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.

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 and the show daily, Cognotes, at”

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.

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,, 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.”

Career Choices: Training-Teaching-Learning and Love

March 20, 2015

Joining the hour-long discussion about pursuing careers in training-teaching-learning today on the latest episode of Maurice Coleman’s T is for Training once again helped make something obvious to me: it’s all about love.

T is for Training Logo

T is for Training Logo

You could hear, as each one of us on the audio recording described how we began working as trainer-teacher-learners in library settings, the same theme that runs through most conversations I have with colleagues engaged in designing and facilitating learning opportunities onsite and/or online throughout the world: we really love what we do. We love the opportunities the work provides for us to make a difference among the learners we serve and the patrons-customers-clients those learners ultimately serve. We love the shared sense of achievement we have with learners when our efforts help them become better at or more knowledgeable about something they wanted to pursue. We love the never-ending challenge of having to learn new things so we can stay at least a couple of steps ahead of those we serve. And we love the fact that many of us involved in workplace learning and performance (staff training) found our way into the profession in ways other than through overt decisions.

signorelli200x300[1]It’s not as if any of us can remember a conversation in a kindergarten playground that included the words, “When I grow up, I’m going to be a trainer,” much less the even more specific, “When I grow up, I’m going to work in staff training for libraries.” One T is for Training colleague, in fact, noted that she did pursue an academic degree in teaching elementary-school students before realized she didn’t even like other people’s children—a somewhat discouraging obstacle to her initial plans; my own feeling is that we’re tremendously fortunate that she found a more compatible audience in the adult learners she so effectively serves today.

For those of us in the T is for Training conversation and for numerous other colleagues with whom I’ve had this conversation, training-teaching-learning was something that came our way when a colleague or an insistent manager or supervisor told us that we seemed to have an ability to help others learn what they have to learn, assured us that we “talk real pretty,” and decided that we would be great at designing and delivering learning opportunities for others. After the initial elation of being acknowledged for being good at anything at all began to subside, we generally were overcome by sheer terror when we realized we had very little formal training in how to help others learn, so we spent the next few years scrambling to absorb everything we possibly could about a subject and a skill we were supposed to have already mastered.

ALA_LogoIt is, during that catching-up-to-be-where-we-were-supposed-to-be-yesterday process, that love sets in. We love the fact that we discover many colleagues who not only have suffered through this “Great! I’m a trainer. Now what do I do?” experience but who are also quite willing to share tips and experiences and resources. If we’re in libraries, we discover that the American Library Association has plenty of groups that include our best training-teaching-learning colleagues, e.g., the Learning Round Table, the Library and Information Technology Association (LITA), and the Library Instruction Round Table (LIRT). If we’re engaged in exploring ways to effectively use educational technology to support learning, we find plenty of wonderfully innovative (and very patient) colleagues in the New Media Consortium. If we are looking for a global learning organization comprised of colleagues in training-teaching-learning, we find a first-rate professional family in the Association for Talent Development (formerly ASTD, the American Society for Training & Development).

We also love the fact that nearly everything we do contributes to our increasing skills in training-teaching-learning. If we have an engaging learning experience, we incorporate the best of that experience into the learning we design and facilitate. If we have a terrible learning experience, we add it to the list of indignities we will never (intentionally) inflict on other learners. If we hear a colleague describe a successful learning exercise or instructional-design technique or engaging way to prepare slide decks for onsite or online learning sessions, we absorb them and share them. We write articles about them. We do presentations about them. We discuss them within T is for Training and our numerous other communities of learning. And we sustain that insatiable hunger for constant improvement by immediately following that successful acquisition of a new training-teaching-learning tip or technique with the words, “That was great. What’s next?”

That love of training-teaching-learning extends to a love of sharing our enthusiasm with those who may be following in our footsteps sooner than later, as was clear when we discussed tips for those currently earning the academic degrees necessary for successful careers within libraries. Not surprisingly, we all encouraged current MLS/MLIS students to pursue any opportunity available to take courses about training-teaching-learning. The less-obvious advice that we consistently offered was to “take initiative and be creative” in seeking and developing those opportunities. If an information-school program isn’t specifically offering courses in the fundamentals of teaching and learning or isn’t offering courses in instructional design (and this appears to be a huge gap in most programs I’ve explored), students can shape those learning experiences by seeking a willing faculty member who will oversee independent, semester-long individual-study projects that allow the student to learn by creating his or her own curriculum that results in a concrete final project which, in turn, may be publishable—a winning situation in that the learner gains recognition for the effort expended, and the entire community of learning has grown through the addition of what that project documents and suggests.

ATD_LogoAlthough our T is for Training conversation didn’t explicitly move in this direction, it could easily have included suggestions that those seeking careers in training-teaching-learning (and those needing new, engaging, inspiring trainer-teacher-learners) work to establish formal mentorships and apprenticeships. It’s obvious to my colleagues and to me that lifelong learning is an essential element to success in contemporary workplaces, and it’s obvious to me that our commitment to lifelong learning is what makes us competitive—and useful to those we serve. The more we can do to draw people into the ever-evolving world of training-teaching-learning, support them in their growth as part of our own professional growth process, and draw them into our professional associations (e.g., ALA and ATD) as well as our formal and informal onsite and online communities of learning, the more successful we all will be. And the more love we’ll have to share.

ALA 2015 Midwinter Meeting: Radical Meeting, Learning, and Collaboration

February 5, 2015

You didn’t have to be in Chicago from Friday, January 30 to Tuesday, February 3 to avoid being left behind. American Library Association (ALA) staff, members, and presenters, during the Association’s 2015 Midwinter Meeting, displayed an amazing, noteworthy commitment to bringing colleagues together regardless of geographic, economic, and temporal barriers—and, in the process, provided an example every trainer-teacher-learner can benefit from exploring.

alamw15--LogoAssociation staff began the process, in the days before the conference began, by reaching out to members with a set of tips on how to be part of the conference whether onsite or offsite; they also carried the popular ALA Youth Media Awards ceremony to offsite members through a live webcast of the event. This is clearly not an association that cares only for those paying registration fees and booking rooms in conference hotels.

Onsite individual Association members helped augment these efforts connecting offsite colleagues to the conference in a variety of ways, including the use of a Google Hangout and an extremely active Twitter feed that fostered plenty of back and forth. The Hangout, designed to serve as an episode of Maurice Coleman’s T is for Training podcast series for those involved in training-teaching-learning within libraries, was a successful experiment in creating a gathering that, through the discussion of “bringing offsite colleagues into the room,” engaged colleagues in the moment and produced a 30-minute archived recording demonstrating how Hangouts work (and, in their weaker moments, don’t work) to extend live conversations beyond the barriers of physical rooms and to further extend them beyond their initial synchronous interactions. And the multi-day #alamw15 flow of tweets from onsite and offsite Association members was so heavy during the ALA Youth Media Awards ceremony Monday morning (February 2) that it completely overwhelmed the feed from the social media tool (Twubs) I was using to monitor the exchanges; new tweets appeared to pop up at one-second intervals, and a notification at the top of the Twubs page confirmed, at one point, that more than 480 tweets were waiting to move from a queue into the actual Twubs feed I was observing on my mobile device—which means the feed was, at that point, a full eight minutes behind what all of us were producing. The fast, steady pulse of tweets flowing into the feed made me feel as if I were watching a heart monitor somehow attached to an Olympic athlete engaged in a sprint.

Lankes--Radical_Guide_to_New_LibrarianshipIt seemed that the ALA community’s commitment to inclusivity never faltered. When Atlas of New Librarianship author R. David Lankes began setting up for his hour-long “Radical Conversations on New Librarianship” session Monday morning, for example, he obviously was fully immersed in extending the conversation (and the size of his room) through the same efforts others had pursued. Using Adobe Connect to reach out to offsite participants and using a projector to display the chat feed so those of us inside the physical space at McCormick Place in Chicago could see what our offsite colleagues were saying, Lankes made it possible for us to at least be aware of both sides (onsite and offsite) of an ongoing, intriguing conversation about how librarianship is continuing to evolve to the benefit of all whom it serves. It was clear—as was the case with that Google Hangout Sunday afternoon—that the conversation would continue after the formal session ended: several entry portals to the conversation remain on Lankes’ blog, and the book that will come out of those conversations is sure to inspire additional exchanges long after the ALA 2015 Midwinter Meeting begins fading in our memories.

ALA_LogoAnother extended no-one-left-behind conversation that was easy to join during the conference was the Association’s current efforts to update its strategic plan. We often hear, from ALA staff, that “the conversation starts here” at the Midwinter Meeting and the Annual (summer) Conference, but the current strategic planning process shows the conversations are also continuous—beginning before we arrive onsite, continuing (rather than starting) while we are face to face, and extending far beyond the few days we have together during those meetings and conferences. Three town hall meetings had been held online from November through December 2014, and archived recordings remain available for those who don’t want to be left behind; several 90-minute onsite “kitchen table conversation” sessions facilitated by Association members during the 2015 Midwinter Conference were open to anyone interested in helping shape the strategic planning process and, by extension, the near-term future of the Association itself. Conversations are scheduled to continue as the planning process proceeds, and anyone paying attention knows that this is yet another example of an association keenly aware of a foundational tenet: without membership engagement, there is no real association in any sense of that word.

Those of us involved in training-teaching-learning—and nearly everyone in libraries falls into that category at some time during day-to-day library work—are far from unfamiliar with what was on display at the Midwinter Conference. The nurturing of community that took place there (as well as before and after the event) is what we strive to nurture as we develop and maintain the valuable communities of learning that provide meaningful experiences for those we serve. It’s what connects conferences. Workshops. Webinars. Courses. And every other learning opportunity part of our overall dynamic learning landscape. And I, for one, am glad to be part of associations that do more than understand that idea—they transform the concept from idea to reality in ways that make a difference to everyone they/we touch.


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