ALA 2015 Annual Conference: Community, Pride, and Hugs

July 2, 2015

Anyone who still sees libraries primarily as places to borrow books certainly wasn’t onsite for the opening general session of the American Library Association (ALA) 2015 Annual Conference here in San Francisco last Friday afternoon. It was an event that set the tone for the entire conference for many of us. It reminded us how interwoven libraries and library staff members are with the communities they serve. And it was a perfect way to celebrate the larger events unfolding around us.

ALA_San_Francisco--2015_LogoThose of us arriving onsite early in the day for a variety of preconference activities and informal conversations with friends and colleagues were primed for certain levels of excitement. We were about to see more than 22,000 members of our community from all over the United States and other parts of the world. We knew there would be plenty of festivities centered on SF Pride activities (including the Pride Parade) all weekend. And we knew that ALA staff was doing its usual first-rate job of creating a conference guaranteed to inspire onsite as well as offsite Association members by offering more than 2,400 learning opportunities over a five-day period.

We could not, however, have anticipated that we would be together here in San Francisco on the morning that the U.S. Supreme Court ruling on marriage equality would be announced and the afternoon that Roberta Kaplan, a key player in the efforts to achieve marriage equality, would be serving as a keynote speaker onsite. News about the ruling quickly spread around the conference site—Moscone Center—that morning, priming us for a major celebration at the opening session—and Kaplan didn’t let us down with her from-the-heart description of her personal and professional investments in promoting marriage equality.

Kaplan--Then_Comes_MarriageDrawing heavily from the opening pages of her upcoming (October 2015) book (with Lisa Dickey), Then Comes Marriage: United States v. Windsor and the Defeat of DOMA [the Defense of Marriage Act], she recalled the far-from-encouraging moment when she abruptly and unexpectedly came out to her parents. Visiting her in New York City (in 1991) during the weekend of the annual Gay Pride Parade, they were in her apartment as her mother became increasingly, openly critical of the parade and those who supported it. After Kaplan repeatedly, unsuccessfully told her mother to stop offering those unwelcome comments, Kaplan ended up coming out to her parents by responding to her mother’s question, “What’s the matter? Are you gay or something?” with a blunt “Yes,” and then walked out of her own apartment as her mother continued literally beating her own head against one of the walls.

The overall story she briefly told us (and which remains available, in part, on the American Libraries website), of how she went from being a closeted lesbian to being the litigator who successfully argued before the U.S. Supreme Court in United States v. Windsor, unfolds nicely and in much more detail in Then Comes Marriage, as many of us who received advance uncorrected proofs of the book at the ALA Annual Conference are learning now that we have time to read it. And the ample causes for celebration that afternoon—and now—included Kaplan’s comment that the entire struggle for marriage equality has left us with something significant to celebrate: our ability to grow and change just as—she noted—her mother has grown and changed in coming to accept Kaplan as a lesbian and, again, a cherished daughter.

It would have been difficult to predict that there could have been anything to rival the power and inspiration of Kaplan’s presentation on that particular day, in this particular city. Our ALA staff colleagues, however, managed to find it by concluding the opening general session with the first-ever People First Award, sponsored by Tech Logic and given to the Pennsylvania Avenue Branch of Baltimore’s Enoch Pratt Free Library. Congresswoman Nancy Pelosi and ALA 2014-2015 President Courtney Young were onsite to deliver the award to Melanie Townsend-Diggs (whose extraordinary commitment to the library and her community earned the award) and to Carla Hayden, Chief Executive Officer of the Enoch Pratt Free Library.

Receiving the People First Award (photo from @PrattLibrary Twitter feed)

Receiving the People First Award (photo from @PrattLibrary Twitter feed)

Tech Logic’s press release captures the thought behind the award: Staff demonstrated “exemplary leadership during several days of riots, which were concentrated at the intersection of North and Pennsylvania Avenues. On April 27, violence ensued after the funeral of Freddie Gray, an African American man who died in police custody earlier that month. As tensions increased and buildings surrounding the library burned, Enoch Pratt Library remained open, providing a safe haven for patrons inside.

“‘I did not feel threatened, but wanted people to know this was serious,’ recalls Branch Manager Melanie Townsend-Diggs, who ultimately made the decision to stay open. ‘It’s in my instinctive nature to keep people safe and calm,’ she says. ‘It’s my responsibility to make sure that everybody stayed safe. I try not to be too proud, but I am definitely grateful.’”

There’s plenty more to say about the conference and the people who contributed to its success, and I was still thinking about that opening general session a few days later after repeatedly running into and talking with a wonderful colleague with whom I usually have all too little time to sit and chat. As our third extended conversation in one day was drawing to a close, I told him how much I had enjoyed the exchanges we had had, and he immediately responded by suggesting “a 20-second hug”—a concept new to me and that quite literally is nothing more than an embrace that, in lasting for at least 20 seconds, seems to magically slow us down, deliver a sense of comfort and trust, and reminds us that some things—like enjoying the company of those we love—just cannot be rushed.

ala_leftbehindAs we reluctantly disengaged from the initial 20-second hug—and then, for good measure, immediately fell into another—I couldn’t help but think about how the interweaving of community, pride, and hugs combined to create a sort of tapestry of what ALA 2015 meant to me and to so many colleagues with whom I have spoken during the past several days. It was also yet another reminder that libraries always have been and always will be about far more than books and other elements of the collections. ALA members and guests came together, worked to be sure we included those who would otherwise have been left behind, and left that conference with an even stronger sense of community and pride than any of us could have imagined having—which is, of course, one of the greatest gifts an association can give its members as those members contribute to the making of the gift itself.

N.B. – This is the second in a series of reflections inspired by the American Library Association 2015 Annual Conference in San Francisco.


ALA 2015 Annual Conference: When Being Left Behind Is Not an Option

June 25, 2015

Kudos, once again, to our colleagues in the American Library Association (ALA). Where many professional associations that offer onsite conferences focus their attention almost exclusively on the paying members who are physically attending, ALA’s commitment to use social media tools to include those who would otherwise be left behind is again on display this week.

ALA_San_Francisco--2015_LogoThe efforts Association staff makes are well worth citing and quoting as an example to other associations or organizations—particularly any that are seeing membership numbers plummet for lack of engagement. ALA Marketing Director Mary Mackay reached out to all Association members a few days ago via email and a LinkedIn posting (which you can read here if you’re on LinkedIn and have joined the ALA LinkedIn group) to explicitly offer a variety of free opportunities to engage virtually with the 19,000 onsite attendees expected to be at the ALA 2015 Annual Conference, which formally opens here in San Francisco tomorrow. Here is part of what Mary offered:

“You can get insights into library transformation, future thinking, the hot book and author news, and more from hundreds of programs, conversations, events, and the 900+ exhibitors by following American Libraries coverage at http://americanlibrariesmagazine.org/tag/alaac15/ and the show daily, Cognotes, at http://alaac15.ala.org/cognotes/.”

Mary notes other ways to keep up:

This is clearly an association that is interested in long-term relationships with all its members even if not all of them can support the Association through payment of conference registration fees; expenditures for food, travel, and lodgings; time spent preparing for and participating in conference activities including countless hours of work on committees; and other volunteer efforts that contribute to the strength of the Association and its work.

It’s tremendously encouraging to see the various levels at which conference attendees and Association staff members work to support their offsite as well as their onsite colleagues. Dozens of onsite participants set aside at least two or three hours to volunteer as Ambassadors in the Annual Conference program I manage for ALA Membership Development. Available side-by-side with ALA staff members in the ALA Lounge onsite as well as in a variety of conference areas as “Roaming Ambassadors,” they work enthusiastically to answer logistical questions (e.g., where events are taking place, where conference shuttle buses arrive and depart, where coat check and first aid stations are) as well as deeper questions about the Association’s numerous divisions, round tables, sections, and other opportunities for involvement in sustaining the Association and preparing it for its future. A few also contribute resources available to first-time as well as experienced conference attendees.

Live #alaac15 Twitter feed on display

Live #alaac15 Twitter feed on display

But it’s not just the organized efforts that make this work. Hundreds of onsite participants will reach each other and their offsite colleagues through tweets ranging from whimsical observations to solid 140-character reports summarizing content from many of the more than 2,400 sessions that will be offered while the conference is underway—in essence drawing offsite colleagues into the room and encouraging offsite colleagues to participate through responses as well as questions that occasionally are passed on to presenters so the size of the room extends well beyond what we see here in Moscone Center. And there are always signs of new innovations: large electronic boards displaying the latest tweets from the conference Twitter feed were, for the first time, spread throughout the conference halls today as if to remind us that part of the conference is happening in rooms housing individual sessions, part of the conference is happening though interactions via Twitter among onsite participants, and part of the conference is happening via the interactions between onsite and offsite colleagues.

There seems to be something for everyone, and those of us lucky enough to live here in the city that is hosting the conference are the luckiest of all in that we have already been reaping the benefits of having much-cherished additional time with friends and colleagues who arrived a few days early. Our conversations are magnificent opportunities to share information and to catch up with friends and colleagues we see all too rarely. Our conversations are also the individual moments that, like the bricks in an enormous and attractive structure, serve as the raw materials shaping the vitality of the entire Association itself.

I’m looking forward to contributing—via tweets, blog postings, and other online offerings—to the continuing strength and growth of this professional family, and hope onsite and offsite colleagues will do the same so no one will be left behind.

N.B. – This is the first in a series of reflections inspired by the American Library Association 2015 Annual Conference in San Francisco.


NEKLS Innovation Day 2015: Training-Teaching-Learning While Hanging Out in Kansas

April 30, 2015

I’ve hung out before, and I’m sure I’ll hang out again, but I can’t imagine a more intensely innovative and emotionally-rewarding approach to incorporating Google Hangouts into training-teaching-learning than the one collaboratively created as part of the 2015 Northeast Kansas Library System (NEKLS) Innovation Day program yesterday.

nekls_logosm_400x400What we’re continuing to explore with Hangouts is highly-engaging, low-/no-cost web-conferencing, a rudimentary and surprisingly effective form of telepresence, and  notably strong levels of interaction in training-teaching-learning made possible through the use of an easy-to-learn social media tool—something that fell into place nicely in two consecutive sessions during Innovation Day.

It has taken a fair amount of experimentation and practice to reach the point we reached yesterday: an onsite event that seamlessly expanded to include two offsite presenters (Harford County Public Library Technical Trainer Maurice Coleman and me) so we not only could interact directly with onsite participates but with each other as if we were all in the same room—and the room expanded further via connections simultaneously made with Twitter.

My own experience in training-teaching-learning through web conferencing and rudimentary telepresence dates back to a successful experiment to bring an offsite presenter (from Ohio) into an onsite event attended by more than 200 people here in San Francisco in 2007 in a way that encouraged some limited, direct interactions between the online presenter and members of the onsite audience. I expanded the exercise a bit a few years later by incorporating Skype, Twitter, and onsite colleagues into one of these blended learning events at a Sacramento ASTD (American Society for Training & Development meeting, then carried it a bit further with my New Media Consortium colleague Samantha Adams Becker when we switched over to Google Hangouts for onsite-online blended sessions with ASTD Mount Diablo and Golden Gate chapter colleagues.

What many of us were realizing at that point was that with proper preparation (which included abundant amounts of rehearsal time) and the right equipment (most of which was already available to us in each of the venues we used), we could erase geographic barriers in ways that caused onsite participants to forget that the online participants weren’t physically in the room.

An expansion of the experimentation included adding an onsite Twitter facilitator (colleague Larry Straining, who ad-libbed from a basic script to tweet out what Samantha and I were doing via Google Hangouts for ASTD—now ATD, the Association for Talent Development) at a conference in the Washington, D.C. area in late 2014. Adding Twitter to the mix in this focused, pre-planned way helped make the point that the “rooms” in which each of these events was physically taking place was actually expanding to include a global audience comprised of participants working synchronously and others who could participate later in an asynchronous fashion by seeing and responding to the tweets in an ongoing conversation. Carrying this another step further by drawing “left-behind” colleagues (including Maurice) into the 2015 American Library Association Midwinter Meeting (held in Chicago) provided yet another example of how Hangouts could produce live as well as archived learning opportunities —and further laid the groundwork for what we accomplished yesterday during the annual NEKLS Innovation Day conference: live interactions between the two of us who were offsite, interactions between the two of us and those who were physically present at the conference; and interactions with non-conference attendees who saw the tweets and shared content through retweeting. All that was missing yesterday was synchronous two-way interactions between those non-conference attendees and those of us who were participating onsite or via the Hangout)—but we had a hint of it as my own Innovation Day tweets were picked up and retweeted by several unfamiliar tweeters here in the United States and elsewhere.

NEKLS Continuing Education Consultant Patti Poe initiated the process as part of her overall Innovation Day planning by inviting me to use Google Hangouts as the vehicle for a presentation/discussion on using online collaboration tools. When she mentioned that Maurice would be doing a separate (closing keynote address) session via Hangouts, I asked if it would be possible to also include Maurice in the session I was facilitating and schedule that session in the time slot immediately preceding his keynote address. The experiences Maurice and I had with the ALA Midwinter Meeting experiment primed us to attempt something that was both structured—with specific learning goals and objectives—and improvisational so that onsite conference attendees would very much be involved in learning while also shaping the nature of the session.

Rehearsal for Innovation Day Hangout (Photo by Robin Hastings)

Rehearsal for Innovation Day Hangout (Photo by Robin Hastings)

As Patti noted shortly after the day ended, it exceeded everyone’s expectations and once again demonstrated that it’s possible to have this technology as the vehicle for—not the central feature of—learning opportunities and to have all of us interacting almost exactly as we would have if we hadn’t been spread over a 2,800-mile distance—in essence, creating a 2,800-mile-wide room. Maurice and I had a PowerPoint slide deck (with extensive speaker notes) and a supplemental resource sheet that I prepared and that served as our roadmap even though we actually didn’t display either during the live session (we wanted onsite attendees seeing us rather than slides as part of our effort to create the sense that we were  in the room in a very real sense); the slide deck and resource sheet were posted online later as additional learning objects and as a way to give the synchronous session an extended asynchronous life. We also allowed for plenty of interactions via question-and-answer periods throughout the entire hour-long “Using Online Collaboration Tools” session just as we do when we’re physically present in training-teaching-learning sessions. And when that initial hour came to an end, we took the same sort of between-session break we would have taken if we had physically been onsite, then returned with Maurice assuming the lead and with me maintaining an onsite-onscreen presence through a small window at the bottom of the screen as I watched his onsite-online presentation.

All of us had set out to create the sense of presence (i.e., close physical proximity) that we believe—and continually prove—is possible in well-planned, well-executed onsite-online learning environments capable of transforming learners. All of us confirmed with those onsite that we had achieved that goal. But several hours passed before I realized that in my playful role of the trickster who creates the illusion of physical proximity, I had unintentionally even tricked myself, for as I sat in the comfort of my own home here in San Francisco last night—never physically having left that home—I unexpectedly felt the same sense of melancholy I sometimes experience after intensively engaging in learning with colleagues at onsite conferences and then being physically separated from them as we return to our own homes and workplaces across the country. And I have the same sense of longing to be back with them again sooner than later to continue the connected-learning process that brings all of us such deeply rewarding experiences and relationships.


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.”


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