In my 28-year career as a librarian, I have experienced the shift from highly structured information search and delivery models to user-centered/created models.

As part of my education, I took a course in computer programming that used punch cards. In the 1980s, academic and special libraries were some of the first organizations to provide online search services. And after collaborating with the patron to develop an effective search strategy, a librarian logged on (via modem) and ran an Internet search.

Because we were paying by the minute for online access, there was little opportunity for revision. But the development of information on CD-ROMs allowed libraries to network resources for multiple user access. Then, with the advent of machine-readable cataloging, most libraries migrated from a card catalog to an online catalog to provide enhanced searching of their collections.

The current information delivery model in most academic libraries includes the provision of full-content searching of scholarly databases for images, text, audio and video. At the same time, Web-based services such as blogs, wikis and social networking sites have proliferated. This current online environment is the only one in which most students and many younger faculty members have conducted serious research.

According to University of California-Berkeley professors Peter Lyman and Hal Varian, the world creates at least five exabytes of information each year. This is the equivalent of replicating the Library of Congress’s print collection 37,000 times. Evolving technologies will continue to place more online content development functionality in the hands of the user community. No surprise then that Siva Vaidhyanathan, a cultural historian at New York University, identified “managing abundance” as the primary challenge of our information future.

I see great opportunities for libraries in addressing the “abundance management” challenges of users. We continue to develop user- centered and tested interfaces to a set of resources that students and faculty need to be successful. Librarians have experience with developing content and learning tools. Most importantly, we develop search strategies that deliver relevant and manageable results.

Given the exponential increase in resources, user education is essential. Students need to know how to evaluate Web sites, compare databases, locate scholarly resources, cite sources and search subject-specific databases in their area of study. For these reasons, the library is collaborating with faculty to integrate research education into coursework. Our model is tied to learning outcomes integrated with core courses and focuses on cumulative skill building. Our goal is for every Ithaca College graduate to be able to produce a successful synthetic project or activity that incorporates scholarly content appropriate to his or her major discipline.

This brings me to the question over Google. Some librarians are troubled by the ubiquitous presence of Google. I think we can learn from Google’s success and develop more user-centered search interfaces for our resources and services. We can use Google to locate quick facts or information. It becomes another resource in our repertoire.

Researchers know the majority of scholarly material is found in the “hidden Web.” Even the most comprehensive search engines on the public Web search only a small portion of the Internet. Google and other search engines miss many quality resources, which are usually accessible to scholars through institutional subscriptions. I do not see this practice changing in the foreseeable future.

I encourage the use of resources available from the library via our Web site or in person. “Use” includes IM/Chat/in-person assistance, social networking, contemplative study, and media viewing or listening. And as always, we welcome feedback or suggestions.

Lisabeth Chabot is the college librarian. E-mail her at lchabot@ithaca.edu.