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.
“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.