CHAPTER THREE – LITERATURE REVIEW
3.1 Library service model
3.1.7 Information Commons
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The use of camels as opposed to motorized means of transport is due to the poor road network in the area as well as insecurity given that this province borders Somalia which has been without a formal central government for almost 20 years now. The main challenge this library model faces is the harsh weather conditions which increases wear and tear on the information resources. It also lacks an adequate collection; lack of awareness of the service by the communities it seeks to serve due to their lifestyles and lack of adequate communication infrastructure in the area; it is also labour intensive; and some of the camels occasionally fall ill thus disabling delivery of the services during the period of sickness (Atuti 2002).
3.1.6.6 Cupboard Library Service in Kenya
This service model is being offered by the KNLS in Kenya‟s Laikipia66 district for institutions that have no libraries. In this model, the institution buys the cupboard and the library supplies the books, which are kept in the cupboard for use by the students. This serves as a starting point for the development of a full-fledged library in that institution. The loan period for the books is one month.
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Though most of the reviewed literature defines Information Commons as renovated library spaces, the term also refers to a library service that combines flexible instructional settings and collaborative learning spaces with a full range of digital library resources, productivity software applications, and expert professional and technical assistance. It accommodates diverse learning styles, including formal classroom instruction, small group coaching, individual research consultation, and drop-in assistance (Leighton 2003; Lippincott 2006).
Lippincott (2006) identifies three major distinguishing characterizations of Information Commons as:
1) Information Commons use pervasive technologies more than traditional libraries do. For instance, she explains that while most academic libraries have computers linked to the Internet and space for laptops, the public computer workstations in the libraries are restricted in terms of software as many of them only allow the users to access bibliographic information. Conversely, computer workstations in Information Commons have other applications that enable the users to do more than just access the library‟s catalogues. She further explains that in an Information Commons, the underlying philosophy is to provide users with a seamless work environment so that they may access, manage, and produce information all at the same workstation.
2) Traditional libraries have focused on providing quiet space for individual study. Even where group study rooms exist, they are normally considered a peripheral feature of the library. In an Information Commons, however, much of the space is configured for use by small groups of students, reflecting students‟ desire for collaborative learning and combining social interaction with study. Besides, Information Commons frequently provide furniture built to accommodate several people sharing a common computer and provide large tables where several students can use their laptops while working together. Information Commons also provide comfortable seating areas with upholstered furniture that encourage informal meetings, cafés with food and drink, and group study rooms, often with a computer and screen, so students can work together efficiently on projects.
3) The range of services in an Information Commons is broader than in a traditional reference area. Significantly, the library staff members also assist with users‟ technology needs, not just their information needs. For instance, Information Commons that include multimedia production capabilities also provide support for those specialties. To ensure seamless service
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delivery, a service desk in the Information Commons is generally jointly managed by library and information technology personnel. Students do not have to know the library‟s or computer centre‟s administrative structure to ask for help; they can ask questions at a central location and receive help on a wide range of problems.
Kranich (2004), on the other hand, also identifies the following as the key characteristics of Information Commons:
1. They are collaborative. They offer shared spaces, real and virtual, where communities with common interests and concerns gather;
2. They take advantage of the networked environment to build information communities, and they benefit from network externalities, meaning the greater the participation, the more valuable the resource;
3. They are interactive, encouraging discourse and exchange among their members;
4. Many offer services free of charge or at low cost;
5. Their participants often contribute new creations after they gain and benefit from access;
6. Their governance is shared, with rules and norms that are defined and accepted by their constituents; and
7. They incorporate democratic values. Free expression and intellectual freedom prevail.
Leighton (2003) also asserts that the Information Commons library service delivery model seeks to integrate information literacy and library research skills, provide pedagogical and technical support for the effective uses of information technology, support active and collaborative learning, improve the quality of instruction and teaching materials through outcomes assessment, and develop autonomous lifelong learners.
Most of the reviewed literature also points out that Information Commons may be abused especially by younger patrons who may use them more for their personal social activities than for academic pursuits. However, Lippincott (2006) while admitting that the Commons may be misused also adds that most of these students have lived with various media and have learnt to combine academic with social endeavour successfully. She adds that most of the students can easily multi-task.
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In asserting the value of Information Commons in academic libraries, Lippincott (2006) makes the following comment:
An Information Commons can be a collaborative learning space, not just a glorified computing lab; it can be a place to access, use, and create information, not just a reference area with rows of computers; and it can provide transparent user services, not fiefdoms of service points. Information Commons can enhance learning, provide an environment which is both academic and social, and fosters a sense of community on campus for students (Lippincott 2006:22).