Shurville And Brown ALIA Online 2009: DEVELOPING COLLABORATIVE COMPETENCE IN THE LIBRARIANS OF
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Shurville And Brown ALIA Online 2009: DEVELOPING COLLABORATIVE COMPETENCE IN THE LIBRARIANS OF

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A presentation based upon a peer reviewed paper on the BIM and L&IM programs at UniSA by Simon Shurville and Heather Brown for ALIA Online 2009.

A presentation based upon a peer reviewed paper on the BIM and L&IM programs at UniSA by Simon Shurville and Heather Brown for ALIA Online 2009.

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Shurville And Brown ALIA Online 2009: DEVELOPING COLLABORATIVE COMPETENCE IN THE LIBRARIANS OF Shurville And Brown ALIA Online 2009: DEVELOPING COLLABORATIVE COMPETENCE IN THE LIBRARIANS OF Presentation Transcript

  • Developing collaborative competence in the librarians of the future Dr Simon Shurville, AALIA(cs), FBCS, FHEA Ms Heather Brown BA, Dip Ed, AALIA
  • Towards knowledge societies
    • Timely, equitable access to authoritative and pluralist sources of culture and knowledge is a foundation of the knowledge societies envisaged by the OECD and UNESCO for the 21st century (Drotner, 2005)
    http://www.flickr.com/photos/purpleslog/2866879412/
  • Ubiquitous knowledge sources
    • Libraries have been ubiquitous sources of such knowledge as innovation engines for the knowledge economies which underpin knowledge societies (Hedstrom and King, 2006)
    • Libraries have also contributed to the emerging the civil commons (McMurty, 2001)
    http://www.flickr.com/photos/aaroncoyle/2282858279/
  • Before the digital deluge
    • Now, the traditional role of libraries as custodians of cultural and knowledge bearing artifacts has been threatened by a digital deluge , which is enthusiastically soaked up by populations with a thirst for cheap and convenient access to entertainment, knowledge and services
    http://www.flickr.com/photos/erazmilic/178574918/
  • “ Don’t fence me in”
    • These new products and technologies represent both a threat to the traditional library business model and opportunities for its renewal
    http://www.flickr.com/photos/giantginkgo/7821088/ http://www.flickr.com/photos/cenz/62810334/
  • “ Yes” we said “ opportunities for renewal”
    • Some argue that despite the handiness of these new products, they can lack the authority and pluralism of traditional library services (Jeanneney, 2007)
    http://www.flickr.com/photos/dannysullivan/296448693/
  • Equitable digital literacy
    • So the continuing roles of libraries and librarians as distributors of accurate, legal and ecumenical knowledge, as well as developers of equitable digital literacy within society (Partridge, 2007) remain highly relevant
    http://www.flickr.com/photos/cpurrin1/99716727/
  • Information central
    • The challenge is that information and communications technologies and information management and systems are becoming ever more central to how these roles are performed
    http://www.flickr.com/photos/deapeajay/3051166488/
  • Fast paced change
    • So the profession is now characterized by “fast-paced change, new and emerging sets of skills and a shift in the relationship between the customer and the professional” (Ashcroft, 2004, p 82)
    http://www.flickr.com/photos/square_eye/2036761583/
  • “ No job will be unchanged!”
    • “ The emphasis on easy access for users to digital collections will inevitably drive changes in the roles of librarians and the mix of expertise employed in our libraries. No job will be unchanged . We will do some things differently, and some things we have always done we will no longer do.”
    • (National and State Libraries Australasia
    • internal project report, quoted in Smith, 2008a, p 1)
  • Recharge
    • Postgraduate education for librarians should now:
      • Augment traditional skills with interdisciplinary knowledge
      • Encourage networking and teamwork with fellow information management professionals
    http://www.flickr.com/photos/schill/969088410/
  • Collaborative capacity
    • As information professionals in the new digital age, new librarians and those upgrading their skills must become familiar with information management and demonstrate collaborative capacity with one another and with allied professions, including archive management, information systems and records management, as well as diverse business and public service cultures (see NSLA, 2007)
    http://www.flickr.com/photos/mundoo/271086690/
  • “ I thought I said don’t fence me in?”
    • A major challenge for students entering 21st-century information and records management is to understand exactly where cultural, disciplinary and technical borders lie
    Image: http://www.flickr.com/photos/superfem/445853501/
  • Passports to new professions
    • Students also need to learn to envisage how these borders can be bridged
    Image: http://www.flickr.com/photos/hjl/101443399/
  • Rewarding curiosity
    • So educators should encourage students to become curious about the core content and culture of adjacent disciplines:
      • To learn how to orchestrate collaborations between them
      • To establish interdisciplinary networks
    Image: http://www.flickr.com/photos/dhwright/447653452/
  • Practicing our mantra
    • Problematically, the knowledge for collaborative competence is too broad for one institution to provide. So organizations need to collaborate to design and deliver postgraduate education for information professionals
    http://www.flickr.com/photos/poorfish/759284641/ Fuji Xerox, State Library of South Australia, State Records of South Australia, the University of South Australia have partnered to develop a suite of postgraduate programs in Business Information Management (BIM) and Library and Information Management (L&IM)
  • Permeable disciplines
    • These programs educate archive managers, knowledge managers, library managers and records managers who are highly knowledgeable and skilled in their core discipline; regard disciplinary boundaries as permeable ; and can integrate cross-disciplinary knowledge and teamwork into their professional practice
    • In short they can overcome barriers!
    http://www.flickr.com/photos/tooley/392828824/
  • Evolution of the program (1)
    • Reducing disciplinary silos
    • In 2009 the partnership launched a new integrated version of the BIM and L&IM programs
    http://www.flickr.com/photos/brtsergio/133728769/
  • Evidenced change
    • Consultation: Simon Shurville, the new Program Director, and Moira Lawler, the Administrative Assistant, consulted widely within the partnership and across the private and public sectors and special interest groups
    • Marketing: Moira Lawler had marketed the original program and supported the administrative needs of its students. She noted that potential students were confused by the variety of silos and courses on offer and suggested that a simplified structure would be easier for students to navigate. Moreover, by reducing the number of courses on offer it was actually easier for the students to graduate as these courses could now be offered in each study period
  • Evidenced change
    • Teaching experience: Heather Brown brought considerable experience of teaching three courses within the program to its redesign. Heather advocated integrating the specialisms via shared courses and substantially increasing experiential learning
    • Workforce skills planning: The ALIA 2008 Education and Workforce Summit provided strategic directions for the library specialism; particularly in the areas of training additional teacher librarians and integrating further digital content into the core curriculum
  • First version: very successful but … Silos Record keeping Fundamentals Workflow Management Virtual archiving Organizing Resources Knowledge Representation Network Technology Fundamentals of EDRMS Workflow Management Fundamentals of Information Systems Introduction to E-Business Record keeping fundamentals Managing Resources BIM Knowledge Management in Organizations Introduction to E-Business EDRMS Design Introduction to Human Resource Management Fundamentals of EDRMS Information Architecture and Design Preservation principles Project Management Information Governance Enterprise Architectures Digital Record-Keeping Introduction to E-Business Digital Record Keeping Implementing an EDRMS Archival management and digital preservation Accessing Resources Information Architecture and Design Databases Business Information Technologies Information Governance Records management: Systems Management Records management: Information Management Preservation and archival management Library management Knowledge management Enterprise-wide services EDRMS Business change Graduate certificate in BIM
  • … too many silos Image: http://www.flickr.com/photos/mikebartley/2119043028/
  • 2007: original silos (8)
    • Business change
    • EDRMS
    • Enterprise-wide services
    • Knowledge management
    • Library management
    • Preservation and archival management
    • Records management: information management
    • Records management: systems management
  • 2009: integrated silos (4!)
    • Enterprise content & knowledge management
    • Library management (includes teacher librarians)
    • Preservation & archival management
    • Records management (now combines EDRMS , records management: Information Management, records management: systems management)
  • The new integrated certificate (1) Graduate Certificate in Business Information Management (DCBI) IT Project Management Organizing Resources A Preservation Principles Implementing an EDRMS Workflow Management Managing Resources BIM Archival Management EDRMS Design (Business Information Technologies Accessing Resources Digital Recordkeeping Library Management Preservation & Archival Management Records Management Enterprise Content & Knowledge Management
  • The new integrated diploma Graduate Diploma in Business Information Management (DGBF) 1 elective from list provided PLUS Research Methods (for MSc by research) OR Knowledge Management in Organisations M   Virtual Archiving INFS 5074 Organisational E-Transformation Digital Preservation Information Governance Preservation & Archival Management Records Management Enterprise Content & Knowledge Management Organizing Resources B CIS Research Methods OR 1 X Elective from list provided Organisational E-Transformation (shared course with Enterprise Content & Knowledge Management records managers) Information Governance (shared with Enterprise Content & Knowledge Management records managers) Graduate Diploma in Library & Information Management (DGLM)
  • The new Masters Master of Business Information Management (DMBF) SATAC Code: 4CM022 Choose 4 electives from list provided OR ICT Masters Project 1 PLUS ICT Masters Project 2 OR Masters Computing Minor thesis 1* PLUS Masters Computing Minor Thesis 2*  
  • The electives   INFS 5042  Databases M COMP 5049 Network Technology M INFS 5025 Business Information Technologies INFS 5069 Preservation Principles INFS 5066 Implementing an EDRMS COMM 5014 Communication Management, Ethics & Law BUSS 5307 Introduction to HR Management INFS 5072 Knowledge Management in Organisations M INFS 5074 Organisational E-Transformation INFS 5063 Digital Recordkeeping INFS 5068 Introduction to E-Business M INFS 5075 Information Governance INFS 5071 Web Content Management INFS 5058 Fundamentals of Info Sys M BUSS 5243 Leadership Dynamics Elective Listing
  • Flexibility
    • To maximize the flexibility of the program for students, each component course is offered in both internal (face-to-face) and external (online) modes
    Source: http://www.flickr.com/photos/ingorrr/2087348714/
  • Evolution of the program (2)
    • Experiential learning
    • Access to the work-place offers our learners opportunities to build informal networks and to gain vital tacit knowledge. These experiences are broadened by opportunities to volunteer for library work, which have been organised via the program and enthusiastically taken up by the current cohort of students. Here we describe how the new program structure builds upon these existing strengths in experiential learning to increase the opportunities to engage in experiential learning throughout the program.
  • Increased experiential learning
    • Through our industry partnership with SLSA, the new program increases the students’ opportunities for experiential learning , which is both integrated and cumulative
      • Five units are delivered on site @ SLSA
    • Over 30 practicing professionals from SLSA and across the information industry/profession are involved in delivering lectures, facilitating tutorials & learning sessions
    • Classes are linked to ‘real world’ case studies
  • Example: Accessing resources
    • The students are mentored as they work on a reference enquiry desk and behind the scenes, answering virtual reference and more complex research enquiries
    • Knowledge is applied as students engage with colleagues from across the industry in evidence-based research, virtual reference services, indigenous services, family history services, services for school students
  • Example: Preservation principles
    • Students experience the realities of salvaging waterlogged Items
  • Example: Preservation principles
    • Students cross traditional boundaries as they navigate real work in libraries, archives and museums
    • Students explore ethical issues in treatments with conservators at Artlab Australia
  • Other examples
    • Managing Resources:
      • Students explore challenges of managing digital collections and real life ‘stacks management’ scenarios
    • Organising Resources:
      • Students collaborate with professionals from the University library using practical scenarios from own experiences
  • Other examples
    • Archival Management
    • – real life appraisal
    • Digital preservation – in dynamic context of changing digital environment
    • Information Management Project – work with employer on project with genuine business need
  • Impact: students
    • Students:
    • Overall very positive
    • Enjoy case studies, industry experience, learning ‘in the buzz’ of a library, opportunities for practical application on the spot
    • Have been challenged by industry assessment requirements e.g. management report format of 1000 words
  • Impact: SLSA staff
    • Staff:
    • Likewise positive, opportunity to update, reflect what they do and why, engaging with new professionals, sharing experiences, mentoring, opportunity to link with other colleagues
    • Challenges of ‘being challenged’ e.g. assessment grading
  • Overall
    • Collaboration and experiential learning has enhanced opportunities for cumulative and integrated learning
    • The approach provides new information professionals with skills to navigate across boundaries in the digital age
    http://www.flickr.com/photos/worldeconomicforum/2889019945/
  • Evolution of the program (3)
    • The program now integrates with both TAFE and a new Professional Doctorate in Information Technology Management from UniSA
    http://www.flickr.com/photos/no_day_but_today/3009812809/ http://www.flickr.com/photos/internationalspeakersbureau/2574715946/ Articulation
  • Evolution of the program (4)
    • Future plans
    • Innovative use of podcasting for virtual on-site experiential learning
    • An executive stream to the Graduate Diploma and the Masters
    • Enhanced support for teacher librarians
    http://www.flickr.com/photos/aussiegall/378247428/in/set-72157600603003569/