21 st century information professionals: time to work on zones of intervention
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21 st Century information professionals: time to work on zones of intervention. Prof Ina Fourie Department of Information Science, University of Pretoria Acknowledging a theoretical inspiration, the paper will take a practical stance. Intention of paper. - PowerPoint PPT PresentationTRANSCRIPT
21st Century information professionals: time to work on zones of intervention
Prof Ina FourieDepartment of Information Science, University of Pretoria
Acknowledging a theoretical inspiration, the paper will take a practical stance
Intention of paper
To draw on what has been mentioned in LIS literature a number of years ago by Carol Kuhlthau developing her model of the Information Seeking Process (ISP) from the work of experts in education such as Lev Vygotsky• Vygotsky: zones of proximal development…
(1896-1934)• Kuhlthau: zones of intervention…– Processes, thoughts, feelings…
Intention of paper (cont.)
In a world where you are drowning in work, demands, expectations, complaints, accusations,…
… the intention
The intention of this paper is to put a serious request: please consider…
Intention of paper (cont.)
Zones of intervention… for proximal development of library users & optimal use of the services and products of LIS
Scope of paper
• Introduction • Zones– Intervention – Development
• Suggestions for LIS• Conclusion• Further reading
Introduction• On-going challenges
– Roles, tasks, knowledge, skills, attitude, continuing development, life-long learning… life-wide learning
– New means of training LIS professionals: webinars, video clips, chat groups…• What do we share?• Factual information only?
– Various means of interaction: Tweet, Skype…– Growth in resources and opportunities… Product reviews
• Much has been achieved in LIS– Information literacy courses, libraries as spaces…
• Collaboration, research networks, intellectual property, work ethics• Learning theories
• Adult learning• Constructivism (cont.)
Introduction: Example of what is offered (University of Loughborough as example)
Introduction (cont.)
• Noted from this conference– Change… or nothing will change– Challenges of (Internet) information resources– Need to think holistically and note diversity of things;
taking things to a different level– Innovative ways of doing: game-based learning– Fun– Emotion – Passion… – Need to be productive and excel
On-going challenges• Over centuries: challenges & concerns• Roles & tasks of LIS: custodian role, intermediary role, teaching role, role as co-
researcher, embedded librarian• Reports on: ethics for professionals, curricula to be taught, continuing education,
the need for reflection, and action research• Emphasis on: knowledge, skills and attitude
These are all important when considering securing a role for LIS professionals; but it may not be enough
• Realities of constraints & barriers• What we require?
– Making a difference by offering opportunities for constructing meaning and making sense– Comfort zones– Support from peers and experts– Allowing for differences in developing meaning, skills, attitudes
Zones: intervention & development
• Carol Kuhlthau’s suggestion of zones of intervention in teaching information seeking– Guided inquiry– Recognising: processes, thoughts, feelings– Developed from various theories of learning:
Dewey, Bruner, Kolb, Vygotsky• Giving opportunity to learn skills with
support… (cont.)
Zones: intervention & development (cont.)
• Constructivism– Social constructivism– Vygotsky: zone of proximal development– From where you are… To what you can be
• With support of peers and experts• Not just factual learning, but…• More than opportunity to talk in a group…• Opportunity to create meaning and insight…
• What we have done up till now in training people, creating learning material and opportunities…. But more…– Understanding the context, expectations set to people…– Why should LIS professionals find the time to make a difference?
Opportunities for zones of intervention and proximal development
• Anything that you are currently teaching and offering can/should be taken to a different level– Information literacy– Web personalisation– Using social media
• All information related processes• Facts, skills, practice…. Time for constructing meaning,
making sense, making it your own, adding value? (cont.)
Opportunities for zones of intervention and proximal development (cont.)
• How about starting with your own zones of intervention? – Adapting training to allow for zones of intervention and
proximal development• I can offer definitions, facts, tips, reading…• But that will still leave you on your own to make sense and construct
meaning• Suggestions on how to do this – can be part of the process• Brain storm, create ideas, search the literature, share by different
means… role play… fun…
– Is anything different from before?• What have you gained? How can you use it?• Different experiences for people
Suggestions for LIS
• Start with the own (information professionals): practice what you preach – experiment with your own zones of intervention– What works for you
• Explore with mapping wider information horizons: the past, alerts on the now, and projections on the future
• Experiment with techniques to capture the essence of information with less words (i.e. dealing with information overload)
• Collaborate: acknowledge differences in brain profiles, personalities and learning styles to reach the best result
• Allow for experimentation: there is not only one way to deal with zones of intervention
Suggestions for LIS (cont.)
LIS professionals should become role models who are focused on creating zones of intervention for • others to support their information behaviour, including
– recognition of information needs & noting research opportunities– effective exploitation of the full spectrum of information resources
(e.g. Internet, subscription databases, repositories, people)– information use such as choice of platform for collaboration,
vehicle for sharing results, understanding bibliometrics and citation impact
– information sharing– information communication
• Aimed at optimal development
Conclusion
• Are any of you prepared to take on the challenge of adding yet another layer to what you are already doing?
• Can you turn this into fun… and still be successful?
• Would you like to read more about the topic?
Thank you for your time
• Prof Ina Fourie• Department of Information Science• University of Pretoria, Lynnwood Road,
Pretoria• Email: [email protected]• Office: (012) 420-5216• Fax: (012) 362-5181• Cell: 082-707-8062