Archive for the 'libraries' Category

Library Forum Facilitator

I recently accepted the role of “chair” (I prefer “facilitator”) for our Library Forum meetings. I made the video below in an attempt to set the tone and establish a new direction for this important staff meeting. I know that the video won’t have a wide appeal (since most of you don’t work at U of G); however, it’s my first shot at using Camtasia so I thought I’d post it.

Intersections

A few weeks ago I read Frans Johansson’s The Medici Effect: What Elephants & Epidemics Can Teach Us About Innovation. I stumbled upon this book in the public library when I was actually looking for something else (thank you Dewey Decimals!). At the time, I was intrigued by the subtitle, but now I can’t remember much about elephants or epidemics from the book. What I do remember is his concept of intersections.

For Johansson, intersections describe the places where different fields meet. For him:

“Fields consist of concepts such as knowledge and practices. Changing a tire can be called a concept. So can the item tire, in and of itself. These two concepts are both included in a field called mechanics. In order to understand a field, one has to understand at least some of its concepts. The more concepts one understands within a field, the more expertise one has built within the field.” (p.16)

When you work in a field, you’re likely to generate ideas and processes that stay within the field (he calls these directional ideas). But if you strive to find the intersections you’ll generate ideas and processes that go in entirely new directions (intersectional ideas–obviously!).

Johannson goes on to say that the opportunities for intersectional ideas are increasing because of three forces:

  • The movement of people (travel, refugees, etc.)
  • The convergence of science (interdisciplinary knowledge creation)
  • The leap of computation (increasing capabilities of technology)

While these three forces are intriguing (and I’ll buy his arguments), I think there are everyday opportunities to step into the intersection (safely of course!). For example, I work in a library that employs a number of learning and educational professionals – and it’s no secret that we approach our work differently. Instead of letting these differences cause friction, we should figure out a way to operate in the intersection.

The more intersections we have the more vibrant and creative our spaces will be. We may not have the patronage of a wealthy Medici family, but there is no reason we can’t encourage (and support) an explosion of ideas on our campuses.

Oligarchy and Anarchy

I just finished reading Siva Vaidhyanathan’s book The Anarchist in the Library. The book is about five years old now, but he has some interesting points to make about technology, government and culture. In the introduction, he talks about the two primary ideologies that affect our information age: anarchy and oligarchy. In Vaidhyanathan’s words:

“Anarchy is a governing system that eschews authority. Oligarchy governs from, through, and for authorities. These ideologies feed off each other dialectically.” (p.xi)

In other words, oligarchy creates panic about the perceived threat of anarchy and anarchy justifies itself by reacting against the “abuses” of oligarchy.

At first, I wondered what these concepts had to do with information and technology, but after finishing the book and revisiting the introduction, the connections make more sense. Vaidhyanathan doesn’t really take a side in this debate; instead, he focuses on challenging both camps. He investigates the claims of oligarchy that have led to “moral panics” (e.g. we should worry because the Internet is overrun with pornography and other undesirable material), but he also challenges the aims of anarchy (e.g. that free distribution of information and anonymous behaviour will lead to a better future).

In the end, Vaidhyanathan simply urges us to be cautious: we should not jump hastily to top-down legislation and control, nor should we embrace an “anything-goes” mentality. Instead, we should rely on debate and discussion–however clumsy–to inform our progress.

I think this is a good read for anyone who is interested in the politics of information–or as Vaidhyanathan calls it, “the information arms race.” Some of the examples are dated but the arguments hold true; in fact, recent acts by governments and cybercriminals only further entrench these two ideologies. Perhaps we’ll find a third way eventually.

Stealth Information Literacy

I was cleaning my office today when I came across an intriguing pile of scrap paper. Apparently, at various points previous I had scribbled some random ideas on PostIt notes, torn notebook paper, and used envelopes. I’m guessing that I didn’t have much time to do anything with these ideas, so I did the next logical thing and penned a few sentence fragments to my future self.

One idea that I found (truth be told: this one was typed) was the result of a conversation that I had with Robin Bergart (a colleague of mine) about embedding information literacy skills into the curriculum. At the time (2007) Robin had spent an entire semester coming to watch me teach my course (Information Management). She sat with the students, listened to the lectures (and watched them surf Facebook during class). She was curious to see how IL skills were taught when the librarian had complete control over the course content and delivery (admittedly, a fairly unique situation).

Interestingly, one of Robin’s conclusions was that the IL instruction was successful because students didn’t realize they were learning it (ironic, no?). Because the IL tasks were indistinguishable from the regular demands of the course, students didn’t even recognize their IL learning until we asked them about it at the end of the semester. When we attempted to put our rough thoughts on paper we called it ”stealth information literacy”: 

Stealth information literacy uses a subtle approach to teaching information literacy skills that uses cognitive modeling, observational learning, and the use of rich examples, anecdotes, analogies and learning activities to incorporate but do not focus directly on information literacy skills. Stealth information literacy is highly intentional, but can also be spontaneous and can respond to ‘teachable moments’ in the classroom.

Obviously, it wouldn’t hurt to nail the definition down a little more (and to clarify the pedagogical lingo), but I still think it’s an interesting concept. I scanned the rest of our document and noticed this thought-provoking paragraph (you can thank Robin for the fancy words):

“Make no mistake: we are making a strong claim here. We contend that most information literacy instruction as taught by librarians does not succeed in engaging and challenging students. Worse, we are often guilty of turning students off by our pedantic, methodical approach to teaching. We make erroneous assumptions about what students already know, we simplify search, and other information literacy skills for them, and we unwittingly send the implicit message that what we have to offer is rote, routine, stultifying and not very challenging or interesting. The stealth approach to information literacy strives not to cover information literacy skills in the classroom, but to provide opportunities for students to uncover and discover for themselves the resources they will need in the classroom and beyond.”

As I reflect, this sentiment smarts a bit, but I don’t believe that’s how we intended it. If we want to improve our ability to communicate and model IL skills in each teaching environment, maybe it’s time to consider the stealth approach.

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