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Presented April 7, 2012 at FSU's PALM Center http://www.palmcenter.fsu.edu/
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Libraries as Communally Constructed Sites of Participatory Culture: Composing Narratives of Participatory Literacy and Enchantment
Buffy Hamilton | April 2012
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how do we
transform
ourselves and libraries?
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Instructional Partner
Program Administrator
Leader Information
Specialist
Teacher
what’s in a
name? CC image via http://www.flickr.com/photos/peewubblewoo/4685140963/sizes/l/
who and what are
we?
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trustworthiness
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likability
fantastic product or service
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Cc image via http://www.flickr.com/photos/restlessglobetrotter/3325862580/sizes/l/in/faves-10557450@N04/
enchantment
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enchantment: sustained, voluntary delight that is mutually beneficial
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“enchantment transforms situations and relationships.” Guy Kawasaki, Enchantment: The Art of Changing Hearts, Minds, and Actions
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relationships are the cornerstone of libraries and participation
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“…participatory teaching methods simply will not work if they do not begin with a
deep bond between teacher and student. Importantly, this bond must be built
through mutual respect, care, and an ongoing effort to know and understand one
another.”
Quote: http://chronicle.com/article/A-Tech-Happy-Professor-Reboots/130741/#disqus_thread CC image via http://www.flickr.com/photos/nattu/4085398562/sizes/l/in/photostream/
Dr. Michael Wesch Associate Professor of Cultural
Anthropology Coffman Chair for Distinguished
Teaching Scholars Kansas State University
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librarians are like gardeners who must cultivate and nurture relationships
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library is the shared story of the
human
experience
libraries as communal experiences and “commonplace” texts constructed by participants
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libraries as sites of the experience of self-excavation and discovery through learning
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how do we grow a culture of participatory culture, relationships, and learning communities as librarians?
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participatory learning is a lens to
help us see the possibilities and
create a context for crafting a shared
vision of library in learning
communities
participatory learning and literacy
are scalable to
the needs of a
learning community
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libraries as site of participatory
culture and learning instructional design and learning experiences to
build participatory literacy
relatively low barriers to artistic expression and civic engagement
strong support for creating and sharing one’s creations with others
what is known by the most experienced is passed along to novices
members feel some degree of social connection with one another
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members believe that their contributions matter
communities formed around content and information literacy standards
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communities formed around passions, interests, wonderings, and curiosity
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librarians can be the catalyst to spark larger change in a learning ecosystem
Lear
nin
g C
om
mu
nit
ies
and
Li
bra
rian
s
Read, listen, watch, and learn at http://pewinternet.org/Presentations/2011/Oct/Internet-Librarian.aspx and http://bit.ly/AEw9iG
“librarians as a “node” in networks attuned to perpetual learning”
Quote Source: Slide 24, http://www.slideshare.net/PewInternet/libraries-and-learning-communities-internet-librarian?from=ss_embed
CC image via http://bit.ly/r8oa8n Hear Dr. Wesch’s TED Talk http://www.youtube.com/watch?v=LeaAHv4UTI8
how do we disrupt what paulo freire terms the “banking” system of education that devalues
inquiry?
Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/
CC image via http://www.flickr.com/photos/marcwathieu/2980385784/sizes/l/in/faves-10557450@N04/ Participatory Librarianship and Change Agents: http://blip.tv/file/1566813
librarians craft learning experiences to support students and teachers contributing to dialogic conversations for learning through participation
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enrich participatory, dialogic conversations for learning by facilitating and scaffolding discourse in multiple transliterate contexts
Transliteracy is an umbrella term encompassing different literacies and multiple communication
channels that require active participation
with and across a range of platforms, and embracing both linear and non-linear messages Dr. Susie Andretta London Metropolitan University
Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf
Transliteracy is a “a convergence of literacies” (Lippincott, 2007: 17) as the boundaries between medial literacy, digital literacy, technology literacy and information literacy become blurred when individuals evolve from
consumers of information to producers of
content. Dr. Susie Andretta London Metropolitan University
Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and http://net.educause.edu/ir/library/pdf/ERM07610.pdf
Transliteracy is concerned with mapping meaning across different media and not with developing particular literacies about various media. It is not about learning text literacy and visual literacy and digital literacy in isolation
from one another but about the interaction among all these literacies. Tom Ipri Liaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at Drexel University
Source: http://crln.acrl.org/content/71/10/532.full
open and transparent
social
inquiry driven
learner driven
choices
Project New Media Literacies: The 5 Characteristics of Participatory Learning (CPLs)
Source: http://playnml.wikispaces.com/PLAY!+Framework
meaningful
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http://www.flickr.com/photos/floater81/3679792730/sizes/l/
play
and experimentation
integrated learning space that values connections between home, school, community, and the world
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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
teachers and students as co-teachers and co-learners
learning that feels relevant
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http://www.flickr.com/photos/esami/5115533174/sizes/l/in/photostream/
opportunities to create and solve problems CC image by http://www.flickr.com/photos/blackbutterfly/3082335820/sizes/l/in/photostream/
Create Circulate
Collaborate Connect
Source: http://playnml.wikispaces.com/PLAY!+Framework
Project New Media Literacies 4 C’s: Practices of Participation
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resistance
Original photograph by Buffy Hamilton
Original photograph by Buffy Hamilton
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focus on pedagogies and processes first, tools and mediums for learning secondly
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social media and web 2.0 tools can amplify conversations for learning and
expand learning networks
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technology is just one piece in the puzzle of fostering community and a culture of participatory learning
be open to encouraging participation with many mediums
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“there is no one size fits all model of participatory learning”
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http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html
Graphic used with permission from Dr. Barbara Stripling
connect
1
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“awakening prior knowledge” Kristin Fontichiaro
Connecting
providing context and background
knowledge/building schema
providing focus to deal with information overload (big idea
thinking)
Connecting
Provide choices
Collaborative knowledge
building
Scale/share constructed knowledge
Bubbl.us
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Source: http://theunquietlibrarian.wordpress.com/2012/01/26/media-21-student-shares-her-creative-approach-to-mindmapping/
wonder
2
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Wonder
Developing questions
Small/whole group
brainstorming
Scale/share constructed knowledge with larger
“classroom”
collective knowledge and curation as we wonder
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fishbowl discussions
investigate
3
Investigate
Search Skills Organizing
Information Evaluating
Information
Reflection/
Metacognition
Information dashboards
Ethical use of information
inquiry, engagement, and collective intelligence face to face
inquiry, engagement, and collective intelligence via virtual mediums
netvibes
symbaloo
curation
construct
4
Constructing New Understandings
Synthesis
Finding patterns/ relationships
Developing conclusions
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Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2
Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2
express
5
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Express
Shared Learning
Authenticity/ Digital Rigor
Creativity
“Looking at this across the disciplines you start to see how important the knowledge-creation activity plays into the sense of identity. The overriding theme is that one does not become a “scholar” until they have created something new. In their eyes, it is the act of creation that distinguishing the student from the scholar.”
Brian Mathews, Assistant University Librarian at UC Santa Barbara
netvibes
reflect
6
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Reflect
process product
Reflect: Assessment and Evaluation
Formative
Summative Self
Formative and Summative Assessments
• Presentations
• Portfolios
• Text based papers
• Reflective narratives in written or video format
• “Ticket out the door”
• Multimedia creations (Voice Thread, Video, Glogster)
• Tests/Exams
• Performance based tasks
Source: Stripling, 2009
cc licensed photo by The Shifted Librarian: http://www.flickr.com/photos/shifted/3360687295/
focus on the learner experience to provide students more ownership and increased participation in conversations for learning
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cc licensed flickr photo by harold.lloyd (won't somebody think of the bokeh?): http://flickr.com/photos/safetylast/4068790874/
joyfully embrace the messiness of participatory learning
embrace the
wobbles
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change and
understanding=
innovation
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Participatory Librarianship and Change Agents: http://blip.tv/file/1566813
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participation creates enchantment
enchantment is the nectar CC image via http://www.flickr.com/photos/da100fotos/490875588/sizes/o/in/photostream/
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build communities
“Don't judge each day by the harvest you reap, but by the seeds you plant.” Robert Louis Stevenson
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Original photograph by Buffy Hamilton
compose the story of library with your learners
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Q&
A
Q&A
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contact information
buffy.hamilton@gmail.com http://theunquietlibrarian.wordpress.com
http://buffyjhamilton.wordpress.com Twitter: @buffyjhamilton
learn more
http://theunquietlibrarian.wordpress.com/category/participatory-librarianship-and-learning/
works cited
Kawasaki, Guy (2011). Enchantment: The Art of Changing Hearts, Minds, and Actions (Kindle Locations 116-118). Portfolio. Kindle Edition.
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