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  • 1. DISRUPTION: Are we learning too? Stephen Abram stephen.abram@gmail.com Dec. 17, 2013
  • 2. 2 Objectives for the Day Re-Frame Realize the Possibilities Relationships
  • 3. 3 Can everyone source their force? Can we contribute to everyone‟s self-actualization?
  • 4. 4 The disruptions that were predicted . . .
  • 5. 5
  • 6. Is Google that 5 inch wave. . . ?
  • 7. 18
  • 8. 19 • Who are the tech leaders in your school? • 1. Librarians have a healthy attitude toward technology. I am afraid my latent sexism will show here, but the majority of our librarians are female, and females often exhibit a healthier attitude toward technology than do we males. On seeing a new box that plugs in, rather than asking “How fast is the processor?” or “How big is the hard drive?”, a librarian tends to ask “What is it good for?” Good librarians are neither technophiles nor technophobes. The librarian considers and teaches not just how to use technology, but why and under what circumstances it should be used. An old adage says that when your only tool is a hammer, every problem becomes a nail. For many technologists, technology can become the solution to problems that actually require traditional or human solutions. (Ever see someone spend 45 minutes using a computer to address an envelope?) From The Indispensable Librarian, 2nd ed.
  • 9. 20 • Who are the tech leaders in your school? • 2. Librarians have good teaching skills. Unlike technicians they are more likely to use good pedagogical techniques and have more developed human relations and communication skills. We are understanding and empathetic when technologically related stress occurs in the classroom. From The Indispensable Librarian, 2nd ed.
  • 10. 21 • Who are the tech leaders in your school? • 3. Librarians have an understanding of the use of technology in the information literacy process and its use in fostering higher level thinking skills. We view technology as just one more, extremely powerful tool that can be used by students completing well-designed information literacy projects. “Technologists”, it seems, are just now understanding this powerful use. From The Indispensable Librarian, 2nd ed.
  • 11. 22 • Who are the tech leaders in your school? • 4. Librarians have experience as skill integrators and collaborators. Integration of research and information literacy projects has been a long-term goal of school library programs, and as a result many librarians have become excellent collaborators with classroom teaches, successfully strengthening the curriculum with information literacy projects. We know kids, know technology and know what works. From The Indispensable Librarian, 2nd ed.
  • 12. 23 • Who are the tech leaders in your school? • 5. Librarians are models for the successful use of technology. The library’s automated library catalogs, circulation systems, electronic reference materials, and student accessible workstations all showed up well before classroom technologies. Teachers rightfully see the librarian as the educator with the most comfort with technology as well, which in turn bolsters their own self-confidence. From The Indispensable Librarian, 2nd ed.
  • 13. 24 • Who are the tech leaders in your school? • 6. Librarians provide in-building support. A flexibly scheduled librarian is a real asset to teachers learning to use or integrate technology. The librarian can work with the teacher in the library, lab or classroom. The librarian is available for questions that might otherwise derail a teacher’s application of technology. This as a primary advantage of the librarian as opposed to a classroom teacher having primary responsibility for staff development in technology. From The Indispensable Librarian, 2nd ed.
  • 14. 25 • Who are the tech leaders in your school? • 7. Librarians have a whole school view. Next to the principal, the librarian has the most inclusive view of the school and its resources. The librarian can make recommendations on where technology needs to be placed or upgraded as well as on what departments or teachers may need extra training and support in its use. From The Indispensable Librarian, 2nd ed.
  • 15. 26 • Who are the tech leaders in your school? • 8. Librarians are concerned about the safe and ethical use of technology. Students will need to have the skills to selfevaluate information; understand online copyright laws and intellectual property issues; and follow the rules of safety and appropriate use of resources. Who but the librarian worries about digital citizenship?" From The Indispensable Librarian, 2nd ed.
  • 16. 27 • Who are the tech leaders in your school?
  • 17. 28 Then what is disruptive to the ecosystem of learning and libraries, learners and librarians?
  • 18. It‟s an Information Ocean, not a Highway.
  • 19. Libraries are an “Exploration Space” not a collection space.
  • 20. Libraries are an Experience animated by the staff for a purpose
  • 21. Information Engagement Levels Stimulate/Live Present/Teach Argue/Defend Act on/ Discuss Content Read/View Source Situation Dr. Thomas Davenport
  • 22. Intelligence and Learning Styles • • • • • • • Visual/Spatial (Picture Smart) Verbal/Linguistic (Word Smart) Musical/Rhythmic (Music Smart) Logical/Mathematical (Number Smart) Bodily/Kinesthetic (Body Smart) Interpersonal (People Smart) Intrapersonal (Self Smart) ▫ Piaget, Bloom, Gardner, etc.
  • 23. Information Literacy • Standard Curriculum Components ▫ Mathematics / Arithmetic ▫ Science, Biology, Physics & Chemistry ▫ English, Languages ▫ History, Geography, Politics, Sociolog y ▫ Music, Art, Phys. ed. ▫ Guidance, Religion
  • 24. Information Literacy • Information literacy is integrally tied every aspect of the curriculum: ▫ Mathematical logical thinking skills - Math and Arithmetic ▫ Scientific method - Sciences ▫ Criticism, interpretation and comprehension English and languages ▫ Analytical thinking - History, Geography ▫ Interpretive and imaginative- music, art & phys. ed. ▫ Inter and Intrapersonal skills Religion, Guidance, etc. ▫ There is an imperative for people to have a lifelong curriculum a personal learning strategy
  • 25. Taking The Knowledge Positioning Data Information Knowledge Behaviour ====> =======> ======> ======> Apply Standards Store & Move Display Chart Graph Publish Picture Format Knowing Learning Filtering Evaluating Gerunds Do Decide Choose Apply Enact Action Verbs
  • 26. 37
  • 27. 38 And that‟s just so easy, comfortable and beguiling…
  • 28. 39 Retronyms • • • • • • • • Guitar . . . Electric guitar Carriage . . . Horseless carriage Book . . . E-book Mail . . . E-mail Store . . . Online store Catalogue . . . OPAC Games . . . Video games . . . PC Games . . . Gamification Blackboard . . . Whiteboard . . . Smartboard • In our world just put an „I‟ or an „E‟ in front of any noun.
  • 29. 40 Rogers
  • 30. 41 So we’ve seen . . . • • • • • Banks become ATMs Books become e-books and documents become PDFs Textbooks become e-textbooks Classes become e-classes Conferences become virtual conferences
  • 31. 42 Let‟s talk verbs…
  • 32. 43 What is the disruption here? • • • • • • • • • • • Radio Telephone Cars Planes Television Talkies PCs Internet E-mail Wax, vinyl, tape, CD, MP3 Beta, VHS, DVD … Streaming media • Smartboards • • • • • • • • • • • Online databases Amazon Google, Yahoo, Bing eBay eBooks Boolean Digital Cameras – camera phones Flickr, Pinterest, Tumblr, Insta gram Siri, Facetime WebEx, AdobeConnect, G+ Hangouts, Web Conferencing Cloud, (SaaS, IaaS, PaaS)
  • 33. 44 What is the next disruption? • • • • • • • • • Robotics Nano Embedded devices Internet of Things 3D printing Making culture Genomic advances Frankenfoods Holographics, holodeck?
  • 34. Black and White • The polarization of discussion Dogmatic vs. Professional positions on: eBooks, access, copyright, etc. Political and social value systems in conflict
  • 35. Black & White
  • 36. 51 • Examples of B&W discussions • These can sometimes lack professional perspectives, be politically dogmatic and belief driven, and use metaphors symbolic of death~! • • • • • • • • E-books versus Physical Books Textbooks – eTextbooks - Coursepacks – Learning Objects Open access versus Proprietary Content Free versus Fee Business Models versus Social Models Apple versus Microsoft PC Desktop vs. Laptop vs. Tablet vs. Phone vs. Phablets Privacy and Confidentiality • Make no mistake. I‟m not saying the discussions are wrong or taking sides, I just think professionals see colours and shades of gray.
  • 37. 52 So let’s really think . . . What’s really going to happen? • • • • • • • • Evolution or Revolution? Education versus Learning Teaching versus Engagement Librarian versus coach, partner, developer, … Publisher / Vendor versus School / Academic Institution Curriculum versus Common Core Delivery Institution or Learning Ecosystem Diplomas versus Accredited Providers
  • 38. Are you locked into library mindsets?
  • 39. What about value and impact?
  • 40. Or shall we stick with this?
  • 41. Grocery Stores
  • 42. Grocery Stores
  • 43. Grocery Stores
  • 44. Cookbooks, Chefs . . .
  • 45. Cookbooks, Chefs . . .
  • 46. Meals
  • 47. 63 Finding the BIG TRENDS 1. Follow the money and the market opportunity . . . equity and venture capital 2. Watch the consumer market first for devices, behaviours, entertainment . . . e.g. ringtones 3. Watch the rest of the world 4. Who stands to lose? Win? (cataloguers, systems, metadata . . .) 5. What is on the fringes? (e.g. eBay and cars) 6. Think clearly about price, scalability and penetration. 7. “I spy with my little eye… something that is . . .”
  • 48. 64 It‟s simple really, shift happens, gedoverit • Users & Communities will continue to be diverse in the extreme • Expectations around timeliness will increase • We will have a foot in both camps for many, many years to come: digital and physical • Content will (is already) be dominated by non-text (gamification, 3D, visual, music, video, audio, etc.) • Search will explode with options and one-step, one box search is for dummies • The single purpose anchored device declines as a target environment • Devices will focus on social, collaboration, learning, sharing, multimedia, creation and successful - Services will align with that • Librarians will need to focus primarily on professional service(s) and strategic alignment (reduced roles in organizing knowledge and step&fetchit politeness): Service Professionals NOT Servants • Users will NOT differentiate public from school libraries • E-Learning, collections and metadata will go to the cloud massively
  • 49. 69 So what am I spying . . .? From a School Library focus • Global learning and publishing investments • Online high schools (Gale Cengage, Stanford) • Devices are markets (CleverU and Newmindsets) • E-Learning (Blackboard, D2L, Moodle, ...) • MOOCs (Almost 24 months of EdX, Udacity, Coursera) • Learning and Experience Portals as classrooms (Khan) • What is happening with the textbook? • New business models (big data models...) • Discovery trumping Search • Non-Text: Video, audio, read-speak, etc. • Search Tuning – Lexiles, sentiment, visual, semantic, Sciencescape • Advanced stuff – 3D printing, gamification, … • Partnerships, alliances, mergers, on the state and national level
  • 50. Deer in headlamps slide here.
  • 51. 72 The signs . . . There‟s always another view…
  • 52. Definitions • • • • • • • • Discovery Search – known item retrieval Topical or Subject Search Research Immersive Learning Assembly Two step discovery: discover, searching, finding, use The pressure is ON for librarians to scale up their information fluency and experience curation initiatives
  • 53. What are the real issues? • Craft versus Industrial Strength • Personal service only when there‟s impact • Automated personalization and archiving • Pilot, Project, Initiative versus Portfolio Strategy • Hand-knitted prototypes versus Production • • • • • e.g. Information Literacy initiatives Discovery versus Search versus Deep Search eLearning units Citation and information ethics Repository and content archipelagos • Strategic Analytics • Value & Impact Measures, Behaviours, Satisfaction • Policy, economic and strategic alignment
  • 54. What Does Boundarylessness mean?
  • 55. 77 So what do you do as both an educator and librarian? • Scale up! Province-wide and nationwide (a la OCLC) • Understand deeply the research on genome, behaviours, learning styles, child and teen development, brain research . . . In the digital context. • Develop your skill portfolio as a team instead of individuals and do both your attitudes and aptitudes • Avoid LONE WOLF syndrome
  • 56. 78 Build (some examples) • • • • • • • • • • • Online teaching skills Online learning skills LMS MOOC development skills Teamwork competencies Partnership competencies (and not just not-for-profit) Your sacrificing skills Priority-setting and Milestone skills Cooperation and Collaboration skills Culture of Trials and Experiments “always in beta” Assessment skills and data analysis in a digital age. Advocacy and influencing skills
  • 57. Smelly Yellow Liquid Or Sex Appeal ?
  • 58. Until lions learn to write their own story, the story will always be from the perspective of the hunter not the hunted.
  • 59. So, how should Info Pros react?
  • 60. BRAINS • We KNOW more than they do! • We have VERY high information literacy skills.
  • 61. HEART • We care about excellent customer service. • You‟ve got the stuff! • We strive to meet their REAL needs.
  • 62. COURAGE • We‟re out there every day doing this. • We will survive and thrive.
  • 63. 89 Re-Frame
  • 64. 90 Your Frame
  • 65. 91 Goal of an effective working relationships
  • 66. 92 Realize the Possibilities
  • 67. Stephen Abram, MLS, FSLA Consultant, Dysart & Jones/Lighthouse Consulting Cel: 416-669-4855 stephen.abram@gmail.com Stephen’s Lighthouse Blog http://stephenslighthouse.com Facebook, Pinterest, Tumblr: Stephen Abram LinkedIn: Stephen Abram Twitter: @sabram SlideShare: StephenAbram1