ALA 2016 Midwinter Meeting: Associations and the Size of the Room

January 8, 2016

The power of association—and associations—is never more clear to me than when I’m participating in an association conference, so I’m in Association/Associations Heaven right now as the 2016 American Library Association (ALA) Midwinter Meeting is blossoming here in Boston.

alamw16--logoWhile I often hear colleagues—generally those who opt out of participating in the professional associations that represent and bring together colleagues within their professions—cite all the reasons why they don’t see value in joining and being active in their industry’s association, I can’t imagine not being part of ALA, ATD, and others that facilitate the critically important connections and opportunities that the act of associating and associations themselves so effectively foster.

And even though I’m currently benefitting from being among thousands of colleagues arriving here in Boston, I also recognize that association is no longer something that is at all completely dependent on physical proximity. Anyone with Internet access quickly realizes that the size of our conference “room” is expansive, that the room is permeable, and that it is fairly inclusive; it includes the physical meeting spaces, as well as the extensive set of corridors in which so much important and rewarding associating occurs, and can extend to being a regional, national, and international association space if we’re a bit creative in the way we approach the act of associating.

The latest associating—via the very active #alamw16 hashtag that is bringing offsite and onsite colleagues together in a variety of ways—began for me several days before I arrived. It has also been facilitated through the use of a well-designed and highly-used conference app that allows us not only to browse schedules and access a treasure-trove of conference information and learning resources, but to locate and contact conference attendees through a list of those who registered.

T is for Training Logo

T is for Training Logo

Those who care about associating and about this Association conference also are welcome participants in the conversations via their/our exchanges on what is increasingly an incorrectly-named hashtag (#alaleftbehind), for the very act of interacting via #alaleftbehind means they are not as far out of the loop as they may initially feel they are. I have, in fact, written extensively about being on both sides of the “left behind” equation—about participating virtually and about helping draw in participants who are not onsite. I remain excited by the many opportunities we can be exploring together in an effort to make sure no interested colleague is completely left behind. And, in the spirit of bringing onsite and offsite colleagues together, a couple of us, as I’m writing this piece, just finished our latest experiment in virtual conference engagement by having a conversation that started here in the conference Networking Uncommons and linked us to our T is for Training colleague Maurice Coleman via a phone call that brought the conference into the taping of Episode 176  of his long-running podcast series.

To give credit where credit is due, let’s not overlook the critically important role association management and staff play in fostering strong association through an association. ALA Marketing Director Mary Mackay, for instance, has done her usual first-rate job of reaching out to offsite Association members via LinkedIn and other social media platforms with a series of tips on how to keep up with the onsite activities via a variety of social media and Association resources (posted January 6, 2016). But much of it comes back to our own desire and longing for connection and the connections that come from being part of an association and contributing to the strength of that association through active participation.

If you haven’t yet engaged in this level of association, and want to try it, there are several easy steps to take. Identify the conference hashtag (in this case, #alamw16) and interact at a meaningful level; retweet interesting tweets you see from onsite colleagues and, more importantly, comment in a way that adds to the conversation, e.g., by adding a link to a resource that extends the conversation. (Don’t be surprised when onsite colleagues, seeing your comments, ask the inevitable question: “Are you here?” And revel in the idea that in a very significant way, you are here/there.)  Watch for links to blog posts from conference attendees, then post responses and share links to those posts so the conversations—and the learning—grow rhizomatically. If you read those posts days, week, or months after they are initially posted, remember that it’s never too late to join the very-extended synchronously asynchronous conversation by posting responses and/or sharing links. And if you have onsite colleagues who are willing to be among your conduits to the onsite action, don’t hesitate to “go onsite” with them via a Google Hangout, Skype, or even a phone call.

There’s a role for everyone in this process of associating and expanding the size of the room. If you’re reading this while you at the ALA Midwinter Conference (or any other conference), you can contribute by reaching out to those you know are interested. And, with any luck, you (and the rest of us) will expand the connections that already are at the heart of successful associations—and association.


When Words Fail Us (Revisited): T is for Training, Augmented Reality, and Mobile Learning

December 11, 2015

Hearing T is for Training host Maurice Coleman unexpectedly and creatively expand the definition of augmented reality during a discussion on the show earlier today made me realize, once again, how inadequately our language and nomenclature represents our quickly- and ever-evolving training-teaching-learning world.

T_is_for_Training_LogoAs Maurice, Jill Hurst-Wahl, and I were talking about the intersection of lifelong learning and individual learning events, I was describing the wonderful experiences I had as a trainer-teacher-learner attending the LearniT! Technology Adoption Summit here in San Francisco earlier this week. What I was describing to Maurice and Jill was how LearniT! Vice President of Professional Development Jennifer Albrecht had, in her sessions, very creatively used every inch of the learning space and had, in providing a steady stream of additional resources, inspired me to pull out my tablet a couple of times, log into our local library’s online catalog, and place reserves on those books so I could continue my learning after leaving the classroom. And that’s when Maurice made the connection: by expanding the classroom, in the moment, by connecting it virtually to the library, I was augmenting the experience in a significant way that further extended the learning as well as the learning space.

Augmented_Reality_at_NMC_2015_Conference[1]–2015-06-08

Most of us familiar and intrigued with current definitions of augmented reality would, up to that moment, have envisioned the term as referring to overlays on a computer, or mobile-device, or wearable technology screen that provide additional information about an environment we’re visiting or studying. But I think Maurice was spot on with his observation: using my tablet to augment Jennifer’s list of resources by accessing them through a library catalog is no less significant than what we have, up to this moment, pictured when discussing and exploring the concept. And I could just as easily have augmented that particular learning reality by using the same tablet to find ebook versions of those works and downloading them immediately.

Engaging in this augmentation of a definition of augmented reality made me realize how inadequately the term itself reflects the levels of augmentation we already are taking for granted. It also made me return to other situations where commonly-used terms no longer adequately suggest the nuances of what those terms suggest.

Augmented reality via Google Cardboard

Augmented reality via Google Cardboard

The term mobile learning, for example, suggests the (often-wretched) formal-learning modules that allow us to continue our learning asynchronously on mobile devices rather than having to be in a physical classroom or other learning space. But many of us have come to acknowledge that those formal-learning modules are only a small part of a much larger mobile-learning landscape that includes a wide range of possibilities. Mobile learning can include just-in-time learning that is no more challenging than using a mobile device to find an online article, video (e.g., a TED talk), or other resource that quickly fills the learning gap. It can include participation in a Google Hangout via mobile devices. It can include exchanges between onsite and online colleagues reacting to learning opportunities in conference settings. It can include an informal exchange of information between us as learners and a colleague, mentor, or other learning facilitator who teaches us something via a mobile phone or tablet at the moment when we need that level of “mobile learning”; and given that informal learning provides a huge part of workplace learning, we clearly are underestimating the reach and significance of mobile learning if all the term conjures up for us is the image of formal learning modules viewed on a mobile device.

In the same way, the words “libraries” and “classrooms” are beginning to overlap and expand in interesting ways as libraries feature stimulating state-of-the-art learning spaces that are at times indistinguishable from other state-of-the-art learning spaces. The words “librarian” and “teacher” and “learning facilitator” are also beginning to represent interesting and nuanced variations on professions with increasingly overlapping functions and goals.

This is not meant to suggest that our training-teaching-learning nomenclature is completely obsolete. Quite to the contrary, it connects us to very deep roots from which incredibly dynamic branches are developing. And one of our many challenges is to not only observe and acknowledge the growth of those branches, but to help shape them in small and large ways—just as Maurice did, in the moment, during our latest T is for Training conversation.

N.B.: An archived recording of today’s episode of T is for Training remains available online through the T is for Training site. 


Naming Opportunities: Reflections on Library and Non-library Learning Spaces

November 17, 2015

We used to have wonderful, clearly-defined words like “library,” “librarian,” “classroom,” and “teacher.” And some of you may still have crystal-clear visions of what those words mean. But reading two very thoughtful pieces today makes me wonder, once again, whether our nomenclature is failing to reflect the evolving world of educational technology and learning resources in which we work, play, and live—the world so well-explored and documented by New Media Consortium Horizon Project reports.

YOUmedia Center, Chicago Public Library

YOUmedia Center, Chicago Public Library

Reading—and equally importantly, looking at the great set of photographs included in—Buffy Hamilton’s “A Visit to Discovery High School: Rethinking Learning Spaces and Learner Experiences” on her “Unquiet Librarian” blog this evening initially made me think about many of the fabulously creative learning spaces I’ve been lucky enough to visit, photograph, and describe in presentations this year. I see them in libraries. I see them in academic settings. I see them in corporate buildings and “training centers” where management, staff, and learners are committed to (as the Association for Talent Development so aptly puts it) creating “a world that works better.” And seeing them so explicitly displayed in Buffy’s article makes me see how similar those spaces are becoming—and have become. Which raises a question I posted in response to Buffy’s thoughts:

When does a library become interchangeable with other learning spaces rather than being unique?

The knee-jerk reaction to that question, for many of us, is “when it no longer has books.” But that ignores the changing—and very-much changed—nature of libraries and, in particular, library collections, as Rick Anderson writes in “The Death of the Collection and the Necessity of Library-Publisher Collaboration: Young Librarians on the Future of Libraries,” which he posted earlier today on the “Scholarly Kitchen” blog. Among the many very thoughtful points he makes is that a review of a group of young librarians’ work strongly suggests that “…the library collection, as traditionally understood, is dead.

“It’s worth noting,” he continues, “that these writers weren’t saying the print collection is dead, but rather that the very concept of a librarian-built, prediction-based collection, in whatever format, is moribund. Furthermore, none of them seemed to be particularly upset about this; on the contrary, they generally mentioned it more or less in passing and as if it were a self-evident reality and nothing to get worked up about.”

Library Media Lab, University of Texas at Austin

Library Media Lab, University of Texas at Austin

Let’s be clear about one thing at this point: neither writer is suggesting that libraries are dead or in danger of extinction. Their writing is very much grounded in documenting the positive, exciting evolution of libraries, librarianship, and learning. Buffy implicitly sees what so many of us are seeing: physical changes within libraries that reflect the increasingly strong roles libraries are playing in lifelong learning (including providing onsite and online formal and informal learning opportunities for the increasingly extended communities they serve). Rick’s article focuses more on how the mindset of the young librarians he is discussing affects the organizations in which they work—a mindset that means the change has already occurred in some libraries and will continue to expand as these young librarians replace more and more of their predecessors who had different visions of what the words “library” and “librarianship” implied.

And to carry this more explicitly to my question about when a library becomes interchangeable with other learning spaces, let’s acknowledge something I’ve maintained for several years now: librarians increasingly are trainer-teacher-learners (or, to use more common terminology, “learning facilitators”). But not all trainer-teacher-learners are librarians—a distinction that, up to now, has provided us with a way to clearly differentiate between the two groups. But as more libraries evolve to include those wide-open spaces that Buffy so wonderfully documents through the photographs in her article, and as more libraries take an entirely different approach to what a collection is, and as more first-rate trainer-teacher-learners become better at information management and the sort of educational technology that is increasingly common to libraries and other learning spaces, will we see library spaces (onsite as well as online) remain easily differentiated from other learning spaces, or are we beginning to see a merging of learning and librarianship that will bring us all closer together and provide exciting new opportunities for everyone willing to collaborate in this potential endeavor?

Altas_New_Librarianship--CoverVery much an admirer of R. David Lankes’ work (including Expect More and The Atlas of New Librarianship), I have always been intrigued by his suggestion that “a room full of books is simply a closet but that an empty room with a librarian in it is a library” (Atlas, p. 16); he also has some wonderfully nuanced thoughts on the nature of collections within libraries. His ideas help us, at least in part, to define libraries by the presence of librarians; by extension, they also help us recognize how much we define classrooms by the presence of teachers/instructors/trainers. But the equation frays a little at the edges when we see increasing numbers of great librarians doing what other great trainer-teacher-learners do, in ways that don’t clearly differentiate them from those other trainer-teacher-learners. It frays much further when we see the library spaces in which they weave their magic becoming increasingly similar to non-library learning spaces (and vice versa) , as some of those spaces documented via Buffy’s photographs confirm.

These are learning spaces with lots of open space as opposed to spaces dominated by print collections. These are learning spaces that are learner-centric—spaces featuring moveable furniture and moveable (including bring-your-own-device) technology that can quickly be reset to meet varying learning needs that can come up even within a single learning session. These are spaces where short-term as well as lifelong learning is supported. And, increasingly, these are spaces that look the same in a variety of settings—Buffy includes photographs of a corporate learning center—something we clearly have not yet addressed with the language we use to describe our libraries and other learning spaces, and something that, as we address it, may lead us to even more exciting learning possibilities and collaborations than we’ve have ever seen or imagined.


ALA 2015 Annual Conference: Digital Literacy, Onsite-Online Learning, & No Colleague Left Behind

August 6, 2015

Helping colleagues learn how to create blended onsite-online learning spaces by actually creating blended onsite-online learning spaces is an exercise we are far from exhausting, as I saw once again while facilitating a session at the American Library Association (ALA) 2015 Annual Conference here in San Francisco a month ago.

Rethinking_Digital_Literacy--Course_GraphicBeing able to foster this sort of blended interaction seems to me to be another critically-important digital-literacy skill along the lines of what colleagues are exploring in our ALA Editions “Rethinking Digital Literacy” course; is not at all difficult or costly to do if we creatively use tech tools readily available to many of us; and actually becomes a fun and engaging way for many of us to extend the size of the learning spaces we typically inhabit, we again saw during that “Blend It” session sponsored by ALA’s Library and Information Technology Association (LITA).

The concept, which I’ve explored with colleagues in a variety of settings, is straightforward: using little more than a laptop with a webcam, a projector and screen, and some form of audio system (either a small, portable set of speakers or a connection to an existing sound system within the onsite space that serves as the anchor for our efforts), we create real-time multiple levels of communication between learners/colleagues in a physical setting and colleagues who join us via their own online access points anywhere in the world. This quickly transforms those offsite learners/colleagues from being part of a “left behind” group to being active participants in a learning space that can be thousands of miles wide if those colleagues come from a variety of countries.

ALA_San_Francisco--2015_LogoWhat makes this personally rewarding for all involved is that we continue to learn through experimentation. The earliest effort I was lucky enough to help design and facilitate used Skype as the tool uniting an offsite presenter with approximately 200 colleagues here in San Francisco for a dynamic and tremendously rewarding exchange. The experiments continued a few years later when two colleagues and I used Skype and Twitter to connect onsite and online participants in a wide-ranging conversation about how we could incorporate these tools and these blended spaces into effective learning spaces. New Media Consortium colleague Samantha Adams Becker and I continue to push this particular learning envelop via Google Hangouts in a variety of settings, so I was ready, at the ALA Annual Conference this year, to carry it a step further by adding a “bring your own device” element to the conversation.

After introducing onsite participants to the concepts we were exploring, Harford County Public Library tech trainer Maurice Coleman and I demonstrated the concept by having Maurice step outside the room, use his own smartphone to join a Google Hangout I had started with my own laptop and was projecting onto a large screen that everyone in the room could see, and carry on a brief conversation that those in the room could join by addressing questions to him via the microphone that was embedded in the laptop.

LITA_LogoThe magic moment came when he physically returned to the room—it’s worth noting that by remaining visible and audible via that smartphone, he had never really left the room or the conversation—and we offered onsite participants a challenge: quickly identify someone you know could not be here at the conference, try to reach them using your own mobile device, and bring them into the room now via a Google Hangout. It was learning at its best: those unfamiliar with Hangouts helped others try to set up individual sessions; those familiar with Hangouts tried to initiate their own. And those who were successful let the rest of us know that had eliminated another member of the “left behind” corps through that virtual contact.

ala_leftbehindAt its peak, we had nearly a dozen individual hangouts happening simultaneously, and those in the room completely made the learning space their own: some explained to their friends what they were doing and what others were accomplishing; a few kept those sessions live for the remainder of the time we had together. And one particularly creative learner left her seat and gave her offsite colleague a virtual tour of the room by walking around and introducing our offsite colleague to others who were onsite.

It may have been gimmicky. It may have been far from pretty. But it was an exploration of digital literacy and educational technology at work in a way that provided a visceral example of how far we literally have come together. How easy it is for us to foster those levels of training, teaching, learning, and collaboration when we’re not afraid to risk failure in seeking small and large successes. And how easy it is to have fun while creating memorable, meaningful learning experiences that will continue spreading long after that formal session ended.

N.B. – This is the fourth (and final) in a series of reflections inspired by the American Library Association 2015 Annual Conference in San Francisco and the fifth in a series of reflections inspired by our ALA Editions “Rethinking Digital Literacy” course.


ALA 2015 Annual Conference: LITA Top Tech Trends, Digital Literacy, and Conversing Fast and Slow

July 31, 2015

LITA_LogoOne interesting tech trend that didn’t seem to draw any attention at a first-rate “Top Tech Trends” presentation at the American Library Association (ALA) 2015 Annual Conference here in San Francisco last month is inspiring me to write about the panel discussion nearly a month after it took place: the trend toward (and digital-literacy skill of) using online resources to extend a moment of conversation over a potentially very long period of time. The extended moment we’re going to have as a case study here is the one that began with that session on June 28, 2015, continues as I write this on July 31, 2015, and extends further into whatever day you’re reading and, with any luck, joining the conversational moment by responding to it.

There were plenty of notable tech trends covered during that session (viewable in an archived recording) sponsored and facilitated by the Library and Information Technology Association (LITA), and I’ll return to those by drawing from what we might call a Tweeter’s Digest version created in the form of an edited Storify transcript of the tweets coming out of the session.

ALA_San_Francisco--2015_LogoBut let’s focus, for a moment, on the larger, paradoxical situation/long-term trend in which we are, at the same time, driven to respond as quickly as possible online to what we encounter and yet, at the same time, are equally at ease finding something that has been online for an extended period of time before we discover and—more importantly—respond to it as if it were newly created rather than disdainfully treating it as something waiting for someone to breathe new life into it. That’s what we might call “conversing, fast and slow” if we were to puckishly name it by modifying the title of Daniel Kahneman’s thoughtful treatise Thinking, Fast and Slow.

At a time when we are sometimes (mistakenly) encouraged to believe that responses to online posts (e.g., in Facebook, Twitter, LinkedIn, and a variety of other social media tools) must receive immediate responses if they are to receive any response at all, I’m encouraged to find that responding to older posts, articles, or other resources leads to some amazingly reflective and rewarding exchanges creating those very long moments I’m attempting to describe here. And that’s what is inspiring me to return to what some might consider to be “old news”—a brief summary and reaction to an event that happened last month—with the understanding that the delay in calling attention to the panel discussion is far less important than the act of extending the reach of that conversation via this article, the link to the archived recording, and the link to the Storify transcript which includes attendees’ initial in-the-moment reaction to the descriptions of the tech trends under review.

An interesting and important theme connecting the various panelists’ tech trends descriptions was something library staff members often try to foster: collaborative efforts combined with a commitment to providing access to useful resources. As we heard about continuing efforts to provide “free, ubiquitous internet access in cities,” we had the visceral example of the LinkNYC project, a collaborative effort between City Bridge, New York City officials, and others; it’s designed to provide around-the-clock free Internet access and touchscreen-tablet interface with City services and other resources. As we heard about cross-sector collaboration as a tech trend, we had the possibility of previously-unimagined sharing of data between a variety of organizations in ways that served those using services provided by those organizations. And when we heard about an apparent renaissance in podcasting, we had colleagues jumping into the onsite-online conversation via Twitter to suggest partnerships between library staff and podcast producers, and other colleagues tweeting podcasts that might be of interest to those engaged in the session.

Rethinking_Digital_Literacy--Course_GraphicThere is plenty more to explore in the Storify transcript and the archived recording, but what brings us full circle here is the realization that by reading this article, following the links to resources of interest to us, and responding, we immediately become part of the extended moment that transforms a one-time panel discussion into part of a continuing conversation that enriches all of us, fast and slow. And adds to what we as trainer-teacher-learners can foster.

N.B. – This is the third in a series of reflections inspired by the American Library Association 2015 Annual Conference in San Francisco and the fourth in a series of reflections inspired by our ALA Editions “Rethinking Digital Literacy” course.


Rethinking Digital Literacy: Defining Moments

July 17, 2015

With the roll-out of a new four-week ALA Editions online “Rethinking Digital Literacy” course a few days ago, I’m once again happily immersed in an ever-expanding, extremely intriguing moment of training-teaching-learning-exploring with a fantastic group of colleagues.

Rethinking_Digital_Literacy--Course_GraphicAt the heart of the course is a newly-forming community of learning (comprised of 45 library staff members and administrators from the United States and several other countries) creatively tackling the challenge of attempting to define digital literacy in ways that help community members more effectively design, develop, and deliver learning opportunities to foster greater digital literacy among those they serve. And there’s the rub: it turns out that even defining the term, as we’re seeing from Doug Belshaw’s Ed.D thesis (What is ‘digital literacy’?), is one of those enticingly wicked problems—something that is “difficult or impossible to solve because of incomplete, contradictory, and changing requirements”—that can keep us up late into the night…for many nights.

I have gladly and very rewardingly spent quite a bit of time exploring digital literacy as a result of participating in discussions that began among those of us enrolled in the Educational Technology & Media MOOC—#etmooc—in early 2013. Some of those explorations led me to what I believe to be an essential digital literacy skill: an ability to work within much different time frames than we normally envision—time frames in which a “moment” (particularly in online learning, as described by Pekka Ihanainen and John Moravec in 2011) extends forward over periods of weeks, months, and even years while also extending backward as we come across, and respond to, threads of conversations we hadn’t previously seen. Think of all these exchanges as one magnificent synchronously asynchronous moment, and you begin to see what some of us are already viscerally experiencing.

Let’s be explicit here before we drown in jargon and fanciful proposals. Exploring digital literacy within the flexible structure of #etmooc started as a shared two-week journey with colleagues worldwide. By interacting with each other synchronously as well as asynchronously, supported by first-rate learning facilitators—including Alec Couros and Belshaw himself—we learned plenty. At the end of those two weeks, we walked away with more questions than answers, as is often the case when we are drawn into the exhilarating challenge of attempting to address a wicked problem. The result is that some of us continued to explore the theme; found and responded to tweets, blog posts, and online articles; and became part of an ongoing conversation with no easy-to-define beginning or ending point.

Even more rewarding for those of us who continue to explore ways to better serve our learners was the realization that the #etmooc connectivist approach provided plenty of inspiration as to how we can interact with and engage learners—an invaluable tool in a world where adult learning—particularly workplace learning—is often mistakenly viewed as something that detracts from “real work” rather than being seen as an integral element of successful work.

Building upon what I had already been doing to engage online learners (e.g., facilitating online office hours through Facebook, tweet chats, Google Hangouts, and other social media platforms), my colleagues and I continually look for ways to foster the creation and growth of communities of learning that support results-driven learning—we’re looking for positive, results-driven, meaningful change among learners here, not just blasting through a one-time session that produces nothing more than a learning badge or certificate of completion that fades almost as quickly as memories of the learning session do.

etmoocPerhaps one of the key lessons learned in that connectivist massive open online course (MOOC) was that rewarding, connected, significant learning is going to expand beyond the time constraints we initially expect to face when diving into a course with specific start and end dates—the #etmooc community, for example, continues to thrive long after the course formally ended. We need to keep that in mind; plan for it; and, when appropriate, support it so that our—and our learners’—learning goals are met.

This more or less brings us full circle to the current Rethinking Digital Literacy course. Inspired by those #etmooc discussions and creatively flexible pedagogical approaches, I developed a course that begins within a formal learning management system (Moodle); offers opportunities for the learners to carry the discussions and the learning beyond the boundaries of that course (e.g., into blog postings, tweets, shared videos); and encourages the learners to explore and use any digital tools they want to use in their exploration of digital literacy. Much to my delight, the discussions among the learners are already well underway just days after the course formally opened to them.

The spirit of exploring digital literacy via their digital literacy tools is stunningly and encouragingly on display within the course discussion boards. One learner, quickly understanding that the challenge of defining digital literacy is going to be an iterative process, posted an initial definition that was followed by two refinements within the first few days all of us began working together. A few others are already reaching out to each other to establish a formal hashtag that they can use to extend their conversations into Twitter—one way of retaining access to their discussions long after their access to the learning management system ends. Another, with a strong background in IT, is already extending our definitions by suggesting that one aspect of digital literacy involves “an ability to translate the functionality of one [digital] application or format to another”—in essence suggesting that digital literacy implies an ability to help others learn how to use digital tools and resources.

What is striking about all of this is the breadth of experience, the depth of thought, and the levels of engagement these adult learners are already bringing to the course in its earliest stages—and how many apparently disparate learning moments are combining into a shared/collaborative moment that is continuing to grow as I write these words.

Ultimately, I suspect that our collaborations will lead us to acknowledge this defining moment as one in which, by attempting to define digital literacy/literacies and expand our view of the synchronous and asynchronous moments we share in our online training-teaching-learning endeavors, we gain a deeper understanding of what digital literacy might be, how it works, and what it means to us and to those we serve in a rapidly evolving learning and work environment.

N.B.: This is the first in a series of reflections inspired by our ALA Editions “Rethinking Digital Literacy” course.


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.


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