This section provides a snapshot of different stakeholders in relation to a resident mode.
Resident modes are increasingly emerging in library spaces, but as there is less history of such modes it remains a challenge to think of how/whether to facilitate Resident engagement on an institutional level. It used to be that the library was one of the only sources of information so users built their workflows around the library; resources were scarce and users’ attention was abundant. Now that available resources are abundant and users’ attention is scarce, libraries need to build their services around the users’ workflows (Dempsey, 2008).
Across the educational stages, it is clear that individuals do contact other people, not just to conduct searches with Visitor-mode tools such as search engines, when they need help or specific information. Libraries would do well, therefore to engage in resident strategies to initiate and develop relationships with their patrons. Institutional Twitter and Facebook accounts can make the library a visible presence, even for students who do not frequent the physical building.
Engaging with users and potential users of library systems and services requires presence and availability in digital spaces in which they dwell allowing institutions to become an involved and interactive presence within the social media environment.
In early educational stages the focus is on the Visitor mode practice of seeking convenient and/or credible sources of information. Residency in a learning context tends to be in personal online spaces eg asking peers for advice on sources in Facebook.
As students move into later stages they might begin to see the value of developing an online presence around a course of study, eg starting or running a course focused Facebook group or beginning to engage in subject related discussions online rather than simply ‘lurking’ (becoming vocal in Twitter for example).
Some students in later educational stages might see the value of undertaking their professional practice in open or visible online spaces. This is especially pertinent for certain disciplines where the production of work and its critique by a given audience is integral; for example in arts, music, or literature.
It is also relevant to any discipline at the point where individuals feel it is important for their point of view to become part of the discourse around a given subject. In this way Resident practices can be an important part of students developing their ‘voice’ within their chosen field.
Teaching staff may choose to engage students online in a more resident manner by facilitating discussions in an institutional Virtual Learning Environment (VLE)/Learning Management System (LMS). They might also post course materials in a platform which allows for discussion and comment.
More directly, tutors might require their students to undertake assignments in visible online spaces such a blogs or to create short YouTube videos as part of assessed work. In this way both the teaching and the learning process become Resident in nature and students are challenged to develop their thinking and express their thoughts as part of an open discourse eg Wikipedia’s education programme.
An increasing number of researchers (especially those early in their careers) consider Resident practices to be one way to increase the impact of their work. This is usually by developing a professional persona online and building a network through platforms such as Twitter or expressing expert opinion via a blog.
Traditional forms of disseminating research such as journal papers can be given greater impact when discussed in blog posts or highlighted in Tweets. Researchers may also be highly Resident in subject related communities online.
Collaboration can also happen in Resident-mode digital spaces, with tools such as GitHub (see ‘GitHub, Academia, and Collaborative Writing’ and ‘Seven ways to use GitHub that aren’t coding’), Google+, and Twitter being used by researchers to communicate with collaborators.