (Hoffert, 2009;Robertson, 2008;Tebbetts, 2000). University LIS in Africa have relied on donations and supplementary charges to cope with lack of resources (Kanyengo, 2009;Ogunrombi et al, 1998), reinforcing the argument that Reduced resources provide an opportunity to review programs and to develop new ways to meet objectives (Prentice, 1983: 8).…”

mentioning

confidence: 99%

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Effects of the Economic Downturn on Academic Libraries in the UK: Positions and Projections in Mid-2009

Harper

Corrall

2011

New Review of Academic Librarianship

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Findings confirm prior assumptions about human and information resources as targets for cuts, demonstrate strong commitment to service provision, reveal complex effects on development projects and highlight critical dimensions of managerial behaviour.Keywords: academic libraries, budgets, economic recession, higher education, surveys, university libraries. IntroductionThe world economy has recently experienced "a steep and synchronised global downturn" (HM Treasury, 2009: 2) that has been compared to the Great Depression (FSA, 2009; UN, 2009). The value of UK currency fell sharply between 2008 and 2009, with a drop in trading value of 19.3% (FSA, 2009) and the UK officially entered recession in January 2009. Recovery is expected to be slow and the squeeze on public spending severe (IFS, 2009).The UK higher education (HE) sector expanded following the Further and Higher Education Act 1992, which established the Higher Education Funding Council for England (HEFCE) and abolished the distinction between universities and the former polytechnics and colleges/technical institutes (Jordan, 1998). According to the Higher Education Statistics Agency (HESA) 1 , there were 165 higher education institutions (HEIs) in the UK in 2008-09. Twenty large research-intensive universities belong to the Russell Group 2 , 19 smaller research universities form the 1994 Group 3 and another 19 institutions whose status pre-dates 1992 and commonly referred to as 'other pre-1992' universities. Newer HEIs now outnumber the pre-1992 institutions, with 57 'post-1992' universities and 50 HE colleges. The student population in HE has expanded dramatically in line with key policy documents (NCIHE, 1997;DfES, 2003). Nearly a quarter (22%) of 18-year-olds attended HE in 2000 (Mowat, 2006) The HE sector relies heavily on public finance, with HESA figures showing large proportions of its income derived from funding body allocations (34.8%) and research grants (16.3%). Some HEIs rely heavily on funding from industry, which will naturally suffer with large sections of industry in decline (Gilbert, 2008;Mohrman et al., 2008). Libraries and information services (LIS) are in a distinctive position as not-for-profit units that rely on allocation of funds from their parent organisations (Smith, 2002). Although universities' expenditure on LIS grew significantly from £322M in 1997-98 to £550M in 2008-09, their share of total university expenditure fell from 3.0% to 2.1% during this period of expansion (RIN, 2010).HE teaching has shifted towards independent, resource-based learning, often complemented by collaborative study (Abson, 2003;Marcum, 2001). In this resource-based learning context, LIS have a pivotal position "at the heart of the learning experience" (Webb, 1999: 158). LIS in HE have been radically changed by the "exponential growth of network access" (Feather, 2008: 90), which is now embedded in information provision (Atkinson and Morgan, 2007), enabling LIS to be "a means of access to information wherever it is held", as envisaged by the sem...

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Section: Collection Managementmentioning

confidence: 99%

Section: Collection Managementmentioning

confidence: 99%

Section: Service Portfoliosmentioning

confidence: 99%

mentioning

confidence: 99%

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Effects of the Economic Downturn on Academic Libraries in the UK: Positions and Projections in Mid-2009

Harper

Corrall

2011

New Review of Academic Librarianship

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“…As some scholars have reported, the inability of libraries to legitimate IT purchases as recurring rather than one-time expenses has made it difficult to maintain hardware/software at acceptable levels (Tebbetts, 2000). Bertot & McClure (2003) discuss the challenges presented by the dynamic nature of IT to outcome evaluation in libraries.…”

Section: Factors Affecting It Access In School Librariesmentioning

confidence: 99%

Information Technology and School Libraries: A Social Justice Perspective

Dadlani¹,

Todd²

2015

lib

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This research takes an emergent approach to data analysis (Charmaz, 2008) through the use of an emic/etic data coding process, and proposes a typology for understanding the connection between social justice principles and the provision of information technology services in school libraries. The study used data from seven school libraries in the state of New Jersey, obtained from focus groups consisting of forty-eight teachers, eighteen librarians, ten department supervisors, eleven principals/assistant principals, four district directors, and three librarian-teachers. The emergent process and typology employed in this research can aid school libraries in assessing how particular factors of the school/school library environment influence the provision of IT services to school library users. This study confirmed that school librarians and teachers rely on several social justice principles, such as distributive justice, utilitarianism, and egalitarianism, in making decisions regarding how to provide information technology services within the school environment. In particular, it was found that the type of social justice principle used in the school environment depended on the school librarians' and teachers' perceptions of the information competencies of their constituents and the availability of resources within the school environment. This research contributes to the study of social justice in the library and information science (LIS) professions in the following ways: first, by expanding ideas of "social justice" in LIS beyond traditional notions of "disenfranchised groups"-such as people having lower socioeconomic status, racial/ethnic or sexual minorities, and 330 library trends/fall 2015 individuals with physical or mental disabilities-to include any group that may experience injustice in the context of information, such as school teachers, librarians and students; second, by portraying how social justice principles are enacted as strategies in school librarianship and pedagogy that advance student information-seeking and learning objectives; third, by highlighting the value of social justice to both practice and scholarly research in school and school library environments; and fourth, by proposing a methodology for studying social justice in a library environment.

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