I’m at the International Conference on University Libraries (Conferencia Internacional sobre Bibliotecas Universitarias) in Mexico City.
NOTE: Live-blogging. Getting things wrong. Missing points. Omitting key information. Introducing artificial choppiness. Over-emphasizing small matters. Paraphrasing badly. Not running a spellpchecker. Mangling other people’s ideas and words. You are warned, people.
I am often relying on simultaneous translators, so the following is extra-specially unreliable.
Lynn Rudasill, U of Illinois at Urbana-Champaign
The process of traditional Business-Based Strategic planning
Define the mission
Establish measurable goals
Implements strategies for those goals
Align resources to support these efforts
Employ the strategy as a large, iterative formalized process
The IFLA Trend Report reports on regional trends. It was developed by info people, not librarians. It reports on five trends
Increasing access to info
Privacy and data protection
Another report worth reading: The ALA Center for the Future of the Library Trends.
Her favorite: The Horizon Report series. The reports lay out timelines. The recent one has some topics shared between Higher Ed and Academic Libraries, including maker spaces.
These reports make clear the problems for strategic planning: “”We are no longer hierarchically based. We are networks.””“We are no longer hierarchically based. We are networks.” Not top down.
So we have to move from strategic plans (static, hierarchical) to strategic planning (dynamic, networked). Alternatives:
Strategic Framework: Identifies service objectives and their populations. Locates services that are no longer useful.
Grassroots Strategic Planning: Open engagement by all employees, often beginning with an all-=staff retreat. Ideas are broadly solicited, often anonymously. All ideas a discussed equally. There are brainstorming sessions. Decisions are made by buy-in from all quarters.
SOAR (was SWOT): Strengths, opportunities, aspirations, and results. It’s an “appreciative inquiry to focus on best possible future.” It’s a much more positive approach.
Agile planning and scrum development: Flexible leadership, and overall leader and facilitator. Crosstraining. Teams focus on specific goals. The product owner is responsible for the final result.
Lourdes Epstein Cal y Mayor
[I missed the beginning. Sorry.] She thinks it important that research labs accept the ethical dimensions of what they’re doing. She quotes a tweet from @JGrobelny: “Libraries need to protect the culture of learning, not just its resources.” We have not done a good job measuring the impact of our work. What’s more important, our resources or our competencies? Even the distinction between hard and soft skills is suspect.
Ranganathan’s 5th Law of Library Science: “The Library is a Growing Organism.” We shouldn’t be surprised that libraries are changing. She cites Michael Gorman’s 1998 update of this.
We should pay attention to the growing number of Open Access scientific journals. This is crucial for libraries.
We need to be learning the lessons of Web 2.0. There is a profound change in the role of the social, in power relations. We need a broad view of what is happening.
The rise of VUCA: Volatility uncertainity, complexity, and ambiguity. We should match it with Vision, Understanding, Clarity, and Agility. We need to pay attention to those who we have written off or marginalized.
We should be doing more with predictive analysis to help our users. We need support from our institutions for this. For example, theDASH repository at Harvard (Digital Access to Scholarship at Harvard). [Yay!] And “why aren’t we creating our own courses?”why aren’t we creating our own courses? We should be organizing info organiccally, with a virtuous circle of data, information and knowledge.
We live in amazing, amazing times. If we can join in the cycle of the generation of knowledge, we will succeed: user centered, open to society, and library-based…that’s how we create communities and networks of knowledge.
What do we do with information? Technologies of information set the emphasis. [Translation is fading out] Digital natives won’t be able to make sense of information unless we teach them the key competencies. The solutions are not technological. You can’t just hand out iPads.
We have to be mindful of our discourse. We get distracted by shiny tech. We have evolved from manuscripts constrained to the elite. But now with digital objects–not just digital books–there can be mass production of interconnected info, used by prosumers, some of whom may be kids coming up with worthy contributions. How do we assess all of these resources? That’s a major challenge for libraries.
But we’re learning. Bloom’s taxonomy is transforming into verbs: record, understand, apply, analyze, evaluate, create. Now the last step of learning is to create. If I’m not creating, I’m not fully learning. A library that does not understand this will turn into a museum or a warehouse. Creation and collaboration the keywords of our time. Our use of library space should reflect this.
We need to move from:
Scott is Yale University Librarian Emeritus. His topic is “Library as Learning Space.”
He says there have been leitmotifs today, including the librarians ought to act more as educators. Librarians tell him that they want to build a space for learning, but then can’t say what they want to go on in the space. Scott is going to talk about what learning is.
Libraries have recently faced two revolutions. First, the self-empowerment revolution brought about by the presence of Internet browser. Second, pedagogical changes from the Sage on the Stage to a Guy on the Side. This changes the relationship between learner and teacher, and between novice and expert.
As a consequence of the first much of the print collection has disappeared from prime library space. Because of the second traditional services–reference services–are vanishing. Scott will focus on the second.
Two concepts help understand the revolution in learning. First, from learning about to learning to be. E.g., away “from learning facts of science and toward learning to think like a scientist.”from learning facts of science and toward learning to think like a scientist. Second, learning as a perpetual process of becoming.
We should think of ourselves first as educators. That will help us decide how to shape library space. “We must focus most fundamentally on the voluntary relationship between expert and novice, teacher and learner.”
The first question is: Who owns the learning space of libraries? Second: How do we shape the experience of becoming.
Wh owns library space? “Almost everyone on campus feels ownership. Yet we typically treat students as guests or visitors.”Almost everyone on campus feels ownership. Yet we typically treat students as guests or visitors. We’ve started creating student-owned commons, especially in science buildings. Students own their tutoring space as they occupy it.
“How does our presence shape our relationship with students?” Reference desks announce a relationship in which one person owns the desk and has authoritative knowledge. The desk also is designed for queueing. “”So designed, service desks reinforce a transactional, consumerist vision of what we do.””“So designed, service desks reinforce a transactional, consumerist vision of what we do.” We’ve tried re-designing them, but we rarely think about how we can present ourselves to learners, establish a relationship with them, without using the desk to define who we are and how we work.
Tutoring staff typically do not see themselves as Sages on Stages. This determines how they shape their tutoring spaces, which sends a distinct message to learners that is quite different from that of the typical library space. Librarians think of themselves as learning coaches, but the spaces and services send a very different message. That helps librarians sense of themselves as professionals, but does not engage in the new forms of learning.
To become educators, we have to rethink our presence in library space. Presence involves issues of ownership and pedagogy. Librarians understand themselves primarily in terms of learning and not service delivery. The goal is for us to be in learning spaces without dominating them. Presence in learning is the single most important issue in planning spaces.
Q: Libraries are filled with people doing low-quality learning, sitting quietly. But we have spaces that can accommodate more engaged, embodied learning.
Q: What traits must a librarian have to become an educator in this learning speaes?
Scott: The librarian should shift his/her sense of primarily focus from the student to the faculty because that scales better. Mopping up after a bad teacher is not as effective as working with the teacher. “Librarians ought to have their offices with the educators in their disciplines.”Librarians ought to have their offices with the educators in their disciplines. The library building should not be their home.
Q: All organizations ought to have strategic planning.
Lynn: Sometimes we only the measure the things that are easy to measure. We don’t go beyond log analysis to see what the students are learning. Also our planning, we tend to be driven by the advances of techology. But why aren’t we driving technology instead of allowing it to drive us?
Lourdes: We’re moving to new processes but haven’t established ways to measure. Now we can automate much of the measurement. But we also need to carry out qualitative studies. But we also have to ask what we’re going to do with the data. We have done many studies but we do nothing with them. We don’t go to the Dean and ask for backing for new programs.
Q: I agree with Lourdes that the library ought to be seen as a lab. We have to adapt.
Tagged with: libraries
Date: October 28th, 2015 dw