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Converging educational strategies
An Italian e-learning class for young LAMs professionalsCarla Colombati - Elena De Carolis - Agnese
Galeffi
LIBRARY THEORY AND RESEARCH SECTION SATELLITE: Theory and research on the convergence of professional identity in cultural heritage institutions (Libraries, Museums, and Archives) beyond technology
Turin, 13 August 2014
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We are going to talk about...
• This paper path (AIB course -> Bibliotecario reloaded)
• Do we need LAMs professionals?• LAMs professionals’ skills• Learning tecniques• Conclusions and... wishes
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This paper path
The AIB offered a blended learning course to Italian librarian community:
AIB continuing education in e-learning…
As work group we realised: “Reloaded Librarian”
THEME: advocacy
TARGET: young students (18 to 25 year-olds)
OBJECTIVES: a)fostering orientation towards the librarian's
professionb) shattering of long-established stereotypes
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Online learners (U.S.A.)
OCLC. (2014). At a Tipping Point: Education, Learning and Libraries.
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This paper path
Bibliotecario reloaded
“Break the stereotype!”
Bibliotecario_reloaded_home.mht
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Why train a LAMs professional?
“LAM professionals who understand issues
surrounding different types of collections and
collecting institutions […] bring an open-
mindedness that allows them to embrace ideas
from other professions in the interests of the
collaboration.”
OCLC. (2008). Beyond the Silos of the LAMs: Collaboration
Among Libraries, Archives and Museums.
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Common LAMs topics
AcquisitionTreatment and physical organisation
Description PreservationMaintenance of catalogues, inventories, and database
Orientation and referenceUser education Promotion
Institutional communicationsAnalysis of the social contextHow to expand collections
Management of physical spacesDrafting of a Service Charter
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One example
(archival) inventory
(library) catalogue
(museum) catalogue
Describe the Creators’ and Records’ history, etc.Describe the resources owned or to which access is guaranteedDescribe the cultural objects (even intangible)
Describethe «stuff»owned
Names Activities Objectives
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And...
professional ethics
concept of service
concept of cultural heritage
support for professionals, for professional associations, advocacy
typologies of LAMs
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So... why a LAMs professional?
It’s all about users:
their wishes are becoming ever more fluid and we need to build a LAMs
interdisciplinary bridge
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● engage the audience so as to create connections and sharing among collections, institutions and users in information spaces
● positioning ourselves as trusted sources and avoiding the risk of getting lost in the meandering labyrinths of social media (Trant 2009)
Social engagement
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Gamification
Source: <http://www.metadatagames.org/british-library/>
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Learning techniques
“So, what is it that we are tipping toward?
We are tipping from the age of students as directed learners to an era of students as empowered education consumers and eager education evaluators. […]We will change how we learn, where we learn and who guides our path. […]. We will have options.”
OCLC. (2014). At a Tipping Point: Education, Learning and Libraries.
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Learning techniques
AIB E-Learning training experience
success keys
● A constructivist educational approach
● Knowledge Sharing
● From a Community of Practice (CoP) to a Community of Practice of E-learning (CoPE)
● Glossary of communications and specific activities
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Learning techniques
From Knowlegde Management to Knowledge Sharing
for Convergence
is the one of most interest to us since
•it develops the dimension of “social construction of meaning”
•it underscores the notion of "community", which is essential to the successful convergence of LAMs
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Learning techniques
Knowledge sharing + Technology (web 2.0)
+ Social constructvist approach = CoPE
With technology, learning techniques based on "online learning":
•“E-learning is seen as a process of learning”, in which both the student and the teacher or supervisor learn reciprocally in a constructivist way•transformation of CoPs into CoPE, a new model of learning by E-learning (Chikh, Berkani & Sarirete, 2008)
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LAMs Convergences
key components of the basic course
•to transmit a sense of "professional community" to the students •to transform their learning into knowledge•to enrich professional knowledge with a shared common glossary/practices•to propose a framework of common skills/good practices
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Conclusions and … wishes
Proposed profile for a new generation LAMs professional
Characteristics
1.a trusted identity + a common language derived from traditional competencies
2.a range of not strictly technical abilitiescreative thinking + teamwork + problem
solving
Final aim
•to be able to manage social engagement•to be proficient in channeling user-generated content into the digital information space of memory institutions, as part of a steady process of collective lifelong learning
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Conclusions and … wishes
LAMs associations role
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Conclusions and … wishes
LAMs associations role
to foster a transition “from Coexistence to Convergence” (Duff et al. 2013).
according to the diagram convergence represents the final stage in in the evolution of cooperation process
Source: Waibel, G. & Erway, R. (2009). Think globally, act locally: Library, archive, and museum collaboration. Museum Management and Curatorship, vol. 24, no. 4, p. 326.
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Thank you!