the library as dynamic learning centre james w. marcum, ph.d. fairleigh dickinson university...
TRANSCRIPT
The Library As Dynamic Learning
Centre
James W. Marcum, Ph.D.
Fairleigh Dickinson [email protected]
OLA Super Conference OCULA SpotlightToronto 3 February 2005
http://library.fdu.edu/OCULA05.ppt
OLA Super Conference 2005
OLA Super Conference 2005
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Brown bag lunch
session
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OUTLINE
Academic library is besiegedA dead-end debateA new place for libraries?A strategy for the future
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CHALLENGES:What Kind of Future?
Do Libraries
really need
books?
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Tools for: Information access (Google); multi- media capabilities; e-mail; learning; simulations; online collaboration; weblogs; collaboration
Linking self-directed learning: the students are way ahead of the educators
Candy, Linking Learning (DEST 2004)
Connectivism (learning theory) George Siemens:
<http://www.itdl.org/Journal/Jan_05/article01.htm>
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The Digital Library
A substantial collection of information resources that are digitized, organized, and made accessible through computer-online technologies
Much more powerful than traditional libraries (search engines over indexes); Can be searched for a phrase accessed globally copied without error.
(Academic) libraries will evolve into all-digital collections accessible from anywhere
University Business (Jan 2005): 46.
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The Library as Place Symposium (Nov. 5, 2003)
“Be it resolved: within ten years academic … libraries will have outlived their need for physical space”
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ALTERNATIVE MODELS
CURRENTLY IN PLAY
INSTRUCTIONAL TECHNOLOGY-WEB
Educational system; Fashionable, open, self legacy generating
STRENGTH
CONTROL Curriculum & politics Commercial-entrepreneurial
Disciplines, tradition Expense; access; technical expertise; unstable
LIMITATION
PROBLEM Link to learning is Vendor-centered; fragmented; assumed lack of standards
THEORY Representational, Constructivist; connectivist information transfer
LIBRARY Support (reference Digital Library ROLES and instruction) (increasingly virtual)
FORMAT Print - media Digital (some print)
PLACE? Place Space
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“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”
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Let’s Reframe The Argument
In deeper purpose the basic values of preservation of and access to information is to enable learning and research
We traditionally have pursued that purpose by supporting the curriculum, the teaching of the faculty and student learning.
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The Current Transformation
The transformation of the education enterprise from a reliance on teaching to a focus on learning opens a window of opportunity for academic libraries
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Getting Beyond Instruction
Authority figure
Passive learning
Faculty-focused
Discipline-determined
Context-free
Grades as purpose
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Information Processing and TRANSFER Paradigm: Assumptions
COGNITION: Mind works like a computer COMMUNICATION as signal INSTRUCTION as method CONTENT TRANSFER as purpose INFORMATION ACCUMULATION as goal;
more is better (i.e. more intelligence)
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Anomalies in the IP Paradigm(select)
Information Knowledge
Inappropriate 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)
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Knowledge & 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).
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That Black box!
Recipe Pour in information … (3 X per week @ 50 min.)
and more information (read a textbook)
Let marinate, bake Taste / test: is it done? (lasts a lifetime
and appropriate for any occasion)
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Looking into Learning
Participative Constructive Student-oriented Socially constructed Contextual Professors as
facilitators
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Student Characteristics:A Different Generation Technologically savvy Diverse; different learning styles Visually engaged Comfortable with multitasking Learn by doing Consider technology indispensable
Find many courses “irrelevant” and out of date
Tapscott, Growing Up Digital (1998).
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LEARNING ...
Not an (assumed) byproduct of instruction and information processing and transfer ... but the heart and purpose of the enterprise
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Learning: definition
Learning is engagement that changes perception, belief, or behavior
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Components of Learning
CONTENT PROCESS Knowledge Lecture - breadth Reading - depth Writing Data Discussion Disciplines Activity
Traditional focus: 1st Content. 2nd: Process.
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Broader View of Learning
CONTENT TRAITS PROCESSES Knowledge Self concept Lecture - breadth Interests Reading - depth Personality Writing Data Learning Style Discussion Disciplines Emotions Activity
Abilities P. Ackerman, “Traits and Knowledge,” in Learning and
Individual Differences (APA, 1999) R. Sternberg, Triarchic Mind (Viking 1988)
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Dynamic Learning
Engaged 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, Libraries for Dynamic Learning.
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“Education” cannot do it…
Education is locked into the information-transfer paradigm “Cover the content” Disciplinary / epistemic cultures Taught the way it was “learned”
And it is politicized and centralized Requiring accountable “efficiency” Needing experimentation and adaptation
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Can the Library do it? Resource - based learning Beyond information centres to centres of
learning Beyond information literacy to multiple
literacies to competence Accelerate learning
With collaborative/dynamic learning environments Creating spaces for discovery and knowledge
creation Decentralized and more “contextualizable”
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RECONFIGURING THE LIBRARY: From
Information / Resource Center Information: collection, access, and
preservation (“just in case”) Support for instruction Faculty-focused Technology for information access “just
in time”
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RECONFIGURING THE LIBRARY: To
Information Center Information:
collection, access, and preservation (“just in case”)
Support for Instruction
Faculty-focused Technology for
Access
Learner-focused Multi-media
collections Technologies of
access & collaboration
Competence building Research & discovery
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Not the whole banana….
K-12 K-20
But “intervene” at that point of moving beyond information transfer to competence building
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A Lesson from Business Training
FINDING: Formal learning methods
have a negative or inverse relationship
to competence
Ted Cocheu, Altus Learning Systems, 11/17/04 “Optimizing Formal and Informal Learning Methods to Achieve Highest ROI”
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HighestRoK
Return on “Learning”Investment
Competence
Val
ue t
o Le
arne
rs a
ndR
etur
n on
Kno
wle
dge
Point of Diminishing Returns on Formal
Point of IncreasingReturns on Informal
Learning Maturity
Low High
High
“The Line”
Formal Learning Methods
Informal Learning Methods
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Why Negative Relationship?
Less competent workers / learners benefit most from formal or structured learning methods They 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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Library as Learning Environment? The Challenge
NOT a teaching environment Can 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
methods technologies, and strategies of learning
in order to better engage their learning abilities?
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Parameter I: Information, Knowledge, and Learning are Social … and Contextual
Useful information today is as much social (co-created; set in rich networks) as it is tangible, a commodity… consequently, the requisite skill is collaboration within a social context
Brown & Duguid, Social Life of Information
Informal learning is more prominent and common than generally acknowledged
Diversity enhances creative problem solving Learning communities are ideal environment
Lave and Wenger, Situated Learning (1991)
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Parameter II: Bridging the School-“Real World” Divide
It 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, xi
Information Literacy / Workplace competence Both personal and social skills Technological, functional in specific work Social engagement, context Experience in practice (not just theory)
Hull, Changing Work, Changing Workers (SUNY, 1997)
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Parameter III: A Visual Ecology / Telematic Embrace
We 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)
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Parameter IV:Discovery Learning
To break free of known facts (dogma) requires: Allowing for initiative and self-direction Encouraging work in teams Questioning authority Using constructivist, problem-solving
pedagogies Considering alternative examples, scenarios
Marcum, “From Information Center to Discovery System”
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Social + 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 problems foster knowledge discovery and creation, encourage knowledge sharing, and enhance organizational effectiveness
for a competitive global and networked environment. - Marcum, After the Information Age (2006)
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CURRENT LEARNING MODELS PROPOSAL
INSTRUCTIONAL TECHNOLOGY-WEB DYNAMIC-DISCOVERY
Educational system; Fashionable, open, self Resources; methods; legacy generating information literacy-
competency
STRENGTH
CONTROL Curriculum & politics Commercial-entrepreneurial Parent institution
Disciplines, tradition Expense; access; technical Support / preservation expertise mindset
LIMITATION
PROBLEM Link to learning is Vendor-centered; lack Requires partnerships w/ assumed of standards; fragmented designers & evaluators
THEORY Representational, Constructivist Dynamic (enactivist)information transfer
LIBRARY Support (reference Digital Library Learning environment ROLES and instruction) (increasingly virtual)
FORMAT Print - media Digital (some print) Interactive print & digital
PLACE? Place Space Both place and space
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DYNAMIC-DISCOVERY (LIBRARY) MODEL
CONTROL Parent institution
LIMITATION Support / preservation mindset
PROBLEM Requires partnerships with learning designers & evaluators
L’RNING THEORY Constructivist / Inquiry / Connectivist
LIBRARY ROLE Providing learning environments
PLACE? Both place and space
STRENGTH Resources; methods; organized;information literacy-competency
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Building Learning Systems:Step 1: Learning Profiles
Not content-focused, but learner / context focus Biography / life history Competencies
Language, 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.
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Illustration:Biography and Learning
(In)Formal, individualized learning Alheit (2002) The ‘Double Face’ of Lifelong Learning.
Engaging, constructivist self-identity development
Antikainen, (1996) Living in a Learning Society.
Differentiated, diverse, in a social context Voltz (2003) Personalized Contextual Instruction.
Leads to self-understanding, self-confidence Dultz (1999) Designing a Learning Curriculum
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Step 2: Accommodate Learning Styles
Individual differences Ackerman, Learning and Individual Differences
(1999) Multiple intelligences
Gardner, Frames of Mind (Basic, 1983) Thinking styles, triarchic mind
Sternberg, Thinking Styles (1998) “One mind at a time”
Levine, A Mind at a Time (2002)
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Illustration: Select Learning Strategies
GOAL PEDAGOGY Develop a skill: Behavioral Cognition: Presentations, explanations Inquiry: Critique, create, dialogue Mental models: Case studies; problems Effective teamwork Group dynamics
Virtual reality: Scenarios,simulations Holistic: Mentoring;experiential
Davis & Davis, Effective Training Strategies (1999)
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Steps 3-5: Develop Learning Systems
Utilize technology Access and utilize resources
(books, instructors, practitioners) Promote collaboration, groups
apprentice, situated, peripheral participation Lave & Wenger, Situated Learning (Cambridge, 1991)
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Step 6: Assess and Track
To what extent … What type … When did … How effective was … … the in
perception belief behavior?
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Let’s talk about it . . .
http://library.fdu.edu/OCULA05.ppt
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Making Learning Visible
Quandary: accountability vs. the invisibility of accomplished teaching
Collaborative projects Carnegie Knowledge Media Lab Visible Knowledge Project (Georgetown U)
To bridge disciplinary / pedagogical / technological practices
Hatch, et al. Building Knowledge for Teaching and Learning,” Change (Sept 04).
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Another Model: New Roles for Libraries
Library as Publisher Popular journalism / “take back the news”
http://www.mcluhan.utoronto.ca/blogger/blogger.html Jay Rosen’s PressThink
http://journalism.nyu.edu/pubzone/weblogs/pressthink/
On Demand academic publishing Bennett, S. JIT Academic Monographs. JEP 1. Available:
http://www.press.umich.edu/jep/04-01/bennett.html