Barbara Fister, Project Information Literacy, and Addressing/Fostering Lifelong Learning  

August 8, 2014

I’m in the middle of an unexpected lifelong learning experience that is the training-teaching-learning equivalent of a quadruple caffè latte. My heart is racing. My mind is engaged. And I feel as if the best is yet to come—if I don’t completely explode.

Caffe_Latte--2012-01-28--Flora_GrubbThe day began as many do for me: I set aside a little time to skim a few blogs and check my social media feeds for articles that would help me keep up with the myriad topics I attempt (unsuccessfully) to follow. And there it was, the first gem of the day: Gustavus Adolphus College professor/writer/librarian Barbara Fister’s fresh-off-the-presses article “What PIL [Project Information Literacy] Teaches Us About Lifelong Learning” in Library Journal. It’s the sort of article I adore—an intellectual home run—in that it’s well written, it provides thought-provoking information I can immediately apply to the work I do, it draws attention to another fabulous resource (the Project Information Literacy lifelong learning Phase 1 Research Brief that inspired Fister to write her Library Journal article), and it was something I immediately wanted to share (via LinkedIn, Twitter, Facebook, and Google+) with my colleagues involved in training-teaching-learning.

Fister gracefully and enthusiastically summarizes and builds upon a few of the key points made in this report, which is drawn from interviews with 65 relatively recent graduates of 10 American colleges and universities. (The research brief is part of a continuing two-year study to determine, in part, how “today’s graduates use information support systems for lifelong learning.”) The interviewees, Fister notes, “sought out learning opportunities, either through formal certificates or graduate education or through more informal means: enrolling in MOOCs [massive open online courses] or looking for websites and YouTube videos that teach the skills they want to develop.” She recaps something that many of us involved in learning already know viscerally: “the learning that stuck came through doing things…the learning that comes from creating things transfers even if content knowledge doesn’t.” And most importantly, she makes us want to read the original six-page brief ourselves so we can more fully absorb the nuances of what PIL is continuing to produce in its overall study of information literacy—a topic we could explore for several lifetimes without ever fully absorbing all there is to contemplate.

Project_Information_LiteracyWhen we succumb to our natural instincts and do skim the PIL brief, we find plenty worth pursuing among the five elements explored through the PIL researchers’ initial interviews (interviewees’ lifelong learning needs, use of information sources, use of social media, best practices for lifelong learning, and adaptable information-seeking practices from their higher education experiences). The interviewees consistently admit to being “challenged by ‘staying smart’ in a rapidly changing world.” Google search is their “go-to source for lifelong learning” as they attempt to find resources responsive to their lifelong learning needs. And “[m]any mentioned actively building a social network of go-to experts they could consult at work”—in essence, developing what many of us refer to as our personal learning networks (PLNs).

None of this would have been as significant to me at a personal level if I hadn’t immediately connected it to what I do in my own lifelong learning efforts—and if I hadn’t immediately begun to apply it. Knowing that I was less than two hours away from joining an online discussion session I try to attend biweekly, as time allows—Maurice Coleman’s T is for Training podcast—I contacted Maurice and one other T is for Training colleague to see if we could incorporate Fister’s article into our discussion this morning. My lifelong learning efforts successfully continued, therefore, when we did spend nearly an hour exploring what the PIL research brief, Fister’s article, and our extended (and often overlapping) personal learning networks do to support us and the learners we serve. And the lifelong-learning adrenaline continued to flow when I returned to the archived recording of the T is for Training conversation, copied the podcast link, and added it to my own website as a free resource for others interested in exploring lifelong learning and personal learning networks. Which, of course, brings us to this moment in which I’m further solidifying this augmentation of my own lifelong learning efforts by reflecting on all that has come out of the simple act of reading Fister’s article and seeking ways to connect it to what I do for myself and the trainer-teacher-learners I serve.

The learning is not over yet; it really never is. In fine-tuning this piece by exploring the Project Information Literacy site (a fabulous lifelong learning resource in and of itself), I discovered a section of “Smart Talks” featuring “interviews with leading experts about PIL’s findings and their thoughts about the challenges of finding information and conducting research in the digital age.” Better yet, among the interviewees are colleagues and others whose work I have followed and admired. So, as I suggested at the beginning of this article, I remain very much in the middle of consuming the intellectual equivalent of a quadruple caffè latte. And I am doing all I can to avoid being overwhelmed by this magnificent lifelong –learning experience that Fister and my personal learning network colleagues are supporting.


Standing With Our Friends (Part 1 of 2): Communities of Learning

April 25, 2014

In learning, there is often the obvious lesson—which is rewarding—and then there is that difficult-to-anticipate moment that transcends anything we expected to experience—which makes it all the more potentially valuable and transformative. And that moment of transcendence is exactly what occurred again last Friday when I joined Maurice Coleman and other colleagues for an episode of his wonderful T is for Training podcast online.

Atlantic_LogoGoing into the latest hour-long biweekly opportunity to share ideas with those training-teaching-learning colleagues, I had no other expectation than that I would learn something useful from members of one of the best communities of learning to which I belong. And the conversation captured in the recording which now exists as an archived podcast (Episode #138) certainly delivers an interesting graze through a field with plenty of different topics.

What the audio recording doesn’t reveal, however, is the much more disturbingly moving exchange that began when a colleague used the program backchannel to post a link to “I Was Racially Profiled in My Own Driveway,” written for The Atlantic by Doug Glanville, “a retired Major League Baseball player [who] explains how he’s trying to turn an upsetting encounter with the police into an opportunity for dialogue.”

It wasn’t the sort of topic we generally explore on T is for Training—or in many other venues I frequent—so we kept our exchanges to a set of backchannel comments through the typed chat window available as the podcast was being recorded. When the recording ended, a few of us briefly continued to explore the ugly, painful, gaping wound highlighted by Glanville’s beautifully written article; to ignore the opportunity to do so within a community of learning that has strong roots in confronting rather than ignoring our most difficult challenges would have been to further contribute to the turn-your-head-and-pretend-it-isn’t-there proclivity that plagues us through the mistaken and debilitating belief that we inhabit a “post-racial” society. And when it was time for us to virtually part and return to our other obligations, I wasn’t quite ready to set this aside, for I sensed I was far from finished with the learning opportunity my colleagues had extended through the posted link and the follow-up conversation.

There has never been a time in my life when I have not been conscious of the presence and effects of discrimination and inequality. I grew up in a Central California Valley town with geographic boundaries that mirrored the racial and economic divisions existing between the various groups which formed that still troubled community. I felt the relatively minor stings Italian-Americans felt through taunts that were nothing compared to what African-American, Latino, and the all-too-rare Jewish friends and colleagues experienced daily. I was occasionally the butt of not-so-funny jokes and racial epithets—but not in any significant way at the level those friends and colleagues were. My sense of what this meant grew during a three-year stay in Japan, where regardless of how much respect I was accorded as a teacher, I knew I would always be an outsider. Fair enough; I always had the option to return “home” when I grew tired of living in a place where I wouldn’t be accepted.

But here in our imaginary post-racial society, colleagues and close friends don’t have the luxury of going home in the way I envisioned going home. They are home, and it’s a home that never really offers the benefits of ownership that others can routinely enjoy.

T is for Training Logo

T is for Training Logo

A lovely friend was kind enough to draw me viscerally into that world again a couple of months ago through a series of moving online reflections during Black History Month. As The Month came to a chronological end, I decided to ask a simple question of this friend who has indisputably been on the receiving end of terrible–yet often subtle–acts of discrimination–but refuses to succumb to bitterness: “If I had been there, what is one concrete thing I could have done to reverse what you experienced?” The response: “If/when you see subtle racism against others, call people on it. Let folks know that you see it and you do not condone, agree, or approve…It would not have changed the world, but you would have made a stand.” That’s why, I wrote at the time, this person is my friend: I ask a straightforward question, and I’m offered a positive, actionable reminder that we don’t need special days, weeks, or months to confirm that each of us can make positive action a way of life that contributes to the creation of the sort of world we want to inhabit. Now. And for the rest of our lives.

It was a thought that remained with me as the T is for Training group dispersed after the conversation last Friday, so I quickly sent an email asking what I can be doing at a simple, personal, level to prevent others from experiencing what Doug Glanville describes in that article.

The answer produced that moment of transcendence I mentioned at the beginning of this article: “My answer is to continue being you. That means being welcoming and supportive. And be willing to stand with someone who is not being treated well.”

What struck me most was not the encouragement that I was somehow, in spite of myself, managing to be somewhat on the right path to being where I want to be. What struck me was that particular, thoughtful, and emotionally jolting choice of words: “…to stand with someone…”

I find it all too easy to stand up for someone when I see something I dislike; standing up for someone (or something) requires action, produces an expectation of results, and is empowering to the person doing the standing—it’s as much about the stander as the one for whom we are attempting to stand. Standing with someone is a much more intimate, risky endeavor: it places us quite vulnerably next to someone with the understanding that the person is in control and gains more from our presence than from the mistaken belief that some sort of representation from another person is wanted or required.

Standing with someone is a life lesson well (but not yet completely) learned. It makes me a better facilitator of learning to know that I stand with rather than for other learners. It makes me a better friend to those who think I’m better than I am intellectually, emotionally, and socially. And it reinforces the oft-forgotten lesson that learning, collaboration, and community-building are based on our ability to be empathetic, set our egos aside, and value the critically important difference between standing for someone and standing with someone.

Next: Standing With Our Friends (Part 2 of 2): I Watched You Disappear


ALA Annual Conference 2013: Post-Conference Tips for Future Conference Attendees (Thinking Outside the Schedule)

July 5, 2013

Let’s be wonderfully perverse! While other colleagues continue writing thoughtful post-conference reflections about the 2013 American Library Association (ALA) Annual Conference that concluded in Chicago a few days ago, let’s draw upon what some of us saw and did in Chicago to provide tips for anyone planning to attend any conference with colleagues anytime soon.

ALA_2013_Chicago_Logo_FINAL_CLR_0 (1)Conference presenters, for example, can benefit from the myriad online reminders of how to most effectively reach and serve their audiences. Those interested in drawing their various and varied onsite and online communities of learning into seamless and tremendously rewarding interactions can participate in the Twitter backchannel at any level that appeals to them. First-time attendees will find numerous resources, including those posted online by attendees willing to share suggestions. And those arriving a day or two before the conference formally begins can indulge in a period of reflection and preparation that also provides the foundations for gaining more than even the best-planned conference can provide.

One pre-conference ritual that has been particularly rewarding for me over the past several years is an informal dinner I arrange with a handful of cherished colleagues the evening before a conference begins. As I have noted so many times over the past few years, those invitation-only dinners—without a formal agenda, and with all participants splitting the cost of the meal—provide an unparalleled opportunity to hear what our best colleagues are doing, planning to do, and recovering from doing. It is, in essence, a chance to attend a master class with the brightest and most collaborative colleagues we can attract.

Siera_logoThe 10 trainer-teacher-learners who gathered in a Thai restaurant in Chicago on the Thursday evening before the ALA Conference began were far from reticent about describing the ways they are approaching the use of social media in libraries—creatively, openly, and with a great deal of encouragement for the learners they serve, as David Lee King noted—or the learner-centric webinars they are designing and delivering, as is the case with Pat Wagner (through Siera) and Andrew Sanderbeck (through the People Connect Institute). Louise Whitaker, from the Pioneer Library System (Oklahoma), enticed me with stories about the innovations in leadership training and other training-teaching-learning initiatives she continues to spearhead to support employees in her workplace—and then continued those stories over coffee a few days later when we were able to meet again outside of the formal sessions provided by the conference organizers. And everyone else had stories to tell or resources to share, so everyone at the table ate abundantly—and we’re not just talking about the wonderful food, here.People_Connect_Institute_logo

This idea of thinking outside the formal conference schedule to enhance—and actually create—learning experiences takes us to the heart of making sure each of us gains as much as we possibly can from attending conferences. It’s the combination of judiciously planning a schedule that includes attendance at formal sessions both within and outside our own areas of expertise; making arrangements in advance to meet with those cherished colleagues we absolutely do not want to miss; and relying on the numerous unplanned encounters we will have with colleagues onsite as well as those facilitated by what I’ve come to refer to as “drive-by greetings”—introductions, from colleagues including Maurice Coleman (T is for Training) and Peter Bromberg (Princeton Public Library), to those people they just happen to be standing  next to when we unexpectedly encounter them, and who just happen to have done work we have admired from afar for years.

One of those unexpected encounters, for me, led on the spot to an unplanned one-on-one hour-long lunch with a writer whose work I’ve very much admired—the sort of opportunity to exchange ideas that most of us would kill to have when we’re sitting in a packed room with little chance to interact at a meaningful level with a first-rate presenter. Another put me face-to-face with a colleague I’d only previously interacted with online. Numerous other outside-the-formal-curriculum meals and coffee breaks helped keep me up to date on the vibrant and ever-expanding world of advocacy and partnerships that benefit all of us and those we serve.

It’s also worth noting that a bit of planning beyond what conference attendance normally facilitates can provide additional rewarding opportunities. Contacting Chicago-based colleagues from the American Society for Training & Development (ASTD) before arriving onsite for the ALA Annual Conference meant that one particularly memorable evening included a dinner with non-library colleagues who are as immersed as anyone else I know in the world of workplace learning and performance (staff training). Our exchanges offered them a glimpse into the world of staff training in libraries and also helped bring me up to date on the ever-evolving language used within the ASTD community to refer to the training-teaching-learning that is at the heart of all we do.

The clear lesson for any conference attendee is that planning helps; looking for opportunities to draw upon all the resources available to us is an essential element of creating a successful conference experience; and “un-planning”—the act of setting a schedule aside when unanticipated opportunities via drive-by greetings present themselves—benefits all of us, and creates the learning experiences we find nowhere else.


The Spread of Learning Rhizomes

February 14, 2013

It would appear that the learning rhizomes are spreading uncontrollably—which, for any trainer-teacher-learner, is a wonderfully positive phenomenon.

etmoocHaving been introduced recently to what Dave Cormier calls rhizomatic learning—a connected learning process that mirrors the spreading of rhizomes so there is no center, just a wonderfully ever-expanding network of learning connections rooted in creation, collaboration, and the building of communities of learning—I now am seeing this connected learning phenomenon nearly everywhere I look. (There seem to be more learning rhizomes than the total number of Starbucks outlets or branch libraries around me.)

This has happened amazingly quickly—primarily because, less than two weeks ago, I was introduced to Cormier and rhizomatic learning through #etmooc, the Educational Technology and Media MOOC (Massive/Massively Open Online Course) organized by University of Regina professor of educational technology and media Alec Couros and others.

There is no denying the rapid spread of the rhizomes and my awareness of this wonderful phenomenon. Interactions with a small (but growing) number of the more than 14,000 people who are signed up for the current offering of #etmooc are already taking place through live-tweet sessions and the absolute flood of tweets under the #etmooc, @etmooc, and #etmchat hashtags, along with postings in our Google+ community and our blog hub, and responses to their YouTube posts. It requires a tremendous sense of discipline—and an acknowledgement that there is life outside of #etmooc—to keep from being overwhelmed by the information deluge produced in this course.

Those learning rhizomes, furthermore, are not just firmly rooted in the fertile ground of #etmooc itself; they are reaching far beyond the incredibly permeable walls of the course. Posting comments on a few MOOCmates’ introductory videos on YouTube apparently initiated some sort of algorithmically-triggered response from YouTube, for among my incoming email messages yesterday morning was a first-time alert from YouTube under the subject line “Just for You from YouTube: Weekly Update – February 13, 2013.” And under the subheading “We think you’d like…” was a learning link I really did like—to a video posted by Kansas State University associate professor Michael Wesch—whose work I happen to adore.

Although the “Rethinking Education” video turned out to be one posted more than a year ago, it felt completely fresh. An extension of his earlier “A Vision of Students Today” video coming out of the Mediated Cultures/Digital Ethnography projects at Kansas State University, it was right in the center of a playing field—the wicked problem of rethinking education and online learning—that I’ve been recently been exploring in conversations with colleagues in the New Media Consortium (NMC) Horizon Project, with American Library Association associates Buffy Hamilton and Maurice Coleman, and many others with whom I’m increasingly rhizomatically and quite happily entangled.

Tower_and_the_CloudWatching the “Rethinking Education” video gave the rhizomes a significant growth spurt, for the numerous references in that brief yet densely-packed video sent out new learning shoots ranging from references to Wikipedia articles on commons-based peer production, education, Education 2.0, and knowledge to numerous glimpse of other resources easily accessible online. Even in his ending credits, Wesch managed to send out one final learning rhizome: a reference to the EDUCAUSE book The Tower and the Cloud: Higher Education in the Age of Cloud Computing. Being a huge fan of what EDUCAUSE produces, I went to the site; discovered that the book was available both in a print version for purchase and as a free PDF; and soon had a copy on my tablet. My home-based online learning experience morphed into a mobile-learning (m-learning) experience as I left home, tablet in hand, and continued learning by reading the beginning of the book while using public transportation on my way to an appointment in downtown San Francisco.

So many rhizomes, so little time! The simple act of having created a personal learning environment that, in the space of one morning, included the MOOC-inspired use of print materials, online materials accessed from a desktop computer, exchanges with colleagues from the desktop and from the mobile device (the tablet), and reading material from that same mobile device, helps any of us understand viscerally why the 2013 Higher Education edition of NMC’s Horizon Report documents tablets and MOOCs as the two technologies currently having the greatest impact on higher education—and, I would suggest, on much of what we see in training-teaching-learning.

Buffy_Hamilton--Nurturing_Lifelong_LearningMy head explodes. I need to the intellectual equivalent of mind-to-mind resuscitation. I need to breathe. So I spend that latter part of the day more or less offline in face-to-face conversations with friends and colleagues, then attend an evening neighborhood association meeting that includes interchanges with two recently-elected City/County supervisors. But the rhizomes are not dormant. While I’m asleep, they’re expanding. Lurking. Waiting for me to log back on this morning and discover that Buffy Hamilton has posted her stunningly beautiful PowerPoint slides from the “Nurturing Lifelong Learning with Personal Learning Networks” presentation to Ohio eTech Conference attendees yesterday. And through the act of posting that deck, she brings us and our tangled-spreading-sprawling learning rhizomes right back where we started, for she includes references drawn from our conversations about #etmooc, rhizomatic learning, and much more to inspire me to complete this latest act of digital storytelling that draws upon the #etmooc rhizomes.

N.B.: This is the eighth in a series of posts responding to the assignments and explorations fostered through #etmooc.


The Fourth Place Revisited: Creating an Instant Onsite-Online Social Learning Center (Part 2 of 2)

September 26, 2012

It’s not often that we have the opportunity to produce learning objects as part of a learning opportunity, but that’s exactly what an engaged group of learners (library directors from the state of Virginia) achieved last week during the final two-hour session of the Library of Virginia’s two-day Directors’ Meeting in Richmond, Virginia that Maurice Coleman and I helped facilitate.

By the end of our time together Friday morning, all of us not only had collaborated to create a blended (onsite-online) social learning center that had onsite participants seamlessly engaged with several online colleagues in discussions about the future of libraries and learning and learners, but we had also used the wisdom of the group to capture and produce a viewable record of the conversations that took place via Twitter by using Storify.

How we achieved those results as a temporary community of learners drawn together and supported by Library of Virginia Continuing Education Consultant Cindy Church and her colleagues provides a wonderful example of social learning at its best and most creative. It also provides a wonderful case study of how any trainer-teacher-learner can promote and nurture what we’ve been calling the new Fourth Place in our world—social learning centers that can exist onsite, online, in onsite-online combinations, and even in unexpected places, 39,000 feet above the surface of the earth, when the conditions for social learning are in place.

The creation of our onsite-online social learning center last Friday was a response to necessity: those library directors clearly needed something far different than what Maurice and I had planned to offer, so the two of us, after our Thursday afternoon sessions with them, completely threw out what we had prepared and, instead, spent Thursday evening contacting colleagues who are active and innovative users of social media tools in libraries and others settings. The results were spectacular, and improv was at the heart of much of what we accomplished.

Our new plan for Friday morning was to take the existing meeting room space in the Library of Virginia there in Richmond and transform it into a setting where social learning could occur. We decided to begin with a Twitter feed (#lvadir12, for Library of Virginia Directors’ Meeting 2012) that would connect onsite participants to Bill Cushard, Buffy Hamilton, David Lee King, and Jill Hurst-Wahl so that our online colleagues, well-versed in social media tools and learning, could explore options with the onsite participants. That Twitter  feed, aggregated via TweetDeck, was projected onto a screen in the front of the room; it was also visible to the many onsite participants who followed and contributed to it via their own mobile devices—a stunning example of how quickly we all are adapting the Bring Your Own Device movement into our workplaces and other venues.

Maurice and I also, on the spur of the moment, decided to take advantage of onsite wireless access to connect onsite participants to our online partners via a Google+ Hangout—a plan that had to be abandoned when the wireless access proved to be inadequate for what we were trying to do. Even that disappointment, however, provided a useful learning experience: it helped everyone to not only see and understand the advantages and challenges of trying to incorporate social media tools into learning, but also to see how easy it is, in the moment, to change course and use what is available to produce effective learning in a social context. As Maurice himself observed, we learn as much from our failures as from our successes.

Anyone reading the Storify transcript—it appears in reverse chronological order, so requires that we go to the final page of the document and work out way back up to the top to follow the flow of the exchanges—quickly obtains a sense of how dynamic this sort of learning can be. While there was an overall structure to the discussion, there was an equal amount of on-the-spot adjusting to themes that turned out to be important to the onsite and online learning partners. All of us were learning from each other—an achievement well-documented in that moment when we tweeted out a request for help in capturing the Twitter feed and immediately received Buffy’s suggestion that Storify would produce what we needed.

There was also a clear focus on being engaged in something more than an ephemeral discussion to be forgotten as soon as it was finished. The final segment of the conversation produced commitments by the library directors themselves as to what they would do to apply lessons learned when they returned to their libraries.

Among the offerings:

  • “We will ask our community how we can help them.”
  • “We will ask people how they want to hear from us.”
  • “We will designate staff time to learning-opportunity development.”

And in a wonderful moment of laying the foundations for the concrete results that the best learning opportunities can produce, one discussion group said “We commit that we will post on our listserv, within six weeks, one thing we have done from this session”—thereby assuring that this particular social learning center will remain in existence for at least six weeks after participants formally left the physical site to return home.

If that sounds like a surefire way to demonstrate how social learning centers can produce tangible, sustainable results, then we all will have benefitted from the creation of this particular example as we look for ways to create and nurture our own. And we’re well prepared to further explore the concept of social learning centers as a new Fourth Place (after the first three places—home, work, and social settings where members of a community informally gather) in libraries or any other setting where learners gather in Intersections to enjoy each other’s company while learning from each other.


The Fourth Place Revisited: When Social Learning Center Learners Take the Lead (Part 1 of 2)

September 26, 2012

You know you’re onto a major learning success when your learners seamlessly and playfully take the lead—which is exactly what happened late last week, halfway through the Library of Virginia’s two-day Directors’ Meeting in Richmond, Virginia.

Cindy Church, continuing education consultant for the Library, had brought Maurice Coleman and me in to facilitate a few sessions on the future of libraries and learning. Maurice engagingly initiated our portion of the program with “A Blind Leap of Faith: Keeping Your Library Thriving in the 21st Century.” His presentation Thursday afternoon provoked plenty of positive conversation onsite; it also, in the spirit of what we were doing, reached beyond the walls of the auditorium to be viewed by more than 800 people online after SlideShare’s managers highlighted his PowerPoint slide deck on their home page.

Maurice and I picked up where his initial session ended that afternoon by moving into a presentation/facilitated discussion, “Learning to Meet the Future: Libraries Developing Communities,” that was designed to introduce the library directors to the idea that libraries are serving as a new Fourth Place in our world—social learning centers. A major learning point was to be the idea that libraries often fill this need, but don’t call much attention to it, so are missing a chance to more effectively be at the center of the social learning process that effectively reaches and serves significant numbers of people in life-changing ways within their communities.

But a funny thing happened on the way to our denouement Thursday afternoon. It became clear to Maurice and to me, during our end-of-the-day wrap-up with the directors, that even if they hadn’t been familiar with the jargon of social learning and social learning centers, they were already engaged in using libraries as centers of formal and informal learning. And as if to prove how quickly they were assimilating the idea that learning is social, continual, and playful, one of them incorporated the term they had just picked up to tweet out a reminder about a gathering that was about to take place over drinks in a local hotel bar: “Social learning environment at Hilton Garden Inn 5:30.”

Since social learning often benefits tremendously from flexibility and in-the-moment course adjustments, Maurice and I were delighted to see that some of the formal discussions carried over to that social learning environment at the Hilton Garden Inn. And we were also extremely curious about two elements of what we were seeing: what connected those library directors so effectively to learning, and what we could do, overnight, to abandon what we had originally planned for the Friday session so we could more effectively meet those learners where they were and support them even more in their own work.

It didn’t take long to find the answer to the first question: directors with whom we spoke mentioned that Cindy and her colleagues in the state library (the Library of Virginia) had done quite a bit to foster a culture of learning throughout libraries statewide—again proving that if we have the right person or people in key positions, magic occurs. It’s not that we haven’t seen other colleagues in libraries express a commitment to learning—it is certainly visible here California through efforts supported by our state library, and the American Library Association’s current strategic plan goes a long way in fostering a mission statement that includes a commitment to “promotion and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all.” What does not yet appear to be so common is the explicit commitment to social learning expressed and demonstrated so overtly by those Virginia library directors last week.

As for the answer to our second question—how to quickly produce an appropriate learning opportunity the following morning since what we had planned was clearly not going to be sufficient to meet this group’s needs—it came later that evening. Focusing on the idea that the library directors would benefit from hands-on experience in shaping and using a social learning center, we tossed out our original workshop plan and decided to turn the Friday morning session into an exercise of creating an impromptu blended (onsite-online) learning center that facilitated a conversation about what the directors could do upon returning home to their own libraries. All we had to do was find some online participants on the spur of the moment.

Next: Redesigning an Entire Social Learning Opportunity Overnight


ALA Annual Conference 2012: When Learners Create Learning Objects

June 26, 2012

Put a group of trainer-teacher-learners into a room, and you’ll quickly see barriers dissolve and information flow, as happened yesterday during an ALA Learning Round Table “Nuts and Bolts of Staff Training” discussion here in Anaheim at the American Library Association (ALA) Annual Conference.

Facilitators Maurice Coleman and Sandra Smith, who serve on the Learning Round Table board of directors, facilitated a 90-minute session that informally took participants through a start-to-finish tour of problems and solutions in workplace learning and performance (staff training) programs. And most of the solutions came from participants themselves as experienced colleagues shared ideas and resources with those new to the profession—and those relatively new to the profession quickly learned that they had plenty to contribute through the questions that they raised and the suggestions they themselves contributed.

The session also served as a good example of facilitated and experiential learning. Participants initially identified key challenges they face in their workplace learning and performance programs. That exercise helped establish the start-to-finish overview: how to successfully manage programs with a one- or two-member training department; identify and respond to the needs of different learners (including those with diverse cultural backgrounds); choose the tech tools that allow us to manage course offerings, registration, course content, and feedback through evaluations; make learning accessible to learners; deliver effective learning opportunities; and decide how to effectively manage the evaluation process.

Attempting to tweet the responses provided a learning opportunity in and of itself: how to create a learning object from learners’ class discussions as documented through a Twitter feed in TweetChat. By capturing comments in 140-character summaries, we were able to produce the Twitter feed (available at @trainersleaders for June 25, 2012) that participants can review, and I’ve also written this article in the hope that it can alone as a useable lesson/summary of best practices cited by active trainer-teacher learners.

Several samples from the twitter feed, edited and expanded since we are not constrained by the 140-character limit in this posting, are offered here:

  • To be an effective trainer-teacher-learner, strive to play a leadership role within your organization.
  • Reach learners who are new to tech tools by using peers as instructor/facilitators rather than always relying on those seen as “techies,” e.g., members of the organization’s IT staff.
  • Connect learners with learning opportunities by making information about training sessions clear and accessible.
  • Be sure that training sessions support organizational goals and objects so learners are effectively served by the learning opportunities they accept.
  • Provide clear, concise, and measurable learning objectives so managers and learners know what to expect and so that we have the framework to conduct successful and meaningful evaluations after learners return to their worksites and begin using what they learn.
  • Recognize that learners best absorb new information in relatively brief chunks—generally no more than 10 minutes in duration, although there is quite a bit of disagreement among trainer-teacher-learners on this topic—and offer learners frequent opportunities to apply what they are learning.
  • Incorporate playfulness into learning to decrease stress (which limits a learner’s ability to absorb new information) and to make the learning experience memorable, e.g., offer “sit and play” sessions where new learners become comfortable by actually using the tech devices they are going to use in their workplace.
  • Create online sandboxes for learners—spaces where they can find tools and resources they want to try and master.
  • To be sure learners use what they learn, create clear tools and avenues for accountability.
  • Use evaluation models including Donald Kirkpatrick’s four levels of learning evaluation and Jack Phillip’s model for Return on Investment in Training and Performance Improvement Programs.

There was, of course, much more to the session than can be captured in a relatively brief summary—including the idea that some of the best learning occurring yesterday came from the realization that people from small training units are far from alone when they turn to their own communities of learning, including the ALA Learning Round Table.


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