In 2012, I wrote about the San Jose State University (SJSU) School of Library & Information Science’s (SLIS) evaluation of its core courses. We’re currently putting the finishing touches on a reimagined LIBR 200 class called “Information Communities.” While colleagues reworked other core courses, I’ve partnered with Debra Hansen, one of our senior faculty and a library historian, to create an evolving, modern course that presents students with our foundations as well as an overview of information users and the social, cultural, economic, technological, and political forces that shape their information access.
Reading the new HORIZON Report for Higher Education 2014, I’m inspired as usual by the work of Educause and the New Media Consortium (NMC). This year’s study continues the direction. In fact, a new framework for presenting challenges and trends accelerating technology adoption and the key technologies for higher education makes the report even more useful for anyone and everyone involved in teaching and learning.
With my co-instructor Kyle Jones, who is currently working toward his doctorate at the University of Wisconsin-Madison’s iSchool, I am mining the survey data from the Hyperlinked Library massive open online course (MOOC) that we taught last fall for 363 LIS professionals. With support from the San José State University School of Library and Information Science, feedback on the broad professional development opportunity we offered is providing some unique views of how models of online learning for library staff continue to evolve.
The Librarian Shaming tumblr highlights anonymous “confessions” from our field. Some are humorous, some shocking. Some will make you think and maybe reconsider assumptions. This shameful confession perked me up when I discovered it: “I want to replace all librarians with tech people with great customer service skills and teaching ability. I want the library to have its own Genius Bar.” While a bit narrow in focus, this statement resonates on an instinctive level with me as an LIS educator.
A recent study by the Pew Internet & American Life Project, How Americans Value Public Libraries in Their Communities, includes this finding: “Some 90 percent of Americans ages 16 and older said that the closing of their local public library would have an impact on their community, with 63 percent saying it would have a ‘major’ impact.” What’s intriguing is that only 29 percent reported that it would have a major impact on the respondent and respondent’s family. In other words, 90 percent of folks do not want the library to close, but many fewer would feel the negative consequences.
The turn of a calendar year is a good time to remember reflective practice, whereby you take a moment, think about what you’ve learned, the experiences you’ve had in your workplace and career, and pull all of those things together as you encounter more choices. This process is cyclical.
I was honored to give one of the keynote addresses at the 2013 Library and Information Association of New Zealand Aotearoa (LIANZA) conference. There, I met many New Zealand LIS professionals and got a glimpse of how they work. I also became intimately acquainted with the integration of Maori culture into New Zealander LIS professionals’ lives. The Maori are the original citizens of the two islands.
I unpacked (slowly, slowly) my new iPhone 5S in a major moment of personal technolust. Upgrading from a quickly aging iPhone 4, the larger screen size, fingerprint identification, and enhanced camera pulled me in. It also caused me to reflect on the mobile device and its touchstone role with people in general and librarians in particular. What a history we’ve had together!
Deep in the conversations streams of the Hyperlinked Library MOOC (massive open online course), the large-scale professional development course I’m coteaching this fall for more than 300 library folk, my thoughts turn again to the concept of librarians as facilitators of learning. It becomes clear to me that as learning goes on the move, we not only must keep up with significant changes in education environments but aim to become connectors and collaborators within our users’ learning spaces.