Service Learning: Bringing the World into LIS Education
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Service Learning: Bringing the World into LIS Education

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What does every manager want from LIS graduates? Librarians who are able to tackle real library problems. How do we help students develop these skills? By giving them experiences to apply and test ...

What does every manager want from LIS graduates? Librarians who are able to tackle real library problems. How do we help students develop these skills? By giving them experiences to apply and test themselves. Come to this session to discover how service learning benefits LIS students and to hear about recent service projects led by Librarians Without Borders' students in Costa Rica and Guatemala.

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Service Learning: Bringing the World into LIS Education Service Learning: Bringing the World into LIS Education Presentation Transcript

  • Service Learning:Bringing the World into LIS Education Carolyn Doi, McGill University Melanie Sellar, Marymount CollegeErin Walker, Bradford West Gwillimbury Public Library
  • Session Goals Introduce the concept of service learning (SL) Connect SL to work of Librarians Without Borders (LWB) Present case studies of LWB-SL projects
  • Overview of Presentation1. Introduce Service Learning (SL)2. Introduce Librarians Without Borders (LWB)3. Connect work of LWB to SL4. SL case-study: LWB initiative in Costa Rica5. SL case-study: LWB initiative in Guatemala6. Answer your questions!
  • Overview of Presentation1. Introduce Service Learning (SL)2. Introduce Librarians Without Borders (LWB)3. Connect work of LWB to SL4. SL case-study: LWB initiative in Costa Rica5. SL case-study: LWB initiative in Guatemala6. Answer your questions!
  • What is Service Learning? 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 learning and development.
  • History of Service Learning • Renaissance of civic engagement on campuses1960s • Peace Corps, Civil Rights Movement • First conference in United States • Resurgence in response to materialistic image1980s • Launch of many national service organizations • Campus Compact is founded • Becomes a formally established field1990s • Emergence of conferences, journals • Growing body of research literature • Adoption of pedagogy begins in Canada2000s • Canadian Alliance for Community Service Learning • LIS Literature begins to recognize SL
  • Service Learning is Different From:Recipient BENEFICIARY ProviderService FOCUS Learning Service- Learning Community Field Education Service Volunteerism Internships Pictorial from Andrew Furco, “Service-Learning: A Balanced Approach to Experiential Education.” 1996.
  • At the Intersection: Service Learning Academic Material Relevant Critical Service Reflection
  • Why Care About Service Learning?Internationalize Higher Respond to Campuses Education Workforce Needs PrioritiesAccess Funding EnrichOpportunities Pedagogy
  • Overview of Presentation1. Introduce Service Learning (SL)2. Introduce Librarians Without Borders (LWB)3. Connect work of LWB to SL4. SL case-study: LWB initiative in Costa Rica5. SL case-study: LWB initiative in Guatemala6. Answer your questions!
  • Where We Began Linguistics LIS program, Angola – Course, UWO UWO UWO collaboration
  • How We GrewExecutive Team (across North America)Board of Directors (across North America)>1,000 members (across the world) 2005 2007 2007 2009 2010
  • Who We’ve BecomeLibrarians Without Borders is an non-profit organization thatstrives to narrow the information divide worldwide by supportinglibraries in developing regions.We collaborate with partner communities to identify their needsand then mobilize our volunteers — the core being studentlibrarians — for in-the-field development.
  • Overview of Presentation1. Introduce Service Learning (SL)2. Introduce Librarians Without Borders (LWB)3. Connect work of LWB to SL4. SL case-study: LWB initiative in Costa Rica5. SL case-study: LWB initiative in Guatemala6. Answer your questions!
  • At the Intersection: Service Learning Academic material Relevant Critical service reflection
  • Attributes of Effective Service Learning Ownership of projects  Via autonomy, but not independence Sense of mastery and fulfillment  Via accomplishments of clear goals and feedback from clients Sense of connectedness  With colleagues, instructors, community Meaningful experience  Prolonged involvement, intensity of effort Reflection and assessment  Frequent, structured, and guided
  • Overview of Presentation1. Introduce Service Learning (SL)2. Introduce Librarians Without Borders (LWB)3. Connect work of LWB to SL4. SL case-study: LWB initiative in Costa Rica5. SL case-study: LWB initiative in Guatemala6. Answer your questions!
  • LWB in Costa RicaProject Overview September 2009-April 2010 Student-led project Goal: to build school library in El Humo, Costa Rica  Fundraise for books & building supplies  Develop start-up collection  Service-learning trip to construct & set-up library  Partner with local organization, VIDA
  • Local Partner: VIDA
  • Costa Rica
  • Pre-departureTimeline: September 2009 to April 2010 Recruiting trip participants & forming work teams Planning trip itinerary and budget Fundraising activities Collection development Learning about Costa Rica
  • Fundraising Calendar sales; PancakeFundraising Goal = Breakfasts; Wii Raffle; $5,000 Silent Auction; Button Sales; Knit-a-Thon; Donations
  • Collection Development Start-up Collection Spanish- Science & Costa Rican Basic English Geography Literature English dictionaries books • Picture Books • English Language Learning
  • Collection Development Questions & Challenges Curriculum How to find & Cultural Getting the support or evaluate considerations: books to El recreational Spanish- • Language Humo? reading? language • Relevant & How much couldSize of collection children’s appropriate we purchase books? locally? Dealing with foreign vendors
  • Collection DevelopmentSelection Tools & Resources: IBBY (International Board on Books for Young People) Fundalectura (Columbia) Banco del Libro (Venezuela) Barahona Center for the Study of Books in Spanish for Children & Adolescents School Library Journal reviews Críticas (English-lang review source for Spanish-lang books) CR Ministry of Education curriculum & required reading
  • Collection DevelopmentBooksellers: Tap Peques ̶ Oakville, ON Libreria Lehmann ̶ San José, Costa Rica Libreria Legado ̶ San José, Costa RicaPublisher Donations: Annick Kids Can Press Scholastic Canada Groundwood Books
  • Collection Development
  • On the Ground Getting to know the El Humo school and community National Library of Costa Rica Physical construction of library building Setting up the library  Created a cataloguing method, processed books, created a basic card catalogue, and wrote a policy/handbook for the school staff
  • Escuela
  • Una casa típica
  • Los chiquitos
  • ¿Habla Español?
  • ¡Bailamos!
  • ¡Bailamos!
  • National Library of Costa Rica
  • National Library of Costa Rica
  • National Library of Costa Rica
  • National Library of Costa Rica
  • Building site
  • Digging post holes
  • Mixing cement by hand = least favourite job!
  • Moving very heavy concrete beams
  • Concrete wall slabs
  • Concrete wall slabs
  • We were never short on spectators
  • Walls are up!
  • Working on the floor
  • Peeking from behind the newly installed door
  • Setting up the library Basic system based on subject area and author surname – had to be simple enough for staff and volunteers to maintain Simple card catalogue Policy manual & procedures
  • Setting up the library
  • Setting up the library
  • Setting up the library
  • Finished space
  • Finished space
  • Finished space
  • Presenting the library to the school
  • Impact of the Library El Humo students learned about libraries and how they work in class Project inspired the El Humo community to fundraise to purchase computers for the library & additional resources Practicum student from LIS program at University of Costa Rica from neighbouring village
  • Presentación de gratitud
  • Presentación de gratitud
  • One Year Later Update from school principal, Don Jorge Continue to benefit from presence of LIS practicum student Computer now available for student use in library Source of pride for the school and greater El Humo community Believe that it is inspiring student success and encouraging literacy
  • What did we learn? Practical application of “hard” professional skills  Information Resources  Reference & User services  Community Development Development of essential “soft” skills  Creativity  Leadership  Project Management  Time Management  Communication  Flexibility
  • Overview of Presentation1. Introduce Service Learning (SL)2. Introduce Librarians Without Borders (LWB)3. Connect work of LWB to SL4. SL case-study: LWB initiative in Costa Rica5. SL case-study: LWB initiative in Guatemala6. Answer your questions!
  • LWB in GuatemalaThe Asturias Library Project
  • Project  Partner institution: Miguel Angel Asturias AcademyOverview  Location: Quetzaltenango,Project Goal GuatemalaCollaborate  Started in 2009 by McGill studentwith the committeeAsturias  Asturias identified a need forAcademy to library expertsimplement a  Ongoing fund raisinglibrary at the  Service-learning trips in springschool. 2010 and 2011
  • The Miguel Angel Asturias Academy
  • Introduction to the  Private, non-profit Pre K-12Asturias Academy school  Location: Quetzaltenango,Two main missions Guatemala(1) Get ALL  Founded: 1994 Guatemalan children in school  Serves students from(2) Break cycles of varying background: poverty through Indigenous, non- education indigenous, poor, working class and middle class.  Implements teachings of Paulo Friere
  • The Asturias LibraryWhen LWB arrived inGuatemala in 2010, theAsturias Library was in apre-construction phase.Since then, the AsturiasLibrary has gone from beingan idea to a functionallibrary space.The library is currently openduring school hours, and isused on a daily basis byAsturias students and staff.
  • Partnership Benefits for LWB students Make a positive impact on a community in need Partner with an organization that can use expertise in the field Apply lessons and knowledge from the classroom Prepare to enter the workforce by getting hands on experience
  • Asturias Library Project – Year One Begin and develop relationship with Asturias Initial work in Guatemala – 2010 Trip Manual of recommendations Deliver books and school supplies Reflection  Articles  Presentations
  • Asturias Library Project - Year OneOn the ground in Guatemala (April – May 2010):  Cultural Activities  GOAL: Better get to know the community  One week of service work at the school  Developed handbook of recommendations including cataloguing, layout, shelving, programming, etc.  Meet the students: classroom visits, recess, reading club  Communicate with Asturias staff and volunteers  Blogging  2847 visitors during the trip
  • Library Space PlanningConceptual Drawings – April 2010
  • January 2011 First story time at Asturias Library, January 2011
  • Asturias Library Project – Year One Participants
  • Asturias Library Project – Year Two Participants
  • Asturias Library Project – Year Two Bigger scope  Organization wide:  Fundraising push  Collection development projects  2nd service learning trip to Guatemala  27 participants  Members from executive and 4 library schools  Cultural activities  Week of work at the school
  • Cultural Activities
  • Collection Development• 350 Books purchased by 4 LWB student committees• Increase size of Asturias collection to 2000 items.
  • Activities at AsturiasDeveloped & based on discussions with library staff  Day 1: brainstorm, prioritize, pitch (short & long term)  Day 1: division into project teams; set goals:  Organization Team  Information Literacy Team  K‘iche‘ Audio Books Team  Knowledge Management Team  Blogging/Photography Team  Day 2-5: work, work, work towards goals!  Day 6 + (in Canada): document and compile materials
  • Meet the students
  • Library Organization
  • Library Organization
  • Information Literacy  Guides for teachers on how to use the library  Classification  Floor plans  How to implement library into curriculum  Resource lists  Book talk best practices  Information literacy games
  • Knowledge Management Wiki  High turnover rate among Asturias volunteers  Goals  Capture best practices  Document and organize collective knowledge  Share knowledge with future volunteers Survey  Evaluate trip for future improvement
  • K’iche’ Audio Book Project K’iche’ is the predominant Indigenous language in Xela Audio to support Asturias K’iche’ language curriculum Work with students to create audio material for the collection Build library holdings Give students a sense of ownership over the collection Manual of best practices
  • Blogging/Photography Teamhttp://lwb-online.org/?cat=27
  • What’s next? Continue to create opportunities for reflection Continued collaboration with Asturias As their priorities change, so will our relationship with them:  Another trip  Continued fundraising  Expansion of the library
  • “We can never repay you, but know thatyou are cultivating a love of reading inGuatemalan students. We hope you takewith you in your hearts a sense that youhave done something good, not only forour students, but for the whole ofGuatemala, you have made a difference.” Jorge Chojolán, Founder and Director
  • Opportunitiesfor Reflection
  • Reflection “Structured opportunities for reflection can enable learners to examine and Wrap up form their beliefs, values, Articles webinar opinions, assumptions, judgments and practices related to an action orPresentations Blogging experience, gain a deeper understanding of them and construct their own Trip Document meaning and significance for future actions.” Moon, J. Reflection in Learning and Professional Development . London : Kogan Page Limited, Stylus Publishing Inc, 1999.
  • Student learning outcomes SocialExperience Skills JusticeCollection development Problem Solving Education and Literacy in Guatemala Time management Budget management Flexibility Challenges facing local population Cataloguing Team Work Communication Paulo Friere teachingsCollection Maintenance & Organization Leadership Incorporating local Technical Writing challenges into library Project Management planning
  • Relevant course work2010 Trip: “What aspects of your MLIS program were applicable to the Asturias Library Initiative?” Cataloguing Library Space Planning Collection Development Information Literacy User services Group Work Programming Writing Training Manuals
  • Relevant Skills 2010 Trip: “What skills or knowledge did you feel were most important during the Asturias Library Project?” Spanish Team Work Communication Presentation skills Analysis of user needs Flexibility Cataloguing Understanding needs of user group
  • Summary of Benefits of LIS StudentsConnects curriculum to real-world, complex experiences, which:  Engages them in problem-solving, critical thinking  Promotes deeper learning: no “right” answers  Develops interpersonal skills and teamwork approach  Develops leadership and management skillsProvides immersion into societal issues relating to LIS, which:  Socializes them into values of the profession  Sensitizes them to the realities, experiences, and needs of marginalized people  Develops civic responsibility through community involvement
  • Into the Future How can we formally integrate LWB with the LIS curriculum?
  • Overview of Presentation1. Introduce Service Learning (SL)2. Introduce Librarians Without Borders (LWB)3. Connect work of LWB to SL4. SL case-study: LWB initiative in Costa Rica5. SL case-study: LWB initiative in Guatemala6. Answer your questions!
  • Thank You! www.libarianswithoutborders.orgtwitter: lwb_online