distance learning library, so I don’t know if we ever capitalised on what physical libraries do. What I’d like to try and cap- ture over the next 12 months is that kind of community element of a library.” She looks back at her time in the North West and cites examples where the library space – safe and trusted – has been just as important to students as the resources it holds. The sense of community, being able to connect with others directly, and the emo- tional support that can bring, is something she would like to replicate at the OU. She says: “I want to build that sense of belonging and place, which is very difficult to do when you have 170,000 students. It’s a crazily epic task, but what I’d like us to become is a digital social space for students that feels like a home. I think that is where we are trying to compete at the moment.”
Rosie has some ideas about how to achieve that, but is keeping the details secret for the time being. But she says: “If you think of a physical library, students go to them in between lectures. If they have a deadline they are there at 3am. They are not going there purely for the resources, but they do not come to us in an online library the same way. They might be engaging with us and our training sessions, but they are not hanging around in our space. There is the work element of going to the library, but
22 INFORMATION PROFESSIONAL
they are usually also an important social and community space and we need to think about that as a service.
“If we can get that right in an online en- vironment, then others will look to us for a model, which is exciting.”
Risk is encouraged
The way technology is used by the OU sets it apart from its competitors and so there is a tendency not to reveal too much until a product is launched. It also allows solutions to be tested, developed and perfected – or rejected.
In fact, rejection is not necessarily a bad thing and failure is embraced. A review of working practices at the OU has led to a culture where risk is encouraged, and failure is seen as an opportunity to learn. The notion of the OU as an innovator is a key driver – staff are encouraged to take responsibility and to explore new ways of working. A budget is in place to allow for experimentation and open communica- tion is in place, helping senior managers understand where there is potential and to be kept informed when things are not working. The library is no different and Rosie says: “My staff know that they can try things out and as long as I get some early warning if things are going wrong, then that’s fine by me. It does feel like a massive cultural shift.”
New ways of learning
Rosie recognises that while the OU has been seen as a leader in the world of digital library services, there are now opportuni- ties for the sector to share knowledge in more meaningful ways. The OU is involved in conversations with other university libraries through a range of formal and informal networks and forums. However, she feels that as libraries move farther from physical-only services, there is a need to reflect that at the OU. For
December-January 2017/18
Interview OU Rosie Jones
pp20-23.indd 6
07/12/2017 13:12
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60
