Remaining Futureproof

Péter Kiszl & János Fodor (2021):
Remaining Futureproof: Lasting Librarian Roles in Managing Digital Collections,
The Reference Librarian, Vol. 62. 28 p. Published online: 27 Oct 2021

DOI: https://doi.org/10.1080/02763877.2021.1979164

Absztrakt:

A felsőfokú képzés során az oktatók érzékelik az új szakmai nemzedék hozzáállásából és reakcióiból a könyvtár- és információtudomány folyamatosan változó technológiai-társadalmi-gazdasági kontextusát, a hallgatók igényeit és kompetenciaelvárásait. Ezeket a tapasztalatokat értelemszerűen beépítik a képzés korszerűsítésébe, saját - sok esetben évtizedekkel korábbi reflexeiket folyamatosan megújítva -, de fontos tanulságokat vonhatnak le a könyvtár- és információtudomány jövőjével kapcsolatban is. Szükség is van erre a hatékony egyetemi képzéshez, hiszen a hallgatóknak oktatóiktól hiteles jövőképet is kapniuk kell: merre tart a könyvtár- és információtudomány, milyen a jövő könyvtára, mi lesz a feladatuk a mesterséges intelligencia, a virtuális valóság, az adattudomány korszakában? A szakemberjelöltekben felmerülő kétségekre nem elegendő pusztán tagadni a sablonos jóslatokat, melyek szerint például a robotika elveheti munkájukat. Kiszl Péter és Fodor János tanulmányukban a digitális gyűjteményekkel kapcsolatos kurzusaik tapasztalatai alapján, a téves előfeltételezéseket cáfolva vezetik le a könyvtár- és információtudomány négy jövőbiztos jellemzőjét: (1) az emberi kreativitás nélkülözhetetlen szerepének fennmaradását, (2) a közösségi média professzionális használatának jelentőségét a közösségi tudás lekérdezéséhez, (3) az együttműködési kompetenciák értékállóságát és (4) a könyvtáros hivatásban felértékelődő kutatói attitűdöt.

From the Accepted Manuscript (AM) 

Az elfogadott kéziratból:

Abstract

From the students' reactions, trainers recognize the changing technological, social, and economic context of library and information science (LIS) and the students' competence expectations. They incorporate these experiences when updating the training program, and draw important conclusions therefrom regarding the future of libraries and LIS. This is crucial to providing students with a credible vision: where is LIS headed; what is the future library like; what roles will libraries have in the era of artificial intelligence, virtual reality, and data science? It is not enough to deny stereotyped predictions, for example, that robotics may take their jobs. In our study we rely on our experiences from courses on digital collections to refute incorrect assumptions and to introduce the four futureproof attributes of LIS: (1) human creativity remains essential; (2) the professional use of social media is crucial in accessing community knowledge; (3) collaboration competences have lasting value; (4) research-oriented attitude is increasingly important in the librarian profession.

Keywords: cultural heritage, digital collections, future of profession, LIS training, social media, Z-Generation

 

Introduction

During their first university lectures, our students learn that the library system does not exist for and by itself, but rather as a network, an archivist, and a service provider influenced by different factors of the economic, social, technological, and political environment, and under the pressure of user demands induced by international and domestic trends. The earlier definition of a library, i.e., a systematically created, organized, and analyzed collection of library documents (data carriers) for preservation and use, describes the traditional functions of libraries (which are considered rudimental today) (Hj?rland & Gnoli, 2019). In 2020 the library is a multifunctional space where documents take a back seat to providing information; where it is just as important to function as a public space and as a socially sensitive institution, as it is to conserve cultural heritage; and where other, socially useful ventures (e.g., financial education) cannot be avoided anymore. There is a culture consuming competition underway; people crave experience. Quality services are not enough; state-of-the-art environment, modern and sustainable library spaces and buildings are required. Separated institutional efforts do not support these goals listed above: they may only be achieved in an integrated manner, with collaboration between public collections (libraries, archives, museums), and with proactive reactions to future demands.

This paper will argue that we need to diversify and stand on solid ground, within a network of interinstitutional and interdisciplinary collaborations, while equipping future librarians with information on practice and reality. They need to know the newest, 21st- century forms of information acquisition and library use, all the opportunities offered by its technology, the development of digital humanities, the trends in providing business information; and the changes in research communication. The study will focus on the following main arguments:

 - members of Generation Z participating in the training program usually have concerns about the future of libraries and library and information science (LIS);

 - publishing digital collections in libraries is an optimal union of creativity, community knowledge, and collaboration;

 - aside from their numerous points of connection, the goals defining the methods of digital humanities and LIS are different;

 - the new forms of research-oriented attitude in our profession may increase the reputation of LIS.

Literature Review

Library practice cannot exist without a supportive academic and educational background. Even a short review of library and information science literature shows that there are several crossroads ahead for both the discipline and the training program. It has been common knowledge since the publication of the book, The structure of scientific revolutions by Kuhn (1970), that scientific development is not just the acquisition of knowledge, but its natural consequences include uncovering dilemmas, sometimes in a vehement, not necessarily consecutive and organized manner, which results in a paradigm change. Let us see the major dilemmas.

Audunson (2007) compared the library and information science of Europe, which developed mostly in isolation over the past few decades, to a patchwork, even though its multidisciplinary nature is beyond doubt, and it cannot be categorized as belonging exclusively to either humanities, social sciences, technology, science, or information technology, and it cannot be studied with a purely theoretical, scientific approach. LIS is closely related to a professional-practical field, and its final goal and reason to exist is to develop its practices.  LIS history, which can be traced back to Denis (1777) and Schrettinger (1829), is rooted in the relationship between library science and information technology. Lugya (2014) states that there are two fields in strong, interdisciplinary relation within LIS, which has become an independent, constantly developing, dichotomic field over the years. Historically, the epistemological concept of information led to the transformation of librarianship. The name itself follows its line of development along documentation, library science, information technology/information studies, library and documentation studies, library and information science, and iSchools, which is also reflected in the names of university institutions and departments. The abstracting journal Library Science Abstracts (now a ProQuest database) was published as Library and Information Science Abstracts from 1969 on.

Audunson (2018) recently stated that libraries and librarians work under considerable pressure, since in the digital world it is widely believed that there is no need for intermediaries, because information can be accessed by everyone through the Internet. In Scandinavian libraries there is an increasing number of colleagues employed without relevant qualifications. The processes of generating, analyzing, organizing, publishing, and storing information, and ensuring its searchability, are often invisible to the average person, since the user only encounters the "free" service. (In our opinion, free services do not exist, only seemingly, from the user's perspective, since the provision of services is always paid for by an organization or, using the taxpayers' money, by the state.) This does not even consider the relevance and trustworthiness of the information. The library is a democratic institution, which serves more and more as a community meeting space and as a location for public debates and conversations; libraries are moving further and further away from the limitations of a physical collection. The primary objective of internships adjusted to the education programs is to focus on social responsibility instead of physical collection. Taking advantage of this freedom may pose either a threat or a challenge and can open new horizons for LIS: just as the Gutenberg Galaxy did not bring about innate literacy, the digital revolution does not automatically result in information literacy. Most recent studies show that even in the case of digital natives, having information skills is merely a myth. Simply from the fact that they never knew a world different from our current one we cannot conclude what their information retrieval skills would be like without the tools, applications, chats, etc. available today. In the future we will need librarians with a cultural and educational background who are able to navigate complex information systems. Fewer librarians will, for example, process documents, but historical insight and knowledge imparted in traditional courses will continue to be necessary, so future professionals can understand the challenges of the digital age and provide adequate solutions. Education still needs to be based on these traditional LIS skills.

Besides the IFLA trends and their updates (International Federation of Library Associations and Institutions, 2019) well known in professional circles, we would like to highlight the professional work entitled "American Library Association State of America's Libraries Report" published in April 2020. According to the definition of the ALA Center for the Future of Libraries, the following global trends will influence the services provided by libraries, including education: (1) mobility and transportation, (2) colocation, (3) making access easier and (4) artificial intelligence. Further additions to this list are the yet undefinable effects of COVID-19 in 2020 and beyond.

Not one level of education can exist independently of technology. Librarian training is in a dire situation due to both the professional and the educational environment; its attempts to find its own path are apparent worldwide. The IFLA created a separate working group (Building Strong Library and Information Science Education, BSLISE Working Group, 2018) as well, which started its work by publishing a situation report.  This document shows that the structure and content of the training programs are not uniform on an international level, despite the ALA accreditation (American Library Association, 2016), within the United States of America; the principle of "let a hundred flowers bloom" is applied (International Federation of Library Associations and Institutions, 2018). The discipline is changing from day to day, so the reinvention of the training program with a global approach cannot be delayed for years (Percell et al., 2018a, 2018b), while the update of competence requirements is the task of the teachers each semester (Coghill & Russel, 2017; Raju, 2020).  The training program and the practice itself, despite the tension present almost everywhere, shall aim for mutual collaboration (Saunders, 2019).  Due to the quick changes, a newly conferred degree can only serve as a starting point; practice shall build on the foundations acquired at the university, since by the end of the training cycle technical expertise may become obsolete, as opposed to, e.g., the development of communication skills. Different types of libraries have different competence expectations, which cause difficulties when creating curricula (Saunders, 2012). Project management, preparation for group work, and design thinking are becoming more and more pronounced.

A LIS degree provides easily transferable skills, but the reputation and remuneration of the profession do not steer graduates towards libraries or library jobs (Abels et al., 2017).  The truth is many start the training program with other career goals in mind. Without an international marketing campaign to mitigate career change and to dispel stereotypes, the institutional network will end up in a difficult position, where especially masters and doctoral programs will become vacant (Saunders, 2015).  Jobs are not for life these days, and even in libraries new job titles (e.g., discovery librarian) are introduced (Roy & Hallmark, 2015).  The non-formal educational function of public collections is increasingly prominent as well, for example, aiming at the development of financial awareness (American Library Association, 2014). Therefore, higher education needs to adopt educational frameworks providing further trainings (Wyman & Imamverdiyev, 2018), build relationships with external partners stronger than ever before, and create mentoring systems (Goodsett & Koziura, 2016).  This clearly shows that LIS is going through a transitional period due to its strong relationship with the institutional network of libraries, and the negative effects induced there are felt in the training program and in the atypical employment practices. Students need to be trained to be dynamic in a manner that qualifies them for the whole profession, to have a cohesive identity, and to be able to represent their own interests (Campbell-Meier & Hussey, 2019; Fraser-Arnott, 2019a, 2019b).  Universities, out of necessity, cannot do much else but prepare students for non-library employment as well, performing a so-called transferable competence development, consisting of five components: (1) customer service, (2) the ability to identify needs, (3) information retrieval and database usage, (4) establishing credibility of information sources, and (5) prioritizing being prepared for the workplace environment (Fraser-Arnott, 2016).

International studies clearly confirm the unique situation of the discipline and the training program, and the outsiders' incorrect assessments (e.g., a librarian's job is about books or reading), which leads to decreasing willingness to choose this career, to remain in this line of work, and to be committed to the profession. However, due to its social and economic significance, LIS should occupy a lot more dominant position (Moniarou-Papaconstantinou, 2020).

In this study we limit our examination to one specific area of educational experiences in East-Central Europe, specifically in Hungary (Kiszl et al., 2018), to demonstrate how the relationship can change between the librarian profession and digitized collections, i.e., the knowledge base available online for the benefit of society and economy.

Misconceptions, project experiences, conclusions

In our LIS programs at Eötvös Loránd University, Budapest, Hungary, courses related to digital repositories and online knowledge bases are offered every semester (Fodor & Kiszl, 2018; Kiszl & Fodor, 2018). Introductory courses for first-year students are about the broader context. Students inevitably compare the history of information technology, information science, and communication research to their own experiences, and learn about and assess them compared to current information technology and social phenomena. They marvel at the historic steps leading to discoveries that seem trivial today and at the transitions between eras in the history of recording knowledge and defining, measuring, and transmitting information. As they learn about the historic development of communication, they reevaluate our current interactive mass media, recognize the significance of transmitting knowledge accumulated over centuries and making it accessible, and understand the role of information service. In the second year, they learn about the development of the Internet and the web, and the effects and side effects of fast technological changes. They are confronted with current forms of information service and current ways of making knowledge available, including their development and their problems, while they also participate in seminars on digitizing and online publication. The training process continues with the creation of a public digital repository in the third year (https://internetszemle.blogspot.hu/search/label/_cover [in Hungarian]). Then, over the course of the fourth and fifth years, those enrolled in the master's program become experts of content services through the analysis of international projects and by conducting their own research studies.

As in all areas of our LIS training, the changes in student attitudes are measurable during the courses related to digital repositories and online knowledge bases. Project works are especially important, since they create opportunities for discussion among the participants. 

Obviously, the students' initial attitude is influenced by many factors (their own interests, previous IT knowledge, differences in age), but according to our recent experiences summarized in this study, the characteristics of the so-called Generation Z (Csobanka, 2016) are more dominant: 

 - As digital natives, the presence of technology is natural to them.

 -  Becoming familiar with new tools and methods is not a mindset-changing novelty to them; they consider the learning process more of an interesting task.

 - For many of them computer games are important factors which play a decisive role in shaping their mindset.

 - If they are not up to tasks requiring meticulous and difficult intellectual work, we should not consider that laziness (it seems useless to them to do what an algorithm could perform instead), or what, in their opinion, could be more easily solved through digital services.

To project their concerns about the future of LIS on our narrower topic, their assumptions can be sorted into four areas:

(1) When information is already generated in an organized manner, complete with metadata, and in databases, on which anyone can build any kind of service, will human creativity remain essential if the task of the librarian maintaining and developing the collection becomes obsolete?

(2) Is it important to maintain contact with the readers of digitized collections, e.g., adapting to social media reading habits? Will the contact between librarians and readers soon be rendered useless by artificial intelligence (AI), which can establish contact with any data source and can therefore provide answers to the questions of readers and researchers?

(3) Will collaboration and serving other academic fields remain important after we have digitized and made all collections accessible? Is it possible that from now on LIS should focus on the further development of its own digitized library collections, taking them to the next level the same way a museum or a fictional universe of a game is there to explore and experience as virtual reality? 

(4) What will remain from the unique research fields of the librarian profession if the professional management, use, and research of digitized knowledge becomes a special, stereotypical competence of the individual academic fields (e.g., digital humanities)?

During the course of learning, seminars, and group projects, the transformation of the students' attitude towards these four fields is easily perceivable over the years, and we can draw conclusions from this transformation process regarding the futureproof characteristics of librarian competences.

Incorrect assumption I: Data are generated by themselves

In March 2020, after 21 years, the SETI@home project (https://setiathome.berkeley.edu) came to an end. This was an early example, in education as well, of a system completing allocated tasks in our personal environment: anyone could install on their computer the program analyzing radio waves detected from space, running as a screensaver, unnoticed, thereby making the volunteers' personal computer a small part of a virtual supercomputer (Anderson et al., 2002).

Today's youth, including university students becoming familiar with LIS, were born into an era of databases and global service networks built on sensors and tools generating data in the background. In many ways they perceive the increase of information, the refinement of searchability, and the deepening of analysis as automated developments and natural processes of our everyday lives. They take part in improving the knowledge of the most important and spectacular services by posting pictures on Instagram, defining themselves in a network of community relations depending on their age and circumstances on Facebook, and they add to the patterns available for Google with their search queries, choices, e-mails, and location data. Most of them are aware and consider it natural that even their most mundane activities (e.g., changes in their location, use of transportation, purchases, seeking out entertainment) add data to those systems that make their lives more convenient and modern.

Young people familiar with information technology, including most of those applying to our programs and interested in LIS, know that several different services can be built on the same set of data; they know the concept of mashup and open AI (even if they are not familiar with the expressions themselves), and it comes as no surprise to them that services can be built on each other. They can only imagine that the same way a navigation service or unique map overlay can be built on Google's maps, a social media network for sharing reading experiences can also be created on an online public access catalog (OPAC), and the metadata network of several different collections can use the same namespace.

Therefore, persons of our current era, including future students applying to our programs, have an impression dominated by:

(1) automatic accumulation of data (e.g., by sensors, satellite positioning, or image recognition algorithms);

(2) the experience that when they imagine a modern, creative activity, they envision human activity as the development of newer services and functions on the generated data.

The first enlightening change is experiencing that data are not generated by themselves. It is certainly true that there are data sources that need to be "invented" only once, and afterwards only technology and data processing need to be developed and updated. This applies to, for example, the traffic data of Google Maps (https://maps.google.com), but does not apply to its Street View service (https://www.google.com/streetview), which requires a camera and a vehicle driven by a person (at least for now) to be sent to each and every street.

Experience I: a) Recording existing data that would be lost without intervention

One of the collections developed with our students is built on a series of photographs taken around the turn of the millennium, which captured the entrances of almost 1000 restaurants, covering the whole city of Budapest (http://inaplo.hu/ittivott). At that point, just over a decade had passed since the change of the political system in Hungary and Budapest, therefore, the structure of the city and the portals of the restaurants preserved remnants of the socialist era. This coincides with the early childhood of our students; thus, this project provided an exciting opportunity for reflection. The goal and the scientific value of this project is to record, photograph, and describe the changes, and to follow the transformations which are intriguing for urbanism, local history, and the catering industry. 

At the beginning of the project, Google's Street View service did not cover the streets of Budapest.  Today, students instinctively reach for this service to choose which items to work on, based on their place of residence or their frequented routes. During this work it becomes apparent to all of them why conscious and archival data recording is important: Google is able to provide snapshots of a quickly changing metropolis updated only once every few years. Arriving at the address, we often find a different shop or a demolished building. This way the pictures taken by the students every two years provide a thematically focused sample of the changes in the city, which could never be construed solely from the present or from the most recent Street View pictures. The shops themselves are unrecognizable; many of them changed function, and the former connection between them, namely that restaurants were operating at these locations, is only preserved by our archive. Manual data recording, therefore, creates information value that could not have been created otherwise.

Experience I: b) Linking existing but hidden data

Digitizing and searchability gives the false impression that everything is accessible. Librarian students have a more nuanced understanding, but they still believe that the last two or three decades of web content are available. They are rightfully proud of their own professional competence to find relevant information on any topic. They may, however, feel frustrated, because all they know about the latest developments present the illusion that some kind of automated system is doing, or soon will be able to do, this for them.

We examined the history of Budapest's neon signs in a project (http://inaplo.hu/neon), which made the participating students realize that online keyword searches and linking database items may only serve as a starting point in creating a proportionate body of information showing all associations. 

There was no valuable, archived photograph collection of neon signs available at the time. But we knew that the history, capturing, and preserving of neon signs disappearing from Budapest and other metropolises was a popular topic on the Hungarian web from the 1990s until the 2010s. In our collection we also provided a snapshot of the current situation based on a recent photograph series organized into a database, but our defined objective was to link all available information on this topic. Therefore, we did not only aim for archiving the neon heritage, but intended to link all the scattered, forgotten publications, series of photographs, articles, and outdated websites in a unified and clear framework. Involving our students, we allowed for all possible associations: technological-historical background, international overview, neon museums, advertising graphics, current usage (design, interior decoration), relics of using neon in Hungary outside Budapest. We spoke to craftsmen still working in the trade and presented our collection to them. 

During the one-semester-long creation process of the website there was a clear lesson to learn: current technology is an enormous help in finding existing but scattered information published in different forms, genres, and with different intents. For linking these effectively, however, it is important, but not sufficient, to recognize content relationships. 

Lesson learned I: Recognizing connections remains a creative task

We need to find unique solutions for identifying connections between information that already exists or that is generated simultaneously, and for recording connections changing over time. For the creation of digital repositories suitable for information service and inspiring research, human creativity, associations, editing, and sense of proportion weighing relevant content will be essential. These competences are all acquired by librarians who provide information, excerpts, and summaries, regardless of their specialty. 

Incorrect assumption II: AI will be omnipotent

People today, including Generation Z, are understandably uncertain when it comes to artificial intelligence. Broad concepts are combined in the definition of AI, accompanied by superficially published and interpreted news of unrelated research and application areas: image recognition, machine translation, expert systems, academic and industrial use, robots, the grim possibilities of totalitarian states built on observation, the Internet of Things, Big Data, or the so-called network science often discussed in Hungary thanks to Albert László Barabási of Hungarian descent (Baraba?si & Po?sfai, 2017). It is difficult to separate different types of AI and to draw a line between the voice-controlled assistants and smart functions of our everyday tools and the mostly dystopian future portrayed by fiction movies. The only certainty that is easy to accept regarding artificial intelligence is that, whatever we mean by the expression, its role in our life will increase, and the end and the boundaries of this development are unforeseeable. An uncertain future creates fear, and this applies not only to individuals, but to whole professions as well. While young people gladly use their increasingly intelligent devices with their increasingly "smart" functions, they are more pessimistic regarding the effects AI might have on their future or that of their chosen profession (Massis, 2018). Furthermore, pessimism and competence are linked in their mind: they feel that those who are optimistic do not see the whole picture and know little about the possibilities of advanced technology.

During our training, we aim to provide a clear picture of the research on artificial intelligence and its boundaries through theoretical education as well. But our most effective example from the past few years is probably a practical project on a digital repository, primarily aimed at one of the more popular areas of artificial intelligence research, namely, facial recognition.

Experience II: Unrecognizable faces from the past

A few years ago, no one heard about the coronavirus epidemic, therefore, we did not face one of its consequences that seems marginal but is relevant to our current topic: COVID-19 dealt an unexpected blow to facial recognition systems, since we cover the characteristic features of our faces with masks. It is easy to see that not only the missing surface, but also the lack of pattern matches makes the application of this modern technology impossible (Quito, 2020). Facial recognition, similarly to many applications of AI and deep learning systems, requires patterns. We only started producing enough usable patterns of ourselves (voluntarily or through authorities and CCTV cameras) for its systemic operation in our current digital age (Jayaraman et al., 2020).

The Budapest Collection of the Metropolitan Ervin Szabó Library (https://fszek.hu/en/budapest) commissioned our institution to publish the collection of photos taken by the bath attendant of the Gellért Bath of Budapest (https://www.gellertbath.hu) during the decades prior to World War II. In his photographs he captured the guests enjoying the world-class wave pool considered to be the pride of Budapest at the time. The collection of more than 600 pictures provides exceptionally abundant image material from the same environment, capturing the social elite of the time (http://inaplo.hu/hullamfurdo). The photograph collection contains pictures of both known or presumably identifiable (10% and 20% respectively) and unknown (70%) people. The library asked us to help identify the guests yet unknown.

The project conducted with the students was defined by the feeling that we were only one step away from linking the collection to the rich body of information available from that era. If an effective facial recognition system listed those appearing in the pictures, we could link them to their digitized biographies. We could draw from their network of relationships. We could illustrate their lives in space (on a map) and in time. We could look for contemporary and current photographs of the places of their lives. We could find all the occurrences of their names in articles, books, and journals, thereby introducing how long they were followed by posterity.

We expect such services from future information service systems. There are services searching for faces and portraits which use digitized archives of contemporary newspapers as patterns, but these are only effective when it comes to actors, politicians, and authors, and these people were already recognized by their known pictures in our collection. What can we do about those who were not mentioned in newspapers or only have one or two public photographs? With our students we browsed through the galleries of cultural and academic life, and looked for points of contact in the photographs of contemporary society papers. We got very few confirmed results. We invited to the course historians of this era to browse through the half thousand photographs, utilizing their professional knowledge. Although the collaboration created a pleasant atmosphere, they could not provide much more than uncertain guesses. When summarizing the reasons for failure, they accurately described the obstacles to algorithmizing the process:

 - Over the course of 80 years the compositions, clothes worn, hairdos, facial gestures, and head tilts of the well-known portraits were burned in our minds.

 - Half a thousand of pictures from the same location might prove that a characteristic hairdo, sideburns, or moustache linked to a known person was not at all unique at the time.

 - The pictures could have been taken at any point during the 1930s. Ten years is a significant amount of time if the preserved photograph was taken at the beginning of this period, while our collection captured their likeness at the end thereof.

 - Popular images of known people were staged, or taken on ceremonial events. Retouched pictures can show a very different face than a photograph taken in strong sunlight, with wet hair, during sunbathing, or from an unusual angle.

The problems of analyzing an old collection of pictures will remain the same in the future: the only link to easily searchable text data is a portrait or a full body photograph. Although texts and names are not clear identifiers either (consider namesakes or name variations), the uncertainty of faces captured on photographs is a serious obstacle. By the end of the project, it was proven to our students that if technology cannot help, and if traditional sources and the focused knowledge of experts is not enough either, then information service professionals are needed: they, as librarians managing a collection, can access the community knowledge, and reach readers and visitors (see also Liew et al., 2018).

Information service in our current, interactive communication system is a query at the same time. A query against community knowledge and interest: the utilization of crowdsourcing and citizen science contribution. This is what we modeled with the finalization of our collection: social media publication. It is reasonable to assume that unknown guests belonged to the contemporary elite as well, of whom many photographs may have been taken over the course of their lives. The patterns necessary for identifying unknown faces, therefore, could exist in carefully preserved family photo albums or in framed photographs hanging for decades on the walls of parents and grandparents. As the creators of database queries, we turned to the personal memory repositories of the visitors when during the publication of the photograph collection we developed a context that inspires search and browsing.

We created compositions encouraging browsing the collection and previews shareable on social media; we compiled collages by highlighting different motifs linking the pictures to mimic the natural attitude of visitors browsing the pictures and marveling at curious details. The results of background research conducted with the students were inserted into the content context of the service (called "Bathing before closing time"): we created compilations of that era on history, city history, and cultural history, and on the contemporary bathing culture and the changes in bathing suit fashion, covering the possible interests and associations of visitors.

Lesson learned II: Information service is a query against community intelligence

Our students encountered the limitations of technology during the project. Difficulties of facial recognition are good examples of how artificial intelligence has its limitations when used retrospectively: there were no sensors in the past; the scope of data generated (statistics, archive information, birth certificates, catalog records, phone books) was a lot narrower; and what our ancestors publicly recorded and made accessible is not sufficient for a data pattern required for machine learning. Discovering connections still requires human factors, and credibility requires scientific control, otherwise the results are merely guesses and pseudoscience. Without expert contribution a false past may be built, which could cause damages and problems in the long run in database-based information service.

Utilized with scientific control, community intelligence can complete missing connections (Roued-Cunliffe, 2017). To call upon this intelligence, collections and archives need to be published in a manner that inspires research. Ideal and effective publication still requires creativity and expertise. That is, it needs librarians, curators, and archivists, who, besides their traditional competences, use the tools of social media for interactive information service and for accessing community knowledge, and who are familiar with the newest possibilities of online publishing.

Incorrect assumption III: Future knowledge repositories will operate as virtual realities

Including fictional and made-up worlds appearing in e.g., Thor or The Matrix, in movies, series, computer and role-playing games, novels and comics, our current popular culture is defined by well-developed, carefully constructed virtual realities, whether they are placed in an imaginary future or a past that never existed. Visualization, cartographic representation, the experience of reality provided by games (with simulators being almost movie-like), or museums' technological use of 3D operator interfaces and AR applications all hold the promise for a Generation Z librarian student that in the future we will create archives and knowledge repositories that are realistic and explorable in space the same way games are (Kirsch, 2020). It is possible that in 2050 the streets of Budapest from the 2020s will be explorable based on StreetView pictures taken now, and we might be able to browse through the news, see road traffic, step into buildings, and participate in cultural and scientific events by virtue of captured photographs and videos. An explorable knowledge repository provides possibilities for new personal observations and inspires discovery and deeper exploration.

Even if in the case of earlier periods the completeness and credibility of the results are dubious due to missing data and data connections, when it comes to smaller sub-collections and thematically analyzed archives, the possibilities do indeed seem almost endless. Can we create an almost lifelike, virtual representation of an era, if we digitize and discover all relevant documents, and identify the relationship network contained therein?

Our students get an accurate picture of the relationship between credibility, discoverability, and reconstructability, while participating in a project on publishing a poet's oeuvre, managed by our institution.

Experience III: The reconstructability of a life's work

The complete analysis of a piece of literature is called a critical edition: literary historians can present all their philological knowledge related to a text and all its versions, and by adding notes and explanations, they verify available scientific knowledge on the creator and his or her career.

A whole life's work is, of course, a lot more complex than one single piece of art. Which is why its analysis can be started with the students of the LIS program: untangling relationship networks and digitizing and organizing texts and photographs are by themselves big steps which can lay the groundwork for scientific research and literary historic discoveries.

We have been working on the digital edition of a Hungarian poet's, András Fodor (1929-1997) oeuvre (http://inaplo.hu/fodorandras) since the middle of the 2000s. This oeuvre is unique because it documents the creator's life in an extraordinarily detailed manner: in addition to poems, essays, and translations, there are also an immense number of letters, hundreds of photographs, and even amateur movies, detailed lists of reading and movie experiences, interviews analyzing his whole career, and a detailed diary with daily entries kept for half a century, which are all available from the very active author who is well-known in artistic circles.

Tasks related to the publication of the oeuvre form an integral part of our training program, including digitizing published volumes of the diary while identifying keywords, locations, titles of works, and public figures; recognizing people on photographs; and publishing manuscripts, which requires meticulous work. As our students focus on this oeuvre from new perspectives during several courses taken in different semesters, they recognize the possibility that almost a whole life could be reconstructed based on the chronology of different types of documents. There are no missing links, like the unknown faces in an old photograph collection. In this collection every location is documented, most of the characters are known, and events can be traced throughout Hungarian culture and history, over the course of decades, almost minute by minute.

With our students' contribution we are currently developing a unified index system, which makes all document types of the collection available based on the occurrences of dates, locations, characters, and titles. The database can be further developed, and there is no technical obstacle to creating a virtually explorable knowledge repository in the future based on our work, an interface operating like a time machine to showcase the everyday literary life of 20th-century Hungary.

The collection is already a popular tool among literary historians, researchers, and readers interested in literature, even in its current state under development. The diary of a certain period can be searched faster on the web, and with our index it is effectively researchable. By commission of our institution, we ourselves have conducted a research in the oeuvre publication. The result, however, is an informative warning to our students as well. Although it is possible to reconstruct a usable virtual past that is free to explore and experience based on the information material of a collection (Heffernan & Chartier, 2020), its operation may require some distortion and doctoring. The ratio of data filled in and deduced may compromise the credibility of the artificial world created.

In 2019, for the conference organized for the 70th anniversary of the launch of our LIS university training program, we browsed through András Fodor's oeuvre (http://inaplo.hu/fodorandras/biblio.html), managed by our institute, to find relevant information. The organizers rightfully expected results from us, since the poet, who later worked as a librarian, took courses in the librarian program starting from the fall semester of 1949, according to his report card. As we read through the diary of the academic year 1949-50, however, we were disappointed: how can it be that the thick volume that describes almost every single day in great detail barely mentions the LIS program? The main character of our oeuvre was a university student at this point; he was a beginner poet barely starting to build his literary relationships, proud of his few publications. He did not have a job, he was not married, and compared to the busy events of his later diaries and days, his life seemed to be all about studying. After the war, he could not travel home to his family very often. The explanation is that as a student of a special boarding college with its own individual training program, he took most of his classes there, neglecting his university courses; and he published his diary volumes retrospectively, after a selection process. Although his diary volume from this era is lengthy as well, it is a product of selection; it mainly focuses on the college, since during his university years he witnessed how the operation of the institution was slowly made impossible by the communist party that came to power.

The author, therefore, recorded his life in a credible manner, but credible does not mean complete. For the published diary he selected events important to him. Even if we digitized the complete manuscript (which is at least three times as long as the one published in his volume), thereby falsifying the author's intent, we could still perceive where the interests of the writer lay. Compared to the lengthy reports on college life, the episodes jotted down on university courses would pale in comparison.

The same way we can only guess what the environment was like beyond the edges of an old photograph, digitized or printed information is always a fragmented representation of the complete knowledge possessed by authors, creators, and witnesses. Writing a diary reconstructed from our own memories, only a few hours after the events, could reconstruct the past as a representation of a busy and eventful day, but it could serve as a complete and explorable "virtual reality" only for the author of the diary. Whatever the writer did not think about during recording can only be deduced in hindsight. The author or creator can highlight, select, or even add from his own living memories, but it is also the ethical responsibility of the digitizer (Capurro, 2017) to ensure that no one else publishes excerpts of a legacy or oeuvre besides the creator and a researcher with expertise that guarantees credibility, acting with scientific precision.

From the documents of the past, a virtual reality can be constructed only to such a degree of detail for which the actually recorded information allows, regardless of how accurately they describe a topic, era, or personality.

Lesson learned III: The past cannot be reconstructed, but a credible picture can be created thereof

A key issue of building virtual realities is credibility. A game's designer or the constructor of a fictional world as creator guarantees the credibility of the virtual reality. However exciting it may sound to our students to build information service on the documents of the past in the form of virtual reality, in order to avoid false completeness, or the faults of presentism as the falsification of the past (Sweeney et al., 2018), later generations can only use scientifically provable, credible results when managing archived data to build a virtual reality. 

Restraint can be inspiring if it is paired with the development of collaboration competences. It is not necessarily the responsibility of LIS to build context around a collection or sub-collection: this process can be managed by researchers or experts most familiar with the given academic field. From the perspective of the librarian profession, however, it is essential that we, with all our experience and collaboration competence, become indispensable participants of any such project, and we should get involved in endeavors for which researchers provide all thematic professional knowledge. Librarians can lay the groundwork for and publish the analysis of a topic as useful web content until a certain level where they can still operate without involving researchers. This level does not allow deducing missing details and simulating the experience of completeness, but can prepare modern information service systems created as a result of interdisciplinary collaboration, while maintaining credibility. 

Incorrect assumption IV: Digital humanities answers the questions of LIS

Our LIS program is run within the Faculty of Humanities of Eötvös Loránd University (Budapest, Hungary), so most of our students study literature and linguistics as additional fields of inquiry. Our ties to humanities are still very strong, as our successful book history specialization shows. Approaches of digital humanities, which have been appearing in our faculty since the turn of the millennium, are inspiring to our upperclassmen as well, therefore, our institution has always supported the development of this new field of study. Thus, we completely understand that statistical analyses of text corpuses in literature and linguistics, the listing or depiction of keywords and relationships, or the possibility of infographic representation is especially enticing from a library science standpoint as well (Mahony, 2018). We need to, however, make our students realize that the goals of digital humanities, which can be applied to all areas of humanities, and the goals of LIS are different.

The field of digital humanities has been hard to define from its appearance. However, the many attempts (Terras et al., 2013), applying traditional humanities and digital technology, all share the view that digital humanities look for characteristics in a certain topic, archive, oeuvre, or text corpus which can be evaluated and organized into a database, and the scope of their examination is narrowed thereto. Deep, extensive, traditional professional knowledge is necessary for this narrowing to result in data truly characteristic to the given topic and for their evaluation to lead to important results that could not be reached otherwise (Edmond & Lehmann, 2021). Digitization, for example, for digital humanity often serves "merely" as a preparatory step for further research (Visconti, 2016). The aim of LIS, however, is reversed: its goal is discovery to the fullest extent, including making available different unique, not easily comparable, sets of information simultaneously. 

The approach of digital humanities does indeed provide new research aspects when it displays the recipients of a mail correspondence in space and time, or when it provides numerical analysis on the word classes of a text. In many cases, enlightening information and connections are revealed this way, which may not have been considered relevant by the authors themselves, the same way we do not consciously record our routes in the location history of Google. During the projects conducted in our institution, students realize that there are important connections in digital repositories which remain hidden and cannot be organized into databases. 

Experience IV: The relevance of loose relationship networks

The digital publication of the oeuvre described above and developed with our students is an ideal educational example, which introduces the possibilities and limitations of digital humanities research projects. In the texts of diary entries, the students highlight and link the names of persons, geographical names, and titles. By analyzing the index so created, students can easily understand the possibility that we could depict whom the author met in certain periods, and which works they mentioned, based on the frequency of the occurrences and their combinations. We could analyze, based solely on the created database, how long it takes for the experience of an exhibit, concert, or theatre play recorded in a diary to appear in the texts of essays or poems. We could visualize on a map the movements of the diary writer, the same way a fitness tracker or a map application does today. After showcasing the possibilities (Windhager et al., 2019), however, it is advisable to consider the limitations as well. We process the diary spanning half a century gradually: we are not finished yet and the progress is not linear; depending on the number of students taking part in the project, we choose interesting and busy days, preferably covering each month evenly. Although there are a few consecutive, quarter-year periods processed completely, their analysis would produce distorted results (e.g., consider the effects of a major event, or seasonal distortions resulting from the differing activity of the cultural life in the summer and during wintertime).

The issue of completeness mentioned in the previous section needs to be taken into consideration as well: the author selected sections from his own diary before publication, which could distort the depicted relationship network and level of activity. Relationships and influences often appear in hidden form in the oeuvre of a poet. A meeting, a conflict, a trip, or a cultural experience may appear half a year later in a poem, in poetic descriptions, and in many cases without relevant keywords.

To summarize: the oeuvre processed is suitable for showcasing the possibilities of digital humanities, but it is too complex to be used during the LIS program for digital humanities research projects with acceptable results, without adequate knowledge on literary history, poem analyses, and philological work analyzing manuscripts. If the diary selected for publication alone had survived, the processed text corpus could be analyzed by our librarian students based on the created keyword database.

As the organic combination of the approach of digital humanities and the practice of LIS, we mostly aim for linking information sources containing possible outside factors, and for creating a connection network ideal for research. To broaden the context we look for external, credible sources, the same way as researchers and even librarians themselves can do in a library or archive. This means that we make preparations for the researchers, while in the process we become researchers as well, looking for possibilities for associations that could be relevant to the collection, without conducting selection processes that require specialized academic competences. In our content development courses we look for parallels and pivotal moments and link them to the oeuvre collection: pamphlets of cultural events organized by the poet, data on the series of books edited by him, lists of movies and books seen or read by him. Staying within the competences of librarians writing reviews and compiling academic literature collections, we created a historical background collection from chronologies and newspaper excerpts published on the days of processed diary entries, which is a valuable knowledge repository in itself.

Generation Z students are amazed by the seemingly endless, important, or inspirational connections provided by chronologies and newspapers, despite the fact that they do not have thorough knowledge of the 50s, 60s, and 70s. They do not learn much about the socialist era preceding 1989 in high school, and most of them heard details only from their parents. Popular culture and movies have a more significant impact on them when it comes to the global characteristics of the 50s, 60s, and 70s. Nevertheless, regardless of which day they need to analyze as a task, even in those heavily censored Hungarian daily newspapers they find enough familiar events and happenings that can be linked to current culture, science, or politics, which makes them look into the connections and search for sources and related information. After choosing from the months covered by the diary, they prepare a summary of the month's events, marveling at the premieres of movies still on air on some movie channel, or recognizing a song popular at that time as the original of a current remix.

In our chronological collection, which almost covers the 1960s and 1970s, we use the tools of digital humanities to create concise summaries of the chronological background, depict events leading to and resulting from other events, and highlight and compare phenomena. As a final step, students prepare infographics, data visualization, or a cinematographic introduction on the chosen month, looking for freely usable pictures on the Internet.

We cannot know what exactly the diary writer himself or a randomly chosen contemporary person of that period read or took in from the events of the surrounding world. What we do know is that they bought these newspapers every day, and they watched the news on television; the source material of our infographics and visualizations, the photographs, affected them, and thus affected the events documented in the oeuvre. Therefore, we do not falsify the context of our research, if, in addition to the piece of reality recorded in the oeuvre, as a parallel source, we offer a piece of reality summarized and understood by our students 50-60 years later.

Lesson learned IV: There are an infinite number of connections to explore

Our librarian students, in possession of their search and data organization skills, rightfully feel that they are able to provide context for the documents or even collections they are tasked with. For the deeper analysis of connections, however, collaborations and involvement of researchers would be necessary. As creators of databases and web services we can analyze phenomena using the tools of digital humanities as well, but the selection and assessment of data should be based on results of traditional research. Similarly to how librarian students in their twenties are not academic researchers yet, librarians managing collections are not experts of the scientific fields related to our collection. But nowadays, the research-oriented attitude appearing in the librarian profession is becoming more important in the publication of public libraries' digital repositories, the same way it is in more specialized library fields of research support (research and academic libraries). An inherent task and opportunity of the library as a collection is to provide a wider and more valid context to events, scientific findings, and literary works by offering credible and loose connections not appearing in the texts. Online searches and targeted queries against databases and catalogs can conceal these loose, hidden relationships from the eyes of readers and researchers. 

It will remain the librarians' native research task to link and process data sources containing connections, and to help searches and information service. This is why the experiences of our educational project can be applied in a broader sense as well. The chronologies, journal reviews, and cultural programs linked to the diary through the modern tools of digital humanities, infographics, and concise, informative texts contain more and more connections. These would be impossible to discover solely from analyzing the text itself; furthermore, an overly focused analysis based entirely on the keywords of the text would provide a distorted picture without our research.

The information value of the unexpected

In today's information overdose, we experience every day that unexpected effectiveness and attractive visuality are indispensable to successful information transfer. Warhol's fifteen minutes of fame (Guinn & Perry, 2005) now depends on unusual forms, and eye catching typography styles mixed from the trendy and the forgotten old. A web marketing expert would advise special effects, animation, and video where we expect still images, drone vision instead of big total, viral contents, and guerrilla campaign instead of straight advertising.

In the automated and customized information system of our future responding to the information needs and interest routines of filter bubbles, the information value of the publication of a new collection or a digitized archive lies in its unexpected nature. 

There still remain a number of tasks for which theory and practice should be created and developed by LIS. These are the following: publishing values never seen before or known by only a few, presenting connections that were not or cannot be organized into databases in a manner inspiring interest and research, and depicting context which makes wider knowledge accessible. There are no other academic field or profession addressing these functions.

Our current university students, the future librarians of Generation Z, are more open to new tools of technological development than any previous generation, but they are also more uncertain about the futureproof perspectives of the librarian profession. Discovering the limitations during our projects may be what convinces them to reevaluate their incorrect assumptions, and shows them the futureproof aspects of the librarian profession. We discuss these briefly below.

Recognizing connections is a creative task

Our futureproof competences are: creating creative links, compressing existing information, increasing cohesion.

Although information and data are often generated automatically, most of the connections and links between them remain unnoticed without human creativity and associations. LIS remains an essential component to interconnecting information about the past and organizing research sources in a clear manner, thereby ensuring the continued indispensable role of human creativity.

Information service is a query against community intelligence

Our futureproof competences are: preparing intriguing samples and collages and piquing interest - the professional use of social media.

Although in the future artificial intelligence may perform the selection and organization of information in many areas, in other fields it may face difficulties; furthermore, in many cases even specialized expertise may prove insufficient. Addressing the public, publishing collections in a creative manner, and piquing interest requires human creativity and the introduction of unexpected novelties and connections, emphasizing the importance of the professional use of social media in our field as the tool to query community knowledge.

The past cannot be reconstructed, but a credible picture can be created thereof

Our futureproof competences are: deep analysis - processing smaller collections or legacies, making them researchable, and initiating collaboration with researchers.

The development of the representation technology of knowledge repositories and collections is difficult to predict. Although for the academic analysis of collections and oeuvres the contribution of academic experts is necessary, librarians can make preparations for certain parts of collections, strengthening their collaboration competences and utilizing their knowledge in the field of their specialized library or about local history. Maintaining and ensuring scientific credibility, they can make these collections suitable for serving as a basis for scientifically credible information services in the near future, even defined as a virtual reality.

There are an infinite number of connections to explore

Our futureproof competences are: broadening the context - researching loosely connected, parallel data sources.

Academic fields are forced to narrow the connection system of topics and influences analyzable by digital humanities tools in order to remain credible and provable. The futureproof role of the research-oriented attitude that is becoming more and more important in the librarian profession is to draw attention to hidden, looser connections. By creating environments suitable for research with the digital literacy skills necessary for scientific research or the living examples of the successful collaboration between researchers and research librarians (Koltay et al., 2015), only the research of a librarian can counterpoint the overly goal-oriented, distortively effective searches, and ensure the function of browsing between library bookshelves in a digital environment.

Futureproof competences

From codices to chat archives, the process of archiving and achieving searchability necessarily follows the new forms of human communication and knowledge recording. Another result of technological development is that the role of the researcher and that of the librarian inevitably changes: librarians, with their competences on searches and discovering interconnections, take over a task traditionally attributed to researchers. There are many overlapping roles in all fields related to LIS; consider how the library's functions have broadened as a community space, making technological knowledge accessible in the form of laboratories and makerspaces, or the library's social function to increase equal opportunity.

Unexpectedness, in a positive sense, is a key factor in the operation of modern libraries serving readers, researchers, and educators (content editors, journalists). Information professionals can bring happiness to researchers with a rich collection of relevant information. They need to offer readers and users, who have access to our collections via the Internet, books and knowledge that they could not access otherwise, and an environment and possibilities in the library that they could not have otherwise. As for the media and content industry, we need to facilitate and offer opportunities for them to create edited content interesting to their readers, viewers, and followers, from credible data and repositories. 

This expansive librarian attitude, offering the experience of novelty and unexpectedness, seemingly requires a lot of work and new tasks. But we need to take into consideration that technological development does indeed facilitate library work processes. If we examine the competences highlighted in our study in the broader context of librarian activities related to digital collections, the tasks made easier by technology and the tasks requiring new jobs may be balanced. The following list shows what happens with the various tasks:

Tasks made easier by technological development:

 - digitizing, web archiving, increasing and organizing archived information;

 - ensuring general accessibility - access to metadata and full texts;

 - creating conditions for interconnections;

 - creating opportunities for digital humanities, data science, and data mining.

Task remaining unchanged:

 - bibliographic and contextual analysis on a consistent level, according to standards;

 - contribution to the development of information service systems (software, web platforms).

Tasks requiring new jobs:

 - deeper analysis of collections and preparing them for researchers or making them suitable for serving as a basis for services;

 - introducing research projects and research opportunities (thematic sub-collections; content service for researchers, readers, and media; exhibitions for library visitors);

 - inspiring previews in social media; conscious raising of the media's awareness.

Conclusion

This study aimed to reveal - based on our own university training experiences - the competencies and attributes of librarians that make their crucial roles last in society and research. Based on their interests and feedback, our LIS students are open to acquire skills necessary for new tasks in every area including the development of databases, the questions of web archiving, and the use of social media. It is not a novelty for Generation Z that it is important to be up-to-date in technology and to participate in the development of services. Our library and information science students find the collaboration of different collection areas very exciting, like the possibilities of digitization in archives and museums (Albertini et al., 2020), and they feel visionary and inspiring the dynamic relationship between researchers and specialized librarians, or public librarians and the media. They gladly examine the role of social media, and consider it important that their writing skills and research experience complement their information retrieval competence.

The goal of our profession can remain ensuring the modern accessibility of the knowledge of past and present only if the librarian, as an essential factor of these processes, becomes an intrinsic part thereof as an expert and as a professional managing knowledge links:

(1) The work of highly qualified future LIS professionals can ensure the unchangingly essential role of human creativity in the effective development of databases, digital knowledge repositories, and services.

(2) Querying community knowledge will become increasingly important for the development and wide promotion of existing and future collections, therefore, LIS professionals using social media on an expert level will be essential.

(3) In the era of digitized knowledge there is a growing demand for collaboration between different academic fields. The idea of the necessity of interdisciplinary cooperation was emphasized by Bates (1999) too, specifically in relation to librarianship and information science. She argued that "Although librarianship and information science have very different histories, and, in particular, different methodological and values perspectives, they have in common this core relationship to the material of their work." (p. 1046). LIS professionals will become essential both as mediators by developing their collaboration competences and as professionals preparing the research environment. They can become initiators of collaboration by publishing and making available credible information organized and analyzed by them.

(4) Research-oriented attitudes will become more important in the librarian profession due to collections and data sources that are accessible simultaneously. The myth of the librarian who knows everything about their collection is changing: discovering possible connections and linking data sources that contain inspiring additions for scientists, readers, or the media are such exciting and lifelong research tasks which, as exclusive characteristics of LIS, could create a new, futureproof myth for the librarian profession.

Therefore, we do not need to replace researchers, journalists, or content editors: if we collaborate with them, and confidently designate our own role among them, knowing our own essential competences, then no robot or artificial intelligence will replace us in the foreseeable future. Highlighting, enriching, and defining this intermediate, mediating role in detail is a priority of the training program. We hope that our experiences may provide input for the planners of strategies forming the future of LIS and, consequently that of our society, culture, economy and history.

 

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Péter Kiszl & János Fodor (2021):

Remaining Futureproof: Lasting Librarian Roles in Managing Digital Collections,

The Reference Librarian, Vol. 62. 28 p. Published online: 27 Oct 2021

DOI: https://doi.org/10.1080/02763877.2021.1979164