KNOWLEDGE CYCLE AND TECHNOLOGICAL TRENDS

BIBLIOTIC PROJECT

Abstract

Knowledge Management (KM) has become a strategic priority for organisations seeking to improve the processes of creating, sharing and using information in environments marked by rapid change. In the context of university libraries, KM takes on a central role in the face of the challenges posed by democratising access to information, incorporating emerging technologies and adapting to the demands of an increasingly heterogeneous and digitised user community (Domenico et al., 2021). Information and Communication Technologies (ICTs) have significantly impacted the work of librarians, requiring constant updating of competences and skills (Amaro, 2018). It is therefore essential that library professionals and students adopt a proactive stance towards innovations, participating in training and continuing education programmes (Nepali & Tamang, 2022). In this scenario, the Bibliotic extension project, developed by the Santa Catarina State University (UDESC), was created with the aim of disseminating knowledge about technological trends in librarianship, promoting the training of professionals and academics in the field. The project was structured around webinars broadcast on UDESC's University Library (BU) YouTube channel, covering topics such as Big Data, Open Science, Data Management, Digital Repositories and FAIR principles. The aim of this research is to analyse the effectiveness of the Bibliotic project from the perspective of the knowledge cycle - identify, create, store, share and use -, assessing its contribution to training in new technological trends in the field of librarianship. The current context of librarianship is marked by the rapid adoption of technologies such as cloud computing, Big Data, Artificial Intelligence (AI), the Internet of Things (IoT) and Open Science (Ferreira, 2016; Barsha & Munshi, 2024; Amaral et al., 2020). These innovations require professionals to have new skills and the ability to adapt traditional practices to the digital reality, promoting the dissemination and preservation of academic knowledge (Ogungbeni et al., 2018). The research adopted a mixed methods approach, collecting and analysing qualitative and quantitative data (Creswell, 2007). Classified as exploratory and practical (Vergara, 1990), it is characterised as a case study (Yin, 2015), with the participants of the Bibliotic project webinars as its universe - the academic community, library professionals and the general public interested in technological trends. The definition of webinar topics was based on bibliographic research on platforms such as Google Scholar, complemented by consultations with experts from partner institutions (UFSC, IBICT, CIASC). The webinars were evaluated using an online questionnaire applied to participants, containing open and closed questions about teaching, understanding the content and space for suggestions and compliments. Quantitative data on participation and visualisations was collected on the BU/UDESC YouTube channel at two points in time: December 2023 (the end of the project) and May 2024 (the writing of the article). Data analysis followed a mixed approach: content analysis of qualitative responses (Bardin, 2011), categorised according to the stages of the knowledge cycle, and quantitative analysis of participation and viewing data. Analysing the results of the Bibliotic project in the light of the knowledge cycle shows its effectiveness at each stage. Knowledge identification: The selection of webinar topics was based on strategic gaps identified in academic literature and validated by experts, ensuring alignment with the emerging needs of librarianship. Topics such as Big Data, Open Science and Data Management were chosen for their relevance and direct impact on the work of professionals in the field (Reis & Da Fonseca, 2020; Tartarotti et al., 2019). Knowledge creation: The webinars provided a favourable environment for converting tacit knowledge (speakers' experience) into explicit knowledge (structured content). Live interaction with 264 participants generated questions and discussions that enriched the learning process. Feedback from participants emphasised the clarity and usefulness of the content, demonstrating the collective construction of knowledge. Knowledge storage: The webinars were recorded and made available on the BU/UDESC YouTube channel, ensuring permanent access and institutionalisation of knowledge. The video ‘Open Science Platforms’ reached 1,806 views by December 2023, demonstrating the potential of digital repositories to preserve and disseminate relevant content (Firestone, 2003; Wiig, 1993). Knowledge sharing: The project reached participants from different regions of Brazil, including professionals from institutions such as USP, Unicamp and UFRGS. The increase of 1,542 views after the live broadcasts demonstrates the effectiveness of YouTube as a dissemination platform and the project's ability to transcend institutional boundaries (Ruggles, 2009). Use of knowledge: Participants expressed an interest in deepening their knowledge of technological trends, mentioning concepts such as the Data Management Plan (DMP) and FAIR Repositories. The responses indicate the internalisation and practical application of knowledge, which is fundamental for transforming libraries into innovation hubs (Alavi & Leidner, 2001). The Bibliotic project demonstrated full adherence to the knowledge cycle, promoting the identification, creation, storage, sharing and use of knowledge about technological trends in librarianship. The alignment of the themes with the demands of the field, the active participation of experts and the public, the adoption of digital strategies for preservation and dissemination and the practical appropriation of knowledge by the participants all demonstrate the effectiveness of the initiative. The experience reinforces the importance of extension actions that integrate theory and practice, promote inter-institutional collaboration and use digital technologies to extend the reach and impact of training initiatives. It is recommended that future research should analyse the impact of similar projects in other contexts and explore innovative strategies to boost knowledge management in librarianship, contributing to strengthening the profession and promoting a culture of continuous and collaborative learning.