The State of America’s Libraries 2014: Libraries, Social Networking, and Learning

April 16, 2014

“‘Social’ has come to mean more than sending a tweet or posting to Facebook,” trainer-teacher-learners and others perusing the 2014 edition of the American Library Association (ALA) State of America’s Libraries are reminded near the end of the “Social Networking” section.

State_of_Americas_Libraries_2014It’s an idea we understand viscerally when we serve ourselves and others by actively engaging in virtual office hours via Facebook or Google+ Hangouts; learning from and serving as active members of online communities of learning via live, facilitated tweetchats like #lrnchat or extended asynchronous explorations along the lines of the New Media Consortium’s recent Wiki-Thon; or creating content while using social media tools that make connectivist MOOCs (massive open online courses) like #etmooc (the Educational Technology & Media MOOC) or #xplrpln (the Exploring Personal Learning Networks MOOC) sustainable communities learning.

This is a huge leap from social-media-as-bulletin-board-for-ephemera to social-media-as-workplace-tool, and it’s one that more and more colleagues and their learners are embracing. While we still have plenty of learners who need help in making the transition from seeing the use of online social networking tools as irrelevant to their workplace and personal activities to integrating those tools into their various activities, we increasingly are seeing beginners quickly make the leap from skepticism to creative endeavors including the use of Twitter as a way of conducting virtual new-staff orientations, as school librarian Betty Turpin is doing with a group of library school students who will be completing a project at the International School of Stuttgart next month.

The writers of the State of America’s Libraries 2014 offer us a helpful view of social networking within the library context: “‘The social librarian is enmeshed in the fabric of the Internet of Things as curator, educator, filter, and beacon,’ says a post on Stephen’s Lighthouse. ‘In this complex, dynamic, and demanding environment, librarians are extending themselves and empowering library users’”—just as their colleagues working in other training-teaching-learning environments are doing.

Graphic from "Social Networking" section of the report

Graphic from “Social Networking” section of the report

They then lead us through a series of examples demonstrating how libraries are using social networking to foster innovations in social networking. There is the Pinal County (Arizona) Library District “compilation of articles and links on how libraries are using Facebook, Twitter, and blogs as tools to reach out to users”—a set of resources curated on a Pinterest board. There’s the LibraryScienceList rankings of the “100 Most Social Media Friendly College and University Libraries for 2013”; even the most cursory skim of the rankings reveals creative use of social media tools in many settings, including the University of California San Francisco Library, where efforts extend to connecting leaners to sessions on building online courses with Moodle 2, becoming a better presenter, and learning about digital video editing.

And at the end of the section, we come to an extension of the “Libraries and Community Engagement” theme explored elsewhere in the report: a mention of how academic libraries are using social media to foster community-building—which, for me, is one of the most natural, brilliant, yet frequently-overlooked use of social media tools available to library staff members and others engaged in training-teaching-learning.

I continually find myself returning to the experiences I’ve had in the development of sustainable online communities of learning through MOOCs and groups including #lrnchat, and feel that there is still plenty that many of us involved in libraries could be doing to better serve and engage members of our onsite and online communities. I see what colleagues in the American Society for Training & Development (ASTD) and, to a lesser extent, the American Library Association do to extend the learning that occurs in conferences, and remain a strong advocate of doing all we can to promote the blending of onsite and online communities in every way possible when it makes sense to do so. The confirmation that “public libraries’ use of social media is up sharply, especially among large libraries” is, therefore, encouraging news—and a reminder that we’re moving in the right direction to serve our blended 21st-century onsite-online constituency.


The State of America’s Libraries 2014: Libraries, Community Engagement, and Learning

April 15, 2014

Having been tremendously inspired by interactions with librarians who are community leaders in Northeast Kansas, closer to home (in Mendocino County) and elsewhere over the past few months, I’m not at all surprised to see that the 2014 edition of the American Library Association (ALA) State of America’s Libraries has a wonderful new section: “Libraries and Community Engagement.”

State_of_Americas_Libraries_2014“America’s libraries continue to transform themselves, keeping pace with the changing economic, social, and technological aspects of American society,” those contributing to the report write at the beginning of the community engagement section. “Libraries’ deepening engagement with their communities takes many forms, from technology to education to social services, and serves many segments of the population.”

It’s not at all difficult to find plenty of documentation of the positive transformations underway in libraries and the communities in which they are increasingly integral collaborators in exploring and addressing a variety of educational and other needs: libraries as learning/social learning centers; libraries as advocates of literacy at a time when concepts of literacy themselves are evolving to reflect our needs; libraries as places where technology is explored; libraries as catalysts for change; and libraries as places where something as simple as a book discussion group can serve as a forum about community challenges.

What is at the heart of the community engagement section of the ALA report, however, are the stories.

We read about the Chattanooga Public Library’s efforts to provide “3D printers, laser cutters, sewing machines, and spaces for conducting business meetings…all things that an individual might find too expensive.” We learn about libraries across the country engaging children, through collaborations with the organization Family Place Libraries™, at critically important moments in children’s earliest educational endeavors. We see my local library system and former employer—the San Francisco Public Library—receive well-deserved kudos for its “pioneering outreach program to homeless users…staffed by a  full-time psychiatric social worker” and including “the services of five peer counselors, all of whom were once homeless themselves”—an effort increasingly emulated elsewhere. And we learn about libraries offering musical instruments and even plots of land for checkout in addition to examples we find elsewhere with just a small bit of effort: tool libraries, seed libraries, and much more.

For those of us who have eagerly followed and supported ALA’s “Promise of Libraries Transforming Communities” initiative—fostered by former ALA President Maureen Sullivan and many others—and the ever-evolving ALA Libraries Transforming Communities website with its numerous useful resources, the ALA report is an update, a confirmation, and a source of encouragement.

It also is a strong reminder that we all have roles to play in strengthening collaborations between libraries and other key members of our communities—and that includes calling our non-library colleagues’ attention to reports like the State of America’s Libraries report and encouraging them to see how the content can expand and enrich their own community collaborations.

nmc.logo.cmykMy most progressive and far-reaching colleagues in workplace learning and performance in libraries, the American Society for Training and Development (ASTD), and the New Media Consortium recognize that we need to look beyond our usual training-teaching-learning environments to see ourselves in the larger context of all learning organizations—including museums and other arts organizations—that play overlapping roles in the average lifelong learner’s experiences. Media Specialist/School Librarian Buffy Hamilton, for example, consistently takes her learners on virtual trips far beyond the physical libraries she has served. ASTD CEO Tony Bingham consistently dazzles and inspires us with visionary training-teaching-learning presentations at the annual ASTD Chapter Leaders Conference and elsewhere. New Media Consortium Chief Executive Officer Larry Johnson consistently encourages staff and colleagues to take the large-picture view of how various learning organizations adapt new technology and address trends and challenges in learning worldwide.

ALonline346[1]When we bring all of this back to the content of the ALA report and read about what libraries and library staff members do to support and promote learning within their communities, we realize that those of us involved in adult learning need to see what tomorrow’s adults are doing as today’s children and teens. When we see what today’s community college, technical school, and university learners are doing, we need to be preparing to provide learning landscapes that help meet the needs they will continue to have in the years and decades we will have them in our workplaces.

And most importantly, we need to recognize that taking the time in our own workplaces—during our workdays—to read, ponder, react to, discuss, and implement what we encounter in well-written and thoughtfully produced report along the lines of The State of American’s Libraries 2014 is not a luxury. It’s an essential part of our own lifelong learning endeavors that make us contributors and partners in the development and maintenance of our own onsite and online communities.

Next: Libraries and Social Networking


Scanning the MOOC and Open Educational Resources Environment in Libraries…and Beyond

March 7, 2014

The potentially fruitful intersection of massive open online courses (MOOCs), Open Educational Resources (OERs), and libraries is nicely explored in a newly released environmental scan and assessment released under the auspices of the Association of College & Research Libraries, a division of the American Library Association.

Written by Carmen Kazakoff-Lane, a librarian at Brandon University (Manitoba), the report should be useful to trainer-teacher-learners within as well as outside of libraries as we all continue exploring the ways that MOOCs, Open Educational Resources, and libraries contribute to our lifelong learning environments.

ACRL_MOOCs_OERs_Scan“Libraries can and should support open education….” Kazakoff-Lane suggests in the opening paragraphs of Environmental Scan and Assessment of OERs, MOOCs and Libraries: What Effectiveness and Sustainability Means for Libraries’ Impact on Open Education, “[b]ut before libraries do so, it is useful to understand the open education movement as a whole, including some of the key challenges facing both OERs and MOOCs…”—a suggestion I believe applies equally to many outside of libraries, for the more we  viscerally understand MOOC and OERs through first-hand experience, the more likely we are to find creative ways to address the training-teaching-learning challenges we face.

OERs, she maintains, “are a natural outcome of several social trends” including open-content movements, “the evolution of a society where individuals actively share information and where many people collaboratively develop and improve knowledge,” Web 2.0 technology that supports the tradition of sharing ideas among colleagues, and increasingly “global access to education via the Internet.”

MOOCs, in a similar vein, are “an evolutionary outgrowth of two major trends,” she maintains: online learning and other innovations including flipped classrooms, and the Open Educational Resources movement itself.  

Among her suggestions to her library colleagues are to address the need “to engage with the OER movement” and explore ways that they can support learners and learning facilitators interesting in using MOOCs as part of their learning landscape. Again, those of us who also work outside of libraries have plenty to gain through similar explorations as well as through explorations of where we might create partnerships with our library colleagues—particularly those who, by working in academic libraries, are clearly in the middle of well-established learning environments.

Our library colleagues, she notes, are in a great position to “provide important intellectual property services and advice” about copyright issues related to OERs and MOOCs; facilitate use of restricted materials; and help learners make successful transitions from being information consumers to being “a community of information sharers.”

etmoocWhile there is much to admire in the report, there are also points where caveat emptor is an appropriate warning. Her assertion that MOOCs “are a largely experimental undertaking that has yet to demonstrate its effectiveness as an educational tool” suggests that she has not yet had the positive experience of participating in an effective connectivist MOOC such as #etmooc (the Educational & Technology MOOC that produced tangible learning successes and produced an ongoing community of learning) or #xplrpln (the Exploring Personal Learning Networks MOOC that helped participants expand their PLNs while studying the topic).  

Her presentation overall, however, is well balanced and reminds us that in spite of criticisms about low-completion rates among those registering for MOOCs, those facilitating learning through large-scale MOOCs, are “able to educate more students in one class than he or she otherwise would in an entire career.”

As she brings the report to a close, she leaves us with a recommendation well worth considering: “Libraries can and should play a central role in either [MOOCs or Open Educational Resources], and in so doing ensure that their institutions and users are best served by a sober look at the pros and cons of different models of openness for learners, educators, institutions, and governments, not just in the immediate future, but in the long term as well.”

It’s great advice for those working with and served by libraries, and it’s great advice for anyone involved in any aspect of our continually evolving concepts of lifelong learning.


ALA Midwinter Conference (Postscript): She Has Toys

February 3, 2014

We now have a new, unexpected corollary to American Library Association (ALA)  Strategy Guide Jenny Levine’s belief that ALA conference hallways provide an extensive network of informal learning venues: those hallways extend much farther into our blended onsite-online world than any of us could have imagined—and create amazing intersections.

ALA_Midwinter_2014--LogoWhile most ALA 2014 Midwinter meeting attendees were leaving Philadelphia Monday and Tuesday to return home last week, I remained in town an extra couple of days to relax, to explore the city and its wonderful museums, and to continue conversations and other informal learning opportunities with colleagues who were still there.

Georgia Public Library Service Director of Continuing Education and Training Jay Turner and I, for example, had an unplanned dinner, followed by an additional meal together the following day when it became apparent that the severe storm disrupting all forms of travel in Atlanta was going to force him to remain onsite in Philadelphia far longer than he anticipated. We took advantage of that opportunity to continue learning from each other about some of the tech trends in libraries and library learning endeavors we have both been exploring and, in that way, extended the conference hallways far beyond the walls of the Pennsylvania Convention Center.

In between those shared meals, I carved out time to visit libraries on the Temple University and University of Pennsylvania campuses—and had no idea that the ALA hallways were about to intersect with the hallways created and nurtured by colleagues in the New Media Consortium (NMC) one year earlier.

The visit to the University of Pennsylvania begins with a return to one of the most lovely libraries and library reading rooms I’ve ever seen: the Anne & Jerome Fisher Fine Arts Library. The reading room is the sort of space where you ache to find something to read just so you can read it in that space—and if you love art, it’s not at all difficult to find something to meet that need. Leaving the Fisher, I decide to cross the quad for a brief visit to the Van Pelt Library. And that’s when the ALA Midwinter meeting hallways and the NMC hallways expand and collide in the most unexpected and wonderful way—transcending time and space.

Weigle--Entrance--2014-01-29Attending the NMC 2013 Summit on “The Future of Education” in Austin, Texas exactly one year ago—immediately before flying from Austin to Seattle to attend part of the 2013 ALA Midwinter meeting—I had met an NMC colleague (Anu Vedantham) who serves as director of the David B. Weigle Information Commons. Dinner with Anu and a few other NMC colleagues in January 2013 was a spectacular experience for me for many reasons: I had loved the Weigle Information Commons from a distance ever since I had come across a playfully clever introductory video prepared by Weigle students using Weigle resources; sitting with Anu and other colleagues in Austin a year ago gave me a chance to hear first-hand about how the Commons had developed since the video was produced; and the conversation unexpectedly continued a few days later in Seattle when one of our dinner partners unexpectedly showed up on the ALA Midwinter exhibits floor at the same time I was browsing the exhibits—and, furthermore, turned out to be sharing a room with a colleague with whom I was serving on an ALA committee.

And now, I’m experiencing that NMC-to-ALA process in reverse, for as I enter the Van Pelt Library, I turn to my left on the first floor of the building and see a large sign marking the entrance to Weigle—which I had completely forgotten was on the University of Pennsylvania campus. I approach a person sitting at the Commons reception desk and ask if she can “help me find a colleague who works here” (because, of course, I had also forgotten that Anu is director of the Commons). Less than a minute later, Anu is giving me a fabulous whirlwind tour of the Commons in the 15 minutes she has available before her next meeting.

Anyone interested in training-teaching-learning and the intersection of technology, learning, and libraries needs to see the Weigle Information Commons. It doesn’t matter how you see it. In person. Online. Through blog pieces like this one. Or through videos. What is important is that you become aware of what it means to contemporary training-teaching-learning endeavors.

Weigle--Talk_Away_Sign--2014-01-29The spaces are lovely, flexible (furniture can easily be rearranged to accommodate various learners’ needs), well lit, and inviting. Data diner booths, for example, include prominently-displayed cards encouraging learners to “Talk away” and reminding them that “Weigle Information Commons is for discussion and group collaboration”—key elements in many successful learning experiences.

Walking past a variety of group study rooms designed to facilitate conversations onsite as well as online (through Skype), we arrive at the original Vitale Digital Media Lab—another sign that those ALA Midwinter conference hallways are reaching beyond the spaces within the Pennsylvania Convention Center, for I see a physical manifestation of the sort of tech learning and lending library that former ALA President Barbara Ford described to me a few days ago (at the Midwinter conference) when she was discussing the roles libraries can play in helping learners explore new technology. Staff and student interns are there in the Digital Media Lab to work with their peers. And for those of us involved in workplace learning and performance (staff training) endeavors in a variety of settings, there is yet another opportunity to be pursued: students who in the course of learning to help other learners explore new technology could easily be part of the talent pool from which we will draw new trainer-teacher-learners as they enter our workplaces in the next few years if we welcome them into learning organizations such as ALA and ASTD (the American Society for Training & Development) to provide them with a gateway to our profession.

Dot Porter, in the "Vitale II" media lab

Dot Porter, in the “Vitale II” media lab

The tour doesn’t end there. With my usual luck, I have arrived just in time to attend a launch party marking the opening of an extension of the Digital Media Lab: “Vitale II,” a wonderful space that operates as a smart classroom/collaborative meeting room, on the sixth floor of the Van Pelt Library, to support digital research in the Kislak Center for Special Collections, Rare Books, and Manuscripts. Vitale II has a moveable conference table and chairs in the center of the room; a high-resolution camera in the ceiling so that what is being demonstrated on the table can be projected onto a large screen in the room and also transmitted to offsite colleagues who want to participate in whatever is happening in the lab; and a white board listing upcoming formal and informal learning opportunities, Curator of Digital Research Services Dot Porter shows me as Anu leaves for her next appointment.

To say that I’m inspired and overwhelmed by all I’m trying to absorb during this 30-minute visit doesn’t even begin to capture all that Weigle, its labs, and its staff and students suggest in terms of where we are going in training-teaching-learning. I want to be working and learning in one of those spaces. Now. But knowing that my time in Weigle and the two Vitales is limited, I play one of my favorite games with a staff member: I ask her to blurt out whatever words come to mind as she thinks about what Weigle offers so I can see the Commons through the eyes of someone very familiar with it. She confirms what I expect: Collaboration. Learning. Technology. Playfulness. Whimsy. And then she captures what she loves about what Anu fosters throughout the extended Commons: “She has toys”—and she makes them available.

It’s clear that our opportunities to learn from each other in this sort of creative, playfully collaborative setting are steadily increasing. And it remains in our hands to reach across the onsite and online hallways we all traverse to see where these opportunities will take us—and those we serve—in the days, weeks, months, and years ahead of us.


ALA Midwinter Conference: Informal Learning (in Conference Hallways)

January 28, 2014

Most of the learning at conferences takes place in the hallways, I learned from American Library Association (ALA)  Strategy Guide Jenny Levine during a conversation we were having in an enormous hallway here at the ALA 2014 Midwinter meeting in Philadelphia before she delivered the obvious punch line: “And ALA conferences have a very large number of hallways.”

ALA_Midwinter_2014--LogoAnyone involved in training-teaching-learning knows that Levine’s observation about hallways (and, by extension, other spaces such as the conference Networking Uncommons and exhibits areas) parallels conclusions firmly grounded in research done on informal learning in our workplaces. And anyone who habitually participates in conferences arranged by the organizations serving specific professions (ALA for libraries, ASTD for trainer-teacher-learners, and many others) know that those hallways are increasingly blended to combine onsite and online interactions via Twitter and a variety of other tools to respond to those who might otherwise feel left behind.

Informal learning in the ALA 2014 Midwinter meeting Networking Uncommons

Informal learning in the ALA 2014 Midwinter meeting Networking Uncommons

My own informal learning at the ALA 2014 Midwinter meeting began on Friday—the first full day of the conference—when I decided to visit the Networking Uncommons before the exhibits area opened. The fact that I never made it to the exhibits area—one of my favorite informal learning spaces—that evening is a testament to what ALA Strategy Guide Jenny Levine has created: Finding a group of colleagues engaged in an impromptu conversation about technology in libraries, I realized I didn’t have to cruise the aisles of the exhibits hall to meet those colleagues—the group of people I needed and wanted to be seeing were gathered right there in the Uncommons.

The same thing happened the following morning when I walked over to the cavernous area housing the ALA onsite bookstore, the conference registration desk, and an area being used for demonstrations of Google Glass. On assignment for the American Libraries blog, I was hoping to photograph a few people trying that wearable technology, interview them, and learn more about how Google Glass might be a useful tool in the work my colleagues and I do. With my usual good luck, I arrived just a few minutes before former ALA President Barbara Ford did, so I was able to photograph her trying the device and then conducted a follow-up interview that was included in that blog article providing readers with projections of how the voice-activated device might work its way into libraries and other learning environments dedicated to facilitating training-teaching-learning.

My informal learning continued over lunch that day with Peggy Barber, a cherished colleague who always manages to bring me up to date on something I wasn’t smart enough to be exploring on my own. She had recently published an article on “contagious marketing” in American Libraries, so I asked her about one of the sources she had quoted (Jonah Berger’s Contagious: Why Things Catch On) and told her about a similar book I had read a few years before (Chip and Dan Heath’s Made to Stick: Why Some Ideas Survive and Others Die). What we learned informally from each other over lunch will deepen as each of us reads the book recommended by the other.

Libraries_Transforming_Communities--LogoThe sort of expanded onsite-online hallways I’ve noticed at earlier conferences reappeared while I was attending an onsite session Sunday morning on ALA’s “Libraries Transforming Communities” initiative. Presenters Maureen Sullivan and Cheryl Gorman. As they were discussing the positive impact the initiative has had in fostering collaborations and partnerships between libraries, library staff, and members of the communities they serve, I tweeted out summaries of some of the highlights. Some of those tweets were immediately retweeted by other conference attendees so that the information reached a larger audience than might otherwise have been possible, and at one point a tweet attracted a response from a novelist who objected to a comment made by one of the presenters. Seizing the opportunity to further expand the conversation, I read the comment to Sullivan and Gorman during a question-and-answer period, took notes on their response, and condensed it into a tweet to briefly extend the conversation with the novelist. The informal learning that morning traveled down some very long and intriguing ALA hallways that eventually drew responses from colleagues who aren’t even formally affiliated with ALA.

Similar exchanges continued throughout the days I’ve been here in Philadelphia, and the expanding hallways continue to take some intriguingly unexpected turns. Conversations in a wonderful session this morning on libraries as catalysts of change began within the formal setting of the session itself, expanded a bit through tweets and retweets, then unexpectedly continued briefly when the presenter—Lisa Bunker—and I ran into each other in the Networking Uncommons, and really deepened when the two of us decided to continue our informal conversation over lunch, which provided the most wonderful learning nugget I acquired during this Midwinter conference: “We don’t have to be perfect. We just have to show up.”

As long as those hallways that Levine and many others help create are available, I will be exploring them. And reporting informally on what I learn.


ALA Midwinter 2014: Life at the Speed of Light

January 24, 2014

Attending the American Library Association (ALA) 2014 Midwinter Meeting here in Philadelphia is helping me viscerally understand the concept of dog years—that belief that a year in a dog’s life is much more compressed than a year of a human’s life.

ALA_Midwinter_2014--LogoArriving a couple of days early so I would have a chance to acclimate to time and climate changes (and make no mistake about it: leaving San Francisco’s unseasonably warm weather for nine-degree Fahrenheit temperatures and snow-covered sidewalks and plazas here is a major change), I spent a little time during that first evening learning to walk on snow and ice without looking as if I were a runner-up contestant on a show combining America’s least-coordinated people with a perverse parody of the Ice Capades (sans ice skates).

Having remastered the art of walking by mid-day Thursday, I immersed myself in one of the relatively new local gems: the Barnes Foundation, with its exquisite collection of Impressionist works, African masks and more contemporary paintings and watercolors. Entering the gallery spaces with little more than a passing awareness of the controversies surrounding the move of the collections from their original site to this newly-created space near the Free Library of Philadelphia, the Philadelphia Museum of Art, and the Rodin Museum, I found curiosity about the controversies being quickly replaced by a sense of awe and wonder by the scope of the collections (more Renoir, Cezanne, Matisse, Prendergast, Glackens, Demuth, and Pascin paintings than I’ve ever seen in any other permanent collection). And more importantly, I felt a deep sense of appreciation for the learning opportunities that ALA inspires me to pursue each time I travel to a major city to attend and participate in an ALA Midwinter Meeting or Annual Conference.

ALA_2013--Top_TweetsMidwinter-mania really began to set in late Thursday afternoon and evening when I continued a long-standing practice of having dinner with colleagues engaged in training-teaching-learning in libraries and started also monitoring the #alamw14 Twitter hashtag to see how others were faring. Dinner and the conversation with the colleagues reminded me again of why I so deeply value the connections made through ALA and other professional organizations and through the use of Twitter backchannels. The shared meals combined with the use of those backchannels makes it possible to no longer be limited to being in any one place at any given moment—they provide us with countless sets of virtual eyes to gain a far more complete view of what conference interactions produce. And they also set us up for the very fruitful encounters none of us could possibly arrange but which seem to come our way if we’re attentive, flexible in how we approach our conference schedules, and sometimes just plain lucky.

Those unexpected encounters sometimes begin very early in an Annual Conference or Midwinter Meeting cycle: I’ve run into colleagues while waiting to pick up luggage in airports, while checking into hotels, and even once unexpectedly met a conference-bound colleague when the conference-scheduling muses arranged to have both of us ride the same shuttle to reach the San Francisco Airport for our departing flight to a conference. And today was no different: two hours before the first official conference event—the opening of the Exhibits Hall—I was looking for a way to relax after a very stimulating and inspiring daylong committee meeting which involved strategic planning for the group of which I am a member. Knowing that the Networking Uncommons offers a place to decompress, I was beginning to settle into a table when a cherished colleague—ALA Learning Round Table board member Maurice Coleman—spotted me from across the room, walked over to the table, and invited me to join him and some of his LITA (Library and Information Technology Association) colleagues for what turned into an unexpected exploration of how Google Glass works because one of the LITA members had obtained a Google Glass two days earlier, followed by yet another dinner with colleagues deeply immersed in and passionate about the libraries, library users, and library association they serve.

So yes, I feel as if I have lived weeks instead of days between Wednesday and Friday of this week. And yes, I’m already completely exhausted yet equally exhilarated by what attendance at ALA Midwinter 2014 has provided even though most of the formal programming and meeting opportunities are yet to come. Can’t wait to see how many dog years Saturday brings when I rejoin the world Saturday morning.


ALA Midwinter 2014: Prelude (Dream Baby Dream)

January 23, 2014

With the release of Bruce Springsteen’s High Hopes album earlier this month, many of us are hearing his version of “Dream Baby Dream” (originally recorded and released by Suicide in 1980) for the first time, and hearing how he transformed that simple song is as intriguing as comparing the Holly Cole trio’s version of “Tennessee Waltz” to the original Cowboy Copas version (1948) or comparing Neil Young’s version of “Four Strong Winds” to Ian Tyson’s original.    

ALA_Midwinter_2014--LogoThere are at least two lessons here for all the trainer-teacher-learners arriving in Philadelphia for the American Library Association (ALA) 2014 Midwinter meeting from Friday, January 24 – Tuesday, January 28: like well-composed songs, the work we do can be approached in myriad ways, and like the advice in that song on High Hopes suggests, we need to dream—and dream big.

Dreaming (and then acting upon those dreams) is, of course, at the heart of any conference of the caliber of the ALA Midwinter Meeting. This, unlike its larger, more presentation-oriented counterpart held each summer by ALA, is where Association staff and members gather to do the actual business of ALA within the context of the numerous division, round table, and other committee meetings that draw participants from across the country together for several few days, and I couldn’t be happier than to be among them.

This, for me, is a chance to participate (as a volunteer serving on the ALA Publishing Committee) in that committee’s work through a daylong planning and review session; we will, among other things, be dreaming and acting upon ideas to assure that ALA publications continue meeting Association members’ needs. I also hope to catch up with colleagues in the ALA Learning Round Table, where volunteers dream about and actively promote continuing education and staff development among their colleagues in libraries across the United States. With any luck, I’ll also be able to attend at least part of the American Libraries Advisory Committee meeting so I can learn more about what colleagues have been doing to make American Libraries online and in print a dynamic source of information and a means for promoting discussions and actions on issues affecting those fabulous learning organizations that we serve on a daily basis.

Each of those groups is composed of ALA staff along with ALA members who are interested enough in Association business to travel, at their own expense, to help shape and further the business of an organization they/we support through our collaborative efforts. And the fact that these business/committee meetings draw us together each January is just the beginning: the formally scheduled meetings are just part of the learning opportunities we create for each other. Some of us arrive early so we can attend informal dinners to keep each other up to date on the trends and challenges we are seeing in the industry we serve. At least a couple of us will be serving as guest bloggers on the American Libraries blog. Some of us fill otherwise unscheduled time by attending panel discussions on topics including tech developments in libraries, digital learning initiatives, how massive open online courses (MOOCs) might benefit libraries and library users, and how partnerships and collaborations benefit libraries and members of the communities they serve. And some of us look forward to those unplanned encounters that bring us together with some of the best, most dynamic colleagues we have so we can exchange ideas; become inspired, once again, by what those colleagues are accomplishing; and return home to even more effectively tackle the challenges we willingly face. Because we care. And because we dream, baby, dream.


Conferences, Twitter, and Staying Connected: No Longer Left Behind

October 28, 2013

An oft-repeated and rather poignant joke among some of my colleagues is becoming a thing of the past: those who wish they could but are unable to attend conferences—specifically those sponsored by the American Library Association—have long tried to keep up with onsite participants’ reports via Twitter, using the conference hashtag as well as #ALALeftBehind as points of connect. But more than a few of us are realizing that we can do more than sit by the virtual sidelines and watch everyone else have fun onsite, as I confirmed through a spur-of-the-moment experiment people attending the annual ASTD (American Society for Training & Development) Chapter Leaders Conference in Crystal City, Virginia a few days ago while I stayed home.

ASTD_ALC_2013--Logo

I’ve been on the other side of this left-behind fence many times, as I’ve noted through articles about participating onsite in backchannel conversations; ASTD colleague David Kelly has also written eloquently about Twitter, backchannels, and conferences. Several of us attending the annual ASTD International Conference & Exposition over the past couple of years have, as part of our Chapter Leader Day activities, reached out from the conference via short, live sessions to connect onsite colleagues with left-behind colleagues; we were attempting not only to reach out to and connect with those who stayed home, but to demonstrate how easy it could be for ASTD chapter leaders (or anyone else) to bring their local meetings to a larger audience through active Twitter feeds as well as via free tools including Google Hangouts and Skype. But I hadn’t been part of the #leftbehind gang until changing circumstances this year unexpectedly caused me, for the first time since 2008, to miss a couple of those onsite annual events that mean so much to me in terms of keeping up with my communities of learning and the ASTD colleagues who make up one very important part of my personal learning network (PLN).

The idea of trying to actively participate in the 2013 ASTD Chapter Leaders Conference via Twitter began taking shape when I saw a tweet from an onsite colleague expressing regret that I couldn’t be there for our annual joint presentation on nonprofit basics for chapter leaders. I jokingly responded, via Twitter, that I actually was there and that he had probably simply missed me up to that moment.

xplrpln_logoTransforming an offhand joke into the experiment quickly took shape as I thought about how I’ve been inspired to find new ways to reach out to members of my communities of learning and personal learning networks through the Exploring Personal Learning Networks (#xplrpln) course that Jeff Merrell and Kimberly Scott are currently facilitating under the auspices of the Northwestern University Master’s in Learning & Organizational Change Program. Less than 48 hours earlier, in fact, another ASTD colleague who is not in that massive open online course (MOOC) had stumbled into an #xplrpln session via Twitter, so it wasn’t much of a stretch for me to toy with the idea of doing the same thing via Twitter, but with a bit more planning and more deliberate actions designed to foster two-way participation.

It didn’t take long for the experiment to produce wonderful—although somewhat limited—results. Using a Twitter management tool (I defaulted to HootSuite.com, but Twubs.com and Tweetchat.com are among the tools that could have worked just as easily) at the end of the first day of the conference, I skimmed the feed late that evening, retweeted a few of the more interesting items just as I would have done if I had actually been onsite, and added comments, knowing that this had the potential not only to inspire interactions with onsite attendees but also draw in a few of my own followers on Twitter if they either retweeted or responded to those late-night posts.

Connected_Educator_Month_LogoBy the next morning, a couple of onsite colleagues had responded. And a little later, during the second day of that two-day conference, a couple of onsite conference attendees actually retweeted the notes I had retweeted. I continued to participate throughout the day as time allowed. The real pay-off for the experiment came when the exchanges put me in touch with one of the presenters who had seen the retweets and comments. The result, in many ways, was exactly what it would have been if I had been onsite and meeting members of those expanding communities of learning and personal learning networks rather than feeling as if I were part of the left-behind gang. The positive aspects of this are obvious: with a bit more planning and organization, onsite and offsite participants could be interacting at far more significant levels than the limited amount of interaction this experiment nurtured. And the obvious weakness of this plan is that the small number of onsite participants tweeting summaries of sessions made it difficult to participate in more than a few of those sessions at this level. But it was an interesting start—one that offers a lot of promise for any of us who want to nurture our communities of learning and personal learning networks in every way possible. And I certainly felt far less left behind and far more connected as a trainer-teacher-learner than would otherwise have been the case.

N.B.: This is the seventh in a series of posts inspired by Connected Educator Month and participation in #xplrlrn (the Exploring Personal Learning Networks massive open online course).


New Librarianship MOOC: Connecting Trainer-Teacher-Learners and Communities Through the Salzburg Curriculum

July 30, 2013

New Media Consortium Horizon Reports, meet the Salzburg Curriculum; Salzburg Curriculum, meet the Horizon Reports. And while we’re at it, let’s be sure to invite the trainer-teacher-learners in the American Library Association (ALA), the American Society for Training & Development (ASTD), and our academic colleagues into the conversations that are currently being inspired through R. David Lankes’s “New Librarianship Master Class”—a massive open online course (MOOC) under the auspices of the University of Syracuse School of Information Studies— and his book The Atlas of New Librarianship.

New_Librarianship_Master_Class_LogoEven the most concise introduction to the Salzburg Curriculum, a proposal for a unified approach to preparing librarians and museum professionals for the work they will do within their organizations and the extended communities they will serve, suggests that we’re at the intersection of a number of wonderfully overlapping theories and communities of practice. Those of us who were engaged in #etmooc (the Educational Technology & Media MOOC developed and facilitated by Alec Courous and his wonderful gang of “conspirators” earlier this year) can see the underpinnings of connectivist learning theory and practice and how it serves communities. Those of us in Lankes’s New Librarianship Master Class, where the Salzburg Curriculum was reviewed extensively in Week 2 materials within the four-week course, can see Gordon Pask’s Conversation Theory in action. Those of us who read Horizon Reports or have an opportunity to serve on Horizon Report advisory boards can see an extension of the conversations on the topic of technology in learning that the New Media Consortium is fostering between trainer-teacher-learners in school, community and technical college, university, museum, and library settings. And anyone involved in any sort of community-based project—whether face to face or online—can see tremendous foundations, within the core values behind the curriculum, for all we do:

  • Openness and transparency
  • Self-reflection
  • Collaboration
  • Service
  • Empathy and respect
  • Continuous learning/striving for excellence
  • Creativity and imagination

Coming out of discussions conducted at the Salzburg Global Seminar on Libraries and Museums in a Participatory Age in 2011, the curriculum strongly parallels the work Lankes promotes in his master class and The Atlas—which is not at all surprising since he was a key player at the Salzburg Global Seminar. Topics addressed in the curriculum include “Transformative Social Engagement,” “Technology,” “Management for Participation,” “Asset Management,” “Cultural Skills,” and “Knowledge, Learning, and Innovation”—topics obviously important for anyone involved in libraries, museums, and other organizations with clear roles to play in training-teaching-learning.

We’re in an era of participatory culture, Lankes maintains, so our educational and our day-to-day workplace efforts can benefit from what was codified within the framing statement for the curriculum: “The mission of librarians and museum professionals is to foster conversations that improve society through knowledge exchange and social action”—a statement that closely parallel’s Lankes’s mission statement for New Librarianship. It’s a framing statement that leads us into a variety of areas familiar to trainer-teacher learners: facilitating conflict-management in ways that “create a civic and civil environment”; taking a proactive view about service rather than a passive view about what service means; taking a lifelong approach to learning rather than acting as if any single formal academic program can prepare us for everything we face within learning organizations; and using technology “to reach out to a community to the community’s benefit” in ways that “bring the community closer in conversation and learning.”

And, as has been consistently promoted through the New Librarianship Master Class and The Atlas, there are considerations of providing the maximum benefits to the communities who rely on libraries, museums, and other organizations to make valuable assets accessible, in meaningful ways, to the communities they serve rather than merely seeing those assets as “stuff” to be preserved for the sake of preservation.

The Salzburg Curriculum also proposes to help learners master communication skills and intercultural skills, and to develop an appreciation for and attentiveness to languages and terminology in ways that serve communities. But above all, as Lankes suggests in one of his online lectures on the topic, we “must be out in the community, learning from the community, working with the community to build, which means [we] must understand the community at a much deeper level than their [community members’] demographics.” If we, in our trainer-teacher-learner roles, can contribute to the development of this sort of dynamic curriculum with an eye toward serving communities as active participants, we may actually see far fewer articles or hear far fewer conversations, about the impending death of libraries and other organizations that strengthen our communities.

N.B.: This is the eighth in a series of posts inspired by the New Librarianship MOOC.


New Librarianship MOOC: Partnerships in Creativity, Innovation, and Learning

July 25, 2013

The further we move into R. David Lankes’s “New Librarianship Master Class”—a massive open online course (MOOC) under the auspices of the University of Syracuse School of Information Studies— and his book The Atlas of New Librarianship, the more obvious the overlap between librarianship and the entire field of training-teaching-learning becomes—which makes me wonder why I don’t see more interactions and sustainable collaborations between colleagues in the American Library Association (ALA)  and the American Society for Training & Development (ASTD) and others involved in the professions those two associations represent.

New_Librarianship_Master_Class_Logo“All of New Librarianship is about knowledge and training,” Lankes reminds us in his online lecture on the role facilitation plays in knowledge and training and throughout his book. “Everything we do is about helping people develop their own knowledge.”

But it is his follow-up comment in the lecture that particularly resonates for those of us who work both with library colleagues and with colleagues in other organizations where learning is facilitated: “I think a lot of instruction in libraries should be about things within the community and not about the library itself”—an idea I’ve supported consistently through a “Rethinking Library Instruction” course for ALA Editions.

In the same way that learning facilitated within libraries ultimately is at least as much about serving community members’ needs as much as it is about making library services and resources accessible, the learning facilitated in other organizations is at least as much about customers and clients served as it is about the learners who are employed by those organizations. If trainer-teacher-learners are reading, hearing about, and talking about anything these days, it is about how we are fostering a learner-centric approach to our efforts. That learner-centric approach can be most productive when it helps learners themselves make connections between what they are learning and how it helps them serve others. So as we bring that back into the context of librarians and other members of library staff who are offering learning opportunities that move far beyond a focus on bibliographic instruction and explicitly address libraries and their staff as partners within the communities they serve, we have yet another reminder that there is plenty of room for, and much to be gained by, greater collaboration between the trainer-teacher-learners in libraries (i.e., almost every member of library staff who interacts with those relying on libraries and librarians as trusted resources) and the trainer-teacher-learners who serve other organizations and constituents without ever realizing that partnerships with library staff can expand the successes of what all of us are attempting to facilitate.

And it goes beyond that, beyond the learning process: It is, Lankes suggests, “about bringing people to action”—a theme he explores extensively in the course and in The Atlas: It is about being outside of our organizations, being visible within the communities we serve, and being part of the conversations that shape the directions our communities take.

Our role as facilitators—librarians as facilitators, in the context under discussion by Lankes, and trainer-teacher-learners as facilitators in the broader context I’m pursuing here—is critically important. And this role provides another example of the common ground we share: Librarians, Lankes says, are constantly learning and “need to be constantly learning”—a statement that is equally true for anyone involved in helping others learn.

That necessity to continually engage in learning reveals another challenge that is, at the same time, an attraction for many of us: The requirement that we provide stimulating environments for learning and innovation while, at the same time, being willing to learn alongside those whose learning we are expected—and have offered—to facilitate. We don’t necessarily have to know about everything that is going to take place in a learning environment such as the makerspaces that are becoming increasingly prevalent in libraries, he suggests, but we do have to be willing to learn with the learners who are working within those spaces: “This idea of creating a safe place for experimentation, for innovation, is part of what librarians need to do,” he adds in a lecture on facilitation and environment, and the same applies to trainer-teacher-learners outside of physical and virtual library (and other learning) spaces.

“What we need to think about,” he continues, “is our physical spaces and our digital spaces: ‘How can we create inspiration? How can we create an environment where people instantly walk in and feel smarter, or feel part of something great, and know that they are part of something great, and not [be] intimidated?”

The ultimate payoff for libraries and librarians, he concludes, is that “Libraries are safe places, but they are a safe place to come up with dangerous ideas. They are a safe place to come up with revolutionary ideas. They are a safe place in which we can plot the future greatness of a community that may need to overthrow the norms of community.”

And that, for me, is as fine a description of what any great training-teaching-learning endeavor I’ve ever seen or helped facilitate can offer. And produce.

N.B.: This is the fourth in a series of posts inspired by the New Librarianship MOOC.


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