The document discusses digital libraries and participatory culture in transforming learning. It argues that digital libraries should transition from static repositories to social platforms that are active, open, and facilitate conversations. A case study is presented on a MOOC digital library that gave over 950 participants, mostly teachers and educators, access to curated resources and virtual spaces for flipped and in-class learning. Key findings were the emphasis on users as co-creators and a participatory culture of learning beyond just accumulating concepts. Success factors included cooperation among teachers to develop new practices and help students and teachers take responsibility for improving skills and knowledge sharing.

1. Digital libraries and participatory culture:
transforming learning!
Anna Maria Tammaro
Folio Educa
Auditório Municipal Casa da Música de Óbidos
October 1st, 2016

2. Digital libraries: first point of confusion!
It is urged a transition from static repositories to social platforms that are active,
open, modular, gregarious and “chatty” with other software, servers, people and
organizations.
Digital library concept misunderstood!

3. Participatory culture: second point of confusion
“Principles of participation” as
advocated by Lankes and colleagues
for libraries in general (2007, 31)
(Digital) libraries “facilitator of
conversations” as trusted social
institutions that are vital to
democracies, open inquiry and the
advancement of knowledge and
culture.
Theory of conversation in practice

4. Empowering
learners
Importance of reading
Importance of access
Importance of capability building

5. Digital libraries promise: empowering learners
What knowledge and skills do our local and global communities need and want,
and how are digital libraries responding to these needs?
Digital libraries platforms facilitate:
● to develop ideas and translate them into tasks,
● to formulate and solve problems,
● freedom to experiment and take risks,
● to integrate IT into lives and the skills to use all resources and equipment
effectively,
● timely and appropriate assistance, guidance and support.

6. Case study: MOOC Digital Library in principle and practice
The MOOC gave me the opportunity to present to the participants the digital
libraries, defined as organisations centred on learning. I have described three
possible roles of the digital library for improving learning and continuous
development of teachers :
• for accessing curated digital resources,
• as virtual spaces outside of the class (flipped classroom),
• as internal laboratories into the class (makerplaces).

7. Case study findings
The MOOC participants have been more than 950, with a clear majority of
teachers (46%) and other educators as « digital activists » and professional
trainers (15%) in training companies. A small percentage (only 13%) was made up
of professionals and students of LIS and cultural heritage. The rest of the
participants were simply interested people in digital libraries.
The first paradigm shift or « reversal » of the MOOC has been to start from users
considered as active co-creators of digital content.
The second principle was the “participatory culture”, where learning is not limited
to acquire «concepts » available to be accumulated in a shopping cart.

8. Conclusion
Success factors of the case study
● co‐operation among teachers to develop new teaching practices,
● capability to ensure that students and teachers take responsibility for
improving their teaching/learning skills, and
● to help them for knowledge sharing and creation.

9. Thanks for your attention!
Contact:
annamaria.tammaro@unipr.it
CV: http://works.bepress.com/annamaria_tammaro/
Blog: http://annamariatammaro.wordpress.com