Information Services Today: Global Personal Learning Networks

April 24, 2015

Preparing a personal learning networks (PLNs) webinar and reading Jan Holmquist’s “Global Learning Networks” chapter in Sandra Hirsh’s newly-released anthology Information Services Today: An Introduction makes me realize how wonderfully expansive and rewarding our PLNs have become.

Information_Services_Today--CoverThe idea driving the creation of a personal learning network—the ever-changing informal group of people each of us personally and uniquely defines, forms, and turns to in our lifelong learning endeavors—appears to be timeless; I can’t imagine a period of our recorded or unrecorded history during which people didn’t learn from each other informally, beyond the confines of classrooms or other formal learning spaces. And yet, as Holmquist notes at the beginning of his chapter, changes in the technology we use are expanding the pool of potential PLN members from which we can draw tremendously: “The world keeps getting smaller. Technology has challenged the need for physical presence regarding how, when, and where learning, collaboration, and sharing information takes place” (p. 374).

PLNs, he continues, provide a tremendous set of benefits by offering us connections to colleagues with whom we can “interact and exchange information and resources; share knowledge, experiences, and ideas; and collect and create an informed guide to professional development opportunities and lifelong learning” (p. 377).

We don’t want or need to become too technical or academic in exploring what personal learning networks mean to us to fully appreciate how they operate and what they provide. They are flexible (because we continually modify them to meet our learning needs). They are responsive (because we define them, nurture them, and turn to them in our moments of need, not someone else’s). They can be collaborative (although there are times when we learn from members of our PLNs without directly contacting them, e.g., when we learn by reading a PLN colleague’s writing on a topic we’re exploring or drawing upon a list of resources curated by members of our PLNs). They thrive on our willingness to contribute to them rather than seeing them solely as one-way resources—something where we take but never give. They are as local or as global as we choose to make them, drawing upon colleagues we see face-to-face as well as colleagues with whom we might have only the most cursory of online interactions via social media tools such as LinkedIn, Twitter, Google+ Communities, Scoop.it, and Storify. And as the name implies, personal learning networks are deeply and inevitably personal (both in the sense of being something that is centered on each of us, individually, and in the sense of being centered on persons)—and they change as our learning changes need, but also have a sense of continuity that reflects the continuities in our own learning interests and endeavors.

xplrpln_logoThere seems to be no definitive answer as to how small or large a PLN should be. The work of British anthropologist Robin Dunbar suggests that there is a point (Dunbar’s number) beyond which members of any social group lose their ability to function effectively in social relationships, and I suspect that an overly large PLN eventually becomes ineffective in that valuable resources become overlooked because they are lost in the PLN crowd. The diversity of members and the variety of interests represented by those members, on the other hand, suggests that a PLN benefits from not being overly small or exclusive. And the resources from which we draw members seems to be limited only by our own imaginations: A cursory glance at my own PLN shows that it includes people with whom I’ve learned in formal academic settings, onsite workshops, and professional associations (e.g., the New Media Consortium, the American Library Association, and the Association for Talent Development); from people I’ve met in tweet chats (e.g., through #lrnchat); and from learning facilitators and learners in connectivist massive open online courses (MOOCs)—including one (#xplrpln—”Exploring Personal Learning Networks”) focused on the creation and nurturing of PLNs. My PLN has also grown significantly by adding people whose published work—including work they publish on their blogs—provides learning opportunities for me. I’ve even realized that drawing upon an anthology such as Information Services Today can contribute to the development of a PLN; reading chapters written by and interacting with other contributors to the book has made me consciously include Michael Stephens and Kristin Fontichiaro, along with Jan Holmquist, in my own PLN.

If this inspires you to expand your personal learning network by adding Stephens, Fontichiaro, Holmquist, or other writers, and to expand your own ideas about where you can find additional members to strengthen your own PLN, then you’ve taken another step in recognizing how global and open our personal learning networks have become.

N.B.: This is the fifth in a series of reflections inspired by Information Services Today: An Introduction, which includes Paul’s chapter on “Infinite [Lifelong] Learning.”


Information Services Today: Hyperlinked Libraries, Makerspaces, & Learning in a Collaborative World

April 17, 2015

Trainer-teacher-learners reading Michael Stephens’ “Hyperlinked Libraries” and Kristin Fontichiaro’s “Creation Culture and Makerspaces” chapters in Sandra Hirsh’s newly-released anthology Information Services Today: An Introduction will find inspiring reminders of how learning organizations are evolving to meet community needs.

Information_Services_Today--CoverIn fact, if we substitute the term “learning organization” for the word “library” in a set of observations Stephens offers at the top of the Hyperlinked Library page on his Tame the Web site, we have another first-rate manifesto for trainer-teacher-learners working within libraries as well as for those working in other settings: “The Library Plays. The Library Learns. The Library Tells Stories. The Library is Transparent. The Library is Participatory. The Library harnesses user-generated content. The Library makes Connections.” Stephens, furthermore, has provided a bridge from hyperlinked libraries to a concept of hyperlinked learning that carries us into themes trainer-teacher-learners are exploring worldwide; it encompasses learning models and tools including massive open online courses (MOOCs), a combination of formal and informal learning, Douglas Thomas and John Seeley Brown’s A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, mobile learning (m-learning), connected learning; reflective learning, production-centered learning, personal learning networks, and flexible learning spaces.

Hyperlinked_Library_SiteHis description of hyperlinked libraries in Information Services Today offers us a straightforward point of departure: “Hyperlinked library services are born from the constant, positive, and purposeful adaptation to change that is based on thoughtful planning and grounded in the mission of libraries. Information professionals embracing the hyperlinked model practice careful trend spotting and apply the tenets of librarianship along with an informed understanding of emerging technologies’ societal and cultural impact. Information professionals communicate with patrons and potential users via open and transparent conversations using a wide variety of technologies across many platforms. The hyperlinked library model flourishes in both physical and virtual spaces by offering collections, activities, trainings, and events that actively transform spectators into participants. In participatory culture, everyone is in the business of advancing knowledge and increasing skill levels. The community is integrated into the structure of change and improvement” (p. 185).

Hyperlinked learning includes elements of much of what colleagues and I explore and document through our participation in the New Media Consortium Horizon Project: how we are incorporating technology into the learning process; how tech tools support and expand the collaborative opportunities we have within learning organizations and the communities they serve; and what we should and can do to keep our skill levels where they need to be to meet the needs of the organizations and learners we serve.

When we turn our attention to makerspaces within the framework of  hyperlinked learning, we easily see how makerspaces fit into our experiential (learn-by-doing) learning landscape and how much less vibrant that landscape would be without the creative, collaborative nature of what those spaces produce. They provide a huge and much-needed leap from lecture-based learning—where success is measured by quizzes and other ineffectual measures of long-term learning—into a world of learning that supports the development of the collaborative and creative skills so many people promote as workplace essentials. They are engaging. Dynamic. And transformational. And they build upon some long-established traditions.

Fontichiaro_Makerspaces“Information organizations have a long tradition of supporting a community’s intellectual and personal interests through rich collections available for checkout and through interactive activities online and in the physical space,” Fontichiaro explains in the conclusion to her makerspace chapter. “By unifying the how collections of the information organization with the let’s-do energy of the community, information organizations can create maker learning communities and opportunities that delight, motivate, and inspire communities” (p. 198).

We don’t need to make this overly complex. It really comes down to some simple concepts:

  • Our approaches to learning and to designing/redesigning the spaces in which we learn, while grounded in well-established patterns and practices, offer intriguing possibilities for dynamic change at least partially made possible by the rapid rate of change in the technology we have.
  • Learning is not something with defined beginning and ending points; when supported effectively, it’s a fascinating, rewarding, meandering, lifelong endeavor comprised of informal as well as formal elements carrying us between a variety of learning organizations including academic institutions, workplace learning and performance (staff training) programs, museums, libraries and other information organizations, conferences, and onsite as well as online communities of learning.
  • We don’t have to subscribe solely to a single element of hyperlinked learning or what learning spaces—including makerspaces—contain. Remaining open to an evolving set of options serves us and our learners well.
  • The tools available to support training-teaching-learning are continuing to evolve in intriguing ways, and we have a responsibility to ourselves and to our learners to explore those tools as time allows so we can most effectively support the varied, lifelong learning needs successful participation in our workplaces and our communities requires.

We have, as so many of us have repeatedly observed, come to expect that learning will occur when and where we need it. Our greatest challenge is to find ways to embrace and meet that need through effective collaborations—without becoming overwhelmed by options.

N.B.: This is the fourth in a series of reflections inspired by Information Services Today: An Introduction, which includes Paul’s chapter on “Infinite [Lifelong] Learning.”


Information Services Today: Mobile and Available at the Moment of Need

April 15, 2015

The topic of embedded librarians receives no more than a few pages of direct attention in Sandra Hirsh’s newly-released anthology Information Services Today: An Introduction, but it’s one that librarians and other trainer-teacher-learners would do well to explore, for it suggests an interesting twist on the concept of mobile learning—one in which the learning facilitator is physically or virtually mobile.

Information_Services_Today--CoverTodd Gilman, in his Information Services Today chapter on “The Learning and Research Institution: Academic Libraries,” suggests that “[e]mbedded librarians seek to reach students where they are rather than wait for students to come to them”—something that I see our best training-teaching-learning colleagues also striving to achieve with learners of all ages. “They might serve as a co-teacher by means of a virtual presence in an online course offered to their institution’s students or to students enrolled in a faculty member’s MOOC (Massive Open Online Course); hold office hours in an academic department, student union, cafeteria, or writing center; or offer brief introductory visits to face-to-face classrooms at the invitation of teaching faculty” (p. 65).

Michelle Holschuh Simmons, in her chapter “Finding Information: Information Intermediation and Reference Services,” carries the theme much further, beginning with a brief summary of how the term developed: “Coined in 2004 by Barbara Dewey, the term ‘embedded librarian’ has come to mean an information professional who is focused ‘on the needs of one or more specific groups, building relationships with these groups, developing a deep understanding of their work, and providing information services that are highly customized and targeted to their greatest needs.’” And this is the point at which any trainer-teacher-learner begins to see parallels between that embedding concept and what we strive to achieve: building relationships with our learners so we can determine, understand, and facilitate the process of meeting their learning needs.

Shumaker--Embedded_Librarian--CoverSimmons leads us to David Shumaker’s book The Embedded Librarian: Innovative Strategies for Taking Knowledge Where It’s Needed as a resource for anyone wanting to see how embedded librarianship works in action, and we can also find Shumaker’s latest embedded-librarian reflections on the blog he started in 2007. Simmons further brings the topic to life by providing examples: an embedded librarian conducting weekly office hours in a campus computer lab, and an embedded librarian who “took his role…to an unprecedented level by participating in the Faculty-in-Residence program and living with students in a residence hall.” She also gives us a glimpse of public-library embedded-librarian practices by quoting from an American Libraries article by Colbe Galston, Elizabeth Kelsen Huber, Katherine Johnson, and Amy Long: “The DCL [Douglas County Libraries] staff are embedded ‘throughout the county in local schools, city councils, metro districts, economic development councils, and even a local women’s crisis center.’”

It’s not at all difficult to make the leap from the embedded-librarian model to a broader embedded-trainer-teacher-learner model. Working with a group of colleagues delivering a series of tech trainings for hospice workers a few years ago, for example, provided me with a wonderful post-classroom/workshop opportunity: we took turns staffing an onsite help desk next to the hospice workers’ offices for up to two weeks per series so those learners could stop by for additional one-on-one support during the final phase of their transition from familiar to unfamiliar technology. I’ve also been involved in online variations on the theme by offering virtual office hours via Facebook and Google Hangouts for learners who otherwise were limited to asynchronous interactions in an online course; an encouraging aspect of those ongoing experiments is how easy it is to travel virtually to the learners’ moments and points of need—and how quickly the learners (particularly in a hangout) come to realize that our expanding set of tech tools go a long way in eradicating the distances and other barriers that previously limited our ability to become embedded in a variety of ways.

Kvenild--Embedded_Librarians--CoverNone of this is big news to the librarians who have been exploring opportunities to become embedded virtually with an eye toward engaging learners and meeting their learning needs. Ann Schroeder, in her “Replacing Face-to-Face Literacy Instruction: Offering the Embedded Librarian Program to All Courses” chapter (pp 63-75) from the anthology Embedded Librarians: Moving Beyond One-Shot Instruction [edited by Cassandra Kvenild and Kaijsa Calkins] provides plenty of documentation for how any trainer-teacher-learner approaches the challenge. Laura Skinner’s “Librarians in Your Midst: The Embedded Librarian Program at PVCC [Piedmont Virginia Community College]” provides a first-rate case study of how to effectively design, promote, and deliver embedded services in online-learning environments.  And Steven Bell’s “Being Present with Learners in the Library” takes us beyond the embedded-learning-facilitator discussion to remind us that our best efforts are grounded in a commitment to “develop a presence that leads to connections and relationships.” With these and many more resources available to us, we’re well on the way to creatively and effectively finding ways to go where our learners most need us.

N.B.: This is the third in a series of reflections inspired by Information Services Today: An Introduction, which includes Paul’s chapter on “Infinite [Lifelong] Learning.”


Information Services Today: The Consistency of Change in Our Information/Learning Landscape

April 10, 2015

Given all we read and hear every day, we could easily (and mistakenly) assume that being overwhelmed by information and a rapid technology-driven rate of change is a new phenomenon—but it’s also relatively easy to discover what a consistently-important challenge the flow of information and the pace of change has been, if we delve into Sandra Hirsh’s newly-released anthology Information Services Today: An Introduction.

Information_Services_Today--CoverWhile the entire book is—among other things—a richly rewarding exploration of the changing nature of librarianship/the work of information professionals, one important moment of change- and information-management revelation comes in Christine Pawley’s contribution (Chapter 2, “Libraries and Information Organizations: Two Centuries of Experience”) as she writes about how “new technologies lead to information overload”: “…William S. Learned noted a ‘phenomenal improvement in speed and accuracy of communication’ and complained that even the trained student finds the time required thoroughly to examine a topic in an unfamiliar field almost prohibitive”—not today, but in 1924 (Information Services Today, pp. 13-14). If we pursue this theme by revisiting Sarah Houghton’s “Being Wired or Being Tired: Ten Ways to Cope With Information Overload” (originally published online July 30, 2008 in Ariadne), we find the reminder that “As far back as the sixteenth century people were complaining about the wide range of information they had to consume in order to contribute to society.”

Flip_Your_Classroom--CoverAny of us involved in training-teaching-learning within libraries and other learning organizations viscerally know and understand the feeling of being overwhelmed by information and change. We recognize that an important component of our learning-facilitation efforts is to help learners come to terms with the changes they face within any learning opportunity. We also are struggling to find words evocative enough to describe what we do so we recognize the ever-expanding breadth and scope of our work and offer terminology that helps others understand how much what we offer has changed. And we do understand that the goal of “keeping up” with educational technology and even with the basics of how to learn in a world where the way we learn is continuing to evolve (e.g., through the flipped classroom model, through massive open online courses—MOOCs—and through innovative blended-learning opportunities) is about as easy to reach as the pot of gold at the base of a rainbow.

At a certain level, it’s somewhat comforting to read those words that Learned wrote in 1924 and that Houghton wrote in 2008: we realize that others have faced and survived the challenges we continue to face. It’s also comforting and inspiring to read those words within the context of Information Services Today’s book-length exploration of our changing learning and information landscape: we see that the nature of library collections is changing—but that has always been true. We see that the nature of libraries is changing—but that, too, has been true for many decades. We see that library users’ expectations are changing—another consistent element within the library and information services world. We see that the tech tools that information professionals use continue to evolve and that the need to continually upgrade our skills is essential—but the best of our current and former colleagues have always recognized that their work required and continues to require a commitment to lifelong learning. And I suspect many of my best training-teaching-learning colleagues in a variety of learning environments would have little argument that continual learning and a responsiveness to change are among the requirements and the pleasures of the work we do.

The theme of change is particularly apparent in Lisa Gregory and Amy Rudersdorf Information Services Today chapter on “Digital Resources.” As they discuss a digital librarian’s roles (cataloger, collector, educator, legal expert, manager, negotiator, researcher, and technologist), we see some terms that would be familiar to most librarians/information professionals as well as to many trainer-teacher-learners, and we see some terms that reflect how quickly our professions are evolving. Nowhere is the need for adaptability among all of us more apparent than in the section about technologists: “The technology skill sets needed by digital librarians are as varied as the technologies that surround us. However, most digital librarians should—at the minimum—have a basic understanding of content management systems, databases, some metadata standards, and web technologies (p. 102)”—advice that can easily guide our training-teaching-learning colleagues to greater opportunities for success.

All of this would seem to be the fodder for nightmares among those who despair of ever keeping up with the flow of information and the rate of change within our lives. But some of what we gain through contemporary learning experiences themselves is an understanding that keeping up has long required an ability to sift through what comes our way. Filtering out what is less important. Applying what we can apply. Relying on our colleagues and other members of our personal learning networks to help us fill the gaps we face. And developing what might be coined as yet another form of literacy: “information-overload literacy”—the skill and the ability to know when it’s time to step away from the flood of information and rapid pace of change long enough to relish what we have absorbed.

N.B.: This is the second in a series of reflections inspired by Information Services Today: An Introduction, which includes Paul’s chapter on “Infinite [Lifelong] Learning.”


Information Services Today: What We Call Ourselves

April 8, 2015

We don’t have to go very far into Sandra Hirsh’s newly-released anthology Information Services Today: An Introduction to reach the first of the challenges many of us face in the contemporary workplace, where job descriptions and workplace responsibilities evolve and increase at a dizzying, overwhelming pace : our language has not been keeping up with the changes taking place within our professions.

Information_Services_Today--CoverIt’s not as if the words “librarian” or “library” are in any danger of disappearing anytime soon; they do, at significant levels, remain evocative, familiar, and comforting even though they inadequately describe the people and the organizations under discussion. On the other hand, we see throughout Information Services Today the use of “information professionals” and “information organizations” (defined at the beginning of the book’s preface as “all places that manage, create, store, or provide information”) as terms more suggestive and reflective of what those organizations and those people who staff them offer to members of the onsite and extensive online communities they serve.

Proposing and supporting changes in our workplace nomenclature is far more than an intellectual exercise; it’s an essential element of the process of acknowledging change by seeking and adopting terminology that reflects what we do and—equally importantly—helps others understand what we offer in our continually-evolving workplaces. It’s the same issue described by Theodore Levitt in his widely-read Harvard Business Review essay about how railroads made a mistake by describing themselves as being in the railroad rather than transportation business. It’s visible in the discussion about using “information professional” and “information organization” as alternatives to “librarians” and “libraries”; it’s visible in the continuing discussion of using “library member” or “library user” in place of “library patron,” which I first documented in an article for Infoblog in 2008; and it’s visible in the field we most commonly refer to as “staff training” but more accurately could be described in numerous other ways, including “learning facilitation.”

signorelli200x300[1]This challenge of deciding what to call ourselves clearly isn’t new for any of us involved in training-teaching-learning—an endeavor that is a core part of what many library staff members/information professionals do every day. Four years ago, Lori Reed and I (in our book Workplace Learning & Leadership) were already documenting some of many terms being applied to those of us involved in training-teaching-learning just in libraries and nonprofit settings: “…director, volunteer services and staff training; training coordinator; training and development manager; training manager; training officer; chief learning officer; learning and development coordinator; staff development and training coordinator; staff development librarian; staff development manager; continuing education coordinator; learning manager; and organizational development manager.” The situation has only become more challenging as our ASTD (American Society for Training & Development) colleagues began the process (in 2014) of changing the organization’s name to ATD (the Association for Talent Development) and replacing “workplace learning and performance” with “talent development” to reflect the idea that “talent development” is the overall, far-more-nuanced description of what our efforts are designed to offer and foster.

NMC Summer Conference - PortlandThe importance of what we are facing and attempting to address became even clearer to me during a dinner conversation with colleagues at the 2014 New Media Consortium Summer Conference (held in Portland, Oregon). My personal moment of revelation struck as I listened to a colleague describing how a “school library” had been replaced by an “innovation center” and how school administrators, teachers, and students were struggling to come to terms with what that change meant in terms of what was available to them within that redesigned and renamed space. As I noted at the time, “the challenges we all face as our learning environments quickly change to reflect the rapid rate of technological change…reflect the rapid rate of technological change that is all around us: we literally don’t have the words to describe what we are doing in a world where our old labels (e.g., teacher, trainer, learning facilitator) are simply not broad and rich enough to capture the nuances of all we are doing. It’s as if we’re facing a vocabulary deficiency…”

As we read through the 39 chapters provided written by a large group of information professionals for inclusion in Information Services Today, we gain an understanding of the magnificent range of services and resources information professionals provide through information organizations. And, in the process of absorbing that content, we gain a better understanding of why it’s worth looking for alternatives to “library,” “librarian,” “library patron,” and “trainer” within the dynamic and enticing worlds we are lucky enough to inhabit, foster, and support.

N.B.: This is the first in a series of reflections inspired by Information Services Today: An Introduction, which includes Paul’s chapter on “Infinite [Lifelong] Learning.”


Resume/CV

June 7, 2019

 

Paul Signorelli
1032 Irving, #514
San Francisco, CA 94122
E-mail: paul@paulsignorelli.com

LinkedIn Profile: https://www.linkedin.com/in/paulsignorelli/

Overview

Photo by Dennis L. Maness, taken on the Hidden Garden Steps

Opportunity is at the heart of all I do in learning—the opportunity to work more effectively and collaboratively, and to produce results that are meaningful to learners, to organizations, and to the customers/clients/communities we ultimately serve.

I collaborate with clients and colleagues in higher education and other learning environments to produce engaged, motivated, productive learners and partners. I see learning and collaboration as a process rather than solely as an event. I want to make a positive difference in our workplaces and within our extended onsite and online communities. I want to be sure that our learning efforts and the way we work within our communities are collaborative, learner-centric, results-driven, and designed to extend well beyond the physical and virtual learning spaces we create.

I work with you to nurture these results through highly-interactive presentations and facilitated learning sessions designed to respond to the specific challenges you are facing.

Education

University of North Texas, MLIS
Golden Gate University, M.A., Arts Administration
UCLA, B.A., Political Science

Skill sets:

  • Program management
  • Collaboratively designing and implementing innovative, effective workplace learning and performance (training) projects and programs onsite, online, and in blended environments at the national, regional, and local levels
  • Creating and nurturing sustainable face-to-face, online, and blended communities of learning, collaborations, and partnerships
  • Leadership on boards, committees, programs, and projects
  • Online research to track future-thinking ed-tech, social media, and lifelong learning trends
  • Facilitating group discussions to produce positive strategic outcomes
  • Entrepreneurship that connects a variety of stakeholders to produce positive, concrete results
  • Writing and editing
  • Marketing and public relations
  • Strategic planning
  • Fundraising
  • Quickly absorbing new information to keep up with developments in educational and workplace technology
  • Professional Experience

Professional Experience:

Writer, Trainer/Educator, Presenter, Project Manager, Consultant
2007 – present

ALA TechSource/ALA Editions, ATD, PCI Webinars, and Others (September 2010– ongoing)
Writer/Trainer/Presenter/Consultant – Contract
Designing/delivering/facilitating onsite and online courses, workshops, and highly-interactive keynote presentations on a variety of topics
Subjects include “Artificial Intelligence in Learning,” “AR/VR/XR in Learning,” “Developing Community Partnerships,” “Incorporating Technology into Your Workplace,” “The Future of Libraries,” “Rethinking Social Media,” “Rethinking Digital Literacy,” “Rethinking (Library) Instruction,” “Working With Difficult Customers,” and “Nonprofit Management Basics”
Environments: Adobe Connect, Moodle, Zoom, Google Hangouts, Skype, PowerPoint, WebEx, Word, and others

iLRN—Immersive Learning Research Network (2019-)
Consultant/Project Manager – Contract
Working with partner, on behalf of the Immersive Learning Research Network, to prepare a report on Augmented Reality/Virtual Reality/Extended Reality in Learning

ShapingEDU (2018 – present)
Facilitator/Committee Co-chair
Serving as “co-mayor” of a ShapingEDU committee seeking to strengthen connections between higher education and employers on behalf of students

American Library Association (2011 – 2018)
Project Management – Contract
Worked with ALA staff to recruit, orient, place, and coordinate onsite volunteers for the Association’s annual conferences in cities throughout the United States

OCLMOOC (Open and Connected Learning Massive Open Online Course (2014)
Instructional Design and Online Course Facilitation – Volunteer
Worked with Canadian and Australian colleagues from the ground-breaking Educational Technology & Media MOOC to design, produce, and facilitate this connectivist MOOC for educators interesting in learning about learning in online environments; more information at https://oclmooc.wordpress.com/about-oclmooc/.

Hidden Garden Steps Project (January 2010 – December 2013)
Founder/Co-chair – Community-based Volunteer Project
Was involved in every aspect of bringing this $450k effort to create a public artwork with accompanying gardens in San Francisco’s Sunset District; worked collaboratively to:

  • Create and implement strategic, fundraising, and marketing plans to bring the project to a successful conclusion
  • Serve as project liaison with City/County officials and employees, nonprofit organization representatives, local business representatives, individual community volunteers, and the company installing the completed mosaic
  • Chair monthly meetings of organizing committee members during the four years the project was underway, and document the proceedings
  • Serve as project manager working with key stakeholders during the installation of the 148-step mosaic installed on an existing City/County of San Francisco concrete staircase
  • Continue to serve as one of two site stewards to help maintain the site

Hospice of Palm Beach County, Florida (August 2011– January 2012)
Training Analyst, Content Developer, and Trainer – Contract
Commute between San Francisco and West Palm Beach (FL) to:

  • Help key players in the organization focus on the change-facilitation aspects of learning as much as they focused on the technology (HomeCare Homebase software and Samsung Galaxy tablets) being introduced
  • Rewrite vendor’s manuals to correct errors, list learning goals and objectives so learners could see what each section offered, and create a consistent use of key learning terms to make the manuals easy for learners to use
  • Create job aides that were consistent in appearance to what learners found in the manuals; these were designed to help learners quickly find concise step-by-step resources for use in the field (i.e., at the moment of need)
  • Help create focused and manageable agendas for each of the workshops (more than two dozen), with strong focus on how much could be assimilated in a single learning session
  • Facilitate more than 10 in-classroom instructor-led training sessions for a variety of learners (nurses, social workers, chaplains, home health aides) so they could begin using the Homecare Homebase PointCare software on Samsung Galaxy tablets during the Wave 1 roll-out of this project

Blue Shield of California (September – November 2010)
Instructional Designer – Contract
During the two-month run of this project to help employees company-wide learn what they needed to know to begin implementing the Patient Protection and Affordable Care Act:

  • Co-write the first drafts for three five-minute video scripts in one day at the end of my first week onsite
  • Wrote three additional scripts while helping to fine-tune the initial three scripts
  • Worked with the colleague who filmed and translated those scripts into polished videos
  • Translated each script into a PowerPoint presentation that was posted as a consistently branded back-up learning object for employees
  • Worked with staff to create a simple online resource to help employees find the various learning objects available to them
  • Supported efforts to market the learning objects to employees

Sutter VNA & Hospice (February – July 2010)
Training Specialist – Contract
Traveled throughout the San Francisco Bay Area and the Sacramento area during the course of this project to:

  • Assist the client’s permanent education department staff in step-checking learning materials (manuals and job aides)
  • Assist management in sessions preparing learners for the change they were about to experience while moving from paper- and laptop-centered record-keeping onto smartphones using the Homecare Homebase PointCare software
  • Facilitate more than 40 in-classroom instructor-led training sessions for a variety of learners (nurses, social workers, chaplains, home health aides) so they could begin using the Homecare Homecare Homebase PointCare software on smartphones during four different four-week roll-outs of this project
  • Provided one-on-one face-to-face and phone support for learners after they completed their two-week series of workshops

NorthNet Library System (April – September 2010)
Writer & Editor – Contract
Helped shape and edit the extensive (93-page) online consumer health toolkit that remains available at http://www.library.ca.gov/lds/docs/HealthToolkit.pdf)
Environment: Adobe Acrobat Pro 9, Word

LE@D (September 2009– 2011)
Writer & Instructional Designer – Contract
Writing asynchronous online courses
Completed a course on “Mentoring Basics” and mentoring webinar
Environment: Word to produce the course content before a designer translated it into the online format

Infopeople (October 2007 – May 2009)
Training Consultant – Contract
Coached and edited online webinar presenters
Wrote for training blog
Participated in initial efforts to shape and upgrade a “Master Trainer” series of courses
Assisted with marketing efforts
Environment: used PowerPoint, Word, and Excel; presenters’ webinars were via Angel and other platforms

ALA Editions, ATD Science of Learning newsletter, Rowman & Littlefield, Others (October 2007 – ongoing)
Freelance Writer – Contract
Writing Change the World Using Social Media for Rowman & Littlefield (publication projected for 2019)
Co-wrote Workplace Learning and Leadership (published by ALA Editions, April 2011)
Contributed chapter to Sandra Hirsh’s Information Services Today: An Introduction (1st Edition) (published by Rowman & Littlefield, 2015)
Contributed two activities to Elaine Biech’s The Book of Road-Tested Activities (co-published by Pfeiffer and ASTD Press, May 2011) and one to her 101 More Ways to Make Training Active (published by John Wiley and Sons, 2015)
“Revolutionizing e-Learning: Innovation through Social Networking Tools,” e-learning Guild online publication
“Skype as a Reference Tool,” American Libraries magazine
Links to selected other published articles
Environment: Word

Personnel Analyst (Director, Volunteer Services & Staff Training)
San Francisco Public Library
1993 – 2007

  1. a) As a Library Personnel Analyst (2001-2007), I served as Director of Staff Training for the entire Library system. Assisted in employee recruitment, hiring, orientation, and continuing training needs for the system’s more than 850 employees. Developed the Library’s annual training plan and oversaw the training budget. Wrote curriculum and delivered training on a variety of topics; hired instructors; developed and scheduled classes and workshops; produced a quarterly print and online training schedule listing more than 40 workshops from a variety of sources; and was an active member of the statewide Infopeople “Master Trainers” program for those managing training programs in libraries. Also worked on a variety of special Human Resources projects including preparation of a revised Employee Handbook, which included extensive material about employee health-care benefits; serving as the Library’s representative on a city-wide healthy-city initiative supported by the mayor; and serving as an ergonomic evaluator after helping shape the curriculum for an ergonomic train-the-trainer program with City Department of Public Health colleagues.
  2. b) As Director of Volunteer Services (1993-2007), I designed, implemented, and managed and marketed a program which had over 150 volunteers on assignment weekly and others who were available for short-term assignments throughout the year in the Main Library and many of the 27 branch libraries in San Francisco. Participated in Human Resources Division negotiations with Library union members on issues affecting the Library Volunteer program. Developed and maintained ties with business colleagues in other libraries throughout California and in Bay Area nonprofit organizations.  Wrote, edited, and oversaw production of manuals (human resources, computer and docent training), newsletters, and other program materials. Developed and conducted orientations and training sessions. Wrote press releases and prepared monthly calendars of events for the Library system. Responsible for programming and marketing a well-attended series of author readings at the Main Library.

Environment: used Word, PowerPoint, Excel, Outlook, LotusNotes, WordPerfect

Executive Director, Teens Kick Off
In charge of management, budgeting, human resources, volunteers, financial, fundraising/grant-writing and marketing/public relations operations for this theater group in which teenagers in recovery from alcohol and drug addiction performed for other teenagers through California; program focus was peer-to-peer alcohol and drug intervention. Developed and implemented new programs to meet business needs. Worked with board of directors, maintained financial records, prepared financial reports for board review, and collaborated with a board member with human resources expertise to prepare the organization’s first personnel manual. Wrote and produced publications.

Publications Editor, San Francisco Conservatory of Music
Strong involvement in project management and assisting public relations director and admissions staff in marketing the Conservatory to a worldwide audience during a period of substantial increases in student enrollment. Wrote, edited, and oversaw production of Conservatory publications (collegiate and other department catalogs, recruitment brochures, annual reports, monthly calendar of events, and many others). Worked with designers and sometimes designed publications. Arranged for media coverage of student and faculty recitals. Was in charge of budgeting, budget supervision, and box office operations during director’s leave of absence.

Managing Editor, Prelude Magazine
Established and managed project production schedules and was in charge of human resources operations. Worked on all aspects of producing this 64-page monthly classical music and arts magazine (writing, typesetting, editing, layout and paste-up, including redesign of the magazine).

Assistant to the Director, Monterey Peninsula Museum of Art
Assisted director in screening and hiring new staff. Helped write and edit grant proposals. Involved in managing projects including selecting and implementing installation of a computer system which included the collection inventory and membership lists. Responsible for marketing and public relations operations during a period when media coverage of museum exhibitions and activities increased rapidly. Wrote press releases and cultivated media contacts. Wrote, edited, and did layout and paste-up of monthly calendar of events and Museum catalogs.

Instructor, Foreign Language Schools, Tokyo
Taught English as a Second Language courses in two large vocational schools in Japan.

Freelance Writer
Please see “Publications” section for partial listing of published writing.

Reporter/Bureau Chief, San Joaquin News Service
Wrote, edited, and photographed on a variety of topics including county government, local social issues (gangs, child abuse, problems within the San Joaquin County Housing Authority, difficulties faced by new immigrants), agricultural land-use and statewide water development issues, Sheriff’s Department activities, and general features for the three newspapers supporting this news service in California’s Central Valley.

Related Experience

Technology

Currently working extensively to explore how artificial intelligence, augmented reality, virtual reality, and mixed reality are affecting lifelong learning and current workplace operations globally; remain involved in exploring and using technology that facilitates onsite, online, and blended learning and community collaboration. Work with clients and their employees to help facilitate the positive, effective introduction of new technology into their worksites.

Languages
Have studied Italian, Japanese, French, Spanish, and a bit of Hebrew.

Professional Affiliations
ALA (American Library Association)
ATD (Association for Talent Development)
eLearning Guild
FOEcast (Future of Education forecast)
ShapingEDU (Future-facing Arizona State University-based group exploring ed-tech trends in higher education and other learning environments)

Volunteer Work
Osher Lifelong Learning Institute (OLLI) at San Francisco State University, Curriculum Development Committee (June 2019 – present)
ShapingEDU (2018 – present)
FOEcast (Future of Education Forecast), founding partner (2018)
NMC (New Media Consortium) Horizon Project advisory boards/expert panels (2010-2017)
San Francisco Parks Alliance, Parks Policy Council member, one-year term (2014)
Hidden Garden Steps, organizing committee co-chair (2010-2013); one of two site stewards (2014-present)
American Library Association: two two-year terms, including a year as committee chair, on the American Libraries Advisory Committee, and one year on the Publishing Committee
ASTD/ATD: variety of local, regional, and national positions, including Chapter President (Mt. Diablo Chapter, 2010) and member, National Advisors for Chapters (2011-2012)
Asian Art Museum, helped with public relations (six months)
National Kidney Foundation of Northern California Authors Luncheon Committee member (four years)

Presentations/Resources

Presentations/Facilitated Sessions (2019)

ALA Editions (online courses/webinars)

ATD—Association for Talent Development—International Conference & Exposition (Washington, DC)

eLearning Guild—Learning Solutions 2019 Conference and Exposition (Orlando, FL)

PCI Webinars (webinars)

ShapingEDU Second Annual Unconference (Tempe, AZ)

Presentations/Facilitated Sessions (2018)

ALA Editions (online courses/webinars)

American Library Association Ambassador Program (online and onsite orientation sessions for volunteers; New Orleans, LA)

ATD—Association for Talent Development—International Conference & Exposition (San Diego, CA)

ATD—Association for Talent Development—San Diego Chapter monthly meeting (live onsite/online blended presentation)

PCI Webinars (webinars)

Pursuitica (webinar for staff of global telecommunications company based in India)

ShapingEDU First Annual Unconference (Tempe, AZ)

SWFLN (Southwest Florida Library Network) webinars

Presentations/Facilitated Sessions (2017)

ALA Editions (online courses/webinars)

American Library Association Ambassador Program (online and onsite orientation sessions for volunteers; Chicago, IL)

ATD—Association for Talent Development—Southern California Regional Conference (Los Angeles, CA)

New Media Consortium Summer Conference (Boston, MA)

PCI Webinars (webinars)

SWFLN (Southwest Florida Library Network) Staff Development Day Keynote Speaker/Workshop Facilitator (Fort Meyers, FL)

SWFLN webinars

 

Presentations/Facilitated Sessions (2016)

ALA Editions (online courses/webinars)

American Library Association Ambassador Program (online and onsite orientation sessions for volunteers; Orlando, FL)

ATD—Association for Talent Development—International Conference & Exposition (Denver, CO)

ATD—Association for Talent Development—National Advisors for Chapters (webinar)

Five-County Regional Library Consortium Staff Development Day Keynote Speaker/Workshop Facilitator (King of Prussia, PA)

Mount Prospect Public Library—Staff Development Day Keynote Speaker/Workshop Facilitator (Mt. Prospect, IL)

New Media Consortium Summer Conference (Rochester, NY)

PCI Webinars (webinars)

Presentations/Facilitated Sessions (2015)

AEJMC–Association for Education in Journalism and Mass Communication–Annual Conference panel discussion member (San Francisco, CA)

ALA Editions (online sessions/courses/panel-discussion participant)

American Library Association Annual Conference/Library and Information Technology Association (San Francisco, CA)

American Library Association Ambassador Program (online and onsite orientation sessions for volunteers)

ATD—Association for Talent Development—Chapter Leaders Conference (Arlington, VA)

#etmooc—Educational Technology & Media MOOC learning community (facilitated/co-facilitated tweet chats)

KIPA—Knowledge & Information Professional Association—Conference (Denton, TX)

Library of Virginia Directors’ Meeting (Richmond, VA)

NEKLS—Northeast Kansas Library System—Innovation Day virtual presentation via Google Hangout

New Media Consortium Summer Conference (Washington, D.C.)

New Media Consortium (online panel-discussion participant)

PCI Webinars (multiple online sessions)

Saint Mary’s College of California session for faculty (Moraga, CA)

Virginia Library Association Annual Conference (Richmond, VA)

Links to Presentations & Other Resources

“Best Practices: Creating and Managing Mentoring Programs”
Tips, Sample Applications, and Resources—Updated July 2009
(PDF)

“Best Practices: Creating and Managing Volunteer Programs”
Tips and Basic Template—Updated May 2009
(PDF)

“Blend It 2015: Using Technology to Create Effective Onsite/Online Learning Spaces”

American Library Association Annual Conference Presentation (LITA) —June 2015

San Francisco

(PowerPoint Presentation)

“Building Meaningful Collaborations”
ASTD (American Society for Training & Development) Mt. Diablo Chapter—December 2008

Danville, CA
(PDF)

“Collaboration, Technology, Social Media, and Learning: The 2012 Horizon Report–Higher Education Edition”

ASTD Mount Diablo Chapter Monthly Meeting Presentation—June 19, 2012

with Samantha Adams

Danville, CA

(PowerPoint Presentation)

“Community and Collaboration in an Onsite-Online World: An Annotated Bibliography”
Updated March 19, 2013
(PDF)

“Community Collaboration: Helping Shape Our Communities”

Northeast Kansas Library System: Library Directors Institute—November 7, 2013

Valley Falls, KS

(PowerPoint Presentation)

“Community Partnerships: How to Get It Done”

ALA Editions Webinar—April 2013
(PowerPoint Presentation)

“Conflict Resolution/Difficult People:

Why Am I So Angry (And What Are You Going to Do About It?)”

Webjunction Webinar—October 2010

with Maurice Coleman
(PowerPoint Presentation)

“Connected Learning for Library Staff and Users”

PCI Webinars—November 2015
(PowerPoint Presentation)

“Continuous Change & Innovation: Developing Skills to Deal With Black Swans”

New Media Consortium Summer [ed-tech] Conference—June 2015

with Samantha Becker

Washington, D.C.

(PowerPoint Presentation)

“Cover to Cover: Redefining Books and Library Collections in Learning”

PCI Webinar—June 2014

(PowerPoint Presentation)

“Critical Thinking and Assumptions in Decision-making”
Updated April 18, 2011
(PDF)

“Designing Engaging Learning for Library Staff and Users”

PCI Webinar—October 2013

(PowerPoint Presentation)

“Developing Communities of Learning”

PCI Webinar—December 2013

(PowerPoint Presentation)

“Ed-Tech, Learning, and NMC Horizon Reports: What’s In It for Us…and Our Learners”

ATD (formerly ASTD) Golden Gate Chapter Monthly Meeting Presentation– May 15, 2015

with Samantha Adams Becker

San Francisco, CA

(PowerPoint Presentation)

“Ed-Tech Trends: Identifying and Incorporating Them Into Your Workplace”
ATD (Association for Talent Development) 2016 International Conference & Exposition — May 2016

Denver, CO

(PowerPoint Presentation)

“E-learning: Annotated Bibliography for Library Training Programs”
Updated February 23, 2011
(PDF)

“E-learning: Basics and Best Practices”
Updated July 1, 2010
(PDF)

“E-learning: Google Chat as an E-learning Tool (Transcript of a Live Session)”
Live online session held October 13, 2009, with University of Nevada, Las Vegas Journalism students
(PDF)

“E-learning: Tools, Resources, and Innovations”

Postings on Building Creative Bridges Blog

“From eLearning to Learning: A Daylong Highly-interactive Exploration”
Mount Prospect Public Library—May 2016

Mount Prospect, IL
(PowerPoint Presentation)

“From eLearning to Learning: A Daylong Highly-interactive Exploration”
Mount Prospect Public Library—May 2016

Mount Prospect, IL
(Five-part Case Study Posted on Building Creative Bridges Blog)

“From Words to Pictures: Imagery in PowerPoint Presentations”
California Library Association Annual Conference Presentation — November 2008

Long Beach, CA
(PowerPoint Presentation)

“Horizon Report for Libraries (2014)”

PCI Webinar—December 2014

(PowerPoint Presentation)

“How to Teach Online: A Beginner’s Guide”

ALA TechSource Webinar—January 2014

with Dan Freeman
(PowerPoint Presentation)

“Ignite, Interact, & Engage: Maximizing the Learning Outcome”
ALA Annual Conference Presentation—Learning Round Table

with Sharon Morris — June 2012

Anaheim, CA
(PowerPoint Presentation)

“Instant Professional Development (podcast)”
Episode 101 of Maurice Coleman’s T is for Training biweekly one-hour podcast; focuses on the use of Twitter backchannels as learning tools in conferences and expands into an exploration of how we all play the role of trainer-teacher-learner in many different parts of our lives; additional thoughts posted on Building Creative Bridges blog

June 2012

(Archived 45-minute audio-recording)

“Leadership: Trainers as Leaders–Introduction and Resource Sheet”
Updated July 1, 2010
(PDF)

“Leadership: Trainers as Leaders (Overview)”
American Library Association Presentation/Panel Discussion—Learning Round Table—June 2010
with Maurice Coleman, Sandra Smith, and Louise Whitaker

Washington, DC

(PowerPoint Presentation)

“Learning that Sticks: A Demonstration” (PowerPoint Version)
Original PowerPoint presentation with speaker notes, delivered face to face to a prospective learning client February 2013

(PowerPoint Presentation)

“Learning to Learn: Tips for Thriving in Tech Training” (Video)
This 11-minute presentation, prepared with Captivate and posted on YouTube for learners who are about to tackle any new tech tool, addresses the challenges of overcoming unfamiliarity with these tools and the need for help with the learning process itself. It is also designed to demonstrate how trainer-teacher-learners can address the challenges their learners face.

October 2013

(Captivate Video)

“Learning to Learn: Tips for Thriving in Tech Training (Summary Sheet)”

Updated October 1, 2013
(PDF)

“Libraries as Partners in Lifelong Learning”

PCI Webinar—July 2014

(PowerPoint Presentation)

“LibraryThing” List of Books on Training, Collaboration, and Other Topics

Includes Ratings and Reviews
Updated Regularly

“Lifelong Learning (Learning for the Future: Habits of Mind and Teaching Life Skills)”

Saint Mary’s College of California Faculty Workshop—November 2015

Moraga, CA

(PowerPoint Presentation)

“Making Space: Exploring Innovations in Onsite and Online Learning Spaces”

KIPA (Knowledge & Information Professional Association) 2015 Conference “Invited Talk”—March 2015

Denton, TX

(PowerPoint Presentation)

“Marketing 101: Creating the Voice of a Successful Organization”
ASTD Chapter Leader Webinar—June 2011
(PowerPoint Presentation and archived audio-recording of this one-hour live webinar)

“Mastering Online Facilitation (Part 1 of 4): Leading Engaging Meetings and Webinars”

SEFLIN Webinar—July 2014
(PowerPoint Presentation)

“Mastering Online Facilitation (Part 2 of 4): Assessing and Addressing the Need for Meetings and Webinars”

SEFLIN Webinar—August 2014
(PowerPoint Presentation)

“Mastering Online Facilitation (Part 3 of 4): Organizing, Scripting, and Preparing”

SEFLIN Webinar—August 2014
(PowerPoint Presentation)

“Mastering Online Facilitation (Part 4 of 4): Keeping Sessions Lively”

SEFLIN Webinar—August 2014
(PowerPoint Presentation)

“Memorable Meetings: Planning for Successful Encounters”
ASTD Chapter Leader Webinar—August 2016
(PowerPoint Presentation, free archived recording of the session)

“Mentors and Proteges: Creating Successful Workplace Programs: Resource List”

Prepared for the LE@D—Lifelong Education @ Desktop–program,
University of North Texas

(PDF)

“Mentoring Onsite and Online”
PCI Webinars—May 2014
(PowerPoint Presentation with Speaker Notes)

“MOOCs, Online Learning, and Higher Education”
Association for Education in Journalism and Higher Education Annual Conference Panel Discussion—August 2015

San Francisco, CA
(Storify Document—no longer available online because Storify shut down)

“Nonprofit Basics”

ASTD National Chapter Leader Conference Presentation—October 2011

with Walt Hansmann

Arlington, VA
(PowerPoint Presentation/later adapted into a webinar for ASTD)

“Perfect Blend (Creating and Facilitating Onsite/Online Meetings)”

ATD (Association for Talent Development) National Chapter Leader Conference Presentation–October 2014
(PowerPoint Presentation)

“Playing With Collaboration Tools Online”

Northeast Kansas Library System (NEKLS): Innovation Day Session—April 29, 2015

Blended Session Delivered via Google Hangouts to Onsite Audience

(PowerPoint Presentation)

“Playing With Collaboration Tools Online—Supplemental Resources”
Handout Prepared for Northeast Kansas Library System (NEKLS) Innovation Day Session—April 2015
(PDF)

“PowerPoint Best Practices for Onsite and Online Presentations”
ALA Annual Conference—CLENE Training Showcase

June 2008

Anaheim, CA
(PDF)

“Social Learning Centers” (Learning to Meet the Future: Libraries Developing Communities)
Library of Virginia Directors’ Meeting Presentation—September 2012

with Maurice Coleman

Richmond, VA

(PowerPoint Presentation)

“Social Learning Centers and Libraries”
ALA Annual Conference Presentation—Learning Round Table Presentation/Panel Discussion—June 2011

with Maurice Coleman and Buffy Hamilton

New Orleans, LA
(PowerPoint Presentation)

“Social Learning Centers: The New Fourth Place”
Computers in Libraries 2011 Conference Presentation (via Skype) —March 2011

with Maurice Coleman and Jill Hurst-Wahl

(PowerPoint Presentation)

“Social Learning Centers: Thinkers Worth Knowing”

A Visual Bibliography Prepared with Maurice Coleman—September 2012

(PDF)

“Social Media, Library Partnerships, and Collaboration: More Than a Tweet”

PCI Webinar—February 2014

(PowerPoint Presentation)

“Strategic Planning 101: Working in the Construction Zone”
ASTD Chapter Leader Webinar—March 2011
(PowerPoint Presentation)

“Technology in Face-to-Face Training”

ALA TechSource Webinar—September 2010
(PowerPoint Presentation)

“Technology in Online Training”

ALA TechSource Webinar—September 2010
(PowerPoint Presentation)

“Ten Tips for Incorporating Ed-Tech Into Your Own Development”

Article Written for ATD Learning Technologies blog and newsletter—March 2016
(Article)

“That Was Great! Now What? (Providing Learning That Is Used)”

American Library Association Annual Conference Presentation (Learning Round Table) —June 2014

Las Vegas, NV

(PowerPoint Presentation)

“Training, Teaching, and Learning 2012: State of the Industry Reports”
ASTD Sacramento Chapter Meeting Presentation—January 23, 2012

Sacramento, CA (repeated for Mount Diablo Chapter in February 2012)
(PowerPoint Presentation)

“Training-Teaching-Learning: State of the Industry (Summer 2015)”
PCI Webinars—July 2015

(PowerPoint Presentation)

“Volunters Management: Annotated Bibiliography on Using Web. 2.0 (Social Networking) Tools in Volunteer Programs”
Updated January 11, 2010
(PDF)

“Volunteer Retention 101: Thanking and Rewarding Our Supporters”

Webinar co-presented with Rick Kerner for ASTD chapter leaders—December 5, 2012

“Web Conferencing and Presentation Skills for Meetings. Trainings, and Learning Sessions”
Updated July 23, 2014
(PDF)

 

Publication (Partial List)

Books

Change the World Using Social Media (projected publication date: 2019, by Rowman & Littlefield)

Workplace Learning & Leadership, a staff training guide co-written with Lori Reed for ALA Editions to highlight examples of trainers as successful leaders within their organizations (April 2011)

Also:

*Contributor to 101 More Ways to Make Training Active (Elaine Biech, editor; April 2015)

*Contributor (“Infinite Learning,” a chapter on fostering lifelong learning through libraries) to Information Services Today: An Introduction (Sandra Hirsh, editor; March 2015)

*Contributor to The Book of Road-Tested Activities (Elaine Biech, editor; May 2011); online excerpts available

*Editorial Board Member for 2nd edition of Sandra Hirch’s Information Services Today: An Introduction

 

Blog Postings

Building Creative Bridges (Articles on training, learning, technology, collaboration, and innovation)

American Libraries Magazine blog (Guest contributor providing articles on learning, technology, innovation, and libraries for this group blog)

ATD Learning Technologies blog (Guest contributor providing articles on learning, staff training, technology, and innovation for this group blog)

The Tambellini Group’s Top of Mind [ed-tech] blog (Contributing editor providing articles on technology/ed-tech, innovation, learning, and creativity for this group blog)

 

Book Reviews

“Abandoned in the Wasteland,” Minow & Lamay, SF Review of Books (10&11/1995)

“AI: Mind-MELDS With Our Learners and Our Machines,” ATD blog (2/7/2019)

“The Craft of Research,” Wayne C. Booth and others, SF Guardian (5/1996)

“Get Lucky,” Thor Muller and Lane Becker, ASTD’s Learning Circuits (online) (8/7/2012)

“The Hindenburg Crashes Nightly,” Greg Hrbek, SF Chronicle (10/31/1999)

“Hullabaloo in the Guava Orchard,” Kiran Desai, SF Bay Guardian (9/1998)

“LibraryThing” List of Books on Training, Creativity, Collaboration, and Other Topics

(Includes Ratings and Reviews), updated regularly

“Myth Buster: Debunking What Otherwise Might Lead Us and Our Learners Astray,” ATD blog (8/7/2018)

“The Business of Speaking for a Living,” ATD Blog (1/17/2019)

“The Life of God (As Told by Himself),” Franco Ferrucci, SF Bay Guardian (11/1996)
“The Silent Duchess,” Dacia Maraini, SF Bay Guardian (11/1998)

“Thinking, Fast and Slow,” Daniel Kahneman, ASTD’s Learning Circuits (online) (7/16/2012)

“Unlearning What We Think We Know to Inspire Successful Learning,” ATD’s Science of Learning blog (online) (12/30/2015)

Us+Them: Tapping the Positive Power of Difference“, Todd Pittinksy, ASTD’s Learning Circuits (online) (11/21/2012)

 

Print and Online Articles

“Adult Learning: When Miracles Happen,” ALA-APA Library Worklife Newsletter (5/2010)

“Are You Following Me?” (with Lori Reed), American Libraries (11/2008)

“Artificial Intelligence: Transforming the Nature of Work, Learning, and Learning to Work,” Top of Mind blog, The Tambellini Group (August 21, 2018)

“Be Ready for the Learning Space of the Future,” ATD Learning Technologies blog (8/14/2014)

“Books, Technology, and Learning: Looking at the Past to See Our Future (MOOCs as Textbooks),”New Media Consortium blog (6/11/2014)

“Breaching the Language Barrier: Literature in Translation,” SF Bay Guardian (5/1997)

“Collaboration Leads Way in ALA Editions’ Social Media Basics Course,” ASTD’s Learning Circuits (online) (10/15/2012)

“EdTech Continuous Change and Innovation: Nesting With Black Swans,” New Media Consortium blog (7/22/2015)

“E-Learning: The Product of a Risk Is a Lesson,” American Libraries online (2/15/2011)

“Fighting for Arts Education,” Teaching Theater (Summer 1991)

“Mixing and Extending Reality: EdTech Options in Higher Education,” Top of Mind blog, The Tambellini Group (12/11/2019)

“Professional Growth Through Learning Communities,” (with Lori Reed), American Libraries (5/2011)

“Imagine, Creativity, and Communities of Practice,” ASTD’s Learning Circuits (online) 6/6/2012

“Open Innovations: #etmooc, Connected Learning, and ‘MOOChorts’ of Lifelong Learners,” New Media Consortium blog (9/30/2014)

“Remodeling on a Budget,” American Libraries online (4/2010)

“Revolutionizing e-Learning: Innovation through Social Networking Tools,”
Learning Solutions Magazine (10/12/2009)
“Skype as Conference Tool,” American Libraries (5/2008)
“Skype Me: When Learning Is Just a Call Away”

Learning Solutions Magazine (2/28/2011)

“Technology, Road Rage, and Customer Service” (with Maurice Coleman),

WebJunction online (11/22/2010)

“10 Tips for Incorporating Ed-Tech Into Your Own Development,” ATD Learning Technologies blog (3/23/2016)

“The 2010 Horizon Report: What Learners Look to Us to Learn,”

Learning Solutions Magazine (3/5/2010)

“The 2011 Horizon Report: Keeping Up with Learners and Technology”
Learning Solutions Magazine, (3/16/2011)

“Up and Out of Your Seats: Engage Learners Through Movement to Produce Tangible Results,” TD Magazine (11/18)

“What Makes a cMOOC Community Endure? Multiple Perspectives From Diverse cMOOCs,” Educational Media International. Routledge. (6/19/2015)

“When (Big) Data Changes the Way We View Our World: A Brief Case Study,” New Media Consortium blog, (9/11/2014)

Writing Workshops/Conferences Attended

Squaw Valley Community of Writers’ Conference (2001)
Margo Perin’s two-week writing workshop in Vagliagli, Italy (1999)
Novelist Molly Giles’ one-day writing workshop in Marin (1996)
Part of a six-member writing group in San Francisco (1995-98)
Novelist Anne Lamott’s weekly writing workshop in Marin (1995)

Professional Memberships/Affiliations

ALA (American Library Association)

ATD (Association for Talent Development)

eLearning Guild

ShapingEDU (Global Initiative, through Arizona State University, to reshape higher education)

Languages

Have studied Italian, French, Japanese, and Spanish


Publications

July 9, 2010

 

Rowman_&_Littlefield--logo“Change the World Using Social Media”
(Rowman & Littlefield; projected publication date: 2019; excerpts from the work in progress available through this link

 

 

 

Workplace Learning and Leadership: A Handbook for Library and Nonprofit Trainers
(Co-written with Lori Reed; published by ALA Editions, April 2011)

 

 

 

Information_Services_Today--2nd_Edition--CoverInformation Services Today: An Introduction (2nd Edition)
(Served as one of four Editorial Advisory Board members to this revised collection edited by Sandra Hirsh; published by Rowman & Littlefield, March 2018)

 

 

Information_Services_Today--Cover

Information Services Today: An Introduction
(Contributed chapter on “Infinite [Lifelong] Learning” to this collection edited by Sandra Hirsh; published by Rowman & Littlefield, March 2015)

 

 

 

Biech--101_Ways_to-Make_Training_More_Active--Cover

101 More Ways to Make Training Active

(Contributed a training activity to this collection edited by Elaine Biech; published by Wiley, May 2015)

 

 

 

The Book of Road-Tested Activities
(Contributed two training activities to this collection edited by Elaine Biech; published by Pfeiffer, May 2011)

 

 

 

Please click here to access latest updates on Amazon.com Author Page

 

“Adult Learning: When Miracles Happen”
ALA-APA Library Worklife Newsletter, May 2010
(PDF)

“AI:_Mind-MELDS With Our Learners and Our Machines”
ATD (Association for Talent Development) blog, February 7, 2019

“Are You Following Me?” (Trainers as Leaders)
(With Lori Reed)
American Libraries, November 2008
(PDF)

“Artificial Intelligence: Transforming the Nature of Work, Learning, and Learning to Work
The Tambellini Group Top of Mind blog, August 21, 2018

 

 

ATD_Logo“Be Ready for the Learning Space of the Future”
ATD Learning Technologies Blog (8/14/2014)

 

 

“Breaching the Language Barrier: Literature in Translation”
SF Bay Guardian, May 1997

“E-Learning: The Product of a Risk Is a Lesson”
American Libraries (online), February 15, 2011

“EdTech Continuous Change and Innovation: Nesting With Black Swans,”
New Media Consortium Blog, July 22, 2015

“Fighting for Arts Education”
Teaching Theatre, Summer 1991

“Hanging Out With the Tech Crowd”
American Libraries Blog, January 25, 2014

nmc.logo.cmyk“Learning on the Horizon”
New Media Consortium Blog, February 10, 2014

“MOOCs: Two Takes on How Massive Open Online Courses (MOOCs) May Affect Librarians and Library Services”
American Libraries, May 2014

“Myth Buster: Debunking What Would Otherwise Might Lead Us and Our Learners Astray (review of Clark Quinn’s “Millennials, Goldfish & Other Training Misconceptions)
ATD Science of Learning blog/newsletter), August 7, 2018

“OK, Glass (Google Glass in Libraries and Learning)”
American Libraries Blog, January 26, 2014

“Privacy in the Age of Ubiquitous Technology”
New Media Consortium Blog, November 11, 2013

“Professional Growth Through Learning Communities,” (with Lori Reed), American Libraries, May/June 2011

“Remodeling on a Budget”
American Libraries (online), April 2010

“Revolutionizing e-Learning: Innovation through Social Networking Tools”
Learning Solutions Magazine (online), October 12, 2009
(PDF)

“Skype as Conference Tool”
American Libraries, May 2008
(PDF)

“Skype Me: When Learning Is Just a Call Away”
Learning Solutions Magazine (online), February 28, 2011

“10 Tips for Incorporating Ed-Tech Into Your Own Development” 
ATD Learning Technologies blog, March 23/2016

 

 

“The Business of Speaking for a Living”
ATD (Association for Talent Development) blog, January  17, 2019

“What Makes a cMOOC Community Endure? Multiple Participant Perspectives from Diverse cMOOCs”
Educational Media International (peer-reviewed journal), June 19, 2015 (co-authored with several colleagues)

 


%d bloggers like this: