SLACK LINQing Inquiry and Practice for Librarian Learning and - - PowerPoint PPT Presentation
GIVE ME SOME SLACK LINQing Inquiry and Practice for Librarian Learning and Development Vanessa Irvin and Wiebke Reile University of Hawaii-M noa ALISE 2018, Denver, Colorado Note: Images in this presentation are in the
LINQing Inquiry and Practice for Librarian Learning and Development Vanessa Irvin and Wiebke Reile University
Hawai’i-Mānoa ALISE 2018, Denver, Colorado
Note: Images in this presentation are in the public domain unless otherwise noted.
The authors wish to thank the State Librarian
the Hawai’i State Public Library System (HSPLS), the participating HSPLS librarians who comprised the inquiry group, and the University
Hawai’i-Mānoa Library and Information Science Program ‘ohana (students, faculty, staff, all) for your trust and willingness to explore the LINQ model as a form
professional learning and development.
Image source: http://www.hawaii.edu/lis
professional development model for public librarianship
collaboration platforms for discourse
ideas, artifacts, and data
a viable LIS community
practice
constructed in the form
narrative
sharing
resources
learning
that enable
intellectual and technological growth
services to diverse populations alongside ever-emerging technological environments,
and impact librarian identity and iterative professional practice
librarians learning from
another; LIS students learning from the frontlines
isolation
ideas and geography
chat-driven
collaboration platform
social
applications for seamless collaboration
email, video, audio, images
docs, Dropbox, document uploads
YouTube, Pinterest, FB
Google Hangouts, Zoom
Drive, RSS feed, polls, …and more
in
interface
and across devices
real-time and/or asynchronous
at work, at home, at play, in class
immediate professional learning and application
built-in analytics
Image source: http://www.code-brew.com
Hawai’i State Public Library System (HSPLS) 16 branch managers All branch managers
Librarians
“Searchable Log
Conversation and Knowledge”
Slack Arti tifacts cts As s Dat ata
Online collaboration platform Cloud-based Employs social media features for heightened interaction Across 6 islands Geographic isolation a challenge Synchronous with notifications across devices
Slack Channe nnels
#bigidea #priorities #programming #library- resistance #tech- expectations Questions Narrative Reader Response Images Organizational Documents Reflective Methodologies #wishilearned
Shari ring r research d data ta i in th the L LIS classroom
students with actual LIS voicedness
becomes knowledge becomes wisdom becomes theoretical understanding
controlled environment
the classroom
frontline professional experiences
are the experts in the field, literally
becomes real
LIS s studen ents a asked ed L LINQ NQ r re: e: LIS practice
channel #advice-new-libs
question: “What are your two tips for new librarians?”
s student nts c collecting ing d data from Libraria ians ns
s students an anal alyzed LINQ L Librar arian ans’ res esponses es i in-class, a and nd id ident ntifie ied 3 themes that a addres essed ed i inqu quiry qu ques estion:
iona nal s stance
iona nal i ident ntity
p pract ctice ce
Professi ssion
S Stance
Librar arian an1: Don't be afraid to fail! Try something new
a regular basis. Librar arian an2: Don't wait until all the details are just right until starting a new thing.
Professi ssion
I Identi tity ty
Librar arian an1: Learn and implement HSPLS Admin Rules, Policies & Procedures. Librar arian an1: [L]ook at the big picture that HSPLS is
system where staff action/decision may have an
affecting a branch, support
head
Librar arian an2: Keep in touch with why you want to be a librarian but work within your
framework.
Professi ssion
P Practice
Librar arian an1: I saw a library that had a computer screen facing the patron also so they could see what the librarian was searching for them. Librarian2 response: I've worked at a library with the swivel screen so that patrons could see how you
got a lot fewer repeat questions, since after watching the same steps a couple
times, many patrons learned how to complete simple searches themselves! Librarian3 response: Yes, the more the patrons do themselves, the more they remember! Librarian4 response: Teach a man to fish... Librarian5 response: I also like the librarians that carried iPads for searching the stacks and researching a patron question without having to walk back to the ref desk.
(Source: LINQ+HSPLS, Slack channel #advice-new-libs, 24 March 2017 – 18 April 2017)
Class response revealed 3 themes that most informed the cohort: 1) the need for synthesis is
libraria ian i identit ity with
vision 2) the requisite
staying abreast
professional a and i inters rsecti tional trends to su sust stain c cultural-professional r relevance ce 3) involving p patrons d during the r reference ce interv rview, which is an important data point that clarifies the earlier question: Is the reference interview still relevant to librarian professional practice?
Spring 201 2017
LIS 601 students introduced to the Slack interface via the practitioner inquiry exchange with LINQ.
601 student response indicated, Give me some Slack:
should try Slack for class.”
way better than Laulima.”
an elegant platform.”
Su Summe mer 2 2017
LIS full-time faculty use Slack for
classes
and student course evaluation data reveal enhanced student experience via:
social web applications
interactions that resemble the fluidity
face-to-face conversations
interactions and content-sharing involves contemporary social media practices (e.g. emoticons, comments, threads, notifications)
Fal all 201 2017
employed as the platform for 2
3
courses
in
course for hybridity
Coursework b becomes m more c collaborative on Slack, creating a user-friendly space for group discourse without having to set up “group work”. For some reason (not yet to be determined at to why),
Slack, instructor/facilitated ques estions s seem eem more welcomed as sites es
inquiry a and reflec ection, and therefore, contributory to deep eper er learning that enacted epistemological change and identity formation for librarianship (per student evals Summer and Fall 2017). Student nt
i is more Students are more engaged
the platform, writing more, sharing more, interacting more Slack helps ins nstructor
e employ a a uni nique inq nquiry-based appr pproach t to c convening L LIS pr pre-service a and nd front
ne professi ssionals together to ask practice-based questions in
to explore, resolve, and grow from them, together. Slack is proving to be instrumental in active sy synthesi sis
LI LIS t theo heory a and ped edagogy wi with frontline LI LIS professional p practice.
Vanessa Irvin, Assistant Professor University
Hawai’i-Mānoa Information and Computer Sciences Department Library and Information Science Program 2550 McCarthy Mall 003C Honolulu, Hawai’i 96822
Email: irvinv@hawaii.edu Phone: 808.956.6703 Skype: vanessairvinedd LINQ: http://www.linqforum.com Site: http://www2.hawaii.edu/~irvinv/
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Lytle,
as Stance: Practitioner Research in the Next Generation. Practitioners
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Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner
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