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Caval Research Overview
 

Caval Research Overview

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Originally presented for CAVAL members on September 30, 2009 at RMIT Library in Melbourne.

Originally presented for CAVAL members on September 30, 2009 at RMIT Library in Melbourne.

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    Caval Research Overview Caval Research Overview Presentation Transcript

    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Measuring the Value and Effect of Learning 2.0 Programs in Libraries Michael Stephens, PhD Dominican GSLIS | CAVAL Visiting Scholar www.tametheweb.com | www.dom.edu/gslis Image: http://www.flickr.com/photos/aaronschmidt/281619803
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Agenda • Web 2.0 & Learning 2.0 • Free open across the Web • Institutional Impact • Research Questions • Methodology • Preliminary Look at the Data
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Web 2.0 http://www.flickr.com/photos/josefstuefer/55109059
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 The Web as platform. Harnessing collective intelligence. Data is the next Intel inside. End of the software Lightweight programming release cycle. models. Rich user Software above the level of a experiences. single device. http://www.flickr.com/photos/josefstuefer/55109059 http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 This Web harnesses collective intelligence. http://www.flickr.com/photos/max_westby/4045923
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 This Web provides rich user experiences.
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 This is where we live.
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 http://flickr.com/photos/stabilo-boss/93136022/
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Open Profiles Rich User Experience Participatory Acess/API Favorites Comments Memes Radical Trust Harnessing Collective Feeds Intelligence
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Open Profiles Rich User Experience Participatory Comments Favorites Learning Acess/API 2.0 Memes Radical Trust Harnessing Collective Feeds Intelligence
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 http://plcmclearning.blogspot.com/
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Blowers recognized “that librarians need to know how to participate in the new media mix if libraries are to remain relevant.” Blowers challenged her 550 staffers to become more web savvy. Using free web tools, she designed the program and gave staff members three months to do 23 things. Hanly, B. (2007) Public Library Geeks Take Web 2.0 to the Stacks. Retrieved February 12, 2009 from http://www.wired.com/culture/education/news/2007/03/learning2_0 Hastings, R. (2007). “Journey to Library 2.0.” Library Journal. Retrieved February 15, 2009 from http://www.libraryjournal.com/article/CA6431957.html
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Program Components • Learning delivered online via blog/media • “23 Things” to learn & explore • Staff blogs to chart reflection & progress • Incentives: MP3 Player/Laptop • Touted as transformational
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Free open across the Web.
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Learning 2.0 Across the Globe
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Don't ask me the number of libraries or organizations? With programs having been run by the National Library of Norway, the State Library of Victoria, Maryland public libraries statewide, 23 Things on a Stick for multiple libraries and organizations, I really have no way of knowing the total impact or number of organizations that have adopted the program. But from my delicious links and growing communications folder I can tell you this... the number is definitively over 700 and more then likely hovers somewhere just under 1000 organizations worldwide. Blowers, H. (2009). WJ hosts 23 Things summit. LibraryBytes. Retrieved March 5, 2009 from http://www.librarybytes.com/2009/02/wj-hosts-23-things-summit.html
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 http://maps.google.com/maps/ms?ie=UTF8&msa=0&hl=en&msid=101962518196533878534.000001122a2490d657a64
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 http://www.yarraplentyonlinelearning.blogspot.com/
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 http://www.flickr.com/photos/theskokieten/2093430767/
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 http://community.ahml.info/bakersdozen/
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Institutional Impact
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 “I believe that this has been one of the most transformational and viral activities to happen globally to libraries in decades.” Stephen Abram
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 “To our knowledge, no formal evaluation of Learning 2.0 has been conducted. However, the take-up rate among libraries worldwide has been impressive and stands as an endorsement of the program.” Gross, J. & Leslie, L (2008). “Twenty-three steps to learning Web 2.0 technologies in an academic library.” The Electronic Library, 26:6 p790 - 802
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Transparency http://www.flickr.com/photos/mdumlao98/237755557/
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 http://www.wired.com/wired/archive/15.04/
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 A Road Map to Transparency • Multiple avenues for open communication • Visit the front lines regularly • Cross train • Provide Learning for all staff • Involve staff in governance • Open planning, cross-functional http://www.libraryjournal.com/article/CA6510682.html
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Say “Yes” http://www.libraryjournal.com/article/CA6510682.html
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 PLAY
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Play— the capacity to experiment with one’s surroundings as a form of problem-solving. Jenkins Jenkins: Confronting the Challenges of Participatory Culture: http://www.projectnml.org/node/540
    • The library satisfies curiosity. Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 http://www.flickr.com/photos/broterham/37039048
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Research Questions
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 What does it mean to say that the program “has fundamentally changed the staff's way of thinking and working in the 21st century?” Titangos, H.-L. H. and Mason, G. L. (2009). Learning library 2.0: 23 things @scpl. Library Management, 30(1/2):44-56.
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 To what extent has Learning 2.0 impacted institutional culture, staff confidence, staff promotability, institutional morale, and institutional openness? To what extent have Learning 2.0 programs improved library staff’s ability to utilize emerging technologies?
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 What factors create the most useful and successful L2.0 programme?
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Methodology
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Three Areas • International literature review of studies and articles about L2.0 & Web survey of programme administrators in Australia. • National survey of L2.0 participants concerning experience and impact of L2.0. • Case study location: pre and post L2.0 - Townsville City Libraries.
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Procedures • Literature searches, blog searches • Web surveys • Focus groups
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Blowers’ Ten Tips • 1. Encourage networking and the learning will follow. • 2. Allow participants to blog anonymously. • 3. Use 1.0 methods to communicate. • 4. Encourage group discovery. • 5. Design the program for late bloomers. Blowers, H. (2008b). “Ten tips about 23 things.” School Library Journal. Retrieved February 14, 2009 from http://www.schoollibraryjournal.com/article/CA6600689.html
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Blowers’ Ten Tips • 6. Focus on discovery, not skill building. • 7. Reward staff for learning. • 8. Online means hands-on, not hands-off. • 9. Enable transparency and practice radical trust. • 10. Continually encourage staff to play. Blowers, H. (2008b). “Ten tips about 23 things.” School Library Journal. Retrieved February 14, 2009 from http://www.schoollibraryjournal.com/article/CA6600689.html
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Data Analysis • Quantitative analysis • Qualitative analysis • Coding responses: • Codebook • Multiple coders
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 A Sample to Code Very little direct impact could be measured, however the Library has gone on to explore the use of various online tools (e.g instant messaging, Facebook, twitter, you tube) to delivery or promote services, and the 23 Things program was probably and important part of preparing staff and positioning the Library as innovative and active in the online environment.”
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Preliminary Look at the Data
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Admin Survey
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Admin Survey Details • Survey announced on various lists & blogs • Survey link emailed to those identified as administrators • 41 respondents
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Findings • Encouraged staff to work together 94% • Staff given work time for programme 97% • Offered incentives 65%
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Time Frame for L2.0 Programmes 4 3 2 1 5 7 8 9 10 11 12 0 13 14 15 16 Number of Weeks 20 24 32
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Catch Up Time at End of Program 9.00 6.75 4.50 2.25 1 2 4 0 6 OPEN None
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 “Staff initially had about 10 weeks to complete the program of 9 tasks. this was extended by a month when the IT dept cut off access to the Learning 2.0 program blog about 6 weeks in to the program.”
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 “We allowed 12 weeks for staff to complete - after the 12 weeks we offered staff to keep going at their own pace.”
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Responses • The library is now using web 2.0 tools to varying degrees • Staff are more comfortable and knowledgeable about the tools • No perceived impact/difficult to tell/too soon. • The programme has allowed some staff to excel with the tools while others have not, creating a perceived divide in the library. • Need a more practical application of the tools to actually see impact.
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Preliminary Implications • Management and administration must back the program • IT must be involved / no blocks to access
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 National Survey
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 National Survey Details • 384 Respondents • 86% Female & 14% Male • 29% 45-54 age range 28% 35-44 age range • 18% Academic Libraries 15% Public Libraries
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Did you complete the programme? 15% N=53 85% N=291 YES NO
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 If you didn’t complete the program, why not? • No Time/Too busy 74% • Too hard/didn’t like it/not comfortable 25% • Already knew about the tools <1% • Blocked sites <1%
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Lasting Impact of Learning 2.0 • Better/Increased awareness of 2.0 Tools/ inclusive feeling for staff 30% • Increased use of tools in Library 21% • No impact 20% • New ways of working/service 18%
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Lasting Impact of Learning 2.0 • Confidence/Helping Library Users 16% • Improvements to staff communication 8% • Increased use of tools in personal life 4%
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Focus Groups
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Focus Groups • Ramdomly selected participants meeting criteria that they at least started the program in their libraries. • Series of questions similar to national survey • Sessions recorded via field notes and laptop
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Preliminary Thoughts • Programme promoted a more personal awareness of tools for professional development • Staff more comfortable talking about or using tools • Insights into what made the program work well and what did not
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Next Steps • More focus groups in Townsville • Completeion of data coding • Statistical manipulation of data
    • Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0 Next Steps • VALA Presentation February 2010 • New Review of Academic Librarianship article 2010 • PLA (US) Presentation March 2010
    • Michael Stephens mstephens@dom.edu mstephens7@mac.com AIM: mstephens7mac gslis.dom.edu www.tametheweb.com