Well, hello, blogger! Johan Koren, Murray State University, Murray, KY, USA [email_address] Library Education 2.0: Bye, Bye, Blackboard?

Library Education 2.0? I didn’t know there was a Library Education 1.0! Only 3 other uses found on Google: April 30, 2008. Andrew Pace: “ From SLIS to OCLC: An Alumnus Reflects on His Career and the Evolving Profession ” September 4, 2008. Lodge, Pymm & Wallis: “ Library education 2.0 - shaping the librarian of the future .” ALIA, 2008. October 20, 2008. Helen Partridge: “ Library Education 2.0 .” QPLA, 2008.

I didn’t know there was a Library Education 1.0!

Only 3 other uses found on Google:

April 30, 2008. Andrew Pace: “ From SLIS to OCLC: An Alumnus Reflects on His Career and the Evolving Profession ”

September 4, 2008. Lodge, Pymm & Wallis: “ Library education 2.0 - shaping the librarian of the future .” ALIA, 2008.

October 20, 2008. Helen Partridge: “ Library Education 2.0 .” QPLA, 2008.

Pace’s “Library Education 2.0” Weed out anachronisms in the curriculum! Andrew Pace, From SLIS to OCLC

Partridge’s “ Library Education 2.0 ” Abstract: Our leaders of the future are being educated now. Dr Partridge will explore the role of educators in helping ensure the profession has the leaders it needs - not just through entry level qualifications for new graduates but also other degrees that meet the changing skill and knowledge needs of the profession.

Abstract:

Our leaders of the future are being educated now. Dr Partridge will explore the role of educators in helping ensure the profession has the leaders it needs - not just through entry level qualifications for new graduates but also other degrees that meet the changing skill and knowledge needs of the profession.

A Blustery summary by Jake Wallis

Sturt’s Definition of Library Education 2.0?

“ Curriculum 2.0”? Bawden et al: LIS students, as future information professionals, need to be aware of these complex issues and innovations [Web 2.0 and Library 2.0] – technical and otherwise -and need to know more about them than an average user, so as to be able to cope in tomorrow’s information world. This, of course, raises the question of how to incorporate these themes into the curriculum. Towards Curriculum 2.0: library / information education for a Web 2.0 world ( Library & Info Research , v. 31, no. 99, 2007)

Bawden et al:

LIS students, as future information professionals, need to be aware of these complex issues and innovations [Web 2.0 and Library 2.0] – technical and otherwise -and need to know more about them than an average user, so as to be able to cope in tomorrow’s information world. This, of course, raises the question of how to incorporate these themes into the curriculum.

Towards Curriculum 2.0: library / information education for a Web 2.0 world ( Library & Info Research , v. 31, no. 99, 2007)

Where’s the conceptual framework? Participatory librarianship R. David Lankes and colleagues from Syracuse

Participatory librarianship

R. David Lankes and colleagues from Syracuse

What is Participatory Librarianship? What is Participatory Librarianship? Simply put participatory librarianship recasts library and library practice using the fundamental concept that knowledge is created through conversation. Libraries are in the knowledge business, therefore libraries are in the conversation business. Participatory librarians approach their work as facilitators of conversation.

What is Participatory Librarianship?

Simply put participatory librarianship recasts library and library practice using the fundamental concept that knowledge is created through conversation. Libraries are in the knowledge business, therefore libraries are in the conversation business. Participatory librarians approach their work as facilitators of conversation.

Andrew Gordon Speedie-Pask http://www.cyberneticians.com/index.html#gp

Why conversation? Gordon Pask: Conversation Theory The starting point [ of conversation theory ] is that the fundamental unit for investigating complex human learning is a conversation involving communication between two participants in the learning process who commonly occupy the roles of learner and teacher. “ Conversational techniques in the study and practice of education,” Brit. Journal of Educational Psychology v. 46 (1976): 12-25.

Gordon Pask:

Conversation Theory

The starting point [ of conversation theory ] is that the fundamental unit for investigating complex human learning is a conversation involving communication between two participants in the learning process who commonly occupy the roles of learner and teacher.

“ Conversational techniques in the study and practice of education,” Brit. Journal of Educational Psychology v. 46 (1976): 12-25.

Lankes and colleagues explain The core of conversation theory is simple: people learn through conversation the term is more specifically defined as an act of communication and agreement between a set of agents ( Pangaro 1996 ). These agents can be individuals, organizations, societies, or even different aspects of oneself. R. David Lankes et al, “ Participatory networks: the library as conversation ”, Information Research , Vol. 12 No. 4, October 2007.

The core of conversation theory is simple:

people learn through conversation

the term is more specifically defined as an act of communication and agreement between a set of agents ( Pangaro 1996 ). These agents can be individuals, organizations, societies, or even different aspects of oneself.

R. David Lankes et al, “ Participatory networks: the library as conversation ”, Information Research , Vol. 12 No. 4, October 2007.

How Does Conversation Lead to Participation? Result of the rise of Web 2.0 Based on conversation theory, the thesis holds that in order for people to gain knowledge they must engage in some form of conversation, be it with themselves (metacognition), other individuals, or between two groups. These conversations result in a set of agreements that together constitute an individual's domain knowledge. The rise of participatory networks and social sites such as Face Book, Flickr and the like is a result of people seeking to be active constructors of this knowledge. This results in a pressure for participation. As users encounter systems in their knowledge creation process they expect some ability to help influence that system. http://ptbed.org/intro.php

Result of the rise of Web 2.0

Based on conversation theory, the thesis holds that in order for people to gain knowledge they must engage in some form of conversation, be it with themselves (metacognition), other individuals, or between two groups. These conversations result in a set of agreements that together constitute an individual's domain knowledge. The rise of participatory networks and social sites such as Face Book, Flickr and the like is a result of people seeking to be active constructors of this knowledge. This results in a pressure for participation. As users encounter systems in their knowledge creation process they expect some ability to help influence that system. http://ptbed.org/intro.php

A Recent Survey

Results of survey

Conclusion from Universal McCann?

Applications in Library Education The Program Library Media Program at Murray State University, Murray, Kentucky 30 credit hours above a master’s degree Prepares for certification as a school librarian. Delivery: online Lexington

The Program

Library Media Program at Murray State University, Murray, Kentucky

30 credit hours above a master’s degree

Prepares for certification as a school librarian.

Delivery: online

Standard Online Delivery Blackboard

Blackboard

Attempts to create more interest

Promoting Collaboration Wiki

Wiki

Promoting Reflection Blogging

Blogging

Class discussion blogs

Need for a “we” feeling Heinrich August Winkler Warum die Europäische Union dringend ein Wir-Gefühl braucht Why the European Union Urgently Needs to Develop a "We-Feeling“ das Postulat, dass Europa nur zusammenwachsen kann, wenn es ein "Wir-Gefühl", ein Bewusstsein von Zusammengehörigkeit und Solidarität, entwickelt. The idea that Europe can only come together when she develops a „We –feeling“, an awareness that her member countries belong together, of solidarity.

Heinrich August Winkler

Warum die Europäische Union dringend ein Wir-Gefühl braucht

Why the European Union Urgently Needs to Develop a "We-Feeling“

das Postulat, dass Europa nur zusammenwachsen kann, wenn es ein "Wir-Gefühl", ein Bewusstsein von Zusammengehörigkeit und Solidarität, entwickelt.

The idea that Europe can only come together when she develops a „We –feeling“, an awareness that her member countries belong together, of solidarity.

Barack Obama

School librarians to promote a “We” feeling, so that school librarians, school information specialists, teacher librarians and school documentalists throughout Europe can learn more about each other’s work and hopefully find the support which they need. This co-operation will improve the quality of their work, since they will learn from each other’s successes and failures. It will also enhance the image of school librarianship in Europe. By working together and supporting each other, they can draw the attention of the European Union to the important work which they are doing. “We” are united by our love of and belief in school librarianship.

to promote a “We” feeling, so that school librarians, school information specialists, teacher librarians and school documentalists throughout Europe can learn more about each other’s work and hopefully find the support which they need. This co-operation will improve the quality of their work, since they will learn from each other’s successes and failures. It will also enhance the image of school librarianship in Europe. By working together and supporting each other, they can draw the attention of the European Union to the important work which they are doing. “We” are united by our love of and belief in school librarianship.

The End