I know this blog was intended to document my formal learning with CSU, but I'm finding it to be a useful place to write down my reflections. I'm noticing lately that a lot of my reflections are about topics of my own interest that I've encountered through my own reading. I'm getting a little addicted to this, as I am finding the idea of learning through my own network to be pretty inspiring!

So today I was reading MindShift, and Audrey Watters addressed the topic of alternatives to formal education. This relates to the topic I wrote about a few days ago, when I was "sidetracked." She states, "Add to that the wealth of educational resources now available online, the possibility for people to learn new skills and to gain new knowledge outside of the traditional college classroom seems to be a compelling argument not to head right back to school."

In this blog posting she mentioned several resources, but I checked out the Edupunk's Guide by Anya Kamanetz. "An edupunk is someone who doesn't want to play by the old college rules." This website is filled with tutorials, resources and a free ebook guide for people who want to get an education, but want to do it on their own. She has also created a book called DIY U, and facilitates a self-learning community on P2P U (among other things). 

The idea of directing your own learning has really become a fascinating topic to me. I'm quite interested in learning more about this idea of self-education because I'm not done. I'm nearing the end of my Masters degree, and I feel like I've just begun. I want to learn more about this topic, as I imagine I can be a valuable resource to colleagues at my school (as the librarian) in guiding them to pursue their own interests. Hmmm, maybe there could even be a job somewhere one day for me in this? I know Anya is going on maternity leave shortly and is looking for someone to take on the community manager work in DIY U. I like the idea, but I'm also strapped with two children and a Masters degree in progress.

Anyway, yes, back to self-education. My mind has drifted a little (as you can see) but the exciting thing is that I'm getting a glimpse of yet another job of the future (or maybe a job of today that not many know about) that doesn't yet have any formal training. Professional Development Coordinator? Professional Learning Facilitator? Would this be an alternative for many from formal university education? Would this fulfill requirements to become a teacher, or librarian in the future (probably not if governments have to issue credentials for working in that capacity, like they do in California). 

Watters made a very good point at the end of her article though. "Despite the financial burden and the time commitment, college does offer an infrastructure - ideally at least - to make this learning happen." This is true for now. However, as organizations like P2PU, Khan Academy, and University of the People continue to appear, surely it's just a matter of time before we have cheaper, more self-directed options that do have an infrastructure (UoP does), and maybe even will have formal recognition. Paul states, "We’re entering an era in which elite education is cheap, but elite credentials are increasingly — for most, prohibitively — expensive."

So now that my interest  is that I need time to explore these exciting new topics. Where does that come from? OK, back to finishing my paper... (ugh)

Kamanetz, A. (2011). The Edupunks's Guide. Available from http://edupunksguide.org/

P2PU: http://p2pu.org/en/

Paul, A. (2011). Salman Khan: The New Andrew Carnegie? Available from http://ideas.time.com/2011/11/16/salman-kahn-the-new-andrew-carnegie/

University of the People: http://www.uopeople.org/

Watters, A. (2011). Considering College During a Recession? Think Again. Available from http://mindshift.kqed.org/2011/11/considering-college-during-a-recession-think-again/

I just found a nice simple way to describe today's library. "...libraries are no longer "grocery stores" where students can go to pick up ingredients, but "kitchens," where they have the resources necessary to create a finished product" (Valenza in Ash, 2010).

Ash, K. (2010). School Libraries Seek Relevance Through Virtual Access. Education Week, 29(21),
10-11.

So today was meant to be spent working on my paper for my professional placement. I have done so much professional reading recently and have learned so much--the challenge is remembering where the heck I got my information. So, as I write, I'm jumping back into the university library's website searching databases for articles that support the point I want to make. I know, it's a bit backwards, and is not meant to be done that way. Ssshhhh, don't tell anyone. I need the reference for my paper.

Anyway, as I'm searching, I encounter an article by Michael Stephens, called the Transparent Library School. He was a keynote speaker at the Learning 2.011 Worldwide Virtual Conference I participated in a month ago, so I read it (one of the many ways I get sidetracked when studying!). In it, he mentions a blog by an MLIS student named Ben Lainhart, who is frustrated about the instructional pedagogy used for his MLIS program. The quote made me laugh. "I do not want to take any more online classes that are exactly the same: sign into BB (BlackBoard), read the 'lecture,' read the articles, make my obligatory posts on the discussion board and occasionally write a paper. How uninspiring!" I could not agree more.

Sorry CSU, but many of the courses I've taken so far have been delivered this way. This element of my studies has been disappointing. However, this is not to say that I haven't learned anything. I do the necessary assignments and follow instructions carefully (and frankly, I think I've doing a pretty good job so far too). However, I learn most when I'm off track. The learning that sticks with me most, the stuff that gets me excited about jumping into this job as teacher-librarian has more to do with the professionals in the industry that I have encountered along the way. I enjoy learning from those in the job now, who are doing things that guide rest of us. When I see that, I want to learn too. No, I don't get particularly jazzed about reading about philosophies and practices from a text and making those posts to the discussion forums because I have to.

That being said, what is the answer? I am with Ben Lainhart who said: "... I don’t have too many answers yet. All I have is a feeling that things can and should be done differently. The problem is: differently may be something so open-source that it really begins to mean the end of “institutional” education. And I do not think that I have a problem with that."

Just to add to that further, I encountered a youtube video of a presentation by Jeff Utecht, who I remember used to be an IT teacher here in China. In this speech, "Community Trumps Content" he talked about the power of communities. "The Revolution will be here when the students figure out they can learn more in their own communities than they can sitting in a seat in the school." I can relate. He then mentions a university called The University of the People which offers degrees for $25 around the world. Maybe this University of the People is what Ben Lainhart is talking about.

But then again, I suppose these resources not necessarily academic. I need to get back to that paper, and find that reference. Ugh.

Lainhart, B. (2011). Is Online Education Still Stuck in 2001: Some still unformed thoughts. Available from http://benjaminlainhart.com/2011/02/17/is-online-education-still-stuck-in-2001-some-still-unformed-thoughts/
Stephens, M. (2011). The Transparent Library School. Library Journal, 136(9), 46
Utecht, J. (2010). Community Trumps Content. Available from http://www.youtube.com/watch?v=S8djV8slDN0

I was reading a blog, the NeverEnding Search, and found an article about how students are searching online. This blog post gave an overview of an article, "Why Kids Can't Search" (by Clive Thompson) from Wired magazine. It covered a study that revealed students rely heavily on the top search results when using a search engine. In the study, students were asked to find the answers to some questions. For some of the students, there were false ranking orders on the results page. 

The significance of this article is that the topic of search skills (or lack thereof) has made it into a mainstream technology magazine. It addresses the lack of critical thinking students are using when seeking information. They often do not consider the source, investigate the credentials of the author, or evaluate for purpose or opinion. 

I think the most important statement made on the article, however, is that "a good education is the true key to effective research" as researchers need to have some background knowledge on the subject if they are going to evaluate the information in it. Could this make a difference to help people understand the need for deliberate instruction in information literacy, and the changing role of the librarian? It helps. 

I've been immersing myself in some professional development for the last 24 hours or so by taking part in the Library 2.011 conference. It is a global digital conference held completely online in multiple timezones using Blackboard's Collaborate. I have SO enjoyed the experience thus far.

This entry is just to comment about how I'm enjoying the delivery experience. I've learned so much in just one dedicated day. What's great is that this is self guided, so I attend what I want to attend. Many of the presentations are inspirational which leave me with a vision of where librarianship is headed, but as always, the steps in between are still unclear. Other sessions have been more hands on, learning how to use a particular app, for example.

I will try to at the very least list the sessions I have attended so far and hope to write something up about them each in a separate entry. The challenge is time, as my kids are asleep, and soon I will inevitably be interrupted. Such is the story of my life as a stay-at-home student/mom.

Sandra Hirsch was the opening keynote speaker on New Career Pathways for Information Professionals in a Library 2.0 world. While not so relevant to someone like me who is near the end of my M.Ed. program and specifically going into teacher librarianship, she addressed many of the work areas where people with information management skills can go into. Here is the link to the recorded session.

Michael Stephens presented the Hyperlinked Library. Overall he was just so well spoken and well presented. He showcased various "techno" terms to highlight how we are responding to technology. He showcased how some libraries are responding to innovative technology, such as the outright NO, versus those that embrace the technology. He emphasized that we as information professionals and institutions need to modernize, and make the library a center for encouraging conversation. He encouraged social networks as a means of accessing information and library professionals, and keeping the interaction "human." However, he is a fan of their opportunities as personal learning networks, more than anything. I loved how his presentation was so well done, filled with wonderful complimentary and thought provoking images, despite the fact that the technology slowed things down just a bit. Here is the link to his recorded session.

I then decided to view a presentation that I missed last night, because it was on so late (in the USA). It was given by Tasha Bergson-Michelson, and so far I think her session was the most practical, useful, and hands-on friendly for me. She basically highlighted different ways we can improve our online searching using major search engines. While there were many specific strategies she used, her main message, in my view, was that we need to think before searching, and search for our answers, not the question. In other words, we need to first decide what we think the perfect result might show us (keywords, table, infographic, etc.?). Again, very very well done. Here's the recorded session.

I also attended a workshop on location based gaming using SCVNGR app for creating scavenger hunts in libraries. This was put on by Linda Barron, and while it is just one specific activity, it is an easy and non-threatening way to put your library into an app, and create more innovative practice. Our local school does not use iPhones or iPods as educational tools, but it is an interesting idea. Her recorded session is here.

Finally, Helen Partridge spoke about Becoming a Librarian 2.0. She showcased her findings from research, which highlight the key skills and attributes required for librarians today. This very much addressed the philosophical understandings of librarianship. It Emphasized the need for library preservice programs to combine both the knowledge and skills in librarianship programs with awareness of what the role and identity of a librarian is today--a good combination of epistemology and ontology. Her recorded session is here.

This is a bit of a wondering and thought trail, but I thought the best place to document it would be here.

While I was off this past term, I encountered several opportunities to tell people about how I'm studying to be a teacher librarian. It's a bit funny, but I'm becoming more comfortable in admitting that I'm not much of a reader, but I'm going to be a librarian. A lot of people don't get that, and even I started to worry about it a bit while I was off this past term. A librarian that doesn't read much? I love books, don't get me wrong. It's just that I never seem to have the time to commit to a book for an extended period of time. I'm a new mother--getting through the day is hard enough, let alone spending any time committed to a book. I need to often explain to people that being a librarian is not just referring people to books, and showing them how to find them. That is only part of it. Particularly true with being a school librarian, in my opinion, it's the whole concept of research and how to find information (not just books) that is a big part of the job.

I am planning a few study visits with information centers in different places. I was particularly interested in visiting a corporate library. I contacted a couple of companies (not many, but about 2-3) and in all cases, I was told that they used to have a corporate librarian, but that job was eliminated 10 years ago, or something like that. I was thinking about that. Why are corporations eliminating their librarians? If they are gone, what is taking their place? I assume that the employees themselves have assumed the responsibility of gathering information on their own. This means that corporations without librarians need to have employees who are also strong in research and information skills, right? How do they get there? Well, these new employees are going to learn their information skills in school and university right? This made me realize that my job as a teacher librarian who teaches information management is especially important in today's world, if corporations are no longer hiring their own librarians.

I'll admit, I enrolled in this subject because I had to. It did not sound interesting at all. It officially starts tomorrow, but I've been spending the weekend reading some of the introductory material and getting familiar with it all. I'm happy to say that my first impression is now changing. OK, to the lay person, surely no one seems to care what bibliographic standards are, but I've learned it's significance, and yeah, it sounds a little bit like me. 

You see, bibliographic descriptions, from what I've learned in my 1 hour of reading, are so important because they are the key to us finding ANY information. It sounds like a thankless job, but so essential. I can't help but imagine what internet research and surfing would be like if information was not organized in the background. What would Google be? And what if there was no standard method of organizing all the information out there? Sounds chaotic to me. I mean, information organization is everywhere, so organizing all of this information whether it be in descriptions, keywords, or file management (e.g. websites, book in library, papers in your file cabinet, journal article in database, documents on your computer, categories or keywords in Delicious) is essential. I, for one, have yet to find a good keyword system for my Delicious bookmarks, which would explain why I don't use Delicious that much--but I love the concept. I suppose if I'm moving into the profession of information organization, I'd better get on that! My information is pretty organized in other areas though--really!

Well, here I am. I have taken several months off of studies because I had a baby in February! I thought I'd use the time off of studies to adjust to my new family and get my head together, and by now, I'm not sure that is completed (!!), but regardless, I'm jumping in with both feet! Fingers crossed...

I have survived the writing of two more papers for two more Masters subjects in my M.Ed. It was a crazy last few weeks of December since I had to work on these through part of the winter holiday when the staff at my local school were away.

I received feedback for my ETL503 (Collections Management) subject and am not very happy. Let's just say, that after reading the feedback, I now realize I was supposed to comment on many further areas of selections and acquisitions than I did. Fair enough. However, I find it very difficult to do, so considering I don't work for a school, and to boot, my local school's staff were all away on holidays. The only way I'd know how these things are done at my local school would be if I worked there, or worked closely with the librarian.

There are two major realizations I'm having about this subject. First, I have to "learn" about so many topics on my own. Fair enough, I am a Master's student, and I am an experienced learner. However, For this course, I am consistently finding that we learn about things by just researching for information and reading about them. It's like I'm paying tuition to be told to learn about a topic. I don't find that my instructors do much to facilitate my learning process other than lay out a curriculum path, give me topics to read and study, and give me assignments. I mean, if one could get a hold of the subject overview and modules, they could complete the same work for free. I really wish this masters course were more interactive, with discussion groups...not forums, but live chat groups, or study partnerships, or something where I can interact with other students. I always feel like I have to just find materials and read about a subject to learn anything. I'm not a textbook/"reading" learner, but in this case, it's the only modality addressed.

Second, I wish I'd known that ETL503 would require a significant amount of collaboration or involvement with a local school in order to get a grasp of their selection/acquisition process and policy development. This is especially important for us students who are NOT working in libraries already. If I knew this in advance, I would not have taken it over a school holiday (believe me, it would've made being 8 months pregnant a lot easier). I probably would have waited until I was doing my practicum at participating with a school on a regular basis.

I just spent some time considering the topic of censorship. My first thoughts were about free and open access to information. If I, as a librarian, have a professional commitment to intellectual freedom and free access to information, I foresee some problems with my particular situation.

First off, intellectual freedom and free access to information is strongly supported in democratic society. I completely support it as well. While the school I work(ed) supports democratic beliefs, I can't say that my host country does. How am I supposed to write this into my library policies when doing so can contradict the beliefs of the country in which I live? Please, I'd love suggestions here.

I read an article by Doug Johnson who mostly addressed the issue of internet censorship in schools. My reaction to this is unique I believe, because our school does not censor sites that many schools do. However, we are faced with great censorship problems at a national level. Although I appreciate Johnson's suggestions on ways to possibly address the problem, they are assuming that I might be able to reason with policy makers. In my case, there isn't a fat chance that's going to happen.

Secondly, Both Moody and Jenkinson's articles really shed some light on the practice of censorship by librarians. Essentially, we may have a tendency to censor books or resources because "someone" will find them offensive. I fall into this boat. I have been known to tell our librarian about resources that I thought were inappropriate, or pass along messages from parents who had comments about certain books. While reading these articles, I was forced to think about whose standards I was using, when deciding what was inappropriate.

For example, there was a European book in our library (in their language) which had cartoon illustrations, and it was about being at the beach. Many of the characters were nude. My initial reaction was that (as a teacher of 9 year-olds) my students would grab this book and share it with their friends and do nothing but laugh at it. I thought the book was inappropriate for young kids. However, I know that in Europe, nudity is not always as big of a deal as it is for Americans. I was applying my own standards, and probably the standards of many American children, on my international school. I was falling into what Jenkinson calls "community standards" and was assuming that the standard we employ is one where no one is offended by anything. In reality, people always face the chance of be offended if exposed to different points of view. That is how we grow and learn, and become more well-rounded open-minded individuals. Of course, when we face adversity, we should be coached, guided, or have the chance to learn and ask questions. Those are learning opportunities. However, sometimes we just want to avoid this.

In thinking about this, I continue to wonder how such problems are addressed. I suppose something should probably be written into our policy, defining what is unacceptable, and what to do when faced with a challenge. What is our stance? It would be easier to defend my practice if it were backed by policy approved by the school board. I'm just not exactly sure how to go about this. Samples? Suggestions?

References:
Jenkinson, D. (2002). Selection and censorship: It’s simple arithmetic. School libraries in Canada, 2(4), 22

Johnson, D. (2010) Censorship by omission.  Library Media Connection,  Vol. 28(4), 48-49

Moody, K. (2005). Covert censorship in libraries: A discussion paper. Australian Library Journal, 54(2), 138-147. Retrieved from http://www.alia.org.au/publishing/alj/54.2/full.text/moody.html