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Service Learning: Putting the World in LIS Education
The presentation introduced service learning and the organization Librarians Without Borders, discussing how their projects connect to service learning through case studies of initiatives in Costa Rica and Guatemala where students collaborated on building and developing school libraries through collection development, construction, and programming.
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Service Learning: Putting the World in LIS Education
- 1. Service Learning: Bringing theWorld into LIS Education Carolyn Doi, McGill University Melanie Sellar, Marymount College Erin Walker, Bradford West Gwillimbury Public Library
- 2. 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
- 3. Overview of Presentation 1. Introduce Service Learning (SL) 2. Introduce Librarians Without Borders (LWB) 3. Connect work of LWB to SL 4. SL case-study: LWB initiative in Costa Rica 5. SL case-study: LWB initiative in Guatemala 6. Answer your questions!
- 4. Overview of Presentation 1. Introduce Service Learning (SL) 2. Introduce Librarians Without Borders (LWB) 3. Connect work of LWB to SL 4. SL case-study: LWB initiative in Costa Rica 5. SL case-study: LWB initiative in Guatemala 6. Answer your questions!
- 5. What is ServiceLearning? 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.
- 6. History of ServiceLearning • Renaissance of civic engagement on campuses 1960s • Peace Corps, Civil Rights Movement • First conference in United States • Resurgence in response to materialistic image 1980s • Launch of many national service organizations • Campus Compact is founded • Becomes a formally established field 1990s • Emergence of conferences, journals • Growing body of research literature • Adoption of pedagogy begins in Canada 2000s • Canadian Alliance for Community Service Learning • LIS Literature begins to recognize SL
- 7. Service Learning isDifferent From: Recipient BENEFICIARY Provider Service FOCUS Learning Service- Learning Community Field Education Service Volunteerism Internships Pictorial from Andrew Furco, “Service-Learning: A Balanced Approach to Experiential Education.” 1996.
- 8. At the Intersection:Service Learning Academic Material Relevant Critical Service Reflection
- 9. Why Care AboutService Learning? Internationalize Higher Respond to Campuses Education Workforce Needs Priorities Access Funding Enrich Opportunities Pedagogy
- 10. Overview of Presentation 1. Introduce Service Learning (SL) 2. Introduce Librarians Without Borders (LWB) 3. Connect work of LWB to SL 4. SL case-study: LWB initiative in Costa Rica 5. SL case-study: LWB initiative in Guatemala 6. Answer your questions!
- 11. Where We Began Linguistics LIS program, Angola – Course, UWO UWO UWO collaboration
- 12. How We Grew ExecutiveTeam (across North America) Board of Directors (across North America) >1,000 members (across the world) 2005 2007 2007 2009 2010
- 13. Who We’ve Become LibrariansWithout Borders is an non-profit organization that strives to narrow the information divide worldwide by supporting libraries in developing regions. We collaborate with partner communities to identify their needs and then mobilize our volunteers — the core being student librarians — for in-the-field development.
- 14. Overview of Presentation 1. Introduce Service Learning (SL) 2. Introduce Librarians Without Borders (LWB) 3. Connect work of LWB to SL 4. SL case-study: LWB initiative in Costa Rica 5. SL case-study: LWB initiative in Guatemala 6. Answer your questions!
- 15. At the Intersection:Service Learning Academic material Relevant Critical service reflection
- 16. Attributes of EffectiveService 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
- 17. Overview of Presentation 1. Introduce Service Learning (SL) 2. Introduce Librarians Without Borders (LWB) 3. Connect work of LWB to SL 4. SL case-study: LWB initiative in Costa Rica 5. SL case-study: LWB initiative in Guatemala 6. Answer your questions!
- 18. LWB in CostaRica Project 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
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- 21. Pre-departure Timeline: September 2009to April 2010 Recruiting trip participants & forming work teams Planning trip itinerary and budget Fundraising activities Collection development Learning about Costa Rica
- 22. Fundraising Calendar sales; Pancake Fundraising Goal = Breakfasts; Wii Raffle; $5,000 Silent Auction; Button Sales; Knit-a-Thon; Donations
- 23. Collection Development Start-up Collection Spanish- Science & Costa Rican Basic English Geography Literature English dictionaries books • Picture Books • English Language Learning
- 24. 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 could Size of collection children’s appropriate we purchase books? locally? Dealing with foreign vendors
- 25. Collection Development Selection 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
- 26. Collection Development Booksellers: Tap Peques ̶ Oakville, ON Libreria Lehmann ̶ San José, Costa Rica Libreria Legado ̶ San José, Costa Rica Publisher Donations: Annick Kids Can Press Scholastic Canada Groundwood Books
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- 28. 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
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- 35. National Library ofCosta Rica
- 36. National Library ofCosta Rica
- 37. National Library ofCosta Rica
- 38. National Library ofCosta Rica
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- 41. Mixing cement byhand = least favourite job!
- 42. Moving very heavyconcrete beams
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- 45. We were nevershort on spectators
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- 47. Working on thefloor
- 48. Peeking from behindthe newly installed door
- 49. Setting up thelibrary 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
- 50. Setting up thelibrary
- 51. Setting up thelibrary
- 52. Setting up thelibrary
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- 56. Presenting the libraryto the school
- 57. Impact of theLibrary 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
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- 60. 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
- 61. What did welearn? 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
- 62. Overview of Presentation 1. Introduce Service Learning (SL) 2. Introduce Librarians Without Borders (LWB) 3. Connect work of LWB to SL 4. SL case-study: LWB initiative in Costa Rica 5. SL case-study: LWB initiative in Guatemala 6. Answer your questions!
- 63. LWB in Guatemala TheAsturias Library Project
- 64. Project Partner institution: Miguel Angel Asturias Academy Overview Location: Quetzaltenango, Project Goal Guatemala Collaborate Started in 2009 by McGill student with the committee Asturias Asturias identified a need for Academy to library experts implement a Ongoing fund raising library at the Service-learning trips in spring school. 2010 and 2011
- 65. The Miguel AngelAsturias Academy
- 66. Introduction to the Private, non-profit Pre K-12 Asturias 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
- 67. The Asturias Library WhenLWB arrived in Guatemala in 2010, the Asturias Library was in a pre-construction phase. Since then, the Asturias Library has gone from being an idea to a functional library space. The library is currently open during school hours, and is used on a daily basis by Asturias students and staff.
- 68. Partnership Benefits forLWB 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
- 69. 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
- 70. Asturias Library Project- Year One On 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
- 71. Library Space Planning ConceptualDrawings – April 2010
- 72. January 2011 First story time at Asturias Library, January 2011
- 73. Asturias Library Project– Year One Participants
- 74. Asturias Library Project– Year Two Participants
- 75. 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
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- 77. Collection Development • 350Books purchased by 4 LWB student committees • Increase size of Asturias collection to 2000 items.
- 78. Activities at Asturias Developed& 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
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- 82. 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
- 83. 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
- 84. K’iche’ Audio BookProject 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
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- 86. What’s next? Continueto 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
- 87. “We can neverrepay you, but know that you are cultivating a love of reading in Guatemalan students. We hope you take with you in your hearts a sense that you have done something good, not only for our students, but for the whole of Guatemala, you have made a difference.” Jorge Chojolán, Founder and Director
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- 89. 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 or Presentations 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.
- 90. Student learning outcomes Social Experience Skills Justice Collection development Problem Solving Education and Literacy in Guatemala Time management Budget management Flexibility Challenges facing local population Cataloguing Team Work Communication Paulo Friere teachings Collection Maintenance & Organization Leadership Incorporating local Technical Writing challenges into library Project Management planning
- 91. Relevant course work 2010Trip: “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
- 92. 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
- 93. Summary of Benefitsof LIS Students Connects 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 skills Provides 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
- 94. Into the Future How can we formally integrate LWB with the LIS curriculum?
- 95. Overview of Presentation 1. Introduce Service Learning (SL) 2. Introduce Librarians Without Borders (LWB) 3. Connect work of LWB to SL 4. SL case-study: LWB initiative in Costa Rica 5. SL case-study: LWB initiative in Guatemala 6. Answer your questions!
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