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Dynamic Learning Library
The document discusses the changing role of academic libraries from places focused on information access and instructional support to dynamic learning centers. It argues that libraries should become learner-focused spaces that facilitate discovery learning through the use of technologies, collaborative projects, and informal learning methods. The goal is to help students build competencies and skills through an engaged, participatory process of knowledge creation rather than the traditional information transfer model of education. The library's role would shift from supporting the curriculum to supporting the learner at different stages of competence.
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Dynamic Learning Library
- 1. The Library AsDynamic Learning CentreJames W. Marcum, Ph.D.Fairleigh Dickinson [email protected]@aol.comOLA Super Conference OCULA SpotlightToronto 3 February 2005http://library.fdu.edu/OCULA05.ppt
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- 4. OLA Super Conference2005Brown bag lunch session
- 5. OLA Super Conference2005OUTLINEAcademic library is besiegedA dead-end debateA new place for libraries?A strategy for the future
- 6. OLA Super Conference2005CHALLENGES:What Kind of Future?Do Librariesreally need books?InternetFiscalCrisisEverything'sOn the Web!
- 7. OLA Super Conference2005Tools for: Information access (Google); multi- media capabilities; e-mail; learning; simulations; online collaboration; weblogs; collaborationLinking self-directed learning: the students are way ahead of the educatorsCandy, Linking Learning (DEST 2004)Connectivism (learning theory)George Siemens: <http://www.itdl.org/Journal/Jan_05/article01.htm>The TechnologicalAlternative
- 8. OLA Super Conference2005The Digital LibraryA substantial collection of information resources that are digitized, organized, and made accessible through computer-online technologiesMuch more powerful than traditional libraries (search engines over indexes); Can be searched for a phraseaccessed globallycopied without error.(Academic) libraries will evolve into all-digital collections accessible from anywhereUniversity Business (Jan 2005): 46.
- 9. OLA Super Conference2005The Library as PlaceSymposium (Nov. 5, 2003)“Be it resolved: within ten years academic … libraries will have outlived their need for physical space”
- 10. OLA Super Conference2005ALTERNATIVE MODELSCURRENTLY IN PLAY INSTRUCTIONALTECHNOLOGY-WEBEducational system; Fashionable, open, self legacy generating STRENGTHCONTROL Curriculum & politics Commercial-entrepreneurial Disciplines, tradition Expense; access; technical expertise; unstableLIMITATIONPROBLEM Link to learning is Vendor-centered; fragmented; assumed lack of standards THEORY Representational, Constructivist; connectivist information transferLIBRARY Support (reference Digital Library ROLES and instruction) (increasingly virtual) FORMAT Print - media Digital (some print) PLACE? Place Space
- 11. OLA Super Conference2005“Either or” vs. “Both and”The PRINT VS. DIGITAL dichotomy and debate raises real possibilities of library marginalization.Is there an alternative?Let’s look at fundamental purposes in quest of an alternative role for libraries that we can promote intellectually, realistically, and “politically”
- 12. OLA Super Conference2005Let’s Reframe The ArgumentIn deeper purpose the basic values of preservation of and access to information is to enable learning and researchWe traditionally have pursued that purpose by supporting the curriculum, the teaching of the faculty and student learning.
- 13. OLA Super Conference2005The Current TransformationThe transformation of the education enterprise from a reliance on teaching to a focus on learningopens a window of opportunity for academic libraries
- 14. OLA Super Conference2005Getting Beyond InstructionAuthority figurePassive learningFaculty-focusedDiscipline-determined Context-freeGrades as purpose
- 15. OLA Super Conference2005Information Processing and TRANSFER Paradigm: AssumptionsCOGNITION: Mind works like a computerCOMMUNICATIONas signalINSTRUCTION as methodCONTENT TRANSFER as purposeINFORMATION ACCUMULATIONas goal; more is better (i.e. more intelligence)
- 16. OLA Super Conference2005Anomalies in the IP Paradigm(select)Information KnowledgeInappropriate identification of mental and computer logic (consider the role of emotion in human logic) Information today is dynamic, co-created; not linear; a process (not a ‘thing”) - Marcum, “Rethinking Information Literacy” (2002)
- 17. OLA Super Conference2005Knowledge & intelligence yes; But Learning? Accumulated information (knowledge and IQ) matters, but how the individual uses their abilities is even more important, and we don’t know very much about that.We know little about changes in knowledge, interest and strategic ability that students should manifest …From Ackerman, Learning and Individual Differences (APA, 1999).
- 18. OLA Super Conference2005That Black box!RecipePour in information … (3 X per week @ 50 min.)and more information (read a textbook)Let marinate, bakeTaste / test: is it done? (lasts a lifetime and appropriate for any occasion)MagicKnowledge
- 19. OLA Super Conference2005Looking into LearningParticipativeConstructiveStudent-orientedSocially constructedContextualProfessors as facilitators
- 20. OLA Super Conference2005Student Characteristics:A Different GenerationTechnologically savvyDiverse; different learning stylesVisually engagedComfortable with multitaskingLearn by doingConsider technology indispensableFind many courses “irrelevant” and out of dateTapscott, Growing Up Digital (1998).
- 21. OLA Super Conference2005LEARNING ...Not an (assumed) byproduct of instruction and information processing and transfer ... but the heart and purpose of the enterprise
- 22. OLA Super Conference2005Learning: definition Learning is engagement that changes perception, belief, or behavior
- 23. OLA Super Conference2005Components of LearningCONTENTPROCESSKnowledge Lecture - breadth Reading - depth Writing Data Discussion Disciplines Activity Traditional focus: 1st Content. 2nd: Process.
- 24. OLA Super Conference2005Broader View of LearningCONTENTTRAITSPROCESSESKnowledge Self concept Lecture - breadth Interests Reading - depth Personality Writing Data Learning StyleDiscussion Disciplines Emotions ActivityAbilitiesP. Ackerman, “Traits and Knowledge,” in Learning and Individual Differences (APA, 1999)R. Sternberg, Triarchic Mind (Viking 1988)
- 25. OLA Super Conference2005A Learning EcologyProcessTraitsContentContext
- 26. OLA Super Conference2005Dynamic LearningEngaged and reflective participation in a life-discovery process that builds new knowledge and enhances (changes) the skills and competence appropriate to the given personal, social, and technical context of importance to the learner. - Marcum, After the Information Age.
- 27. OLA Super Conference2005“Education” cannot do it…Education is locked into the information-transfer paradigm“Cover the content”Disciplinary / epistemic culturesTaught the way it was “learned”And it is politicized and centralizedRequiring accountable “efficiency”Needing experimentation and adaptation
- 28. OLA Super Conference2005Can the Library do it?Resource - based learningBeyond information centres to centres of learningBeyond information literacy to multiple literacies to competenceAccelerate learningWith collaborative/dynamic learning environmentsCreating spaces for discovery and knowledge creationDecentralized and more “contextualizable”
- 29. OLA Super Conference2005RECONFIGURING THE LIBRARY: FromInformation / Resource CenterInformation: collection, access, and preservation (“just in case”)Support for instructionFaculty-focusedTechnology for information access “just in time”
- 30. OLA Super Conference2005RECONFIGURING THE LIBRARY: ToLearner-focusedMulti-media collectionsTechnologies of access & collaborationCompetence buildingResearch & discoveryInformation CenterInformation: collection, access, and preservation (“just in case”)Support for InstructionFaculty-focusedTechnology for Access
- 31. OLA Super Conference2005Not the whole banana….K-12K-20But “intervene” at that point of moving beyond information transfer to competence building
- 32. OLA Super Conference2005A Lesson from Business TrainingFINDING: Formal learning methods have a negative or inverse relationship to competenceTed Cocheu, Altus Learning Systems, 11/17/04 “Optimizing Formal and Informal Learning Methods to Achieve Highest ROI”
- 33. OLA Super Conference2005HighestRoK“The Line”Return on “Learning”InvestmentFormal Learning MethodsInformalLearning MethodsHighPoint of DiminishingReturns on FormalPoint of IncreasingReturns on Informal Value to Learners andReturn on KnowledgeLearning MaturityCompetenceLowHigh
- 34. OLA Super Conference2005Why Negative Relationship?Less competent workers / learners benefit most from formal or structured learning methodsThey lack basic skills and cognitive background needed to assimilate new knowledge. Learning goal: baseline understanding.More competent workers / learners benefit most from informal learning methods They have the foundation skills and cognitive framework needed to assimilate new knowledge. Learning goal: update and build on their expertise as things change.
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- 36. OLA Super Conference2005Library as Learning Environment? The ChallengeNOT a teaching environmentCan we create an environment where the learner, when they choose to engage, can understand their own learning styles, know their competencies, and experiment with various methodstechnologies, andstrategies of learningin order to better engage their learning abilities?
- 37. OLA Super Conference2005Parameter I: Information, Knowledge, and Learning are Social … and ContextualUseful information today is as muchsocial(co-created; set in rich networks) as it is tangible, a commodity… consequently, the requisite skill iscollaborationwithin asocial contextBrown & Duguid, Social Life of InformationInformal learning is more prominent and common than generally acknowledged Diversity enhances creative problem solvingLearningcommunitiesare ideal environmentLave and Wenger, Situated Learning (1991)
- 38. OLA Super Conference2005Parameter II: Bridging the School-“Real World” DivideIt is a challenging workplace in which our university graduates must somehow manage with heightened accountability, weakened authority, and more teamwork to get the job done. - Evers, Bases of Competence, xiInformation Literacy / Workplace competenceBoth personal and social skillsTechnological, functional in specific workSocial engagement, contextExperience in practice (not just theory)Hull, Changing Work, Changing Workers (SUNY, 1997)
- 39. OLA Super Conference2005Parameter III: A Visual Ecology / Telematic EmbraceWe live in a visual ecology, a comprehensive and continuous participatory event, a universe of action, and a world of knowledge and learning rather than information transfer- Marcum, “Beyond Visual Culture” portal (2002)An interactive network of individuals and institutions linking minds and knowledge into interactive systems of intelligence, perceptions, and authentic behavioral contexts and encounters- Ascott, Telematic Embrace (U. Cal., 2003)
- 40. OLA Super Conference2005Parameter IV:Discovery LearningTo break free of known facts (dogma) requires:Allowing for initiative and self-directionEncouraging work in teamsQuestioning authorityUsing constructivist, problem-solving pedagogiesConsidering alternative examples, scenariosMarcum, “From Information Center to Discovery System”
- 41. OLA Super Conference2005Social + Situated + Visual + Discovery =Cyber-Competence (?)The technology-based interactive skills and practices required to find and utilize information in multiple formats and varied contexts to solve problemsfoster knowledge discovery and creation, encourage knowledge sharing, and enhance organizational effectiveness for a competitive global and networked environment. - Marcum, After the Information Age: A Dynamic Learning Manifesto
- 42. OLA Super Conference2005 CURRENT LEARNING MODELS Instructional TechnologicalEducational system; legacyCurriculum & politicsDisciplines, traditionAssume link/learningRepresentational, information transferInformation, support, placeFashionable, open, self generating Commercial-entrepren’lCost (support); accessVendor-centered Constructivist, participatory Digital, increasingly virtual space
- 43. OLA Super Conference2005DYNAMIC-DISCOVERY (LIBRARY) MODELSTRENGTH Resources; methods; organized; information literacy-competencyCONTROLParent institutionLIMITATIONSupport / preservation mindsetPROBLEM Requires partnerships with learning designers & evaluatorsL’RNING THEORY Constructivist / Inquiry / ConnectivistLIBRARYROLE Providing learning environmentsPLACE? Both place and space
- 44. OLA Super Conference2005Building Learning Systems:Step 1: Learning ProfilesNot content-focused, but learner / context focusBiography / life historyCompetenciesLanguage, math, information literacy, etc.Ability profiles (multi-dimensional scaling) - Davis et al.*Personality & skills; traits & adaptability – Mathews*Learner profiles in social context - Alexander**In Ackerman et al. Learning and Individual Differences. All are temporal, develop over time.
- 45. OLA Super Conference2005Illustration:Biography and Learning(In)Formal, individualized learningAlheit (2002) The ‘Double Face’ of Lifelong Learning.Engaging, constructivist self-identity developmentAntikainen, (1996) Living in a Learning Society.Differentiated, diverse, in a social contextVoltz (2003) Personalized Contextual Instruction.Leads to self-understanding, self-confidenceDultz (1999) Designing a Learning Curriculum
- 46. OLA Super Conference2005Step 2: Accommodate Learning StylesIndividual differencesAckerman, Learning and Individual Differences (1999)Multiple intelligences Gardner, Frames of Mind (Basic, 1983)Thinking styles, triarchic mindSternberg, Thinking Styles (1998)“One mind at a time”Levine, A Mind at a Time (2002)
- 47. OLA Super Conference2005Illustration: Select Learning StrategiesGOALPEDAGOGYDevelop a skill: BehavioralCognition: Presentations, explanationsInquiry: Critique, create, dialogueMental models: Case studies; problemsEffective teamwork Group dynamicsVirtual reality: Scenarios,simulationsHolistic: Mentoring;experientialDavis & Davis, Effective Training Strategies (1999)
- 48. OLA Super Conference2005Steps 3-5: Develop Learning SystemsUtilize technologyAccess and utilize resources (books, instructors, practitioners)Promote collaboration, groupsapprentice, situated, peripheral participation Lave & Wenger, Situated Learning (Cambridge, 1991)
- 49. OLA Super Conference2005Step 6: Assess and TrackTo what extent …What type …When did …How effective was …… the in perceptionbeliefbehavior?ChangeChange
- 50. OLA Super Conference2005Let’s talk about it . . .Jim [email protected]://library.fdu.edu/OCULA05.ppt
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- 52. OLA Super Conference2005Making Learning VisibleQuandary: accountability vs. the invisibility of accomplished teachingCollaborative projectsCarnegie Knowledge Media LabVisible Knowledge Project (Georgetown U)To bridge disciplinary / pedagogical / technological practicesHatch, et al. Building Knowledge for Teaching and Learning,” Change (Sept 04).
- 53. OLA Super Conference2005Another Model: New Roles for LibrariesLibrary as PublisherPopular journalism / “take back the news”http://www.mcluhan.utoronto.ca/blogger/blogger.htmlJay Rosen’s PressThinkhttp://journalism.nyu.edu/pubzone/weblogs/pressthink/On Demand academic publishingBennett, S. JIT Academic Monographs. JEP 1. Available: http://www.press.umich.edu/jep/04-01/bennett.html