Exercises from the CRISTAL-ED Project
Faculty Planning Retreat

Guests included members of the School staff, and individuals from the University and the community who are affiliated with the School.

Digest of Exercises

Group: Hessler, et. al.

• Highly interconnected, virtual organizations
• Production/evaluation of information products a central activity - entrepreneurialism
• Deriving new information from existing information, including maintenance of "history" of information evolution (automated/supported by technology)
• Teamwork-collaboration from disparate fields to solve problems (i.e., information professionals and subject domain experts)
• Goal will be to narrow gap between information rich and information poor

• Organization context: Political/social/economic/legal/physical
• Design and use of technology as a tool
• Organization/design and retrieval
• Preservation of knowledge in all formats
• People/learning/collaboration

• Everyone connected and computer literate with appropriate filters, improved literacy/productivity
• Wealth of information sources in digital forms, physical forms, multimedia
• Sharing information across boundaries -- cultural, political, economic institutions
• Increased power of information - economic, political with positive and negative potential. Information is power
• Worldwide democracy vs. anarchy/totalitarianism

• Increased horizontal organization structures in government, commercial, community sectors
• Elevation of role of information/disbanding of library and "support or overhead" function
• Increased growth/need for wider range of knowledge About information needs and functions (e.g., undergraduates)
• Information creation/technology is pushed down - global information, local decision making, local problem solving
• Future information professional is peer "line" (peer professionals in line with the rest of the organization)

• Globalization of knowledge: cultural bias, economic competition, political ramifications, university's response more practical, need for equity of access
• 90 percent of the information that people use will be available electronically (text, images, sound, video, graphics)
• Shift from access to quality
• Transform information to knowledge
• Importance of evaluation and subject knowledge and information integrity
• Everyone can be a publisher
• People will re-educate and/or re-specialize throughout life
• Wide range of ages and backgrounds of students
• Increased stress, instability/dynamism
• Shift from teaching to learning
• Increased inequality, both economic and intellectual: increased need for subsidizing by the government (?)
• Cultural change
• Distance education
• Work at home -- electronic cottages
• Libraries (public?) become cultural and community centers. Provide access for "have nots."

• Collaboration will blur distinctions between types of information environments.
• Technology development will make the issue of formats less problematic for access (maybe more for preservation).
• Public and school libraries will need to address basic literacy and information have-nots and take leadership roles here.
• Preservation will be the "hot topic."
• Producers will reclaim intellectual property.

• Records -- broad-ranging catalog, media. Define information, who has access, authorship, policy and regulation development to handle records.
• Implications of legal, social, political, economic forces
• Ownership of infrastructure
• Ownership of data
• International/cultural opportunities and challenges
• Domestic, inequitable access, handicaps
• Economic, educational classes
• Multiple channels (environments) -- coalitions, markets, fluidity
• Interdisciplinary, integrative studies. Training and education (role of professional).
• Just-right information -- information for a 5-year old, ubiquitous, personalized
• Continuous change/chaos
• Who/what is an author, publisher, publication?
• Forms and formats
• Cultural. responsibilities
• Expectations of users

• Collaboration
• Have-nots
• Political, social, economic, legal
• Globalization
• Disintegration of boundaries
• Disintermediation
• Digitalization of electronic environment
• Preservation
• Shift from access to quality
• Leadership
• Personalization/customization
• Ethical behavior
• Appropriate technology as a tool
• Need to organization information for access. Selection, evaluation, organization, retrieval.
• Collaborative efforts

• Janes' graphic:

• Collaboration, connectivity, virtual world/globalization
• Access, shift to quality
• Organizational context - social, legal, economic, physical/virtual
• Design and use of technology as a tool
• Organization, design, retrieval
• Preservation of knowledge in all formats
• People, learning, collaboration

Markets and Products - Rate aspects of four areas again in view of vision discussion. (Note: we were unable to identify individual groups or read some group reports.)

One Group report:

• Teaching/research/service should be integrated/interrelated.
• Markets (people we attract): identify in terms of qualities needs.
• Environments?!

• Teaching -- 40
• Research -- 40
• Service -- 40
• People:
  • Liberal arts/social science -- 20
  • Engineering/science -- 20
  • Ph.D.s for research/teaching/prof -- 10
  • Other degree program courses (cognates) -- 13.4
  • Part-time students -- 16.3
  • Undergraduates -- 13.4
  • Career changers -- 6.7

• Teaching, research, service and professional practice tied in this consulting environment
• Two Different Tracks:
  • Degree programs (including undergraduates)
  • Non-degree /workshop programs (including undergraduates/other grads; professionals/CEU's, etc.)
• Are we targeting these organizations to accept our graduates, collaborate in their education? Where is K-12 education?
• What is 6th year?

• Teaching -- 60
• Research -- 30
• Service -- 10
• People:
  • Liberal arts/social science graduates -- 20
  • Science/engineering graduates -- 20
  • Mid-Career -- 20
  • Information professionals needing retooling -- 10
  • Master's people, teachers, researchers -- 10
  • Undergraduates in information management -- 15
  • Engineers, computer scientists, etc. -- 5
  • Information intensive organizations (libraries, schools, archives, etc.) -- 50
  • Other (government, communities, corporations, etc.) -- 50
  • Master's programs -- 50
  • Ph.D. programs -- 30
  • Continuing education -- 20

• Teaching -- 33
• Research -- 33
• Service -- 33
• Lines blurring
• Broaden Base:
  • Pull from other disciplines
  • Expand out into other programs
  • Expand other programs into SILS
• Libraries
• Emerging markets
• Undergraduate -- information literacy, information specializations
• Dual degrees

• People with skills: adaptable, flexible, diverse skills, interests, contributions, technology literature, curious, understands social/human systems, diverse skills and interests. (2 groups)
• Some for degree programs, some for workshops, professionals retooling.
• "If you build it, they will come." Will this approach work? Consider an undergraduate minor service class to feed into SILS?
• We will train people who will go into library and library-like companies. Train people to keep libraries viable, responsive, etc. Starting point. Where beyond that do we go? Information providers? Entrepreneurial spirit to go off and create their own companies. Professional education - people fresh out of school; general literacy for undergraduate in university; dual degree programs with law, museology, etc.; life-long learning; then doing all that with distance-independent learning.
• Markets for students everywhere. People can do things, they don't need to be in a particular place.
• Information-intensive organizations - about 50%. Other: government, communities.
• If you want the best people, send literature to people with high GPA's or people in PKP or PBK.
• Focus on functionality, not on place.
• Motivate the existing employers to buy our products.
• Create job titles/describe graduates and send literature to employers to spark their interest in our graduates. Have students prepare two resumes, one for libraries, one for organizations broadly. (Nomenclature)
• Find a basis set of skills/conceptual knowledge to impart to the students.

Curriculum Planning -- Revisit questions on curriculum planning questionnaire in view of vision and market-and-products discussions. (Note: we were unable to identify individual groups or read some group reports.)

One Group Report:

• Resources management (5 votes)
• Information system design and evaluation (8 votes)
• Human factors/information uses and needs (8 votes)
• Information policy (4 votes)
• Organization/retrieval of information (6 votes)
• Professional practice [libraries] (1 vote)
• Service/management/specialization (1 vote)

• Information centers/libraries (4 votes)
• Systems/technology (5 votes)
• Publishing (including digital) (6 votes)
• Information policy and ethics (4 votes)
• Learning systems (2 votes)
• Information organization and retrieval (8 votes)

• Production of information products (6 votes)
• Information literacy (4 votes)
• Preservation (4 votes)
• Information engineering (No votes)
• Service specialist (2 votes)

• Archives (5 votes)
• Digital library architecture (4 votes)
• Digital publishing (3 votes)
• Information technology/library systems (6 votes)
• Information needs and uses (6 votes)

• Systems design and implementation (1 vote)
• Creation of information products and design (7 votes)
• Organization, preservation and dissemination of information products (8 votes)
• Information retrieval (5 votes)
• Librarianship for learners (6 votes)

• Organization, retrieval, access (6 votes)
• Technology/systems (3 votes)
• Policy (9 votes)
• Archives/preservation (4 votes)
• Publishing/creation/design (5 votes)

• Information economist/commerce [intellectual property] (3 votes)
• Information engineer [technology, hardware, systems) (8 votes)
• Information psychology [human-computer interaction, interpretation of needs, training/teaching] (10 votes)
• Information organization/organizational systems (2 votes)
• Information preservation (4 votes)
• Information creation/production/design/display ((8 votes)
• Information retrieval [AI/"the last frontier"] (1 vote)

Summary and synthesis of the retreat.
Multidimensional matrix:

Learners:

• Recent undergraduates.
• Service to undergraduates, to university and teaching faculty, technology in the classroom, technology in the field and in research (UARC).
• Dual degree.
• Life-long learners.

• Access, shift to quality, and organization, design, retrieval
• Organization, information retrieval, users and access, evaluation
• Design and use of technology as a tool
• Human-computer interaction
• Database design/building
• Information retrieval
• Telecommunications, networking
• Preservation of knowledge in all formats
• Technology
• Archival principles (conversion from old formats, print-on-paper, old digital to new digital)
• People, learning, collaboration
• Collaboration, connectivity, virtual world/globalization
• Organizational context - social, legal, economic, physical/virtual
• Libraries, archives
• Everywhere
• Organizational behavior
• Human resources
• Management
• Technology transfer
• Pedagogy
• Project-based learning
• Collaboration
• Distance-independent learning
• How can people learn and do at the same time
• Field experiences
• Pilot projects (Flint [Durrance, et. al.)), Cranbrook and M-LINK [projects that need ownership]
• Research projects
• Renaming our school?

• Upskilling ourselves. Welcome proposals to change, enhance, refine our knowledge/skills
• Future project structure -- focus on pilot project initiation, core design and deployment, specialization investigation
• Need faculty to take ownership and propose new pilot projects
• Need clear, written guidelines as to pilot project proposals

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