Showing posts with label implementing change. Show all posts
Showing posts with label implementing change. Show all posts

Tuesday, May 29, 2012

ILA ACRL 2012 - Preconference & Keynote

This spring's ILA/ACRL Conference allowed me to return to my undergraduate institution, so basically it was like going home for a few days and nerding out with fellow librarians (meant in the nicest way, as I embrace my enthusiastic nerdiness).  The events began with a Thursday evening tour of the Seed Savers Exchange library & labs.  I am a hard-core Decorah lover, but there are still many Decorah attractions I've not yet seen and Seed Savers was one of them.  Bill Musser, former Luther librarian & current do-it-all, one-man-show librarian led the library portion of the tour, while another Seed Savers employee shared the lab portion.  I'm not big into gardens or agriculture, but I still had a great time learning about how this one place serves a wide range of purposes, and how the library supports that mission.

  

 

After the tour there was a fun reception, and then the evening dine-arounds.  I lucked out and chose a fantastic bunch of librarians with whom to share the evening (but, since librarians are the nicest people ever, it would have been pretty difficult to not have had a wonderful dinner with any of the groups dining around at various restaurants).  We had a lovely supper filled with the delicious food, fun conversation, and a fair dose of laughter at Rubaiyat Restaurant. I got to better know other librarians from the Des Moines area and beyond and also got a chance to visit with the keynote speaker, Michael Porter, who joined us for the evening.

The next day began early, as I arrived on campus around 7 a.m. to assist with setting up Membership Committee materials and other signs.  The conference began with a general welcome and introductions from the ILA/ACRL Spring Conference Committee Chair, the ILA/ACRL President, and the Vice President/Dean of Luther College.  Then Michael Porter, President of Library Renewal, shared his passion and ideas for the future of libraries with us. He began with a simple, yet important equation: libraries = content + community.  I think this speaks to the heart and mission of libraries: service to patrons is why we exist.  We need to bring them the content they need (and oftentimes the content they don't yet know they need) in order to fully nurture them as an entire person (meeting their educational needs, social needs, and even emotional needs in the case of programming & support meetings held in group spaces).  As Porter noted in his presentation, libraries balance out economic and other disparities and are a place where all can come to access information, be a part of the community, learn, and exchange information and perspectives.  The library serves as an equalizer, providing opportunities for all, no matter the circumstance.

This is something I am very passionate about and found myself agreeing with much of what he had to share.  I find myself drawn serve those in need; in my past life as an orchestra teacher I served children in a community that was struggling (and continues to struggle) economically.  Currently I am in an institution where students have struggled academically or financially but are working hard toward a better future for themselves. I often think of Grand View as a place that embraces all kinds of learners, especially those who may not have been accepted anywhere else, and this is a part of my vocation as a librarian and educator--to meet students where they are and help them reach where they need to be.  We can talk about the principles of librarianship (access, community, preservation, learning, literacy, dissemination of knowledge, etc.), but, in my opinion, when you boil those all down to their simplest form they would all fall under this larger umbrella of service.

Porter also emphasized the importance of adaptation to meet the needs of those we serve (and, for libraries to survive in the future, we must adapt).  So much has changed in the past two decades, but how have libraries embraced this? I think the nature of change in academia has already been a form of hindrance to the type of progress Porter and Library Renewal seek, as it does tend to take a very long time.  Library Renewal looks to forward the switch from the current emphasis on print and what I'm calling "broken e-content" (clunky, inaccessible, overpriced, not managed in a way that best serves users, etc.) toward a more open and transparent information sharing platform, changing the infrastructure so that libraries & patrons have a say in how they receive digital content, as opposed to being at the mercy of the greater publishing industry.  That's not to say all publishers are evil--they are also currently experiencing a huge shift in how they do their business and are learning to adapt, but how is the way they are choosing to adapt hindering big picture progress (and at what cost to the public)?

If nothing, I heard an awesome new phrase I can begin incorporating into my quirky phrase repertoire: completely borked, so that's a pretty sweet deal.  Seriously though, I share much of Porter's enthusiasm and passion for raising awareness of these issues and for bringing about change, but at the same time, I know I'm starting my second career as a new librarian in an institution with 4 librarians to staff all instruction, reference, outreach initiatives, do liaison work, and all of the other things that come along with academic libraries, so the change I can make at this point (especially as a non-bigwig person) involves speaking out to legislators, doing what I can to promote change on a local and individual level--and change takes time...
   

Wednesday, March 30, 2011

Article 8: Developmental Relationships in the Dynamic Library Environment

Murphy, S. (2008). Developmental relationships in the dynamic library environment: Re-conceptualizing mentoring for the future. Journal of Academic Librarianship, 34(5), 434-437.

Libraries are shifting from focusing on physical pieces to focusing on learning outcomes for library users. Library-oriented career paths are no longer well-defined and work relationships beyond hierarchical mentoring need to be considered to support new workers through this change. Currently, the literature emphasizes formal mentoring, despite research indicating informal mentorship is more effective. Information is often subtly transferred from person to person; informal mentoring recognizes this and capitalizes on learning through stories and observations. Mentoring in this new environment is a tool to ensure succession planning, to help with future staffing needs by developing mentees into leaders in emerging areas of librarianship. Peer mentoring, informal mentoring, multiple or shorter-term mentoring experiences (i.e. dialogue groups, networks, mentoring circles, reverse mentoring) are all discussed. Mentee benefits include understanding of organizational culture, networking, personal guidance, career development, learning from role models, receiving advice, and development of friendships. Mentors also benefit from learning the mentee’s perspective and actively reflecting on current practices. This reconceptualization of mentoring, as it adapts to changing technologies, is key to the future success of librarianship and libraries.

Saturday, January 22, 2011

Article 2: Librarians as Agents of Change: Working with Curriculum Committees Using Change Agency Theory

Travis, T. A. (2008). Librarians as agents of change: Working with curriculum committees using change agency theory. New Directions for Teaching & Learning, 2008(114), 17-33. doi:10.1002/tl.314

Barriers to integrating information literacy (IL) into the general curriculum include an unclear understanding of IL, ineffective methods of assessment of IL skills, a lack of ownership for IL instruction, and university culture. Librarians may not be seen as integral parts of classroom learning. IL is possible when its definition is understood as a way of thinking, and is seen as a liberal art, as opposed to just a skill set. California State University, Long Beach (SCULB) began the process of integrating IL by applying Change Agent Theory. The campus participated in a review of the general education policy, was preparing for an upcoming accreditation review, and there was increased interest in student-centered learning, indicating the campus would be receptive to incorporating IL efforts. Integration efforts began with the development, articulation, and shared vision of the intended change. SCULB received administrative support and grant funding to support the planning and implementation of IL integration. The grant supported those who took part in pilot projects or received additional job responsibilities. Progress was monitored, librarians were on every academic committee, and IL advocates were on key committees. The Director of IL and Outreach provided assistance, supporting the needs of faculty. Programs were also put in place to create a community of practice. Key elements of integrating IL into the general curriculum were that efforts aligned with the university’s goals, change agents and early adopters were prominent on committees and within their departments, and data provided evidence-based examples of increased IL skills.