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Transforming Research Libraries: Teaching and Learning in the Digital Age Author(s): Fred Heath Source: Art Documentation: Journal of the Art Libraries Society of North America, Vol. 25, No. 1 (Spring 2006), pp. 4-12 Published by: The University of Chicago Press on behalf of the Art Libraries Society of North America Stable URL: http://www.jstor.org/stable/27949394 . Accessed: 15/06/2014 09:06 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. . The University of Chicago Press and Art Libraries Society of North America are collaborating with JSTOR to digitize, preserve and extend access to Art Documentation: Journal of the Art Libraries Society of North America. http://www.jstor.org This content downloaded from 62.122.72.154 on Sun, 15 Jun 2014 09:06:52 AM All use subject to JSTOR Terms and Conditions

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Transforming Research Libraries: Teaching and Learning in the Digital AgeAuthor(s): Fred HeathSource: Art Documentation: Journal of the Art Libraries Society of North America, Vol. 25,No. 1 (Spring 2006), pp. 4-12Published by: The University of Chicago Press on behalf of the Art Libraries Society of NorthAmericaStable URL: http://www.jstor.org/stable/27949394 .

Accessed: 15/06/2014 09:06

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact [email protected].

.

The University of Chicago Press and Art Libraries Society of North America are collaborating with JSTOR todigitize, preserve and extend access to Art Documentation: Journal of the Art Libraries Society of NorthAmerica.

http://www.jstor.org

This content downloaded from 62.122.72.154 on Sun, 15 Jun 2014 09:06:52 AMAll use subject to JSTOR Terms and Conditions

Page 2: Transforming Research Libraries: Teaching and Learning in the Digital Age

Transforming Research Libraries: Teaching and Learning in the Digital Age_ Fred Heath

[Text of the Opening Plenary Session address presented at the

ARLIS/NA Annual Conference in Houston, Texas, April 2005]

Background Thank you for inviting me to address the Art Libraries

Society of North America on the impact of the digital revolution on teaching and learning. As we focus tonight on the funda mental role that research libraries can play in the transformation that is upon us, I have a special respect for you, the ARLIS/NA

membership, for your particular skills and your contributions to

librarianship. Having lived on this planet for some sixty years, and having served universities for twenty-five of those as a dean or vice provost, Tve developed a sense of possibility, and of limitation. And in my time as an administrator, Tve learned that no vice provost or dean commands the subject matter, sees the

trends, or intuits the issues that impact any academic discipline nearly as well as the faculty or staff who are daily engaged in

teaching and learning that subject matter. To make this hour useful to you, I felt that I should share with

you some of the challenges and opportunities in a time of rampant change, change brought about at least in part by the impact of the digital revolution upon teaching, learning, and research. I intend to stay on familiar ground. My office does not entitle me to intrude upon your specialized area of knowledge. Rather, I decided to engage you from my perspective as an administrator at one of America's larger research universities, the University of

Texas at Austin. I will tell you what I have in mind.

Td like to talk briefly about the impact of information

technologies upon the research university and upon teaching and learning. I will talk a little about efforts at the national level to assay those implications and harness them to the benefit of all.

We will visit the concomitant rise of the research library, and the pressures to which it is subjected today. The

challenge of sustainability occupies all of us daily, as the

possibilities of what we can become in the digital environ ment threaten to exceed our means of achieving them.

And finally, Td like to spend time on the role of libraries in

advancing teaching and learning in a technology-enabled environment, and maybe

use a few examples from your worlds to illustrate my perspective.

My perspective is that of the research university, where I have worked for the past dozen years. What is a research

university? Research universities, according to a 1994 Carnegie

Foundation definition, offered a complete catalog of baccalau reate programs, gave high priority to research, awarded more than fifty doctoral degrees yearly, and received more than $15

million annually in federal support. Under current definitions, there are about 260 of America's 3,200 or so four-year schools in this category, and they receive about 90 percent of available federal research funding.1 However, I suspect that those of you in the museum community, and those from other university settings, will also find the observations meaningful. So, with

your understanding of my lens, let's begin.

North American Research Universities

The theme of this conference is "Collaborative and

Explorative Ventures in Arts Information/' and I hope before I leave that I learn more of your collaborative efforts. Certainly, if there is one common theme that cuts across all sectors of the research university, it is collaboration. Collaborative projects are an increasingly prominent part of university life, a result of our technology-enabled world. Scientists from around the

globe participate in discipline-based "collaboratories" as dispa rate as human genome, high energy physics, and astronomy. A

collaboratory, a term first coined at a National Science Foundation

(NSF) workshop in the late 1980s, is a "laboratory without walls" enabled by distributed information technology.2 The new collaborative environment extends to students as well. The

cohort group in a humanities class can include distantly enrolled students from around the world.

As we talk tonight, I hope to provide some insights into the

challenges we confront, and the actions we must take if we are

to prosper in this era of rapid changes both in public policy and information technology. To gain perspective, let's drop back a few decades in time.

The system of higher education in the United States, twenty years after World War II, was a source of inspiration for the world. Over the space of some two hundred years, the system had grown sporadically but spectacularly. Higher education

began as a few, mostly sectarian, colleges clinging to a meager existence. As the nineteenth century unfolded, a private univer

sity elite emerged on both coasts. The Ivy League schools and their brethren became the rivals of the best in Europe but were

effectively inaccessible to the working class. The Morrill Land Grant of 1862 changed that by providing the public resources to

open state universities to the masses and to fuel the economic

development of the nation. World War II brought a research

partnership between American universities and the federal

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government that further altered the face of higher education.

And, post-war, the GI Bill opened the doors to a generation of talented and highly motivated Americans. In the words of my

university's president, Larry Faulkner, in his recent keynote address to the American Council of Education:

They took up the opportunity in droves and became the well

educated, pragmatic, innovative workforce that powered America to global leadership in so many spheres during their working years.3

At the beginning of the twentieth century, as the Morrill Act was just begirining to make its presence felt, only about 2 percent of the college-age population attended an institution of higher education. By the end of World War II, that number had reached two million, and by 1975, ten million students, or one-third of the young adults, attended a college or university. Today, the United States leads the world in the percentage of its citizens who are college graduates. Some 27 percent of our nation, almost

eighty million people, hold at least one college diploma.4 But the system is now beginning to show signs of consider

able strain, and we worry about its health. The student protests of the 1960s led us to question our values and our institutions, the crisis of confidence ultimately embracing even the ivy-covered walls of the academy. The affluence of a post-war college-going generation persuaded many that colleges and universities were no longer just a public good, but a private benefit as well. And the

stumbling state economies in the 1980s and 1990s brought home to legislators and educators alike the challenge of sustaining the

decades-long growth curve of public higher education.5 The taxpayer and the politician have become less willing to

underwrite the costs of college education, and today call upon the student to pay a greater share of the costs in exchange for the benefit received, and call upon the university to be ever more

accountable, ever more efficient in its use of the public dollar. At the University of Texas, as is probably the case at each of your insti

tutions, the percentage of the academic budget supported by the state of Texas?faculty salaries and core facilities and functions?

has plummeted. In the 1970s, the state general fund accounted for 85 percent of those costs. Today it funds less than a third.6

The costs have been passed on to the student, with little moderation in sight. There is a view within the academic lead

ership that the social compact between the American people and their universities is at an end, that the grand experiment of

building world-class public universities upon tax dollars is at an

ebb.7 In his address before the American Council of Education, President Faulkner recalled that his costs to attend UT in the 1960s were l/70th the costs a student must bear today. In 2004, the average tuition increase at all public universities was over 10

percent, four times the rate of inflation.8

The Impact of Technology Upon Higher Education In 2002, as public higher education struggled with rising

costs and faltering state support, James Duderstadt, presi dent emeritus of the University of Michigan, and a host of

distinguished colleagues authored the report Preparing for the Revolution: Information Technology and the Future of the Research

University. In this report for the National Academies, they observed that the rapid evolution of the digital environment

brought with it threats as well as opportunities. "Universities

will have to function in a highly digital environment along with other organizations, as almost every academic function will be

affected, and sometimes displaced, by modern technology."9 Technology, they found, has obliterated the advantages of

place. An educated consumer no longer has to travel to a partic ular campus and avail herself of a particular instructor. Faculty and research behave the same way, coming together in closely bonded collaboratories that know no geographical limitation.10

Some, such as the National Virtual Observatory, have replaced the telescope with the computer and are developing entirely new methods of knowledge accumulation.11 Duderstadt's distin

guished panel even allowed itself to speculate about "the end of the university, an institution that has existed for a millennium." That scenario is possible to imagine, the panel offered, for the "...

changes being induced by information technology are different because they alter the fundamental relationship between people and knowledge. Thus the technology could profoundly reshape the activities of all institutions, such as the university, whose central function is the creation, preservation, integration, trans

mission, or application of knowledge."12

User Behaviors

As librarians, I think we must agree we are engaging as a user community a student body that has grown up in a media environment. Their world is quite different than mine was in 1962 when I walked onto the campus of Tulane University, declared

myself a liberal arts major, and enrolled in classes in medieval

history and art history. I vividly remember the art history class: the darkened auditorium, the dual projectors, the splendid slides, and that evergreen textbook: Janson, History of Art. I must

say that, while I found the class to be a fascinating introduction to a wider world, it also bore the signature sameness of thrice

weekly lectures and nightly reading assignments. My world in that art history classroom was pretty atomistic. I had my seat,

my notebook, and my textbook. There was relatively little inter action either with my classmates or my professor. By contrast, Duderstadt and his colleagues observe today's student to be immersed in and accustomed to an interactive Web environment

whether at work or play. Many find the classroom lecture envi ronment not to their liking. In their NSF publication, President

Duderstadt and his colleagues declare that:

...although the classroom is unlikely to disappear, at least

as a place where students and faculty can regularly come

together, the traditional lecture format of a faculty member

addressing a group of relatively passive students is threat

ened by powerful new tools such as simulation, gaming and

teleimmersion.13

Now, the presidents, being what they are, quickly went on to affirm that with vision and agility, the essential role of the

university could be preserved and vibrancy restored. However, I suggest to you that they were correct to raise that concern about the university's demise, at least rhetorically. In times of

change, the acknowledged exemplar in one era seldom prevails to assume

ascendancy in the successor state of affairs. The exam

ples are everywhere, but one from my own past?my years at the University of North Alabama on the banks of the Tennessee River?will serve to make the point. Florence Wagon Works was the largest manufacturer of wagons in the South. It moved

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from Atlanta to Muscle Shoals, the headwaters of navigation on the Tennessee River, in 1889. From there, the Tennessee River

flowed smoothly, and Florence Wagon Works was able to ship its

wagons by river freight up the Ohio, Mississippi, and Missouri rivers. The quality of its wagon was known across the broad

expanse of the American West and respected for its durability and utility.14 A decade after the wagon works was relocated to north Alabama, Henry Ford opened his first assembly line and introduced America to affordable mass-produced motor trans

portation. By 1913 more than three hundred thousand vehicles

poured off the Ford assembly lines. Florence Wagon Works soon

disappeared from the American business landscape along with most of the three hundred or so boutique manufacturers of the horseless carriage.15

What is the wave of the future for higher education and the universities as we know them? The bright future, it seems to me, must lie in collaboration among universities, among scholars,

and among students. We must harness the promises of the tech

nologies or face the certain erosion of our effectiveness under the relentless forces of rising costs and declining public support. This

week, Dan Atkins, professor of information at the University of

Michigan, will deliver a keynote address before the Australasian

meeting of EDUCAUSE. He will speak of the "raw capacity" of the technological advancements that will spectacularly enable collaborative advances. And, while he will speak from science and engineering perspectives, his message serves for the arts and humanities as well.16

Dan Atkins is one of the clearest thinkers in higher educa

tion, and he spends a lot of his time educating all of us about the

potential impact of cyberinfrastructure upon teaching, learning, and especially research. What is this polysyllabic concept, cyberinfrastructure? In the early part of the twentieth century, as America prospered and Europe recovered from the wreckage of the Great War, the word infrastructure was coined to denote those marvels of civil engineering?roads, bridges, sewers, and electrical lines?that enabled industrialized nations to grow. Cyberinfrastructure is the digital age's equivalent, the commu nication technologies and information systems enabling the creation and dissemination of knowledge. According to Dan, it also includes the human assets and accompanying service orga nizations.17

Atkins led the National Science Foundation Blue Ribbon

Advisory Panel on Cyberinfrastructure formed in 2002 to examine the challenges and opportunities implicit in the tech

nological advance. Their report, Revolutionizing Science and

Engineering Through Cyberinfrastructure, is one of the most impor tant documents of this decade. The panel found a "new age" to have dawned in higher education. New technologies now or soon to be in place will make possible "a comprehensive 'cyber infrastructure' on which new types of scientific and engineering knowledge will emerge, and through which research will be conducted in new ways and with increased efficacy."18

Following the lead of the National Science Foundation, social science and humanities leaders prevailed upon the American Council of Learned Societies (ACLS) to undertake a

similar inquiry regarding the state of the technology infrastruc ture in those disciplines. The resultant ACLS Commission on

Cyberinfrastructure for the Humanities and Social Sciences has been charged with assessing the promises of cyberinfrastructure

in the world more familiar to us here tonight.19 Certainly, the

technologies promise as much to the humanities as they do to the sciences. But as many have observed, projects that press the fron

tiers of the intersection of the humanities and computer science are few in number. There are some good ones, such as the UCLA Rome Reborn Project or Stanford's Digital Michelangelo and Forma Urbis Romae. Why are the examples so few? As Marc

Levoy of the Stanford Computer Science Department explained before the ACLS Commission on Cyberinfrastructure, the proj ects cost too much. Humanities scholars are still constrained by their own technological shortcomings, and most projects to date have not been of sufficient reach to interest granting agencies or scientists who might collaborate in the undertaking.20 Money, innovation, and collaboration are also the problems research libraries confront in the challenge to harness the information

technologies to the support of teaching, learning, and research.

North American Research Libraries

Here tonight, almost all of us are members of America's

university or museum library community. It is a rather tiny space as education goes in North America. Even in these demanding times, it is a space where most of us feel privileged to have landed.

There are remarkable parallels between the fortunes of American higher education and its research libraries. At the

University of Texas, the libraries reflect the eminence of the academic programs they nurture. From the 1960s until today, the University of Texas has invested almost $650 million in its

libraries, excluding the costs of its considerable physical facili ties. When you look at the investments of all of the Association of Research Libraries (ARL) members across that span of time, the total investment is a rather remarkable forty billion dollars. And what libraries they have produced! I remember in the first months of my tenure at the University of Texas, the Harry Ransom Humanities Research Center (HRC) opened a photog raphy exhibit from its collections which featured, among others, the world's first photograph. On the evening of the same day, the Ransom Center held a reception to celebrate the acquisition of the Woodward and Bernstein papers, of Watergate and All the President's Men fame. Across the membership of the Association of Research Libraries, my colleagues could tell similar tales. The investment of the North American research university in the life of the mind, in the cataloging of the human experience, is of a scale unrivaled in any other time or place.

Each year, the question of sustainability becomes ever more

daunting. When we address issues of sustainability, library managers must, in the words of the notorious bank robber Willie Su tton, "go where the money is." That means we must take a look at the collections that support teaching, learning, and research. At my university that is where some twelve million dollars of our library operating budget reside. That's where the money is. For most of us, the costs of those investments can amount to about half of our budget, and the inflation rate of those materials has for years outstripped the rising costs of university operations as a whole.

Not surprisingly, libraries are finding the current model of

scholarly communication increasingly difficult to sustain. For

decades, if not hundreds of years, research libraries invested stead

fastly in the needs of both current faculty and students, and future

generations as well. Those capital investments in a few hundred

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large libraries and in thousands of other smaller ones created a

cumulative record of the significant accomplishments and other deeds of humankind. But the steady expansion of the knowledge universe brought with it costs that could not be sustained by even the largest budgets. As Michael Keller has observed, the innova tions of technology have combined with fiscal pressures to move

many libraries away from collection building. Embracing access to information at the time of need, libraries moved away from

capital investment in the future. Information, Keller said, became a commodity to be made available to the current university population with too little attention to the library's role as cultural custodian.21

In large measure, I agree with Michael. A few weeks ago, I was driving back from a program at another university with Tom Staley, the director of the HRC. We were discussing the rather remarkable disparity in our acquisitions budgets?the UT Libraries budgeted in excess of ten million dollars annually, and the HRC considerably less than that. Now, through his ability to link willing donors to collections of opportunity, Tom's expendi tures at the end of the year are far greater than the base budget

with which he starts. The Woodward/Bernstein papers came our way for an attention-getting five million dollars, for example. But our focus as we drove into the night was on base budgets. "The difference between us, Tom," I said, "is that my job is to

make the University of Texas the same as all of the other top tier ufiiversities. Your job is to make us distinctive." The observa

tion, of course, was rhetorical in part. Our area studies programs,

especially the Benson Latin American Collection, make their own unique contributions to scholarship. The sheer scale of our collections is a boon to researchers. To give you one example, a recent examination of OCLC data reveals that 42 percent of our holdings do not appear in the collections of UCLA or the

University of California, Berkeley. But our current collection-building situation brings Michael

Keller's observations home to Austin. In recent years the prepon derance of the University of Texas Libraries budget is expended on approval plans for monographs that are in every large library or on the "big deals" of the commercial journal publishers. The

money spent on those materials produces a collection profile that is duplicated across much of ARL. The realities of the modern

marketplace are such that a very significant portion of the resource dollars expended annually by ARL members is dedi cated to making us look distressingly the same.

The Impact of Information Technology Upon Libraries In our libraries, most of the information with which we now

deal comes to us digitally. Over the next several months at the

University of Texas, we will cancel the last of our print copies of

journals that we also receive electronically from vendors whose

offerings we feel are safely archived. At the same time, we are

seeing massive increases in the rate of retrospective digitization. Notable among these is the partnership between several of the most prominent research university libraries and Google to digi tize as many as ten million volumes over the next few years.22

Equally interesting is the directive from France's President

Jacques Chirac to the Biblioth?que nationale and the Ministry of Culture ordering a European-wide project to make millions of literary works available upon the Web. The directive was in

response to the clarion call from the president of the Biblioth?que nationale that the Google-led effort was a conspiracy that would

lead to "a crushing domination by America in defining the idea that future generations will have of the world."23

In the midst of this maelstrom of change, we should address both the problems and the possibilities. But before we talk about the promises of the technology revolution, it is probably best to discuss the constraints we will encounter. When all is said and

done, it is, I believe, a bright future, but one that as yet we only dimly understand and are only partially prepared to exploit.

Costs

First of all, let's talk about costs. We have already visited the costs of running print-oriented research libraries in a University of Texas, ARL context: $650,000,000 at UT over the past forty years, and forty billion dollars among all ARL libraries during the same interval. Expenditures of ARL libraries now approach three billion dollars annually. Those are big numbers. Combine investments on this scale with the erosion of the social compact, the demands for accountability, as well as the decline in the level of support, and we have the makings of a problem. Add to that the expansion of the knowledge universe as well as the skyrock eting costs of journal literature, and the situation in the research

library world can be said to border on crisis. But all of you know that story, and we do not have to

spend much time tonight on the familiar. However, I do have

my concerns about the sustainability of what we do in research libraries. As Michael Keller observed, we have allowed our commitment to the preservation of the cultural record to recede into the background, and we have permitted education as a

commodity to take center stage. A few visionary librarians could see the problem looming on the horizon long before the rest of us. Ken Frazier, director of libraries at the University of Wisconsin, was one of those, warning against the "big deals" with commer

cial publishers. Many libraries committed to big contracts for extended periods that reduced flexibility in resource allocation, and forced acceptance of harsh access restrictions for all those

beyond the local community.24 The new digital world may be a space in which we can reclaim the cultural mission. But to do

that, there are issues other than costs that we must resolve.

Access Restrictions

To reclaim the cultural mission, we must overcome access

restrictions that impede the scholarly conversation. The simple reality of the digital environment is that the licensing terms of annual contracts trump the rights granted to libraries and the American public under copyright law. You are all familiar with the assault upon "fair use" in the shrink-wrapped electronic

world. But the following anecdote, pulled from the Web, takes the restrictions on access to the extreme?I love it because

it makes the point so well. I promise I am not making this

up. Some four or five years ago, the report states, a publisher brought into the marketplace an e-version o? Alice in Wonderland.

Although Alice was of course out of copyright protection, the

publisher restricted use of the e-version through contract with the purchaser. By accepting the shrink-wrapped license, the

purchaser would agree to:

Not copy text to the computer's clipboard Not print anything from the e-book

Not give the book to anyone else, or even lend it

Not read the book aloud.

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Under pressure, the publisher explained by the latter they only meant that the software embedded with the text to enable sound could not be used.25

Even among our best friends, the licensing language of contracts often becomes unacceptably restrictive. Our colleagues at Ithaka, the umbrella organization that brought us JSTOR, have a very good understanding of the research university commu

nity and have made great contributions to our effort to move

scholarly communications and research into a digital environ

ment. However, the public language in their contract boilerplate for ARTstor at one time in the recent past prohibited the use of ARTstor images in any scholarly presentation in an international venue. It was impossible for me to imagine agreeing to a provi sion that so limited the freedom of our faculty, placing them and the libraries at legal risk when they executed their responsibilities and engaged their colleagues in scholarly dialogue.26 Happily, Ithaka revised its contract language.

Scalability

Perhaps the most pernicious challenge confronting us is the scale of the job we are about to undertake. We risk foundering in a sea of endless possibility. Permit me to give you one example from my campus. The University of Texas Libraries established a

reputation among scholars by acquiring, organizing, and making available some eight million printed volumes for teaching, learning, and research. By some accounts, it is the sixth largest collection in North America.

At the same time, we have collected, but have not fully processed or made as easily available, some twelve million

non-print items?artifacts, paintings, recordings, manuscripts,

photographs, and the like. Were we to treat these materials with the same level of bibliographic and curatorial care, we could

significantly advance teaching and learning. If those materials were to be digitized and wrapped in robust metadata we could make them available not only to our community but to the schol

arly world at large. But what daunting scale. The collections are half again as large as the ordered print universe we erected. If we followed the old paradigms, it is easy to imagine that at the University of Texas, millions of dollars could be required to achieve the same level of accessibility of these resources as that of our printed books. And that does not even take into consider ation the intellectual property hurdles that will have to be cleared on an almost piece-by-piece basis. While our faculty wait for us to solve their problems, they make do with small but expen sive teaching sets of five thousand or so digital objects obtained

commercially, easily searchable, and free from copyright or

other intellectual property issues. I feel a sense of urgency in

resolving the inaccessibility of our twelve million items, but the real problem is far larger than that, as we will see.

User Behaviors, Libraries

A few minutes ago we talked about evolving user behav

iors in the university setting. The way users perceive libraries is also changing. For the most part, our community still likes us. A Mellon-sponsored survey a few years back found that almost

everyone finds libraries to be trusted and credible resources.27

Yet, at the same time, a very substantial majority would agree that the Internet has changed information-seeking behaviors.

Our own LibQUAL+ research affirms this phenomenon. The

data show that almost 80 percent of the university community uses the Internet daily, more than twice as many as use our

library Web site (for which there is some evidence to suggest is the most heavily used in North America), and more than six times as many as visit the library buildings.28

"Googlization" is a term that has entered the vocabulary? in fact a Google search will turn up more than 23,000 uses of the term.29 It has taken us a while, but as librarians we now realize

we no longer set all the rules when it comes to the academic

community's pursuit of information. Students are very self

reliant and increasingly willing to make their own judgments about the utility of information. Faculty who only a few years ago would have resisted the cancellation of their print journals are increasingly finding comfort in an electronic desktop envi ronment. Many are canceling print journals to which they have subscribed all of their careers. Departments are abandoning their informal libraries, choosing to avail themselves instead of the licensed electronic resources of the university libraries.30 Printed book circulation among all ARL libraries is in a notable decline.31

LibQUAL+ and other data reveal that users are unequivocal in their preferences. For example, data from the CLIR/DLF 2002

survey shows that very few users would find asking a librarian to be a preferred method of locating information.32 ARL data, corroborated in our daily experience at the University of Texas, reveals a significant falloff in reference transactions after the advent of the Web. Of the traits measured by LibQUAL+, among the ones least valued is the individual attention we propose to offer the user from our public service desks.33

Taking Control of the Future So what is it that we can do, in this digital world, to establish

our place as vital partners in teaching, learning, and research? I believe there are several affirmative steps we can take that will allow us to remain indispensable to our university colleagues:

We must let go of old paradigms and embrace the future

We must develop the requisite skill sets that permit research libraries to prosper in the digital arena

We must establish new paradigms that establish us as key partners in the digital learning environment

We must take advantage of the technologies and move

upstream to where the research is actually taking place We must reassert what is unique about each of our universities

We must seek the grants, raise the funds, and reengineer our organizations to produce the resources and develop the skill sets needed in the digital arena

Letting Go

By tradition and inertia, we in the academy are wedded to practices that are increasingly ill-suited to the digital envi ronment. In his testimony before the ACLS Commission on

Cyberinfrastructure, Martin Mueller of Northwestern University observed that any transcription of an older text into a new

medium is often seen as a loss. He noted that Plato mourned the

displacement of the oral tradition to writing. And he reminded us that print in relation to the manuscript, and the digital screen

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in relation to the printed page, have each been the cause of countless fulminations of corruption and debasement.34 At the

University of Texas Libraries, we are considering alternatives

to supplement classroom instruction of library skills. Even as we acknowledge that library instruction sessions in a thousand classrooms (out of the 22,000 courses taught) are effective and well received in each instance, we are concerned that they repre sent an inefficient and unscalable solution to the library role in the learning environment. As Duderstadt and others have

suggested, it is time we looked at Blackboard and other campus alternatives to more efficiently advance the information literacy mission of the University. We must use technology to extend our reach.

Developing New Skill Sets

We must also expand our skill sets and embrace the digital environment as well as the evolving learning behaviors of a

digital generation. In his testimony before the ACLS Commission, Marc Levoy spoke of a thought experiment, in which he would turn over the resources of his Stanford Computer Graphics Laboratory to humanities scholars and offer the services of his

twenty-five graduate students in support of humanities research. In his imagination, he had wiped away the cost constraints, and

through interdisciplinary mentoring erased the lingering tech

nophobia of the humanities faculty. He said:

I suspect that within five years, archeologists would be

mapping their sites using 3D scanners, art historians would

be analyzing the subsurface layers of paintings, classicists

would be projecting colored computer renderings on clas

sical marble statues ... to visualize how they might have

looked in antiquity. ... Once humanities faculty began using

the laboratory in their research, they would also find creative

ways to fold its technology into their teaching ...35

Others have called for the creation of "zones of experimen tation and innovation" where the very best scholars are brought to the very best resource bases?"privileged gated communi

ties," as James O'Donnell of Johns Hopkins University called them?"to invent, experiment, break things and succeed."36

New Paradigms

In this section, I get to talk about some of my heroes: Tim

Rowe, Stephen Murray, and Mark Levoy. Dr. Timothy Rowe co-directs the High-Resolution X-Ray Computed Tomography (UTCT) facility at the University of Texas. The science of

tomography is advancing the study of evolution. Last year, a

147-million-year-old fossil fragment of the archaeopteryx was

brought from the Natural History Museum in London to Dr. Rowe's facility. Computer modeling using hundreds of images allowed the scientists to reconstruct the fossil fragments into a

three-dimensional image of the brain case. The findings provided strong evidence that the archaeopteryx was not merely an evolu

tionary precursor to the modern avian, but had itself the neural

requirements of flight. According to Dr. Rowe, "This animal had

huge eyes and a huge vision region in its brain to go along with

that, and a great sense of balance. Its inner ear also looks very much like the ear of a modern bird ... There are living birds that have brains that are relatively smaller than Archaeopteryx."37

We are beginning to see more works that show the power of re-creating and interpreting the real world in powerful new

ways. Among the most compelling examples I have encountered is the work out of Columbia University from Stephen Murray and his colleagues. Stephen's work focuses on the beautiful cathedral at Amiens and has been supported by the National Endowment for the Humanities and others. It is a remarkable inquiry into three-dimensional modeling and a powerful teaching tool.

According to the Columbia Web site, his "Amiens Cathedral?A Multimedia Project" will be integrated into the University's core curriculum sometime in the near future.38 The multimedia

experience is gripping. The promotional materials describe the

experience accurately. It begins as a participant fly-over of a medieval city, deserted in the evening quiet. Soaring above the

rooftops, the observer sees the structure of the cathedral loom below. The observer then descends through an opening in the

roof, plunging through the rafters, to the ground. Once upon the ground, the observer is joined in Stephen's animation by the structure's medieval architect, from whose first steps the cathedral takes shape in all of its spectacular glory.39 The work continues. Introduced by Stephen Murray to the beautiful and

fragile thirteenth century Cathedral of St. Pierre in Beauvais, Columbia colleagues in the Computer Science Department have continued to press forward the frontiers of three-dimensional

modeling.40 Having experienced the work of Professor Murray, no one will think about space and the built environment in quite the same way again.

Equally impressive and holding great promise is the work of Stanford University's Professor Marc Levoy. Levoy's goals are to advance the technology of three-dimensional scanning techniques in service to the humanities and to create a lasting digital archive of important artifacts. The work is still complex, requiring a team of over thirty specialists from the University of Washington and Stanford University, and it is expensive. The work was under written by many grants, including those from Stanford itself, the

NSF, the Mellon Foundation, and the Paul G. Allen Foundation for the Arts. It is the kind of grant support that only an institu tion like Stanford can command. After a year's work copying the

sculptures and architecture of Michelangelo?as well as the frag ments of the Forma Urbis Romae, a giant marble map of ancient Rome shattered into countless shards, of which 1,200 are known

to survive?the group returned to the United States to process the data and to make their findings accessible.41

The work is brilliant. The scans from the custom-built Stanford equipment capture the chisel marks of Michelangelo, left deliberately to deepen the shading of curved surfaces. The scans tell the story of centuries, of waxes, of weathering from 400

years in an exterior courtyard, of restorations and flaws in the marble. Their study enables three-dimensional perspectives and visualizations such as probable gilding and potential supports that could brace the statue at its most vulnerable points. With the Forma Urbis Romae, all of the pieces have been scanned, and

algorithms have been written in an effort to assemble the three dimensional pieces whose outer surfaces are a faithful rendition of Roman streets, houses, and shops of the time, with every room and roadway depicted. To date, some twenty to thirty matches have been made, including a match along the Imperial Way to the chariot races in the Circus Maximus.42 These are brilliant

breakthroughs for scholars, and the advances are recognized.

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Moving Upstream

For some time, the research library has undertaken to bring to the university community as comprehensive a selection of

scholarly research as local budgets would bear. The reputation of librarians stood upon their library rankings, and those rankings

were in large part measured by the number of books added to the collection annually and the number of journal subscriptions to which the library subscribed. As observed, we are measuring collection efforts that are becoming increasingly the same. We

must reassert our distinctiveness, and I am convinced the digital revolution makes that possible for us.

The French have a word for distinctiveness?terroir. The

term is used specifically to describe the ecological factors that make a particular type of wine special to its region of origin; the

type of soil, the competing vegetation, rainfall or morning mist, and the way the vines catch the sunshine in the early morning or late evening. The concept can be applied with equal preci sion to fix the location of an English cheddar. Most critics would

agree that the American penchant for sharp, acidic cheddars results in a product that lacks the complexity of a Montgomery or Keen's farmhouse cheddar, two of the greatest English cheeses. "We wouldn't make our cheese as a sharp cheese," said

James Montgomery of Montgomery Farms. "Too much acidity wouldn't allow the flavor of the cow to come through."43

In the flood tide of the information revolution, our best libraries have begun to allow the flavor to come through, reas

serting their distinctiveness. In the words of Paul Gehrman, director of libraries at Vanderbilt University, we have begun to move upstream from the end product of published research and to make available to scholars and informed readers the unique

work of our faculty and researchers as it takes place. In the same

way, it is our goal at the University of Texas to move upstream from the end product and to preserve the digital record of the research itself.

I will offer you one example from our UT experience. Professor Joel Sherzer is a faculty member at the University of Texas. The vanishing indigenous languages of Latin America,

from Tierra del Fuego to the highlands of Mexico, are the focus of his research. All are languages that, inexorably, will yield to the relentless march of the dominant languages of Spanish, Portuguese, and English across the hemisphere.

Over the stretch of his career, Dr. Sherzer and many colleagues across the globe have braved rain forests, urban barrios, and

remote mountain tops to record the languages of these small native tribes. Those recordings have been captured, digitized, and transferred to servers at the University of Texas Libraries. Future scholarship demands the preservation of this precious digital data. Our libraries are doing that through a project we

audaciously call UTOPIA, where in a modest interpretation of Marc Levoy's idealized scenario, our libraries bring technology and expertise into a partnership with faculty content creators.

UTOPIA is the means by which the informed citizens of the world are invited within the academy's walls to enjoy the rich ness of our resources?our museums and our libraries?and to

interact with the work of our faculty and our researchers. It also

provides our faculty with a showcase in which to display their

ongoing work in their specialties to the world. I would like to think of UTOPIA as James O'Donnell's

gated community?a special place where scholars work

collaboratively with others possessing different skill sets.44 At

base, our content providers need only have a good idea; we are

prepared to handle the spectrum of technology applications that permit its expression in a digital environment. Quite often,

UT scholars have fashioned sophisticated digital applications themselves. But many faculty are looking ahead for ways that their research can be carried across deep time for the benefit of future researchers. It is their hope that those future genera tions can benefit from more than just the current end products of their study (monographs and journal articles) and draw upon the data itself, corroborating newer findings or drawing fresh conclusions from the original resource. Whether it is to expose the work of a faculty member's lifetime to a broader public, or to carry that work across distant time with an eye toward future

scholarship, UTOPIA aspires to re-establish the social compact between the university and the public.

Resources for Change

There is no question that we need more money to tap the

potentials of the digital revolution. There is a need for funding that encourages institutions to work locally and collaboratively in strategic ways to build the cyberinfrastructure. To elicit funds from public funding sources, we must fashion clear pictures of the return on the public investment. The same is true for federal and foundation funding sources. Collaborative projects that achieve synergy and scale, and return a high yield on the initial

investment, are what every funding agent is looking for. There are federal and foundation programs that have responded to the call in the past. Unfortunately, their numbers are not large, and the competition is fierce. Proposals that frame the right questions and focus upon compelling outcomes may yet entice an incrementally larger commitment from the philanthropic or government sectors. It is important that libraries invest in

building their expertise at grant-writing and fund-raising. However, the future of the cultural record is not only about new

money and the largesse of others. Before we look only to others, I suggest to you that we in

librarianship must look within ourselves for part of the solu tion. If we clearly understand the national trends and constraints that impinge upon American higher education, then we will also understand the need to re-engineer what we are doing. As

James Duderstadt looked over the condition of higher education

recently, he suggested that 5-10 percent of the total university budget will be required to engineer its transformation.45 That is similar to the number we have targeted for the University of Texas Libraries. We must not shrink from the effort to achieve those numbers.

Bill Wulf, president of the U.S. National Academy of

Engineering, reminds us that it is really dangerous to assume that something cannot change just because today's technology or

today's resources will not support the change.46 That assumption, he says, can take one to the brink of extinction and irrelevancy. The advent of the printing press is a case in point. The twelfth

century monk, huddled over his vellum scroll and ink-pot, worked through the seasons to produce a single manuscript. Among other needs, the scribe would require the skins of 225

sheep in the monastery's pasture in order to create a single hand lettered manuscript.47 Given the standards of the time, a book

was an expensive item: one monk, one year, one book.

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In the blink of an historical eye, the world changed. By 1500, within fifty years of the advent of the printing press, European printers had produced more than twenty million copies of the

35,000 manuscripts our monk and his colleagues had produced over the span of five centuries. Four and a half billion sheep skins would have been required to manage that output under the old paradigm.48 You could not have written a strategic plan that would have brought the modern book to the market place. Governments, looking backward and grounding their decisions in the paradigms of the past, would have opposed the effort to introduce Europe to twenty million books, arguing they could not bear the costs of producing almost five billion sheep. The barons who controlled agricultural production at the time,

looking forward, would have resisted the looming shift to paper as it would kill the market for sheepskins. The status quo would have been preferred by both. But the revolution still happened, and the modern world was launched on a wave of literacy.

Re-engineering requires innovation, inspiration, and the will to work in collaborative interdisciplinary and cross-organi zational initiatives. As Ken Hamma of the Getty Trust reminds us, museum directors must remember that their primary missions are research and education. Directors should not tie

their organizations' futures to misplaced hopes of large revenue streams based on commercial licensing of their digital images.49 Likewise, our university faculty must realize that our academy's credentialing system holds teaching and learning hostage to an

increasingly obsolescent system of scholarly communication. In the words of one college president, our faculties may be the

only remaining cohort on earth that defends the status quo as an

option.50 As James O'Donnell has put it:

...We need systems, software, leadership, and support for

new kinds of publication. The "journal" is a seventeenth

century device, tweaked heavily in the nineteenth century, imitated fiercely and consistently through the twentieth

century at greater and greater cost, and now hopped up on

network amphetamines. If we had never seen it and were

inventing something new today, we would invent some

thing entirely different, and so we should.51

New models should be our goal, and part of the costs of

building them can come from the resources expended on main

taining the outmoded. I want to conclude my remarks by suggesting to you that our

perspective should be that of the persona recently introduced to us by Bill Wulf. He takes us back a century or so:

It's New Year's Day, 1895. My name is Hans. For seven

generations my family has made the finest buttons in the

region, using the good local horn.

Today I learned that the railroad is coming to our village. My friend Olaf says that cheap factory buttons will come on the trains, but they will never compete with my craftsman ship.

I think he is right, and wrong. They will come, but they will compete with my buttons. I must make some choices. I can become a distributor for the new buttons, or I can invest in the

machinery to make buttons and export them. Or, closest to my heart, I can refine my craft and sell exceptional buttons to the

wealthy.

My family's business is dead. I cannot stop the train; I

must change.52

Notes 1. James J. Duderstadt et al, Preparing for the Revolution:

Information Technology and the Future of the Research University, Panel on the Impact of Information Technology on the Future of the University, National Research Council of the National Acad emies (Washington, DC: The National Academies Press, 2002).

2. William A. Wulf, 'The National Collaboratory?A White

Paper," Appendix A in Towards a National Collaboratory: The

Unpublished Report of an Invitational Workshop Held at Rockefeller University, March 17-18,1989; cited by Daniel E. Atkins,

"Cyberinfrastructure and the Next Wave of Collaboration"

(keynote address, EDUCAUSE Australasia, Auckland, New

Zealand, April 5-8,2005). 3. Larry Faulkner, keynote address (American Council of

Education, Washington, DC, February 13, 2005), http: / /www.

utexas.edu/president/speeches/ace 021305.html. 4. Andrew Delbanco, "Colleges: An Endangered Species?"

The New York Review of Books 52, no. 4 (March 10,2005). 5. James J. Duderstadt, "Navigating the Public Research

University through the Stormy Seas of a Changing World"

(remarks at the University of Missouri, Columbia, Missouri, March 6, 2003).

6. Faulkner, ACE keynote address. 7. Duderstadt, "Navigating the Public Research

University," 9,20.

8. Delbanco, "Colleges: An Endangered Species?" 9. Duderstadt et al., Preparing for the Revolution, 13. 10. Ibid. 11. Robert J. Hanisch, "The National Virtual Observatory,"

AIP Conference Proceedings 575, issue 1 (June 22, 2001): 45^7

http: / / scitation.aip.org/getabs/servlet/GetabsServlet?prog=n ormal&id=APCPCS000575000001000045000001&idtype=cvips &gifs=yes.

12. Duderstadt et al., Preparing for the Revolution, 21-22,24. 13. Ibid., 27.

14. "Reliving Florence's Early History," Courier Journal, sec. 1 (May 8,2002), http://www.courierjournal.net/archives/ new may2002.htm.

15. Frontenac Motor Company, 'The Ford Model T: A

Short History of Ford's Innovation," http: / /www.modelt.ca /

background-fs.html. 16. Atkins, "Cyberinfrastructure and the Next Wave of

Collaboration."

17. Ibid. 18. Daniel E. Atkins et al., Revolutionizing Science and

Engineering Through Cyber infrastructure, Report of the National Science Foundation Blue Ribbon Panel on Cyberinfrastructure, (Washington, DC: The National Academies Press, 2003).

19. Commission on Cyberinfrastructure for the Humanities & Social Sciences, of the American Council of Learned Societies. ACLS has held hearings that are intended to produce a corollary to the "Atkins" report above. The White Paper has not yet been published, but the content of the hearings is available at

http: / / www.acls.org/cyberinfrastructure/cyber.htm. 20. Testimony of Marc Levoy to the ACLS Commission

on Cyberinfrastructure in the Humanities, August 20, 2004,

http: / /www, acls.org/cyberinfrastructure/cyber.htm.

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21. Michael A. Keller, "Business Models, Not Economie

Models for Research Libraries in the Transition to More

Digitized Resources" (paper presented at the meeting of the

National Digital Library Federation with the NSF/NASA/ ARPA Digital Library Initiative projects, Stanford University, Stanford, CA, December 1996), 12, http: / /www-sul.Stanford, edu/staff /pubs/ndlf9612.html (accessed May 13, 2004).

22. S. Carson and J. R. Young, "Google Will Digitize and

Search Millions of Books from 5 Leading Research Libraries," Chronicle of Higher Education (January 7, 2005), http: / / ejournals.

ebsco.com/RemoteSiteWithInstructions.asp?RemoteURL=http %3A%2F%2Fwww%2Echronicle%2Ecom.

23. Aisha Labi, "France Plans to Digitize Its 'Cultural Patri

mony' and Defy Google's 'Domination,'" Chronicle of Higher Education (March 21, 2005); Alisha Labi, "Officials Say France's

Plan to Digitize Its 'Cultural Patrimony' Is Not Just a Response to Google," Chronicle of Higher Education (April 8, 2005),

http: / /ejournals.ebsco.com/RemoteSiteWithlnstructions.

asp?RemoteURL=http%3A%2F%2Fwww%2Echronicle%2Ecom (accessed October 8, 2005).

24. "Knowledge Indignation: Road Rage on the

Information Superhighway," Background Briefings, first

broadcast August 12, 2001, by Radio National (Australia),

produced by Stan Correy, p. 13, http://www.abc.net.au/rn/

talks/bbing/docs/20010812 data.rtf (accessed May 13, 2004). 25. Ibid. 26. ARTstor Digital Library License Agreement, Section 3.2,

http://www.artstor.org/info/about/letter.jsp. 27. Amy Friedlander, Dimensions and Use of the Scholarly

Information Environment: Introduction to a Data Set (Washington, DC: Digital Library Federation: Council on Library and

Information, 2002). 28. LibQUAL + Spring 2003 Survey

- UT Austin Aggregate. 29. September 29, 2005, "Googlization" single-term search

yielded this number of results.

30. This happened at Texas A&M in my tenure as both

Geosciences and Chemistry divested themselves of their

self-funded informal libraries.

31. Compiled by Colleen Cook, Texas A&M University, from Martha Kyrillidou and M. Young, ARE Statistics 2002-03

(Washington, DC: Association of Research Libraries), 8. See

most recent statistics at http: / / www.arl.org/stats/arlstat/

graphs /2004 /pubser04.pdf. 32. Friedlander, Dimensions and Use of the Scholarly Information. 33. LibQUAL+ Spring 2005 Survey

- UT Austin Aggregate. See, for example, presentation at http: / /webspace.utexas. edu / fh355 / www.

34. Martin Mueller, testimony before the ACLS

Commission on Cyberinfrastructure for the Humanities and

Social Sciences (Northwestern University, Evanston, Illinois,

May 22, 2004). 35. Marc Levoy, testimony before the ACLS Commission

on Cyberinfrastructure in the Humanities, August 20, 2004,

http: / / www.acls.org/cyberinfrastructure/cyber.htm.

36. James O'Donnell, provost, Georgetown University, testimony before the ACLS Commission on Cyberinfrastructure for the Humanities and Social Sciences (Baltimore, Maryland,

October 26, 2004), http:/ 7www.acls.org/cyberinfrastructure/ cyber.htm.

37. University of Texas News Release, August 4, 2004,

http://www.eurekalert.org/pub releases/2004-08/uota-cio

072904.php. 38. Amiens Cathedral Project, http: / /www.learn.columbia.

edu/Mcahweb /index-frame.html. This site warrants an

extensive visit.

39. Ibid. 40. Peter K. Allen et al. "3D Modeling of Historic Sites

Using Range and Image Data," Proceedings of the 2003 IEEE Conference on Robotics & Automation (Taipei, Taiwan,

September 11-19, 2003), http: / /ieeexplore.ieee.org/ iel5/8794/27829/01241587.pdf.

41. The Digital Michelangelo Project, http://graphics. stanford.edu/projects/mich/.

42. Marc Levoy et al. "The Digital Michelangelo Project: 3D Scanning of Large Statues," (conference proceedings, SIGGRAPH 2000), http: / / graphics.stanford.edu/papers/ protected /protected.pdf. See also Digital Forma Urbis Romae

Project, http: / / graphics.stanford.edu/projects/forma-urbis/. 43. Sam Gugino, "A Brave New World of Cheddar," Wine

Spectator 28, no.17 (March 31, 2005): 27-31. 44. James O'Donnell, testimony before the ACLS Commis

sion on Cyberinfrastructure for the Humanities and Social Sciences (Baltimore, Maryland, October 26, 2004),

http: / / www.acls.org/cyberinfrastructure/cyber.htm. 45. Duderstadt, "Navigating the Public Research

University," 14.

46. William A. Wulf, "The Information Railroad is

Coming," Educause Review (January/February 2003): 15,

http: / / www.educause.edu/ir/library/ pdf/ erm0310.pdf. 47. Max Evans, National Historical Publications and

Records Commission, testimony before the ACLS Commission on Cyberinfrastructure in the Humanities and Social Sciences

(Washington, DC, April 27,2004), http://www.acls.org/ cyberinfrastructure/ cyber.htm.

48. President's Information Technology Advisory Committee, "Information Technology: The 21st Century Revolution," http://www.nitrd.gov/pubs/bluebooks/2001 /

pitac.html. 49. Kenneth Hamma, executive director, Digital Policy

and Initiatives, J. Paul Getty Trust, testimony before the ACLS Commission on Cyberinfrastructure for the Humanities and Social Sciences (Los Angeles, California, September 18,2004),

http: / / www.acls.org/ cyberinfrastructure/ cyber.htm. 50. Duderstadt, "Navigating the Public Research

University," 13.

51. James O'Donnell, testimony. 52. Wulf, "The Information Railroad is Coming."

Fred Heath, Vice Provost and Director of University of Texas Libraries, Austin, Texas,

[email protected]

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