Teaching and Learning in Libraries LIS 673 – Library Use and Instruction Prof. Anthony Cocciolo
 
 
 
 
 
 
Information Social and Economic Production Culture
 
 
 
 
What does this mean for libraries?
What do we want libraries to be?  (or, who do we want to be when  we grow up?)  
Balancing Idealism and Realism
Technology Instruction at the New York Public Library
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
<ul><li>Modeling </li></ul><ul><li>Scaffolding </li></ul><ul><li>Coaching </li></ul><ul><li>Articulation </li></ul><ul><li...
 
 
 
Thank You. [email_address]
Photo Credits <ul><li>Coming soon… </li></ul>
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Teaching and Learning in Libraries

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  • We are currently amidst another wave of socio-technical change. Socio-technical refers to the reciprocal relationship amongst technology and social factors.
  • The last one was the web, which allowed easy distribution of content, emphasis on electronic access. Yahoo-2001.
  • Hal Abelson and colleagues said that this era the Web was like a library (2008). This was the golden heyday for digital libraries research and development. However, Abelson and colleagues note that “the web is no longer a library” (p. 112).
  • Before that, Automation and efficiency using digital technology
  • And before that mechanization. And before that, the Bell telephone, Morse’s telegraph, Gutengerg’s press
  • This one is most directly caused by decrease in cost of digital technology, ease of use and refinement of the digital technology, coupled with widespread internet connectivity and the types of activities that this arrangement makes possible.
  • This can be described as a move from Web 1.0 to Web 2.0, where users are contributing information as well as utilizing information others supply.
  • With this increased activity, the web has become incredibly big and unstructured, and impossible to organize using hierarchical classification. Weinberger argues (Everything is Miscellaneous) says that we have just recently ended the information age and we have entered into a new age that doesn’t have a name yet. With regard to how information is organized, Weinberger describes it as an age where everything is miscellaneous, “It&apos;s about the shape of knowledge, and how moving information from paper to the web changes how we organize and how we think” (Amazon Review). Search is the new paradigm for finding information.
  • Social and economic production. With regard to work and the economy, Benkler calls this the networked information economy: “decentralized individual action—specifically, new and important cooperative and coordinate action carried out through radically distributed, nonmarket mechanisms that do not depend on proprietary strategies—plays a much greater role than it did, or could have, in the industrial information economy”.
  • With regard to culture, Jenkins calls this Convergence Culture: “At all levels, the assumption is that consumers will become active participants, but there is widespread dispute about the terms of our participation. We are seeing enormous experimentation into the potential intersections between commercial and grassroots culture and about the power of living within a networked society.” As compared to consumer culture. Small scale have happened: People making music and performing it, and making zines.
  • Favorites from the summer. Party in the FIP. What does it really mean? Interactions between mass media and participatory media (Perez Hilton, Miley Cyrus, Morning Shows, ABC contact) Showing a culture through creative expression; an idealization; embarrassment because don’t want other people to know what it is like, is it like that
  • Certain functions are going to be less important, and others are going to be more important.
  • With these socio-technical changes, it opens up new opportunities for librarians to ask the question: what do we want libraries to be? Who do we want to be when we grow up? Opportunity to take on new functions, and dispense with others. Not everyone wants to be a coder. Sitting on the computer all day.
  • Balancing act: the future that libraries should go toward, while still sustaining the functions that communities have come to except of libraries. Helping people find, use, and evaluate information is still important. Helpiong people deal with the socio-technical change. E.g., the one-shot information literacy instruction session (e.g., MIT example). Jenny Engstrom
  • Reality of living in a country, and in a city, of Incredible discrepancies. Within a few blocks, you have the homes of major benefactors, and within a few blocks from that, some of the most high-needs populations. If you need any reminder of this, walk five blocks north and south of East 96 th St.
  • So where do we go from here in this constantly changing world. I think David Lankes has a particularly compelling vision of where libraries should go. Professor at Syracuse university. He argues that libraries need to move away from an “artifact centrality.”   Lankes (2009) argues that what Libraries do when they but books and journals each month is essentially make possible the potential for a conversation between a patron and the author, and through this conversation they construct knowledge. We are basically making conversations available to patrons, except the ones that are published. We need to move away from the idea of checking out books to one that focuses on the library as a facilitator of conversations. This moves to focus on the actual social function of libraries, rather than the technical means of making that social function possible (acquisitions, lending). It was easy to retreat into that technical rather than social function emphasis, but changes in technologies themselves, and the prospect of a future were purchasing physical artifacts are declining, leads us to refocus on this actual social function. Too often we are ensconced in our acquired views of how things should be and it is very difficult intellectually to break out of this model. What a school, a classroom, or library should be like. That a library should have x, y, or z. Or that we should spend 12 years in compulsory education in a classroom with a teacher standing in front. Conversation looks a lot more like what the web is becoming with the move to Web 2.0.
  • Fortunately for us, we have been spending our semester thinking of ways, in one way or another, of using libraries as facilitators of conversations, especially for promotion learning. Facilitating knowledge construction through discussion and conversation is a way to learn (Brookfield). Democratic Discusison. Democratic discussion is fostered through hospitality, participation, mindfulness, humility, mutuality, deliberation, appreciation, hope and autonomy
  • One example of using libraries as facilitators of conversations is Elmborg (2006)’s notion of critical information literacy, that goes beyond the notion that libraries should be connecting patrons with conversations but even becoming “specialists in coaching intellectual growth and critical development.”   Freire argues that Western education (especially American education) is guided by the ideology of capitalism, and that consequently, schools have developed a “banking concept” of education in which: knowledge is treated as cultural and economic capital, and accruing knowledge equates to accruing wealth…. This education trains students in the capitalist ethic, and they subsequently approach their education as consumers and passive receivers of knowledge rather than active agents shaping their own lives. Freire posits an alternative pedagogy, one designed to create “critical consciousness” in students. Rather than focus on knowledge acquisition, students identity and engage significant problems in the world. By developing critical consciousness, students learn to take control of their lives and their own learning to become active agents, asking and answering questions that matter to them and to the world around them.   Elmborg then asks his reader to think of information literacy instruction in terms of Freiere’s critical pedagogy. He asks, “What is the role of the library in the Freireian vision of critical literacy? Is the library a passive information bank where students and faculty make knowledge deposits and withdrawals, or is it a place where students actively engage existing knowledge and shape it to their own current and future uses?”
  • And it is not only conversation (or discourse/verbal). It can be through multimode’s. Piro on using image. Fall of Icarus
  • Moreell on using popular culture. However, it is not the only way.
  • Formal Learning: Active Learning and Cooperative learning Informal Learning Learning Theories - Socially situated – Lave and Wegner - Legitimate Peripheral Participation – new comers are initially brought into do fairly peripheral roles, but slowly move into more expert roles; they learn the skills and knowledge necessary and also become part of a community of practice through this involvement
  • Natriello &amp; Hughes – atelier environment supports parallel discovery, experimentation, creation, and innovation for library staff. In this environment, the library staff take the lead in modeling the development of new solutions for knowledge work, and are available as experts within the community of learners. legitimate peripheral participation in the library
  • Library as Space – Architectural or Ecological Perspective. The space is actually designed to support small group collaboration and conversation. This again is the Gottesman Libraries
  • Using the space for Larger collaboraitons. This is the picture of the anti-prom at the New York Public Library
  • Discovering how conversation should be used can be facilitated by community needs assessment. LaFlamme -Not assume what people want - The goal should be to make communities more free.
  • Discovering how to direct conversation through Outreach to schools and communties (Latinas in Need) Programs that engage, require participation and create a sense of belonging (Jackson Martin).
  • Conversation can be facilitatied by helping people deal with info anxiety, One way to do this is to ask people when they are feeling axiety around information overload, “what filter just broke?” The twenty-first century information professionals could act as someone to ask thisquestions, and help individuals through designing these new filters.
  • Using digital technology to facilitate conversation, particularly around Designing instructional technology and online learning. Using a virtual environment such as second life for team training. However, simpler technologies than virtual environment, such as the ones described in the media literacy of the teaching the levees curriculum. Emphasis should not be on the technology, but what you are trying to accomplish and how the technology can be used to accomplish this goal. Collins, with regards to designing instructional technology points us to a number of factors to consider, many of which apply equally well to face-to-face or computer mediated environment, such as:
  • : Breath vs. depth,
  • memorization vs. thoughfulness
  • Active vs. passive learning
  • cognitive vs. physical fidelity
  • natural vs efficient learning
  • , learner control vs. teacher control
  • And the various strategies for engaging students
  • Conversation is best facilitated when it is culturally appropriate. Hence, we want to think through how our interactions touch on such issues as ethnic diversity,, nationality, ranges of life experiences, or generational differences (NetGen/Millenials)
  • And lastly, it is important to find out how well things are working. Things that don’t work should be fixed or stopped. We should use data and evaluation to guide our decisions, or use mini-evaluations during the design process to guide the development of some initiative. The best way to find out how some initiative is working is to formulate a testable and measurable research question, and collect data to answer this question. In doing this, it is best to get multiple sources of data to answer your research question, or to attempt to triangulate. This can combine quantitative (such as surveys) with qualitative data (such as observations and interviews). Bear in mind of course that evaluations have their limitation. Don’t fall prey to “lets just do what they tell us to do” problem. Don’t use evaluations as a substitute for you or your team’s creativity and judgment in coming up with new initiatives If you ever do a library survey, people will say things like, I want more popular books. I don’t think closely following evaluation feedback will necessarily provide the innovation needed for libraries to be really successful in the coming years.
  • However, what is needed of information professionals is an openness to new ideas, persistence in using one’s creativity, willingness to collaborate with diverse groups, and insistence on fulfilling a social function. This most important social function, drawing from the work of Lankes, is facilitating knowledge construction, and that could come in many forms, through conversation, democratic discussion, uses of image or popular culture, informal learning strategies such as LPP or Environmental factors and formal learning strategies, such as instructional sessions that include active or cooperative learning, or through instructional media.
  • Thank you
  • Teaching and Learning in Libraries

    1. 1. Teaching and Learning in Libraries LIS 673 – Library Use and Instruction Prof. Anthony Cocciolo
    2. 8. Information Social and Economic Production Culture
    3. 13. What does this mean for libraries?
    4. 14. What do we want libraries to be? (or, who do we want to be when we grow up?)  
    5. 15. Balancing Idealism and Realism
    6. 16. Technology Instruction at the New York Public Library
    7. 36. <ul><li>Modeling </li></ul><ul><li>Scaffolding </li></ul><ul><li>Coaching </li></ul><ul><li>Articulation </li></ul><ul><li>Reflection </li></ul>
    8. 40. Thank You. [email_address]
    9. 41. Photo Credits <ul><li>Coming soon… </li></ul>

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