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LIS Education 2.0?

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Keynote address for the Asia Pacific Library and Information Education and Practice Conference, Khon Kaen, Thailand, 10-12 July 2013.

Keynote address for the Asia Pacific Library and Information Education and Practice Conference, Khon Kaen, Thailand, 10-12 July 2013.

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  • See notes from the themes – highlighted from journal article81 participants. Only 9 male24-66 years average age of 44.84 months to 40 years in industry, average 17.09 All sectors represented (public, academic, VET, public, schools, special) but dominated by public and academicMix of f2f and telephone focus groupsBut still only 28% regionalAll recorded last between 60 and 90 minutes.
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LIS Education 2.0? LIS Education 2.0? Presentation Transcript

  • Library and information science education 2.0? Helen Partridge Queensland University of Technology
  • Professions Australia 2005 • “facing a major skills challenge across a number of professional occupations” • “new technologies are resulting in significant transformation in the contemporary workforce” • “current approaches to professional skills development may be inadequate”
  • http://www.flickr.com/photos/socialmediamarketinglinkedmedia/5183654716/sizes/m/in/photostream/
  • I regularly use social media (or web 2.0) technologies and applications 1. Daily, I can‟t live without it 2. A couple of times a week 3. A couple of times a month 4. Once or twice a year 5. What‟s social media? What‟s web 2.0?
  • How many hours of video are uploaded to YouTube per minute? 1. 1 hour 2. 9 hours 3. 37 hours 4. 100 hours 5. 220 hours http://www.youtube.com/yt/press/statistics.html
  • How many new twitter messages or „tweets‟ are there per day? 1. 18 million 2. 38.5 million 3. 400 million 4. 650 million 5. 1 billion http://www.mediabistro.com/alltwitter/tag/tweets-per-day
  • How many users are on Facebook? 1. 6.75 million 2. 10 million 3. 42.5 million 4. 73 million 5. 1.11 billion http://expandedramblings.com/index.php/by-the-numbers-17-amazing-facebook-stats/
  • Web 2.0 requires an LIS professional with a new type of skill and knowledge. Enter Librarian 2.0!
  • the „issue‟ of library education • “a crisis in library education” (Gorman, 2004) • “something‟s amiss with university based education for librarianship” (Harvey, 2001) • “a fresh approach needs to be taken considering the education and development of the new information professional” (Myburgh, 2003) • “many librarians have little firsthand experience with library education after they graduate” (Moran, 2001) • “LIS educators can be totally out of touch with current industry practice” (Hallam, 2007)
  • The fellowship program will: 1. Identify the current and anticipated skills and knowledge required by successful library and information science professionals in the age of web 2.0 (and beyond) 2. Establish the current state of library and information science education in Australian for supporting the development of “web 2.0 professionals” 3. Identify models of best practice
  • http://www.blueskydesigngroup.com.au/wp- content/uploads/2011/07/processes_experience-design.jpg What impact is “web 2.0” or „social media‟ having on the LIS profession? What are skills, knowledge and attributes that are needed by LIS professionals to be successful in the “web 2.0” world (and beyond!)?
  • eight themes • Technology • Learning and education • Research or evidence based practice • Communication • Collaboration and team work • User focus • Business savvy • Personal traits Partridge, H., Lee, J. & Munro, C. (2010) Becoming librarian 2.0: the skills and knowledge required by library and information science professionals in a web 2.0 (and beyond) world. Library Trends. 59(1/2), 315-335.
  • • Information literacy • Lifelong learning • Teamwork • Communication • Ethics and social responsibility • Project management • Critical thinking • Business acumen • Problem solving • Self management Partridge, Helen L. and Hallam, Gillian C. (2004) The double helix: a personal account of the discovery of the structure of the information professional's DNA. In: Challenging ideas. ALIA 2004 Biennial Conference, 21-24 September 2004, Gold Coast, Australia. http://conferences.alia.org.au/alia2004/pdfs/partridge.h.paper.pdf
  • “even if you were flexible you have to be even more so, you have to be even more inquisitive, you have to be even more multi-tasked, more multi-skilled”. “people who have these skills are 1 in 100, [the] challenge is to make it the norm” “not just one person, everyone has to be there, we all have to be competent at a level” “everybody not just the hero worker” “raising of the bar for the profession” “isn‟t room for average, mediocre librarians anymore”.
  • A few quotes…….. • Cultural change • Paradigm shift • A new way of thinking • Its an attitudinal thing • Mindset shift • How you think about your profession has to change • Shift in ideas • A new way of thinking about librarianship • A shift in thinking is required • More vision • Being the people we want • Move away from our focus on our systems and processes • It‟s a mental thing But the key and most interesting element…..
  • LEVELS OF PERSPECTIVE - Kim LEVERAGE Systemic Structures Vision Patterns of behaviour Events Mental Models
  • “Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves the integration of knowing, acting and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integrating into professional ways of being” (Dall‟ Alba, 2009)
  • Epistemology Ontology “theory of knowing” “theory of being” What we know & can do Who are we?
  • Knowledge and skills acquisition does not ensure skilful practice. This is not to deny the importance of knowledge and skills but, rather, to argue that their acquisition is insufficient for enacting skilful practice and for transformation of the self that achieving such practice inevitably involves. By focusing on epistemology, we fail to facilitate and support this transformation” (Dall‟ Alba, 2005)
  • “a students engineering education should be focused on them developing an identity as a professional engineer. This identify not only includes the knowledge and skills usually developed in engineering programs, but attitudes and self beliefs towards being able to practice as an engineer” (Mann, Howard, Nouwens, & Martin, 2009)
  • Threshold Concept “akin to a portal opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting or viewing something without which the learner cannot progress” (Meyer & Land, 2003)
  • http://www.youtube.com/watch?v=ZqBJkCkeHdE
  • transformative irreversible integrative bounded troublesome
  • “Threshold concepts are particularly important as they are often portals into understanding how the discipline or profession makes sense of reality and acts on that meaning” (Royeen, Jensen, Chapman & Ciccone, 2010)
  • LIS education 2.0? Implications? 617a – Party Lights – Texture by Patrick Hoesly http://www.flickr.com/photos/zooboing/4425770337/
  • How do LIS professionals experience professional practice? What does it mean to be an LIS professional in an increasing complex and changing world? How do LIS professionals become professionals? How do our current LIS education programs prepare aspiring professionals for an increasingly complex world of practice? How could LIS educational programs support the integration of ways of thinking, acting and being?
  • http://eprints.qut.edu.au/view/person/Partridge,_Helen.html#group_other
  • thank you. Questions? @partridh http://www.facebook.com/QUTISG @qutisg