The library of the future is digital

Tora Barry, Communications Manager, JCS Online Resources

More and more schools worldwide are investing in digital resources for their students. With the rise of AI and the fast pace of technology development, the role of the library is crucial, and the possibilities more diverse and exciting than ever. At JCS Online Resources, we support over 2000 schools in 117 countries accessing resources through around 5,000 subscriptions.

The current landscape

The educational landscape has seen consistent investment in educational technology over recent years. Schools are steadily adopting digital platforms, accessing online content and building cloud-based learning environments, with the result that the global education landscape is wider and more diverse than ever before. 

As schools increasingly rely on interactive media, academic databases, digital archives and AI-assistant learning tools, the library becomes far more than a repository for ebooks, instead developing into a comprehensive knowledge ecosystem combining flexible physical workspaces with access to thousands of online resources, supporting independent and collaborative research, literacy development, the evaluation of information, and lifelong learning. 

The global picture

There’s no doubt that digital infrastructure in schools has increased significantly over the last ten years, both quantitively in terms of the numbers of resources available and also geographically, in particular across Organisation for Economic Co-operation and Development (OECD) countries.

According to figures from global policy forum OECD in 2022, on average 96.1% of students across OECD countries reported that a desktop or laptop computer is available to them in school, and at least 92% of students reported having access in all 35 of the countries covered in the working paper. Similarly high proportions of students reported having access to tablets or e-book readers, a school portal, a learning management system or school learning platform, educational software, games, apps or other learning tools.

However, the picture is uneven. Schools in high-income countries can provide consistent access to digital resources, but schools in low and middle-income countries are still limited by poor internet connectivity, lack of device provision, and even inconsistent electricity supply.

Digital usage in schools

Providing digital access does not, in itself, guarantee improved learning. The OECD Programme for International Student Assessment (PISA) 2022 findings reveal that a moderate use of digital devices in school correlates with higher performance - but education systems must balance this with real-world learning. 

The digital library is therefore crucial, providing well-curated resources, information literacy programmes, accessible resources for diverse learners, and appropriate safeguards for privacy, copyright, and responsible use. Teaching students about the advantages and pitfalls of open AI, for instance, encouraging media and digital literacy, and demonstrating best use while students are at school will go a long way to reducing the risks when they are in the outside world. 

The OECD study found that overall, 15-year-old students were spending on average 20.5 hours per week learning using digital resources. This included 9.9 hours per week at school, but also a substantial amount of time (7.5 hours per week) before and after school on weekdays, and 3.1 hours at the weekend. Students who spent more time learning using digital resources while in the classroom were also those who spent more time online before and after school. While this may imply that a country whose culture supports access to a digital infrastructure promotes online learning both within and outside schools, it also emphasises that learning styles adopted in school influence the way young people approach the acquisition of information at home. 

The strategic question at this point, therefore, is not whether schools should provide digital resources, but how they can develop sustainable, equitable and safe library ecosystems that enhance teaching and improve learning outcomes.

Developing educational programmes

Developments in educational programmes are moving towards project-based learning, contextual teaching and encouraging individual research skills, led by programmes such as the International Baccalaureate, EPQ, the Cambridge International Curriculum, and more. AI and smart tools are also freeing up librarian’s time in cataloguing volumes and maintaining shelf space, giving them more time to connect to readers, which is crucial, given concerns over safeguarding and best-use practices. According to the OECD, 37% of secondary teachers used AI for their job in 2024, and 57% of lower secondary teachers agreed that AI helps to write or improve lesson plans. Of those surveyed, however, 72% also believe that AI can harm academic integrity. 

The official extended essay guide from the International Baccalaureate Organisation describes the research process expected of students as: independent enquiry, use of subject-specific academic sources, proper citation, bibliography construction, and ethical research. This has direct implications for library collections and database provision. 

The EPQ, as administered by various awarding bodies, also emphasizes independent research and implies that libraries should provide appropriate resources and learning environments, including academic books and journals, as well as online databases, and support for research skills.

Resources for the good digital library 

The well-developed library of the future will provide trusted, curriculum-aligned resources, equitable access, personalised experiences and integrated analytics. 

It has a significant role to play in developing critical thinking and digital literacy skills, enabling students to navigate an increasingly dense information landscape which combines huge volumes of content with concerns about misinformation and AI-generated material.

Schools expecting to develop digital libraries which will support the demands of future students - especially those working towards EPQ, IB and further education - need to introduce resources which will meet standards and maximize the benefits of AI assistance whilst protecting the learning experience and developing media and digital literacy alongside research skills. 

From peer-reviewed journals to museum and archival collections, these resources need to ensure accuracy and reliability, be regularly updated, and prioritise accessibility for diverse learners. They need to show cultural relevance and inclusivity, while being aligned with the curricula, and appropriate in terms of the age and developmental stages of students. Ultimately, all resources need to have intrinsic educational value and demonstrate positive learning outcomes.

Looking ahead

It’s clear there is still work to be done. All these considerations mean the role of the librarian is evolving along with the technology and guidelines for the future. There is the continued need to develop standards and governance protocols, and to monitor usage and educational impact, while at the same time developing information and digital literacy for themselves and all their students. It’s clear that the role of the library, and of the librarian, is more crucial than ever. However, with the wealth of quality digital resources currently on offer from trusted global publishers, and expanding daily, there’s plenty of room for optimism.