Service Learning and Librarians Without Borders

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  • LAA is a newly launched non-profit. It originated about 1 year ago in the architecture dept of Rice University, then attracted some support from the business school, anthropologists, and IT. But they were lacking a library science viewpoint, so contacted us.Often times people think of LWB “they’re about book donations”, now doing book donations might be a component of it, but we are about more than that. It’s really about library development and the needs will vary with the project.**Providing donated materials in native langs is only a typical starting point. LWB is focused on offering managerial and professional know-how, and where necessary in projects, about helping to actually construct buildings. **Along with being a physical space where books and technology are kept, library’s also have a whole organization, a culture, that needs to be developed. The template for our projects is “How do we actually set up a library that will be a sustaining enterprise going forward?”
  • Service Learning and Librarians Without Borders

    1. 1. Service Learning: Bringing the World into LIS Education<br />Melanie Sellar<br />Co-Executive Director, LWB<br />
    2. 2. Today’s Goals<br />Introduce the concept of service learning (SL)<br />Connect SL to work of Librarians Without Borders (LWB)<br />Present case studies of LWB-SL projects<br />
    3. 3. Overview of Presentation<br />Introduce Service Learning (SL)<br />Introduce Librarians Without Borders (LWB)<br />Connect work of LWB to SL<br />SL case-study: LWB initiative in Costa Rica<br />SL case-study: LWB initiative in Guatemala<br />Preview 2011-12 <br />Answer your questions!<br />
    4. 4. Overview of Presentation<br />Introduce Service Learning (SL)<br />Introduce Librarians Without Borders (LWB)<br />Connect work of LWB to SL<br />SL case-study: LWB initiative in Costa Rica<br />SL case-study: LWB initiative in Guatemala<br />Preview 2011-12<br />Answer your questions!<br />
    5. 5. What is Service Learning?<br />It is a form of experiential education in which students engage in activities that address community needs together with structured opportunities intentionally designed to promote student learningand development.<br />
    6. 6. History of Service Learning<br />
    7. 7. Service Learning is Different From:<br />Service- Learning<br />CommunityService<br />Field Education<br />Volunteerism<br />Internships<br />Pictorial from Andrew Furco, “Service-Learning: A Balanced Approach to Experiential Education.” 1996.<br />
    8. 8. At the Intersection: Service Learning<br />
    9. 9. Why Care About Service Learning?<br />Internationalize Campuses<br />Respond to Workforce Needs<br />Higher Education Priorities<br />Access Funding <br />Opportunities<br />Enrich <br />Pedagogy<br />
    10. 10. Why Care About Service Learning?<br />To what extent “does the program arrange library internships or other real experience in libraries? ” – it should be a major determining factor in selection of an LIS school.<br />Berry, J. (1998). Choosing a Library School. Library Journal, 123(19), 36.<br />Retrieved from EBSCOhost.<br />
    11. 11. Overview of Presentation<br />Introduce Service Learning (SL)<br />Introduce Librarians Without Borders (LWB)<br />Connect work of LWB to SL<br />SL case-study: LWB initiative in Costa Rica<br />SL case-study: LWB initiative in Guatemala<br />Preview 2011-12<br />Answer your questions!<br />
    12. 12. Where We Began<br />
    13. 13. Our People<br />
    14. 14. Who We’ve Become<br />Librarians Without Borders is an non-profit organization that strives to narrow the information divide worldwide by supporting libraries in developing regions. <br />We collaborate with partner communities to identify their needs and then mobilize our volunteers — the core being student librarians — for in-the-field development.<br />
    15. 15. Overview of Presentation<br />Introduce Service Learning (SL)<br />Introduce Librarians Without Borders (LWB)<br />Connect work of LWB to SL<br />SL case-study: LWB initiative in Costa Rica<br />SL case-study: LWB initiative in Guatemala<br />Preview 2011-12<br />Answer your questions!<br />
    16. 16. At the Intersection: Service Learning<br />
    17. 17. Attributes of Effective Service Learning<br />Ownership of projects<br />Via autonomy, but not independence<br />Sense of mastery and fulfillment<br />Via accomplishments of clear goals and feedback from clients<br />Sense of connectedness<br />With colleagues, instructors, community<br />Meaningful experience<br />Prolonged involvement, intensity of effort<br />Reflection and assessment<br />Frequent, structured, and guided<br />
    18. 18. Overview of Presentation<br />Introduce Service Learning (SL)<br />Introduce Librarians Without Borders (LWB)<br />Connect work of LWB to SL<br />SL case-study: LWB initiative in Costa Rica<br />SL case-study: LWB initiative in Guatemala<br />Preview 2011-12<br />Answer your questions!<br />
    19. 19. LWB in Costa Rica<br />Project Overview<br />September 2009-April 2010<br />Student-led project<br />Goal: to build school library in El Humo, Costa Rica<br />Fundraise for books & building supplies<br />Develop start-up collection<br />Service-learning trip to construct & set-up library<br />Partner with local organization, VIDA<br />
    20. 20. Costa Rica<br />
    21. 21. Collection Development<br />
    22. 22. Collection Development<br />
    23. 23. CollectionDevelopment<br />Selection Tools & Resources:<br />IBBY (International Board on Books for Young People) <br />Fundalectura (Columbia)<br />Banco del Libro (Venezuela)<br />Barahona Center for the Study of Books in Spanish for Children & Adolescents<br />School Library Journal reviews<br />Críticas (English-lang review source for Spanish-lang books)<br />CR Ministry of Education curriculum & required reading<br />
    24. 24. Collection Development<br />
    25. 25. On the Ground <br />Getting to know the El Humo school and community<br />National Library of Costa Rica <br />Physical construction of library building<br />Setting up the library<br />Created a cataloguing method, processed books, created a basic card catalogue, and wrote a policy/handbook for the school staff<br />
    26. 26. Escuela<br />
    27. 27. Los chiquitos<br />
    28. 28. ¿HablaEspañol?<br />
    29. 29. ¡Bailamos! <br />
    30. 30. ¡Bailamos! <br />
    31. 31. National Library of Costa Rica<br />
    32. 32. National Library of Costa Rica<br />
    33. 33. Digging post holes<br />
    34. 34. Moving very heavy concrete beams<br />
    35. 35. Concrete wall slabs<br />
    36. 36. Never short on spectators<br />
    37. 37. Walls are up!<br />
    38. 38. Working on the floor<br />
    39. 39. Setting up the library<br />Basic system based on subject area and author surname – had to be simple enough for staff and volunteers to maintain<br />Simple card catalogue<br />Policy manual & procedures <br />
    40. 40. Setting up the library<br />
    41. 41. Setting up the library<br />
    42. 42. Finished space<br />
    43. 43. Finished space<br />
    44. 44. Presenting the library to the school<br />
    45. 45. Impact of the Library<br />El Humo students learned about libraries and how they work in class<br />Project inspired the El Humo community to fundraise to purchase computers for the library & additional resources<br />Practicum student from LIS program at University of Costa Rica from neighbouring village<br />
    46. 46. One Year Later<br />Update from school principal, Don Jorge<br />Continue to benefit from presence of LIS practicum student<br />Computer now available for student use in library<br />Source of pride for the school and greater El Humo community <br />Believe that it is inspiring student success and encouraging literacy<br />
    47. 47. What did students learn?<br />Practical application of “hard” professional skills<br />Information Resources<br />Reference & User services<br />Community Development <br />Development of essential “soft” skills <br />Creativity<br />Leadership<br />Project Management<br />Time Management <br />Communication<br />Flexibility <br />
    48. 48. Overview of Presentation<br />Introduce Service Learning (SL)<br />Introduce Librarians Without Borders (LWB)<br />Connect work of LWB to SL<br />SL case-study: LWB initiative in Costa Rica<br />SL case-study: LWB initiative in Guatemala<br />Preview 2011-12<br />Answer your questions!<br />
    49. 49. LWB in Guatemala The Asturias Library Project<br />
    50. 50. Project Overview<br />Partner institution: Miguel Angel Asturias Academy<br />Location: Quetzaltenango, Guatemala<br />Started in 2009 by McGill student committee<br />Asturias identified a need for library experts<br />Ongoing fund raising<br />Service-learning trips in spring 2010 and 2011<br />Support continuing into 2012<br />Project Goal Collaborate with the Asturias Academy to implement a library at the school.<br />
    51. 51. The Miguel Angel Asturias Academy<br />
    52. 52. Introduction to the Asturias Academy<br />Private, non-profit Pre K-12 school<br />Founded: 1994<br />Serves students from varying background: Indigenous, non-indigenous, poor, working class and middle class. <br />Implements teachings of Paulo Friere<br />Mission<br />Get ALL Guatemalan children in school <br />Break cycles of poverty through education<br />
    53. 53. The Asturias Library<br />When LWB arrived in Guatemala in 2010, the Asturias Library was in a pre-construction phase.<br />Since then, the Asturias Library has gone from being an idea to a functional library space.<br />The library is currently open during school hours, and is used on a daily basis by Asturias students and staff.<br />
    54. 54. Partnership Benefits for LWB students <br />
    55. 55. Asturias Library Project – Year One<br />Begin and develop relationship with Asturias<br />Initial work in Guatemala – 2010 Trip<br />Manual of recommendations<br />Deliver books and school supplies<br />Reflection<br />Articles <br />Presentations<br />
    56. 56. Asturias Library Project - Year One<br />On the ground in Guatemala (April – May 2010):<br />Cultural Activities<br />GOAL: Better get to know the community<br />One week of service work at the school<br />Developed handbook of recommendations including cataloguing, layout, shelving, programming, etc.<br />Met the students: classroom visits, recess, reading club<br />Built relationships with Asturias staff and volunteers<br />
    57. 57. Library Space PlanningConceptual Drawings – April 2010<br />
    58. 58. January 2011<br />First story time at Asturias Library, January 2011<br />
    59. 59. Asturias Library Project – Year One Participants<br />
    60. 60. Asturias Library Project – Year Two Participants<br />
    61. 61. Asturias Library Project – Year Two<br />Bigger scope<br />Organization wide:<br /> Fundraising push <br />Collection development projects<br />2nd service learning trip to Guatemala <br />27 participants<br />Members from executive and 4 library schools<br />Cultural activities<br />Week of work at the school<br />
    62. 62.
    63. 63. Cultural Activities<br />
    64. 64. Activities at Asturias<br />Developed & based on discussions with library staff<br />Day 1: brainstorm, prioritize, pitch (short & long term) <br />Day 1: division into project teams; set goals:<br />Organization Team<br />Information Literacy Team<br />K‘iche‘ Audio Books Team<br />Knowledge Management Team<br />Blogging/Photography Team<br />Day 2-5: work, work, work towards goals!<br />Day 6 + (in Canada): document and compile materials<br />
    65. 65. Collection Development<br /><ul><li>350 Books purchased by 4 LWB student committees
    66. 66. Increased size of Asturias collection to 2000 items</li></li></ul><li>Meet the students<br />
    67. 67. Library Organization<br />
    68. 68. Information Literacy<br />Guides for teachers on how to use the library<br />Classification<br />Floor plans<br />How to implement library into curriculum<br />Resource lists<br />Book talk best practices<br />Information literacy games<br />
    69. 69. Knowledge Management<br />Wiki<br />High turnover rate among Asturias volunteers<br />Goals<br />Capture best practices<br />Document and organize collective knowledge<br />Share knowledge with future volunteers<br />Survey <br />Evaluate trip for future improvement<br />
    70. 70. K’iche’ Audio Book Project<br />K’iche’ is the predominant Indigenous language in Xela<br />Audio to support Asturias K’iche’ language curriculum<br />Work with students to create audio material for the collection<br />Build library holdings<br />Give students a sense of ownership over the collection<br />
    71. 71. Blogging/Photography Team<br />http://lwb-online.org/?cat=27<br />
    72. 72. We can never repay you, but know that you are cultivating a love of reading in Guatemalan students. We hope you take with you in your hearts a sense that you have done something good, not only for our students, but for the whole of Guatemala, you have made a difference.<br />Jorge Chojolán,<br />Founder and Director<br />
    73. 73. Opportunities <br />for Reflection<br />
    74. 74. Reflection<br />Structured opportunities for reflection can enable learners to examine and form their beliefs, values, opinions, assumptions, judgments and practices related to an action or experience, gain a deeper understanding of them and construct their own meaning and significance for future actions.<br />Moon, J. Reflection in Learning and Professional Development . London : Kogan Page Limited, Stylus Publishing Inc, 1999.<br />
    75. 75. What’s next?<br />Continue to create opportunities for reflection<br />Continued collaboration with Asturias <br />As their priorities change, so will our relationship with them:<br />Another service trip<br />Continued fundraising<br />Expansion of the library <br />Into the community<br />Into new school sites<br />
    76. 76. Student learning outcomes<br />
    77. 77. Relevant course work<br />2010 Trip: “What aspects of your MLIS program were applicable to the Asturias Library Initiative?”<br />
    78. 78. Relevant Skills<br />2010 Trip: “What skills or knowledge did you feel were most important during the Asturias Library Project?”<br />
    79. 79. Summary of Benefits of LIS Students<br />Connects curriculum to real-world, complex experiences, which: <br />Engages them in problem-solving, critical thinking<br />Promotes deeper learning: no “right” answers<br />Develops interpersonal skills and teamwork approach<br />Develops leadership and management skills<br />Provides immersion into societal issues relating to LIS, which: <br />Socializes them into values of the profession<br />Sensitizes them to the realities, experiences, and needs of marginalized people <br />Develops civic responsibility through community involvement<br />
    80. 80. Overview of Presentation<br />Introduce Service Learning (SL)<br />Introduce Librarians Without Borders (LWB)<br />Connect work of LWB to SL<br />SL case-study: LWB initiative in Costa Rica<br />SL case-study: LWB initiative in Guatemala<br />Preview 2011-12<br />Answer your questions!<br />
    81. 81. Preview 2011-12<br />How can we formally integrate LWB with the LIS curriculum?<br />
    82. 82. Libraries Across Africa<br />
    83. 83. Save the Dates!<br />Oct 26: Special Event with Stephen Abrams (Toronto)<br />Fall 2011: Apply for Asturias Guatemala Trip<br />Fall 2011: Apply for LAA participation<br />Nov/Dec: 6th Annual General Meeting (online)<br />May-June: LWB Social/Retreat at CLA Annual (Ottawa)<br />
    84. 84. Overview of Presentation<br />Introduce Service Learning (SL)<br />Introduce Librarians Without Borders (LWB)<br />Connect work of LWB to SL<br />SL case-study: LWB initiative in Costa Rica<br />SL case-study: LWB initiative in Guatemala<br />Answer your questions!<br />
    85. 85.
    86. 86. www.libarianswithoutborders.org<br />twitter: lwb_online<br />Thank You!<br />

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