measuring the value and effect of learning 2.0 programs in libraries
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Measuring the Value and Effect of Learning 2.0 Programs in Libraries. Michael Stephens, PhD Dominican GSLIS | CAVAL Visiting Scholar www.tametheweb.com | www.dom.edu/gslis. Image: http://www.flickr.com/photos/aaronschmidt/281619803. Agenda. Web 2.0 & Learning 2.0 - PowerPoint PPT PresentationTRANSCRIPT
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Measuring the Value and Effect of Learning 2.0 Programs in
Libraries
Michael Stephens, PhDDominican GSLIS | CAVAL Visiting Scholar
www.tametheweb.com | www.dom.edu/gslis
Image: http://www.flickr.com/photos/aaronschmidt/281619803
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Agenda
•Web 2.0 & Learning 2.0
•Free open across the Web
•Institutional Impact
•Research Questions
•Methodology
•Preliminary Look at the Data
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http://www.flickr.com/photos/josefstuefer/55109059
Web 2.0
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http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html
The Web as platform.
Harnessing collective
intelligence.Data is the next Intel
inside.
End of the software release cycle.Lightweight
programming models.
Software above the level of a single device.
Rich user experiences.
http://www.flickr.com/photos/josefstuefer/55109059
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This Web harnesses collective intelligence.
http://www.flickr.com/photos/max_westby/4045923
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This Web provides rich user
experiences.
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Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
This is where we live.
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Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Open
Participatory
Comments
Feeds
FavoritesAcess/API
Profiles
Radical TrustMemesHarnessing Collective
Intelligence
Rich User Experien
ce
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Open
ParticipatoryComments
Feeds
FavoritesAcess/API
Profiles
Radical TrustMemesHarnessing Collective
Intelligence
Rich User Experien
ce
Learning 2.0
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
http://plcmclearning.blogspot.com/
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Blowers recognized “that librarians need to know how to participate in the new media mix if libraries are to remain relevant.”
Blowers challenged her 550 staffers to become more web savvy. Using free web tools, she designed the program and gave staff members three months to do 23 things.
Hanly, B. (2007) Public Library Geeks Take Web 2.0 to the Stacks. Retrieved February 12, 2009 from http://www.wired.com/culture/education/news/2007/03/learning2_0Hastings, R. (2007). “Journey to Library 2.0.” Library Journal. Retrieved February 15, 2009 from http://www.libraryjournal.com/article/CA6431957.html
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•Learning delivered online via blog/media
•“23 Things” to learn & explore
•Staff blogs to chart reflection & progress
•Incentives: MP3 Player/Laptop
•Touted as transformational
Program Components
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Free open across the Web.
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Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Learning 2.0 Across the Globe
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Don't ask me the number of libraries or organizations? With programs having been run by the National Library of Norway, the State Library of Victoria, Maryland public libraries statewide, 23 Things on a Stick for multiple libraries and organizations, I really have no way of knowing the total impact or number of organizations that have adopted the program. But from my delicious links and growing communications folder I can tell you this... the number is definitively over 700 and more then likely hovers somewhere just under 1000 organizations worldwide.
Blowers, H. (2009). WJ hosts 23 Things summit. LibraryBytes. Retrieved March 5, 2009 from http://www.librarybytes.com/2009/02/wj-hosts-23-things-summit.html
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http://maps.google.com/maps/ms?ie=UTF8&msa=0&hl=en&msid=101962518196533878534.000001122a2490d657a64
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http://www.yarraplentyonlinelearning.blogspot.com/
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http://www.flickr.com/photos/theskokieten/2093430767/
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http://community.ahml.info/bakersdozen/
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Institutional Impact
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“I believe that this has been one of the most transformational and viral activities to happen globally to libraries in decades.”
Stephen Abram
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0“To our knowledge, no
formal evaluation of Learning 2.0 has been conducted. However, the take-up rate among libraries worldwide has been impressive and stands as an endorsement of the program.”
Gross, J. & Leslie, L (2008). “Twenty-three steps to learning Web 2.0 technologies in an academic library.” The Electronic Library, 26:6 p790 - 802
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Transparency
http://www.flickr.com/photos/mdumlao98/237755557/
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http://www.wired.com/wired/archive/15.04/
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•Multiple avenues for open communication
•Visit the front lines regularly
•Cross train
•Provide Learning for all staff
•Involve staff in governance
•Open planning, cross-functional
A Road Map to Transparency
http://www.libraryjournal.com/article/CA6510682.html
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Say “Yes”
http://www.libraryjournal.com/article/CA6510682.html
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PLAY
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0Play— the capacity
to experiment with one’s surroundings
as a form of problem-solving.
Jenkins
Jenkins: Confronting the Challenges of Participatory Culture: http://www.projectnml.org/node/540
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The library satisfies curiosity.
http://www.flickr.com/photos/broterham/37039048
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Research Questions
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What does it mean to say that the program “has fundamentally changed the staff's way of thinking and working in the 21st century?”
Titangos, H.-L. H. and Mason, G. L. (2009). Learning library 2.0: 23 things @scpl. Library Management, 30(1/2):44-56.
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To what extent has Learning 2.0 impacted institutional culture, staff confidence, staff promotability, institutional morale, and institutional openness?
To what extent have Learning 2.0 programs improved library staff’s ability to utilize emerging technologies?
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What factors create the most useful and successful L2.0 programme?
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Methodology
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Three Areas•International literature review of
studies and articles about L2.0 & Web survey of programme administrators in Australia.
•National survey of L2.0 participants concerning experience and impact of L2.0.
•Case study location: pre and post L2.0 - Townsville City Libraries.
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Procedures
•Literature searches, blog searches
•Web survey
•Focus groups
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Blowers’ Ten Tips•1. Encourage networking and the
learning will follow.
•2. Allow participants to blog anonymously.
•3. Use 1.0 methods to communicate.
•4. Encourage group discovery.
•5. Design the program for late bloomers.
Blowers, H. (2008b). “Ten tips about 23 things.” School Library Journal. Retrieved February 14, 2009 from http://www.schoollibraryjournal.com/article/CA6600689.html
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Blowers’ Ten Tips
•6. Focus on discovery, not skill building.
•7. Reward staff for learning.
•8. Online means hands-on, not hands-off.
•9. Enable transparency and practice radical trust.
•10. Continually encourage staff to play.
Blowers, H. (2008b). “Ten tips about 23 things.” School Library Journal. Retrieved February 14, 2009 from http://www.schoollibraryjournal.com/article/CA6600689.html
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Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Data Analysis
•Quantitative analysis
•Qualitative analysis
•Coding responses:
•Codebook
•Multiple coders
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A Sample to CodeVery little direct impact could be measured, however the Library has gone on to explore the use of various online tools (e.g instant messaging, Facebook, twitter, you tube) to delivery or promote services, and the 23 Things program was probably and important part of preparing staff and positioning the Library as innovative and active in the online environment.”
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Preliminary Look at the Data
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Admin Survey
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Admin Survey Details
•Survey announced on various lists & blogs
•Survey link emailed to those identified as administrators
•41 respondents
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Findings
•Encouraged staff to work together 94%
•Staff given work time for programme 97%
•Offered incentives 65%
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Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0“Staff initially had about
10 weeks to complete the program of 9 tasks. this was extended by a month when the IT dept cut off access to the Learning 2.0 program blog about 6 weeks in to the program.”
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“We allowed 12 weeks for staff to complete - after the 12 weeks we offered staff to keep going at their own pace.”
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Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Responses•The library is now using web 2.0 tools to
varying degrees
•Staff are more comfortable and knowledgeable about the tools
•No perceived impact/difficult to tell/too soon.
•The programme has allowed some staff to excel with the tools while others have not, creating a perceived divide in the library.
•Need a more practical application of the tools to actually see impact.
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Preliminary Implications
•Management and administration must back the program
•IT must be involved / no blocks to access
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National Survey
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National Survey Details
•384 Respondents
•86% Female & 14% Male
•29% 45-54 age range 28% 35-44 age range
•18% Academic Libraries 15% Public Libraries
Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0If you didn’t complete
the program, why not?
•No Time/Too busy 74%
•Too hard/didn’t like it/not comfortable 25%
•Already knew about the tools <1%
•Blocked sites <1%
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Tame the Web | Michael Stephens | Dominican University GSLIS | Creative Commons Attribution-Noncommercial-Share Alike 3.0
Lasting Impact of Learning 2.0
•Better/Increased awareness of 2.0 Tools/ inclusive feeling for staff 30%
•Increased use of tools in Library 21%
•No impact 20%
•New ways of working/service 18%
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Lasting Impact of Learning 2.0
•New ways of working/service 18%
•Confidence/Helping Library Users 16%
•Improvements to staff communication 8%
•Increased use of tools in personal life 4%
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Focus Groups
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Focus Groups
•Ramdomly selected participants meeting criteria that they at least started the program in their libraries.
•Series of questions similar to national survey
•Sessions recorded via field notes and laptop
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Preliminary Thoughts
•Programme promoted a more personal awareness of tools for professional development
•Staff more comfortable talking about or using tools
•Insights into what made the program work well and what did not
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Next Steps
•More focus groups in Townsville
•Completeion of data coding
•Statistical manipulation of data
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Next Steps
•VALA Presentation February 2010
•New Review of Academic Librarianship article 2010
•PLA (US) Presentation March 2010
Michael Stephens
AIM: mstephens7mac
gslis.dom.edu
www.tametheweb.com