Rethinking Digital Literacy: Collaborating, Hyperlinking, and Owning Our Learning

July 30, 2015

With my ALA Editions “Rethinking Digital Literacy” co-conspirators (AKA learners) currently exploring the broad question of “who owns the learning” in digital environments, I saw at least one obvious answer while co-hosting and participating in a tweet chat about hyperlinked learning last night: anyone willing to be a collaborator/co-conspirator in the learning process owns the learning.

Rethinking_Digital_Literacy--Course_GraphicThe question about ownership of learning—engagingly examined by Alan November in a book and a TEDx talk we’re exploring in Rethinking —is important and double-edged for any trainer-teacher-learner working within a digital environment. It makes us think about who retains (or should retain) access to all our discussions, learning objects, and other tangible aspects of the online-learning process that are usually lost to us once a course formally concludes and the course learning management system is closed to learners. The question also makes us think about who has responsibility for nurturing and sustaining the (lifelong) learning process that is an essential component to fostering digital literacy.

With my tweet-chat colleagues in the Educational Technology & Media massive open online course (#etmooc) community, the answer to both facets of the question is obvious and openly accessible. All of us involved in that particular community of learning retain (and openly share) access to the artifacts produced through our learning—e.g., through blog postings that occasionally connect to and interact with blog posts from other members of the community; through archived recordings of our interactions during  the course and those that continue to take place in Google Hangouts and any other accessible online tool we can find and explore as part of our continuing learning efforts on the topic of educational technology and media; and through tweets and the Storify learning objects we produce.

Storify_LogoMore importantly, we shape those discussions and artifacts collaboratively and through our own initiative—this is learner-centric, learner-driven learning at a very high and productive level. We have learned to take the responsibility for asking what we can do rather than relying solely on others to facilitate our learning process. For the tweet chat last night, a couple of us prepared the script with questions to be used during the tweet chat. We facilitated the session. I then edited and posted the Storify transcript of the event so other members of the community could be part of the effort to use and disseminate that resource. The result is that while learning, we also made—and are continuing to make—it possible for others who want to learn more about hyperlinked learning to do so while also seeing how a self-directed community of learning operates.

Owning the learning at this level always seems to produce results far beyond anything we anticipate. The hyperlinked-learning tweet chat, for example, produced numerous examples of hyperlinked learning in action. There was the magnificent “Tutor/Mentor Learning Map,” with more than 2,000 hyperlinks to other resources, prepared and shared by #etmooc community member Daniel Bassill. There were exchanges about tech tools some community members had not yet tried. There were informal attempts to define hyperlinked learning, including Daniel’s suggestion that it “is like island-hopping in a huge ocean of knowledge. You can go from place to place in any direction”; Shuana Niessen’s suggestion that it’s “non linear responsive learning”; and my own observation (based on our source material from Michael Stephens) that it’s “what we did/do in #etmooc: connecting, exploring, playing, collaborating, learning experientially” and what I’m fostering among my Rethinking Digital Literacy co-conspirators.

etmoocWhat made the session particularly interesting was how often the discussion about hyperlinked learning actually became an example of hyperlinked learning. There was the moment, for example, when we had a unexpected appearance from Alec Couros, who with his own original group of co-conspirators designed and facilitated that MOOC that inspired us to assume shared ownership (without in any way excluding Alec) of the #etmooc learning community. And there were plenty of other moments when learning by hyperlink drew in new colleagues as well as a few we hadn’t seen in quite a while. Nothing could speak more viscerally and meaningfully to the topic of hyperlinked learning than a community so completely hyperlinked that interactions continue to grow rhizomatically—a theme we explored during the formal course and continue to explore and nurture with every new action we take.

Rereading the Storify transcript a few times led to additional reflection—and learning—for me throughout the day today as I continued to produce this article. I repeatedly was struck by how the act of collaboratively shaping our learning experiences means that we hone other digital-literacy skills at the same time: being able to work within ever-changing online environments; being willing to contribute to our own learning and to the growth of our learning communities; and being able to capture discussions, learning objects, and other aspects of the learning process so they remain accessible rather than locked away in something akin to the storage crate housing the Lost Ark of the Covenant at the end of Raiders of the Lost Ark.

oclmooc_logoAs I return to my Rethinking Digital Literacy co-conspirators—those learners who are so creatively and effectively crafting their own learning experiences—I look with admiration at the ways they are, in Week 3 of our four-week course, continuing to expand the ways they interact across as many digital platforms as possible. They—we—will leave distinct traces, if not much larger artifacts, of our time and collaborative learning efforts. It’s what was done in #etmooc; it’s what some of us have done in the Open and Connected Learning MOOC (#oclmooc) and the Connected Courses MOOC (#ccourses); and it’s what is creating the possibility that what we create during our four formal weeks of shared learning will remain accessible to current learning community members as well as to others who might want to learn from what we are accomplishing together.

In these dynamic, digitally-literate learning communities driven by hyperlinked learning, connected learning, connectivist-learning precepts, we are all co-conspirators. And we all own the learning, in every possible sense. 

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


Rethinking Digital Literacy: Collaboration, Experience, and Riding Digital Waves

July 27, 2015

There is no denying that playing and working in a variety of digital environments can sometimes feel akin to trying to drink out of a fire hose. There is also no denying that there’s another way to approach digital/online interactions: as if they produce magnificent waves well worth riding to a warm and welcoming shore—which pretty much describes the experiences I had riding rather than drowning in digital interactions last week as our ALA Editions four-week online course “Rethinking Digital Literacy” continued.

Rethinking_Digital_Literacy--Course_GraphicWhile the learners I am supporting—and have, as an extension of what I have learned elsewhere, begun referring to as my “co-conspirators” —spent the second of four weeks trying to define and determine ways to foster digital literacy among those we serve, I continued engaging in my own efforts to see where a blend of onsite and online interactions involving a wide range of friends and colleagues might take me—a tremendously satisfying exercise that culminated in a richly rewarding conversation with T is for Training colleagues at the end of the week.

Plenty of disparate elements had to come together for that particular wave to carry us all to shore, and they seemed to coalesce around a very specific digital-literacy skill: an ability to collaborate across numerous platforms and environments. The experience began early in the week as a local (San Francisco Bay Area) colleague (Clark Quinn), with whom I tend to interact more frequently online than face to face, was confirming lunch plans with me. Taking advantage of an hour-long trip via public transportation to reach Clark, I read several recent posts on his blog, where he consistently and engagingly addresses training-teaching-learning issues of interest to those of us working with adult learners in workplace learning and performance (staff training) settings. The punch line to one of his most recent posts—“…it’s not about content [in learning]. It’s about experience [in learning]. Are you designing experience?”—led to an intriguing conversation over lunch as I carried that online resource and inspiration into our face-to-face environment.

T_is_for_Training_LogoBut it didn’t stop there: I sensed there was plenty more to explore, and suspected a perfect venue drawing upon our digital literacy skill of collaborating within digital environments was back in the online sandbox I share with colleagues through Maurice Coleman’s biweekly T is for Training conversation/podcast—a program designed for those of us involved in library training-teaching-learning efforts. When Maurice and our T colleague Jill Hurst-Wahl agreed that Clark’s post and the question regarding content vs. experience would be a great topic for discussion, I notified Clark to see if he wanted to join us; he and I also continued the conversation briefly via exchanges in the weekly #lrnchat tweet chat (with an entirely different set of colleagues discussing tech trends) the night before the T is for Training was scheduled to take place.

Initially indicating he wouldn’t be available, Clark ultimately was able to join the conversation a few minutes after that episode of T began, and the results were every bit as stimulating as any of us might have hoped. A core group of the T “usual suspects” quickly welcomed Clark and interacted in ways that brought his non-library learning and development expertise to the forefront of the conversation; Clark, in turn, dove into the conversation in ways that helped him better understand how designing experiences in library training-teaching-learning efforts paralleled as well as differed from what he has seen elsewhere.

etmoocBy the end of the hour-long exchange, many things were obvious. The cross-pollination that occurs through interactions among members of various online communities—particularly the kind of online connected-learning communities with which I’m familiar—can bring benefits to everyone involved. This variation on hyperlinked learning—comprised of playing, learning, telling stories, transparency, participation, harnessing user-generated content (in this case, Clark’s blog post), and making connections, as Michael Stephens has suggested—benefits tremendously from our willingness to carry a variety of approaches into our continually evolving and ever-increasing tech tools. This combination of cross-pollination and hyperlinked learning produces notable results, small and large: T, for example, may have picked up a new usual suspect (if Clark is able to join us for additional conversations); Clark may be continuing the conversation in an upcoming Learnlet post to carry it to a larger audience; I’m certainly continuing this set of explorations further via my own blog and a tweet chat I’ll join later this week with #etmooc (Educational Technology & Media massive open online course) colleagues; and I will carry it back to the learners/co-conspirators in Rethinking Digital Literacy in the hope they can use it with their own colleagues in a number of different countries.

Ultimately, this level of collaboration, designing learning experiences, and riding rather than drowning under waves of digital interactions and resources creates exactly the sort of learning experience I pictured when I read Clark’s blog post. More importantly, it supports our efforts to hone that very important digital-literacy skill of collaboration that, at its essence, supports the way we live, play, and work positively, creatively, and enthusiastically in a hyperlinked world.

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


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

April 17, 2015

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

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

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

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

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

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

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

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

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

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


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