Rethinking Digital Literacy: Moving Out

July 24, 2015

Out of chaos sometimes comes more chaos—and that can be a very exhilarating and productive learning environment under the right conditions, as we’re seeing in our ALA Editions four-week online course “Rethinking Digital Literacy.”

Rethinking_Digital_Literacy--Course_GraphicThe course is literally and somewhat chaotically all over the virtual map. It has an obvious, easily-accessible  home base, which is our learning-management-system (Moodle). During Week 2, Rethinking has fostered increasing levels of digital literacy by moving out, beyond our virtual classroom walls, and expanding into Twitter; Facebook; blogs; and, as of this morning, a learner-produced video posted within and shared from Google Drive. And there’s no end in sight as to how far it can and will extend, which is fine: this connected learning, rhizomatically-growing learning experience is at least partially helping well-supported learners within a vibrant community of learning to viscerally understand that a key digital-literacy skill is an ability to navigate a variety of online resources and venues without allowing ourselves to become overwhelmed.

Our methodology, so far, appears to perfectly match and support the content, learning goals, and user experience within Rethinking. In designing and facilitating the course, I’m attempting to create an engaging, stimulating, learner-centric, results-based experience where learners (or to borrow one of my favorite terms that continues to evolve from the Educational Technology & Media MOOC—#etmooc: “co-conspirators”) are partners in the digital-literacy learning process. Where the original conspirators (those designing and facilitating the course)  in #etmooc inspired a group of co-conspirators in the form of #etmooc learners who collaborated on designing and facilitating a follow-up massive open online course (MOOC), the co-conspirators in Relearning include every learner who is joining me in shaping and learning from the course.

etmoocAnother match between methodology and content/learning goals/experience within Rethinking is the focus on co-conspirators learning how to define and foster digital literacy by identifying and further developing the digital literacy skills they bring to the course. They are offered—and some are taking advantage of—opportunities to learn about digital literacy by exploring digital tools and resources of interest to them and to those they serve. The process is still very much in its early stages, but is already producing results similar to what I saw—and was inspired by—in #etmooc. A few Rethinking learners are using blogs to document and build upon what they are learning. Others, as a result of asynchronous online group discussions within Moodle, have agreed upon a Twitter hashtag (#ReDigLit) they can use to carry their discussions and learning into the Twittersphere.

The latest expansion of our semi-controlled chaotic approach came this morning through the creative approach course participant/co-conspirator Joan Jordan took in playfully completing a warm-up exercise I offered for Week 2: she combined the assignment with an ongoing optional avenue I’ve encouraged learners to explore (try a new digital literacy tool of their own choosing each week to expand their digital-literacy toolkit). Joan decided to learn how to use the video capabilities of her smartphone, learn how to upload the video she created, and learn how to share a link to that video from an online venue (in this case, Google Drive). With that as the foundation for her approach, she responded to the actual warm-up assignment: watch a brief, charming video showing young learners displaying a variety of digital literacy skills, identify as many digital literacy skills in use as possible, and post the resulting list of skills within our Week 2 online discussion board. The result was extremely engaging: she filmed her cat, produced a video that had the cat telling us which digital literacy skills were observable in the video Joan and other course participants are viewing, and shared that video with us in place of providing a text-based inventory of the skills on display. In the best of digital-literacy approaches, she not only managed to learn what she wanted and needed to learn, but also inspired a lively conversation that is continuing to develop back at home base (Moodle).

An additional intriguing element of our collaboratively-developing methodology—very much what I would call “the #etmooc method” because that’s where I first experienced it—is the opportunity to see whether what grew out of #etmooc could develop from an online course that is not a MOOC: a sustainable community of learning that continues long after formal coursework concludes—what I have only half-jokingly referred to as a MOOChort elsewhere. As my Rethinking co-conspirators continue to define and explore digital literacy by carrying their conversations into a variety of digital settings, I suspect the seeds of a post-Rethinking community are already beginning to germinate.

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


Lightning Rounds in #lrnchat: Macho Tweet Chatting

May 1, 2015

Trainer-teacher-learners, as I noted while facetiously promoting a game called Speed PowerPointing a few years ago, have a magnificent ability to transform challenges into learning innovations. That ability was on display again yesterday when new and returning members of the #lrnchat community engaged in our weekly (Thursdays, 8:30 pm ET/5:30 pm PT) tweet chat and, in the process, seemed to create a new format we might call “Macho Tweet Chatting.”

#lrnchat_logo#lrnchat participants, as the community blog explains, “are people interested in the topic of learning from one another and who want to discuss how to help other people learn in formal, informal, social and mobile ways.” The weekly chats (originally 90 minutes, now 60 minutes) have a well-established format: begin with brief introductions; warm up by responding to a question about what we learned that day (or that week if we somehow went all day without learning something); respond to six inter-related questions on a pre-announced theme; and conclude by posting wrap-up tweets during which we re-introduce ourselves and are encouraged to engage in shameless acts of self-promotion (which usually help us learn what our colleagues are currently doing/promoting/producing). When the virtual smoke clears from those hour-long sessions, we find that we’ve taken approximately eight or nine minutes to respond to and build upon colleagues’ comments about each of those six questions.

But that wasn’t what we encountered when we joined a session on the topic of Persistence in Learning yesterday. The community organizers, with little explanation until we were well into the session, had decided to create lightning rounds by tossing 10 rather than six questions (in addition to the usual introductions, wrap-up, and what-did-you-learn questions) into the mix. It was only when someone asked why the chat seemed to be moving much more quickly than usual  that we learned what was behind the innovation: those preparing the questions about persistence had difficulty in winnowing down the number of proposed questions, so they changed the format rather than eliminate thought-provoking content that would foster our learning process yesterday.

The usual format fosters numerous initial responses, some retweeting of those responses so that others not engaged in the live session have a glimpse of what our discussions produce, and a variety of playful offshoots as individual community members engage one-on-one before another question from the community moderators more or less draws us all back together into a somewhat cohesive online conversation. The increased number of questions within an unexpanded period of time simply upped the ante: we had to respond much more quickly than usual; we struggled to engage in the retweeting that is such a fundamental element of expanding the community into the larger communities in which each of us individually interacts; and the playful one-on-one side-conversations were even more frenetic than usual.

Storify_LogoIt was clear that this was the sort of learning opportunity that would require some after-class effort to fully appreciate what we experienced—and learned—via the lightning-round format. Immediately creating an initial stand-alone transcript via Storify rather than waiting for community moderators to post it on the blog later this week made it obvious to me that many of the tweets were shorter than usual. (I suspect that the 140-character ceiling on tweets was higher than many of us could reach given the time limits we faced in composing each tweet.) Skimming that transcript so soon after the session ended also made me realize how much more content I had missed than I normally do—and made me appreciate how helpful it was to have created a useful learning object in the form of a Storify document—rereading content provided plenty of valuable opportunities to continue benefiting from the wisdom of this particular crowd by luxuriating over some of the observations; laughing at some of the funnier exchanges; and relishing the sense of support upon which a community like #lrnchat is built and sustained.

ccourses_logoA post-session reading also produced some insights that may not have been intended by those posting comments. When we see someone post “eyes glazing over” in response to a question about when it is better to surrender rather than persevere, for example, we can also retroactively read the comment as a reflection of the idea that some of us may have felt our eyes glazing over because of the fire-hose flood of information coming our way. When we see even one of our most agile, literate, and pithy colleagues acknowledge that “it’s hard to catch up on this fast-moving #lrnchat,” we’re reminded that in connected learning environments and connectivist massive open online courses (MOOCs), the best lesson learned is that it’s not actually necessary to “keep up”—learning is often about what we can and choose to absorb rather than being about what someone else wants us to absorb. And if we’re empathetic enough to carry our own frustration over not keeping up into an appreciation for the frustration overwhelmed learners feel, we’ve absorbed an important lesson through the experiential learning #lrnchat so frequently fosters. And when we re-read my own tongue-in-cheek suggestion that #lrnchat may need to adopt The Flash and Quicksilver as our mascots, we might also take the suggestion as a reminder that training-teaching-learning at times seems to require superpower-level skills.

What remains most encouraging and most important is that, at the end of the day (and the Macho Tweet Chat), those who stayed with it acknowledged how invigorating and—in the most positive of senses—challenging the session was. We came. We chatted. We laughed. We learned. And, in the best of all worlds, we experienced an exercise (and form of exercise) we may be able to share with some of our most advanced learners so all of us continue learning together.


NMC Horizon Report 2015 (Pt. 2 of 6): Learning Spaces, Blended  Learning, & Other Key Trends  

February 19, 2015

If you’re noticing increasing amounts of attention given to collaboration, blended learning, and efforts to redesign learning spaces in training-teaching-learning, you’re not alone. And if you are new to or remain curious about these topics, you’ll find plenty to stimulate your interest in the “Key Trends” section of the newly-released New Media Consortium (NMC) Horizon Report > 2015 Higher Education Edition.

Horizon_Report--2015_CoverHorizon Project reports, for more than a decade, have been guiding us through what is changing and what remains consistent in our learning landscape; the flagship Higher Education Edition, which currently is accompanied by K-12, Library and Museum editions, consistently helps us identify and become familiar with key trends that are “accelerating technology adoption in higher education”—and, I continue to maintain, in many other parts of our overall lifelong-learning landscape.

Reading through the latest Key Trends section confirms, among other ideas, that collaboration is a common thread weaving the trends into a cohesive tapestry of ed-tech developments. We see, through the report, that key trends (in addition to an increasing use of blended learning and significant amounts of attention given to redesigning learning spaces) include advancing cultures of change and innovation; increasing cross-institution collaboration; a growing focus on measuring learning; and the proliferation of open educational resources—OERs. And the 2015 Higher Education Edition includes plenty of examples to help us see how we can adapt, in our own learning environments, what our more adventurous colleagues are already doing.

Looking first at the long-term trends—those “driving ed tech adoption in higher education for five or more years”—we encounter examples of how learning organizations are advancing cultures of change and innovation and increasingly fostering cross-institution collaboration. We are, according to the Horizon Project team (New Media Consortium staff, along with the volunteers who serve on the report’s panel of experts), seeing an increasing awareness among “higher education thought leaders” that agile startup models and the lean startup movement  are stimulating positive change and “promoting a culture of innovation” in learning (p. 8). “It has become the responsibility of universities to foster environments that accelerate learning and creativity,” report co-authors Samantha Adams Becker, Alex Freeman, and Victoria Estrada bluntly tell us—an assertion that I consistently apply to workplace learning and performance (staff training) programs as well. Among the examples provided are the University of Florida’s Innovation Academy, where students work innovatively in a variety of dynamic learning spaces to “learn more about creativity, entrepreneurship, ethics, and leadership,” and the University of Colorado, Denver’s ten-week Online Skills Mastery training program “designed to prepare you for teaching with digital tools, with a focus on great digital pedagogy” and culminating with a project in which participants actually produce a learning module—experiential learning at its best. (Modules are available online for those of us interested in further exploring what the program offers.) And for one of the many examples of how learning organizations are engaging in productive collaborations, we can follow the report link to “7 Ways Higher Ed Institutions Are Increasingly Joining Forces” from EducationDive.com—yet another resource well worth pursuing.

As we move into the mid-term trends—those “driving ed tech adoption in higher education for three to five years”—we turn our attention to the growing focus on measuring learning (think learning analytics) and the proliferation of open educational resources. With the growing focus on measuring learning, we are reminded, “The goal is to build better pedagogies, empower students to take an active part in their learning, target at-risk student populations, and assess factors affecting completion and student success” (p. 12); among the numerous first-rate resources cited in the 2015 Higher Education Edition are the “Code of Practice for Learning Analytics” prepared by Niall Sclater for Jisc, and records from the Asilomar Conference (here in California) that was designed to “inform the ethical use of data and technology in learning research” through development of six principals (“respect for the rights of learners, beneficence, justice, openness, the humanity of learning, and continuous consideration”). Turning to the trend toward increasing use of open educational resources, we see how they represent “a broad variety of digital content, including full courses, course materials, modules, textbooks, videos, tests, software, and any other means of conveying knowledge” (p. 14). Among the open textbook projects receiving attention here are Rice University’s OpenStax College and College Open Textbooks; massive open online courses (MOOCs) and the North-West OER Network also receive much-justified attention for their ongoing collaborative and open approaches to learning.

Haymes--Idea_SpacesThe Key Trends section of the report concludes with the two intriguing and fruitful short-term trends—those “driving ed tech adoption in higher education [and elsewhere] for the next one to two years”: increasing use of blended learning and redesigning learning spaces. “[B]lended learning—the combination of online and face-to-face instruction—is a model currently being explored by many higher educational institutions” (p. 17) and some of us who work in other learning environments, as we’re reminded through a link to a blended-learning case study (written by Carrie Schulz, Jessica Vargas, and Anna Lohaus) from Rollins University. And changes in pedagogical approaches themselves are driving the need to re-examine and redesign our learning spaces: “A student-centered approach to education has taken root, prompting many higher education professionals to rethink how learning spaces should be configured,” the report co-authors confirm (p. 18). If, for example, we are interested in having the learner at the center of the learning process, we’re going to have to rework the numerous lecture halls that continue to place the focus on learning facilitators. The FLEXspace interactive OER database and the Learning Spaces Collaboratory are among the wonderful resources cited for those of us interested in diving much more deeply into the world of learning-space redesign, and Tom Haymes’ Idea Spaces presentation provides additional food for thought while also serving as an example of how we can create online content in a way that creates its own type of learning space—the website itself.

NB: This is part of a series of articles exploring the latest Horizon Report. Next: Key Challenges


Jesse Lee Eller: Mapping the Way to Successful Learner-Centric Design

June 2, 2014

Many of us try to open doors for learners. Jesse Lee Eller, a trainer-teacher-learner whose instructional-design efforts always strive to keep learners front and center in the process, uses those doors in a somewhat different way: to create low-tech high-impact storyboarding maps that keep all of us who are working with him on track in our collaborative instructional-design efforts.

“I’m a visual learner,” he explained when he recently introduced me to his innovative way of assuring that learners remain at the center of all that we do together. “These charts help me keep track of everything we’re doing.”

Eller--Door[1]--2014-05-20Eller’s tools to sketch flexible first-draft storyboards of learning modules are wonderfully simple. He starts with a blank door in his studio/apartment, post-it notes, felt pens, and, when the process advances a bit, pieces of tape and large sheets of paper that most of us more frequently use as flip-chart paper with sticky backing. In the early stages of the process, he prints out text from Word documents provided by his subject matter experts, cuts the text into pieces that can be taped to his door to show where they will be incorporated into online lessons under development, and places post-it notes with questions he expects to address as he completes his part of the instructional-design process for online learning modules.

Once he has arranged and rearranged the notes on a door, he begins to formalize and reassemble the map he is creating by transferring it onto the pages of flip-chart paper that are connected into a continuous top-to-bottom sheet to be hung on those same doors and shared with his instructional-design partners.

What helps maintain the focus in his design process are the headings he jots onto those top-to-bottom sheets reflecting his own commitments to facilitating learning and supporting learners: “Hook ME! Get my attention,” “What Do We Already Know?”, “Where Are We Going? (What’s in It for Me?)”, “New Info,” “Example/Show Me!,” “Assessment,” and “Summary.” Those headings provide the working space for efforts that eventually produce storyboards to be used by his partners creating online videos and other instructional materials. And this is where the process begins to feel familiar, for the headings unintentionally mirror several of the nine “events of instruction” that Robert Gagné outlines in The Conditions of Learning (p. 304): “Gaining and controlling attention,” “Informing the learner of expected outcomes,” “Stimulating recall of relevant prerequisite capabilities,” “Presenting the stimuli inherent to the learning task,” “Offering guidance for learning,” “Appraising performance,” and “Insuring retention.”

Engaging with Eller and his instructional-design door hangings can be wonderfully stimulating. Where many of us understand and apply the guidelines that Gagné and others have provided, Eller’s questions and prompts continually remind us that we need to foster engagement with learners if we’re going to serve our learners well. Seeing that reminder to “Hook ME!” consistently reminds us that if we don’t immediately provide an engaging invitation to the learning experiences we are preparing, our learners will see our products as just another set of exercises to complete, set aside, and forget the moment they have completed a lesson. “Hook ME!” provides one of the most important reminders we can receive at any stage of learning development: we’re writing to an audience we need to keep in mind; that audience has plenty of competing calls for its attention; and we must be competitive in attracting members of that audience to what they, those for whom they work, and those they ultimately serve in their workplaces expect us to facilitate—meaningful, useful, and memorable learning experiences.

Eller--Door[2]--2014-05-20It takes a bit of time to completely appreciate how flexible and useful Eller’s system actually is. Looking at the text and post-it notes on the doors throughout his studio immediately and implicitly reminds us that the early stages of storyboarding require lots of thinking and rethinking, so the convenience of being able to move blocks of text and comments on post-it notes around keeps us from locking ourselves into a specific plan of action too early in the design process. Moving those blocks of text, notes, and headings onto large sheets of paper that can be hung on doors or walls moves us a bit closer to developing a useable roadmap for the learning experiences we are crafting; it also proves to be amazing resilient as a way of making information available to others: collaborators working with Eller in his studio can easily contribute to the process by moving elements around on the sheets of paper; those who are responsible for transferring those rough drafts into PowerPoint slides to further finesse the storyboarding process can physically carry the rolled-up sheets to paper to their own offsite workspaces. And those of us who don’t have time to visit Eller’s studio to retrieve the rolled-up sheets of paper can access them through digital photos Eller quickly takes and forwards as email attachments. Having seen one of those door-hung maps and becoming familiar with the instructional-design process it represents, most of us can easily keep one sample in our own workspace and use it to format text provided by subject-matter experts for other learning modules.

The door-hangings that Eller and those of us collaborating with him are using may not replace the posters, photographs, and artwork we hang to stimulate our creativity in our workspaces. But creating and developing those rudimentary and flexible storyboard templates upon our doors provides an effective reminder that doors to learning can be used in many different creative ways to serve our learners well.


Learning Magic in Moments of Improvisation (Learning With Our Learners)

May 9, 2014

It’s far more than sleight of hand, this act of learning alongside our learners. It’s as delightfully magical for the way it occurs at the most unexpected moments as it is for how it rapidly produces small and large shifts in our own training-teaching-learning approach. And the stimulation that accompanies that level of collaboration in the learning process is one of the most consistently rewarding aspects of formal and informal learning opportunities we are likely to encounter, I was reminded again yesterday morning.

Oldenburg--Great_Good_PlaceI didn’t even, when the moment of magical learning began, know I was walking into a classroom; I thought I was actually walking into a neighborhood café—the sort of Ray Oldenburgian third placeThe Great Good Place—where we meet friends, interact, and walk away the better for having set aside the time for exactly that sort of encounter. But that morning quickly and unexpectedly turned into a far deeper and richer learning experience that a friend and I had expected to produce.

It began when I spotted the friend and sat at the restaurant counter to join her for a cup of coffee while she was eating breakfast. Commenting on how nice it had been to see her engaged in journaling as joined her, I inadvertently opened a door to a wonderful conversation about how she wished she had more time to write and how, more importantly, she wished she could find a way to combine her love of writing with work that produced an income.

“Want to play a game?” I asked. “It takes about two minutes and is a great learning exercise I know that helps people find what’s eluding them.”

Not wanting to skew the results or lead her in any specific direction other than helping her identify the sort of work that might combine her varied interests, I didn’t tell her that this simple exercise I had leaned in a creative writing class many years before had served me well in helping learners achieve a variety of goals including creating branding/marketing slogans for their personal businesses; crafting mission statements for their organizations; and even finding a name for a volunteer-driven community-based project that was so perfect that participants were still discovering lovely nuances in the name a couple of years after they shaped it. I also didn’t tell her that I used a two-minute time limit for the exercise because experience showed that most people and groups were winding down after 90 seconds and that two minutes was generally all it took to complete the most important element of what we were doing together.

Hearing her agree to accept the challenge, I told her to use her journal—I have generally used blank pieces of paper when working with individuals and paper on flipcharts or large whiteboards in classroom settings when working with groups—and take no more than two minutes to write down every word—no editing allowed—that came to mind when asked to think about the question “What makes me happy?” (When working on the mission statements, I’ve asked those learning the technique by using it to write down every word that came to mind when they thought about their organization; when working with those crafting marketing slogans, I’ve asked them to write down every word that came to mind when they thought about what concrete results they wanted to help their clients produce; when I worked with colleagues in the volunteer project, I asked them to think of every word that came to mind when they thought about the site on which the project was to be completed.)

Fountain_pens--2013-02-05I knew magic was about to occur when my friend/learner actually began jotting words down into her notebook even before I had a chance to start the timer on her smartphone. And it continued to take shape when I realized that, after 90 seconds, she not only was still writing as quickly as her hand and pen could place ink onto paper (with no slowdown in sight), but was also writing from left to right and top to bottom on the page rather than doing what every other learner had done before—simply throwing words helter-skelter all over a page or flipchart or whiteboard so the words could be grouped thematically later.

As the two-minute mark approached, I recognized I had my own unanticipated moment of leaning to address: stop the exercise as planned or respond to her obvious engagement and complete immersion in what she was doing by ignoring the timer and seeing where additional time would take us. After she finally raised her head five minutes and fifteen seconds into her wonderful stream-of-consciousness flow and asked if her two minutes were up, we both had a good laugh before beginning the process of reviewing what she wrote to see if she could spot meaningful connections between those apparently disjointed words and phrases. And as she read back what she had produced, I felt another moment of leaning magic unfolding: not only had she written down numerous nouns, verbs, and adjectives, but she had actually jotted down words reflecting what she was thinking as she wrote comments along the lines of “oh, this isn’t working” and “oh wait there it is.” Not only had she produced the most richly complex record of a learner’s thoughts I had ever seen in response to this simple exercise, but she had reminded me of something no trainer-teacher-learner can afford to ever forget: set the rules, then break them as soon as they become a hindrance to the learner’s learning process.

When we were finished with the review, she told me how helpful the exercise had been in identifying things she knew innately but hadn’t consciously acknowledged, and confirmed that she had learned enough to strike out on her own by returning to the results, running the same sort of exercise using individual words that resonated strongly with her from round one, and creating the sort of pithy summary of what would most appeal to her so she could try to match that statement with work that would reward her far more than what she currently does. And I, in turned, told her that the simple act of running that exercise with her and watching all that she produced had revitalized and freshened a tool I had long enjoyed—and now magically, unexpectedly, and inspirationally, would use with even more enthusiasm for learners who would never know how much that she as learner-teacher had contributed to their learning process—and a wonderfully adaptable tool to help them on their journey.


Preparing Learners…For the 20th Century?

September 5, 2013

Students, faculty, and administrators at Wyoming Catholic College are voluntarily, collectively, and enthusiastically engaged in an unusual approach to the use of contemporary technology, a Yahoo!News “Born Digital” series article reports in the following terms: “No cell phones allowed: Some colleges ban modern-day gadgets.”

Yahoo--Born_Digital“Also banned…are televisions and access to most websites in dorm rooms,” Ron Recinto writes in his article about the small liberal arts college. “Administrators allow only limited Internet connectivity throughout the campus, so students can do online research.”

It’s a fascinating contrast to the approach taken by another school with strong spiritual roots—Abilene Christian University, in Texas—which was the first university in the United States to provide incoming students with smartphones. It’s also a fascinating response to a problem described by a Wyoming student as “our inability to genuinely communicate at a human-to-human, face-to-face level,” and an interesting approach to the school’s stated “primary educational objective” of offering “a traditional liberal arts education that schools the whole person in all three dimensions—mind, body, and spirit.”

And while I couldn’t help but feel drawn to and impressed by the school’s description of its rigorous intellectual standards and broad-based curriculum embracing “history, imaginative literature, writing, reasoning, oratory, Latin, art history, music, mathematics, natural science, philosophy, theology, spirituality, outdoor leadership, and horsemanship,” I am left wondering whether the approach of agreeing to prohibit the use of cell phones except in extremely well-defined situations really is an effective way to help contemporary learners respond to the problems they believe technology fosters and the challenges technology produces.

The college’s dean of students, for example, explains that the policy helps eliminate the temptation to disengage from face-to-face interactions by answering cell phone calls and text messages as if “people you aren’t with are more important than the people you are with.” He also is quoted as suggesting that “We’re allowing a freedom and a vacation from all that so that students can work on something different: true friendship, true virtue, true study.”

What all of this seems to miss—at least as described in the Yahoo! News article—is a greater, far more dynamic learning opportunity: the chance to develop first-rate 21st-century person-to-person and online communication skills, friendship, virtue, and study by discussing, adopting, and maintaining nuanced forms of positive behavior in our onsite-online world rather than simply agreeing to remove bits and pieces of contemporary technology from an apparently wonderful learning environment.

Wyoming_Catholic_CollegeHelping students develop practices that prepare them for effective engagement in a highly-collaborative, globally-interactive world where tech tools can, if used judiciously, foster incredible levels of creativity, innovation, and collaboration seems far more responsive to contemporary learning needs than simply removing widely-available tech tools from their daily lives. Helping students develop habits that encourage them to control rather than be controlled by their tech tools seems to offer greater long-term benefit to them than having them, during this phase of their formal education, withdraw from what is commonly used in the world they inhabit. And helping students define, develop, and maintain digital literacy to remain competitive and effective in the contemporary workplace seems to be a more productive approach to their intellectual and societal development than setting aside the tools those workplaces and that society expect them to be able to effectively use.

I’m not at all unsympathetic to the challenges the Wyoming Catholic University community is attempting to address. As my own friends, colleagues, and learners know, I’ve traveled similar extremes over the past several years, having gone from having little interest in using laptops, cell phones, and social media to being someone who works face to face and online with learners across the country to help them adopt new technology and social media tools in their professional and personal lives. I’ve gone from holding a strong preference for face-to-face learning to an evidence-based belief that the best of online learning can be every bit as engaging and effective as the best of face-to-face learning. I’ve gone from not having a cell phone to having an admittedly old cell phone—a friend disparagingly refers to it as a “cellosaurus”; a (fairly up to date) laptop; and a tablet that provides me with levels of connectivity and engagement at a deeply personal and professional level I couldn’t have imagined just a few years ago.

What I’ve also developed, with continual experimentation as a trainer-teacher-learner, is a sense of when to set the technology aside so that I don’t miss that human-to-human contact the Wyoming community seems to crave. By consistently paying attention to people rather than technology, I believe I’ve had the richly-rewarding benefits of experiential learning to become even more adept at nurturing the person-to-person connections that make life worth living—on as well as off campus.


New Librarianship MOOC: Partnerships in Creativity, Innovation, and Learning

July 25, 2013

The further we move into R. David Lankes’s “New Librarianship Master Class”—a massive open online course (MOOC) under the auspices of the University of Syracuse School of Information Studies— and his book The Atlas of New Librarianship, the more obvious the overlap between librarianship and the entire field of training-teaching-learning becomes—which makes me wonder why I don’t see more interactions and sustainable collaborations between colleagues in the American Library Association (ALA)  and the American Society for Training & Development (ASTD) and others involved in the professions those two associations represent.

New_Librarianship_Master_Class_Logo“All of New Librarianship is about knowledge and training,” Lankes reminds us in his online lecture on the role facilitation plays in knowledge and training and throughout his book. “Everything we do is about helping people develop their own knowledge.”

But it is his follow-up comment in the lecture that particularly resonates for those of us who work both with library colleagues and with colleagues in other organizations where learning is facilitated: “I think a lot of instruction in libraries should be about things within the community and not about the library itself”—an idea I’ve supported consistently through a “Rethinking Library Instruction” course for ALA Editions.

In the same way that learning facilitated within libraries ultimately is at least as much about serving community members’ needs as much as it is about making library services and resources accessible, the learning facilitated in other organizations is at least as much about customers and clients served as it is about the learners who are employed by those organizations. If trainer-teacher-learners are reading, hearing about, and talking about anything these days, it is about how we are fostering a learner-centric approach to our efforts. That learner-centric approach can be most productive when it helps learners themselves make connections between what they are learning and how it helps them serve others. So as we bring that back into the context of librarians and other members of library staff who are offering learning opportunities that move far beyond a focus on bibliographic instruction and explicitly address libraries and their staff as partners within the communities they serve, we have yet another reminder that there is plenty of room for, and much to be gained by, greater collaboration between the trainer-teacher-learners in libraries (i.e., almost every member of library staff who interacts with those relying on libraries and librarians as trusted resources) and the trainer-teacher-learners who serve other organizations and constituents without ever realizing that partnerships with library staff can expand the successes of what all of us are attempting to facilitate.

And it goes beyond that, beyond the learning process: It is, Lankes suggests, “about bringing people to action”—a theme he explores extensively in the course and in The Atlas: It is about being outside of our organizations, being visible within the communities we serve, and being part of the conversations that shape the directions our communities take.

Our role as facilitators—librarians as facilitators, in the context under discussion by Lankes, and trainer-teacher-learners as facilitators in the broader context I’m pursuing here—is critically important. And this role provides another example of the common ground we share: Librarians, Lankes says, are constantly learning and “need to be constantly learning”—a statement that is equally true for anyone involved in helping others learn.

That necessity to continually engage in learning reveals another challenge that is, at the same time, an attraction for many of us: The requirement that we provide stimulating environments for learning and innovation while, at the same time, being willing to learn alongside those whose learning we are expected—and have offered—to facilitate. We don’t necessarily have to know about everything that is going to take place in a learning environment such as the makerspaces that are becoming increasingly prevalent in libraries, he suggests, but we do have to be willing to learn with the learners who are working within those spaces: “This idea of creating a safe place for experimentation, for innovation, is part of what librarians need to do,” he adds in a lecture on facilitation and environment, and the same applies to trainer-teacher-learners outside of physical and virtual library (and other learning) spaces.

“What we need to think about,” he continues, “is our physical spaces and our digital spaces: ‘How can we create inspiration? How can we create an environment where people instantly walk in and feel smarter, or feel part of something great, and know that they are part of something great, and not [be] intimidated?”

The ultimate payoff for libraries and librarians, he concludes, is that “Libraries are safe places, but they are a safe place to come up with dangerous ideas. They are a safe place to come up with revolutionary ideas. They are a safe place in which we can plot the future greatness of a community that may need to overthrow the norms of community.”

And that, for me, is as fine a description of what any great training-teaching-learning endeavor I’ve ever seen or helped facilitate can offer. And produce.

N.B.: This is the fourth in a series of posts inspired by the New Librarianship MOOC.


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