New Librarianship MOOC: Contributing to Our Communities Through Leadership and Innovation

July 29, 2013

Connections between librarianship, training-teaching-learning, innovation, and leadership continue to become increasingly obvious as we move further 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 further into his book The Atlas of New Librarianship.

signorelli200x300[1]It’s that huge theme that Lori Reed and I explored in our ALA Editions book Workplace Learning & Leadership: A Handbook for Library and Nonprofit Trainers, in which we proposed that all trainer-teacher-learners need to be taking leadership roles in the organizations and communities they serve. It’s a theme that colleagues and I continue to explore when we have face-to-face and online conversations. And it’s a theme that provides stronger foundations for the suggestion that library staff and others working in training-teaching-learning might even more effectively contribute to strengthening the communities we serve if we find ways to collaborate more regularly regardless of the type of organization we serve.

New_Librarianship_Master_Class_LogoLankes, in his course lecture on improving society though innovation and leadership, addresses his target audience—librarians—with words that are a call to action for anyone involved in training-teaching-learning: “Innovation and leadership are fundamental values [for us]…You are to be an innovator….You are to be a leader…It comes from this: We must model the positive change we want to see within our communities.”

He reminds us that the places in which we work, those places we provide (onsite and online libraries for libraries, any learning space in my extended view of what Lankes so aptly documents), “are places of constant learning and therefore constant change….Learning is change…[so] we must be constantly changing.” And leadership, he maintains, is part of the equation.

This is far from a utopian cry for ill-defined results. In connecting these assertions to a broader goal of “improving society,” Lankes helps us see that if we are focused and successful with our efforts, we are contributing to meeting an essential need within the individual communities and larger society we serve: facilitating the conversations and other learning opportunities that strengthen communities. It comes back to a theme running through the course and the book: we can make substantial positive contributions if we are part of the conversations taking place and affecting our communities, and if we are helping to facilitate positive change through implementation of the mission statement Lankes consistently promotes: “The Mission of Librarians is to Improve Society through Facilitating Knowledge Creation in their Communities”—a mission statement that can equally be applied to any trainer-teacher-learners and, again, that begs for collaborations between anyone involved in those endeavors within or outside of libraries.

Lankes does a wonderful job at emphasizing the importance of what we do collectively: “We can’t have one person in charge of innovation. Everyone must be in charge of it,” he reminds us, and I would extend that statement to say the same of leadership, of training-teaching-learning, and of the social media tools that so many of us are using to facilitate the conversations Lankes is promoting.

“Librarians are radical positive change agents,” he reminds us, just as any trainer-teacher-learner is a radical change agent—and the best are the ones who are not rolling out the same lesson plans year after year, or avoiding opportunities for innovation not only at the large-scale level that generally comes to mind when we talk about innovation, but also at the small, personal levels that each of us has the possibility of pursuing—if we view ourselves as potential positive change agents who must assume leadership roles whenever we can.

“We need to evangelize our profession,” Lankes adds near the end of his lecture on innovation and leadership. “We need to take every opportunity to tell people that we are here for them. And we’re not simply here waiting for them. We are here to make their world better, and we’re going to do it in an active way.”

And if all of us take the time to read The Atlas or view some of those wonderful lectures that will remain online long after the current course formally ends, we might be inspired to make magnificent strides for our communities, the organizations and clients we serve, our learners, and ourselves simply by reaching across the aisle and embracing collaborative opportunities with other trainer-teacher-learners with whom we haven’t yet collaborated.

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


ALA Annual Conference 2012: Communities of Writing

July 10, 2012

Many of us who write or who spend time with writers are no longer naïve enough to think that it would be wonderful to meet every writer we have ever admired; writers—like anyone else—can be absolutely insufferable when given the opportunity to be full of themselves/ourselves. But when we manage to set our overinflated egos aside for at least a few minutes and listen more than talk, we discover the pleasures of being part of the formal and informal communities we create.

It has been several years since I was briefly and pleasurably part of the Squaw Valley Community of Writers and a smaller fiction-writing group, but I’ve never been far removed from writers as colleagues, friends, and mentors—and yes, in some cases, tormentors. As is the case with so many other communities of interest, formal and informal communities of writers can often be the only means we have of sustaining our creative processes when long hours, days, weeks, or even months of effort seem to produce little of consequence for us or for our readers.

Meeting a variety of first-rate writers promoting their new releases, further marketing the book Lori Reed and I co-wrote last year (Workplace Learning & Leadership), and attending a reception for writers united under a single publishing house (ALA Editions) at the 2012 American Library Association (ALA) Annual Conference last month provided yet another reminder of how important these communities can be for those whose work is largely completed in long stretches of solitary effort. And how far-reaching our connections are even when we do not clearly see them.

At the heart of the reception was ALA Editions’ right-on-target goal of formally and cordially welcoming authors from Neal-Schuman to the ALA Editions stable of writers after ALA Editions acquired Neal-Schuman. More importantly, however, it provided an opportunity for writers and others associated with both publishing houses to sit together, share ideas, and look for the creative opportunities that our unanticipated connections might provide.

It doesn’t take long, when walking into the sort of small and intimate setting ALA Editions provided that evening, to recognize familiar faces: staff from the publishing house; colleagues associated with ALA Editions; and even a few from the latest addition to the ALA family. But the real fun began as we occasionally lined up to retrieve a beverage or small plate of hors d’oeuvres and play the read-that-nametag game to match familiar names with unfamiliar faces.

The winning moment came for me when I looked up from a name tag and found myself unexpectedly eyeball to eyeball with a writer—Esther Grassian—whose work influenced me tremendously while I was earning a Master’s degree and focusing on online learning a few years ago. Because it was an article she co-wrote (“Stumbling, Bumbling, Teleporting, and Flying…Librarian Avatars in Second Life”) that had attracted my attention as a student, I had no idea she also had co-authored two Neal-Schuman books with Joan Kaplowitz and would, therefore, be at the reception. Having met plenty of colleagues who write, I’m far from star struck when I meet a writer whose work I admire—OK, OK, let’s be honest: I’m always star struck when I meet someone whose work I admire, but I was trying (probably unsuccessfully) to not let it show in a setting where Grassian and I were ostensibly colleagues rather than writer-admirer.

She was gracious enough to sit with me and a few of the other attendees as we discussed our work, what we are doing, and what we hope to be doing over the next couple of years. And the magic continued as various people one or the other of us knew joined us at that table and become part of a brief and pleasurable evening when we could learn from each other. Consider possibilities none of us might have stumbled upon without those exchanges. And celebrate the wonderfully sustaining power of communities of writing.


ALA Annual Conference 2012: To Tweet or Not to Tweet

June 28, 2012

Although I was more intensely engaged in the twitterverse than ever before while attending the 2012 American Library Association (ALA) Annual Conference this week in Anaheim, I was surprised to find that at some levels it was a far different experience that participating in the recent American Society for Training & Development (ASTD) International Conference & Exposition Twitter backchannel.

Both conferences had streams of tweets that were virtually impossible to completely follow; there was simply too much content for anyone to absorb. And I was relieved to hear an ALA colleague who was dedicated to keeping up with it finally admit, halfway through the conference, that even she was overwhelmed by the magnitude of the flow. Both conferences also had a core group of tweeters who recorded and disseminated information about what was happening in conference sessions.

But one thing that was distinctly different between the two conferences was that ASTD members who were prolific at tweeting were capturing content from a teaching-training-learning point of view—live-tweeting from sessions to share information that the rest of us could later incorporate into our own workplace learning and performance (staff training) endeavors—while many of the more frequent conference attendees who were tweeting in Anaheim were producing a combination of personal tips about where to find the best conference freebies; sightings of keynote speakers and other celebrities onsite for conference events; personal observations about the experience of attending a conference with more than 20,000 other people; or, at an extreme edge of the backchannel, an overtly snarky set of observations—sometimes live and from sessions where the subjects of their criticisms were in the front of a workshop room or on stage in a crowded auditorium. Fortunately for those tweeters, none of their targets seemed aware of or inclined to respond to those criticisms in the moment as happened in a situation described by Cliff Atkinson in his book The Backchannel.

Anyone inclined to think the comparison between the two groups of backchannel contributors is unfair or an apples-and-oranges sort of effort needs to remember that members of library staff are increasingly finding themselves in the role of trainer-teacher-learner as a core part of their responsibilities to those they serve, as Lori Reed and I document in Workplace Learning & Leadership. Members of library staff also need to be as up-to-date in their knowledge of tech tools as workplace learning and performance practitioners need to be—yet there were signs at the ALA conference that we’re somewhat behind others in our acceptance, use, and promotion of those tools.

When Sharon Morris and I introduced a live Twitter feed via TweetChat into our “Ignite, Interact, and Engage: Maximizing the Learning Outcome” session at the conference, for example, one of the first tweets to go out from a session participant was one of amazement (and, we hoped, happiness) that we were encouraging our learners to incorporate Twitter into that learning experience.

There were signs elsewhere at the conference that others were not at all pleased by the presence of a Twitter backchannel and the use of the mobile devices that connect so many of us and those we serve without regard to geographic barriers. One conference attendee noted, via Twitter, that someone had yelled at him for tweeting, and another attendee reported via Twitter that she was told she shouldn’t be using her iPad during a general-assembly keynote presentation.

It’s obvious that we’re still very much in a state of transition in terms of how we use and accept the use of Twitter, backchannels, and tech tools in public settings. And I firmly believe we need to develop a better sense of etiquette—perhaps along the lines of something I usually do: asking those around me if my use of a laptop or mobile device to capture session notes and share them with others via Twitter will disturb them. I’ve never had a colleague turn me down, and only had one presenter—one who was going to give a presentation on e-learning best practices in a venue far removed from the ALA conference—defer.

Discussing this with a colleague at the conference, I found myself in the strange position of actually speaking up in favor of the tweeters—strange because, five years ago, I really didn’t want a cell phone or a laptop or anything else that I perceived as a burden/distraction rather than a resource, and I had little experience with social media tools. But colleagues, friends, and outright necessity have completely reversed my thinking, and I don’t believe it’s an understatement to say that those of us involved in training-teaching-learning—workplace learning and performance practitioners, library staff members, people involved in customer service in an onsite-online world, and many others—really can’t afford to overlook these resources if we want to be competitive and effective in meeting the requirements of our work.

My colleague’s observations about the conflicts between those using Twitter and mobile devices and those distracted by or resentful of the presence and use of tech tools and resources produced an interesting exchange. Perhaps, she suggested, we could resolve the conflicts by setting aside a special area during keynote addresses and smaller workshops for those who want to tweet. Perhaps, I responded, we could set aside a special area for those who want to be free of the presence of mobile devices and tweeters. For in an onsite-online world where the majority of those we serve actually appear to be ahead of us in their acceptance and use of Twitter and mobile devices, we might as well intellectually as well as physically make a clear and visible statement about where we stand in terms of meeting them where they are and prefer to be met—as unobtrusively, civilly, and respectfully as possible.

N.B.: To hear an extended (45-minute) conversation on the topic of Twitter as a learning tool at conferences, please listen to T is for Training Episode 101, “Instant Professional Development,” hosted by Maurice Coleman on June 28, 2012.


ALA Annual Conference 2012: Writing (and Promoting) the Book You Want to Read

June 24, 2012

Novelist Ann Patchett was the first—but certainly not the only—writer I encountered who suggested that we sometimes have to be the one who writes the book we want to read. And that was one of many things Lori Reed and I thought about before finishing Workplace Learning & Leadership: A Handbook for Library and Nonprofit Trainers for ALA Editions last year.

We were certainly ecstatic when Chris Rhodes, Jill Davis, and everyone else at ALA Editions supported us with a book-signing at the American Library Association (ALA) Annual Conference in New Orleans last year, and I remain grateful for the opportunity I had to meet more readers and potential readers through a follow-up signing here in Anaheim yesterday at the 2012 ALA Annual Conference—for it reminded me of another truism about writing and publishing: the date of publication is really just the beginning of a very long process in the current marketplace; connecting with readers through promotion is the long-term commitment we make to a book when we decide to write it.

The initial effort in New Orleans last year received a much-appreciated and unanticipated boost when we rerouted a wandering group of people dressed in Star Wars costumes into the onsite ALA bookstore and immediately turned a somewhat sedate event into a complete grand slam in terms of drawing attention to what we were doing. Darth Vader and others patiently stood with us, holding and pretending to read—at least I think they were pretending to read—copies of the book. Writing about the evening, I jokingly suggested that we would only be able to top that feat by attracting Harry Potter to our next event.

And while neither Harry nor the owl showed up yesterday, I did have a playfully fun moment the night before the signing yesterday by meeting another onsite representation of one of my childhood heroes: Spiderman. Turns out he’s actually a very nice guy. Pleasant. Patient. And willing to give half a writing team a nice boost by allowing himself to be photographed by reading a copy of the book. Which, of course, I immediately tweeted out to make my fellow ALA Conference attendees aware of the  book-signing.

I can’t really fault Spiderman for not being able to attend the event himself; he was probably across the street, in Disneyland, rescuing Mickey or Minnie from renegade pirates or librarians out on the town. But I’m grateful that he did help connect me with some very supportive readers. And I continue to hope that at some point Harry Potter and the owl will be available to join me for some promotion of the book. And the overall value of workplace learning (staff training) and leadership in our lives.

N.B.: ALA Conference attendees interested in staff and public training programs  are invited to join library training colleagues today (Sunday, June 24, 2012, 1:30 – 3:30 pm) in Anaheim Marriot Grand Salon G-K for the ALA Learning Round Table’s annual Training Showcase. It’s a great opportunity to learn what other workplace learning and performance professionals are doing and how you might apply their best practices in your own workplaces.


Libraries, Training, and Continuing Education

March 19, 2012

Those who still equate libraries with nothing more than printed books—and experience tells me there are plenty of training-teaching-learning colleagues who fall into that category—need to step outside their caves and see what is happening within their onsite-online libraries.

Laura Townsend Kane’s Working in the Virtual Stacks: The New Library & Information Science is just the place to start. Written primarily for those considering a career in libraries and those considering a mid-career change, this book by the assistant director for information services at the University of South Carolina’s School of Medicine Library in Columbia, South Carolina features interviews with more than 30 library insiders’ views of where their industry is going, and it should be of interest to a much wider audience. Whether you are among those who are increasingly using library services and are curious how they work, are already a library insider, or are considering a career in libraries, Kane has something for you.

Working in the Virtual Stacks introduces us to librarians as subject specialists; technology gurus and social networkers; teachers and community liaisons; entrepreneurs; and administrators in the five sections of her book. Even better for those of us involved with libraries as well as with training-teaching-learning within and outside of library land, we find numerous examples of library staff members as lifelong learners and facilitators of learning within the communities they serve—a confirmation of the key teaching-training role Lori Reed and I documented for members of library staff in our own book, Library Learning & Leadership.

We can’t go more than a few pages in this insiders’ view without coming across references to library staff members’ dedication to learning —their own as well as that of the library users they serve onsite and online. There are also numerous examples of library staff members promoting the use of online social media tools not only to complete the work they do but also to reach those in need of their services—just as many of us do in workplace learning and performance (staff training) endeavors outside of libraries. We’ll find library staff members using Facebook, LinkedIn, Skype, Twitter, YouTube, and a variety of other tools that have become every bit as important to library services as the books we’ve come to expect from our libraries in the various formats we seek—including eBooks.

There are library colleagues telling us that we “must also keep up with the field of futurism and trend watching,” as Steven J. Bell, associate university librarian for research and instructional services at Temple University does in the final interview in the book. Or reminding us that blogs, wikis, and instant message services all have roles to play in our training-teaching-learning endeavors, as Meredith Farkas, head of instructional services at the Portland State University Library in Oregon, does. Or how important it is to take every tech-based class available and stay active in social networking, as San Rafael Public Library Acting Director Sarah Houghton says. And how “if we become trend-spotters, we have a good chance of creating the ‘next big thing’” (p. 95), as San Jose State University assistant professor Michael Stephens maintains.

Most importantly of all, there is Kane herself confirming that “the days of sitting for hours at the reference desk, waiting for patrons to approach with questions, are long gone….librarians are expected to keep up with changing technologies” (p. 3)—just like the rest of us. And the best of them are there to help us through the transition in which we are still so deeply immersed in our careers as trainer-teacher-learners.


ALA Annual Conference 2011: Lord Vader Packs Them In

June 25, 2011

Like any authors with a newly published book, Lori Reed and I were hoping that we wouldn’t be the only ones attending our first official book signing for Workplace Learning and Leadership. We needn’t have worried.

We were greeted and supported last night by colleagues who provided material we included in the book. We had a great time talking to readers who bought the book. We even were approached by a few people who thought we were part of the ALA Bookstore staff in the convention center here in New Orleans for the American Library Association’s 2011 Annual Conference and who wanted us to help them find other writers’ works or tell them about a special edition of Curious George they had found. (I hope the bookstore staff didn’t mind that I told everyone the other books they were seeking were no longer in stock and that they probably would love ours.)

There were moments when we could simply lean back, look at the stacks of books before us, and relish the confirmation that two years of work was now out of our hands and moving into the hands of others. But those moments did not last very long. Particularly as the evening was drawing to a close.

Lori and I looked up at the same time and were shocked as well as delighted to see a small crowd slowly walking past the book store—because this wasn’t just any crowd. There was an Imperial Storm Trooper. And Darth Vader was there. And a young woman in a very tight-fitting shirt that didn’t seem to have much to do with any of the movies but certainly was attracting more than her fair share of attention.

My kids are going to kill me if I don’t get a picture of myself with Darth Vader, Lori thought as soon as she realized what was passing by.

I’m going to kill myself if I don’t find a way to get them to join this book-signing, I was thinking.

So I leapt out of my chair. Ran out of the shop. Caught up to the group. Told them that we were signing copies of our book. And asked them whether they would join us for a few minutes.

“Of course,” they quickly replied, and the area was instantly transformed.

“You willing to hold these?” I asked as I put copies in their hands without waiting for a response.

And suddenly, people I’d never seen before were crowded around all of us, taking pictures at such breakneck speed that you would have thought a Presidential press conference was underway as we were bombarded by a barrage of flashing lights. Vader held the book; a storm trooper held the book; the woman with the distinctive shirt held the book and even posed repeatedly as if she were intently reading it. Maybe she actually was reading it. In fact, I was the only one without a book in my hands. Because I was holding a storm trooper’s gun and threatening to terminate a friend if everyone didn’t buy a copy of the book for signing. (Happy to report that the friend left safe and sound even if not everyone made a purchase.)

As quickly as it started, it came to an end.

We started to put the books away. I wandered away for a moment to check out that Curious George book. One of our colleagues at ALA Editions confirmed for me that we had managed to stage the first-ever ALA Editions book signing featuring the presence of Darth Vader.  And now we’re wondering how we’re going to top that event tomorrow (Sunday) afternoon from 1:30 – 3:30 pm in Conference Center rooms 346-347 as part of the ALA Learning Round Table’s annual Training Showcase when we once again sign books.

Anyone have Harry Potter’s cell phone number? Or at least a spare owl?

–N.B.: Thanks to the Louisiana Chapters of both Star Wars Groups—the 501 (Empire) and the Rebel Legion—who, in coordination with Dark Horse Comics, provided the photograph by Samantha Hallenus and the entourage. More pictures are available at http://public.fotki.com/shallenus/ala-troop-nocc/page3.html.


Workplace Learning & Leadership: It’s a Book!

April 25, 2011

They may not be as heart-warming and engaging as the words “it’s a girl” or “it’s a boy” are. And we’re certainly not giving out cigars. But the phrase “it’s (finally) a book” is tremendously satisfying and rewarding to those of us who have given birth to one.

The recent publication of Workplace Learning & Leadership: A Handbook for Library and Nonprofit Trainers, which Lori Reed and I co-wrote for ALA Editions over a two-year period while meeting quite a few other professional and personal commitments, does bring home the satisfaction that accompanies any extended act of creation—particularly one that celebrates the spirit of collaboration by itself being the product of extended and extensive collaborations.

And it’s far from being all about us. Workplace Learning & Leadership reflects the collaborations we established with acquisitions editor Christopher Rhodes and other colleagues at ALA Editions. It also is the result of collaborations with the trainer-teacher-learners—many of them active in the ALA Learning Round Table–who volunteered hours of their time for the interviews that are the heart of the book

Given the theme—that workplace learning and performance professionals are increasingly ineffectual if we don’t assume leadership roles within our organizations and foster the development of communities of learning—there’s little surprise in the acknowledgement that our colleagues helped create what ALA Editions published. It’s one thing for trainer-teacher-learners like Lori and me to try to pull together our own experiences in a way that helps others learn how to create effective training programs. It’s quite another to recognize that learning is at least partially fostered through effective storytelling, and that it takes a lot of great storytellers to create a book about effective learning.

Gathering some of the best storytellers we know, then taking a back seat to those storytellers so they could engage readers in a memorable and entertaining learning experience, reflects what we all know about learning: it has to be sticky. And stickiness is enhanced by a variety of voices.

The foundation for all of this, of course, is recognition that success in training-teaching-learning is rooted in a sense of humility. It’s not about any of us posing as the ultimate experts in our field. Nor is it about achieving a level of expertise and then resting on our laurels. Learning is continuous—as is the act of gathering and documenting practices that benefit all of us—so what we have done through Workplace Learning & Leadership and our ongoing attempts to stay ahead of those who rely on us to provide effective learning experiences is to celebrate.

We are celebrating the joys and benefits of collaboration. Of community. And the effective use of leadership to the benefit of all we serve. We are also celebrating the leadership skills all of us have developed as well as the leadership skills we see in others. Most importantly, we are celebrating the positive effects our efforts have on learners and the people whom they ultimately serve.

It’s all about providing something of lasting worth. Something that contributes to the workplace learning and performance endeavors we all adore. And something that will reach and touch members of our community we otherwise might not have the chance to meet.


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