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Evaluating Who is Learning with Real Learning Connections

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Evaluating Who is Learning with Real Learning Connections. Nora J. Bird Assistant Professor LIS Dept. Michael Crumpton Assistant Dean, University Libraries. AGENDA. Motivation and Theory Research Questions and Models Setting and Participants Sources of Evidence Results Students - PowerPoint PPT Presentation

Text of Evaluating Who is Learning with Real Learning Connections

Questioning the LIS Internship: Who is the Learner?

Evaluating Who is Learning with Real Learning Connections

Nora J. BirdAssistant Professor LIS Dept.Michael CrumptonAssistant Dean, University LibrariesLilly Conference on College and University Teaching 20131AGENDAMotivation and TheoryResearch Questions and ModelsSetting and ParticipantsSources of EvidenceResultsStudentsFaculty and ProgramLibrariansFuture Directions

Lilly Conference 20132MOTIVATIONThe LIS Department has a mission of educating future librariansThe University Libraries has many work/study opportunities for LIS students

Lilly Conference 20133MOTIVATIONCooperation might provide:1) Students with jobs but no tuition assistance2) Help to tenure track librarians with publishing requirements3) Re-education for LIS faculty without recent practice experience

Lilly Conference 20134THEORY AND BACKGROUND

Lilly Conference 20135Donald Schn"In some fields, the question of professional artistry has come up in the context of continuing education. Educators ask how mature professionals can be helped to renew themselves so as to avoid 'burnout,' how they can be helped to build their repertoires of skills and understandings on a continuing basis. Educating the Reflective Practitioner p. 15

Lilly Conference 2013Mature professionals can be both the currently practicing librarians and the faculty. 6Build or re-build their repertoireof skills and understandingsHow does that work for faculty especially in disciplines that are tied to practice like:LibrarianshipBusiness AdministrationCounselingArchitecture and Design

Lilly Conference 20137Schn again"In the terrain of professional practice, applied science and research-based technique occupy a critically important though limited territory, bounded on several sides by artistry." p. 13Lilly Conference 2013Artistry is mastery of contextualized learning and activities. It must be gained through practice with real problems. Schon calls real problems a swamp compared with the higher ground of theoretical problems and answers. 8Faculty renewing artistry..Where do theory and practice meet for faculty members?How is that related to community engagement?Lilly Conference 20139Experiential Learning Creating meaning via direct activitiesLearning through meta-reflection Engaging the full personFacilitating learning through experience

"For the things we have to learn before we can do them, we learn by doing them."[--AritotleLilly Conference 201310David Kolb on Experiential LearningLearner mustbe willing to be actively involved in the experience;be able to reflect on the experience;possess and use analytical skills to conceptualize the experience; andpossess decision making and problem solving skills in order to use the new ideas gained from the experience.Lilly Conference 201311Education is not trainingEducation is for the long termTraining are the skills to accomplish the present taskWhat is the epiLilly Conference 201312Research questions and model

Lilly Conference 201313QuestionsR1: Is there a better, more connected model to describe the internship relationship in LIS?R2: What are the benefits to all participants in the internship?R3: How can the model be extended to other learning opportunities?

Lilly Conference 201314Student Employee* ModelLearning goals defined by the practitioner*or students working while in schoolLilly Conference 201315LibrarianStudentFaculty(research)Traditional Model of Internship/Practica Reflection on process is primarily done by the studentLilly Conference 201316Academic ContentPractical Work ExperienceCurrent Theoryand Research

LIBRARIAN(action)FACULTY(knowledge)STUDENT(reflection)Lilly Conference 201317 setting and participants

Lilly Conference 201318SettingThe University of North Carolina at Greensboro LIS Department and University LibrariesCollaboration between these fostered by grant projectsalumni on staffstudents employed in paid and unpaid positionsLilly Conference 201319Some definitions at UNCGPracticum working for class credit only. Usually project driven and goals satisfy curriculumInternships student workers paid by the hour and task driven. Additional training and experience are provided by librarians.Graduate assistantship Stipend plus tuition, work for the department as research assistants, etc.

Lilly Conference 201320RLC Internships/PracticaStipend paid by LibrariesTuition subsidy paid by LIS DepartmentProjects were proposed by various departments in the Libraries and only some were fundedStudents chosen by LIS Faculty and Chair and Libraries Assistant Dean and Dean in consultation with project librarians.Lilly Conference 201321Participants/ProcessProjects were advertised to last during an academic year. The second year more applications and an interview processThird year most applications were from students new to the programOne faculty member involved in all 3 years; others depending on projectsMember of library administration involved in coordinationLilly Conference 201322Over the YearsYear#Students#Librarians/ArchivistsLIS FacultyFirst231Second362Third343Lilly Conference 201323EVIDENCE

Lilly Conference 201324Sources of Evidence2 years of sporadic journal entries3 years of learning objectives from faculty, students and practitioners2 1/2 years of summary reports from faculty, practitioner, and students2 administrative reports

Lilly Conference 201325Project Learning ObjectivesEach project was designed with learning objectives for all participants. Self-assessment was done in the form of evaluations of the success of the projects and meeting of goals. Lilly Conference 201326Sample Learning ObjectivesFrom Year 2. Student:Will understand selection criteria and other practical considerations surrounding the use of archival materials.Will become familiar with technical standards and formats for digital projects.Will become familiar with metadata schemas including technical, administrative, and descriptive metadata.Will gain experience using digital collections management software.

Lilly Conference 201327Learning Objectives Sample (con.)Librarian:Will benefit from research into comparable projects that the student will complete during each phase.Will be exposed to theoretical material being taught in courses such as LIS 631 (Emerging Trends in Information Access), LIS 640 (Organizing Library Collections),

Lilly Conference 201328Learning Objectives Sample (con.)Teaching Faculty:Will see practical examination of theoretical concepts related to digitization and metadata for a digital project.Will have the opportunity to examine issues of interdepartmental collaboration and communication.

Lilly Conference 201329Summary ReportsWritten from separate perspectives.Cumulated in the administrative reports Lilly Conference 201330RESULTS

Lilly Conference 201331Student Learning1st YearMore than a Graduate AssistantshipPractical experience while learning the basics of library studiesNetworking alliancesAcademic financial support (Student)Communicate academic initiatives and needsPractitioner viewpoint encouragedCollaborative and open no hierarchyArchives are a different discipline that require humility

Lilly Conference 201332Student Learning 2nd YearEthical responsibilities of archivists especially in oral historiesAssessment methods and applications and the power of analyticsCollaboration in digital projects

Lilly Conference 201333Student Learning3rd Year so farTeaching is not presentation and there are a million software programsConceptual framework for artifact collection. Cloud computing and the impact on technical services

Lilly Conference 201334A depth of student learningThe discussions surrounding these artifacts were some of the best learning experiences of the project, because they helped me to connect the conceptual aspect of the object with the people who would potentially come in to view the artifact.-3rd year student participantLilly Conference 201335Faculty Learning1st yearDistinguishing archives from libraries and the archival role of academic librariesE-learning as a specialty in libraries.Lilly Conference 201336Faculty Learning2nd yearRole of Oral Histories in academic archivesOral Histories as digital objects (transcription, abstracting, tagging)Creation of a digital project conception through implementation in ContentDMAcademic library assessment activities is it research?

Lilly Conference 201337Practitioner LearningLearning goalsRelive LIS school lessons that get lost in the chaos of workRecognize the need for learning something new while maintaining existing routinesRevisit their own learning activities

Lilly Conference 201338Practitioner LearningWorking with student in this wayThe students experience is a reminder of what it takes to process new information. In the midst of work this can be considered natural or forgotten completely.

Lilly Conference 201339Some Products

Lilly Conference 201340Beyond the participants

Lilly Conference 201341LIS Department learningRestructuring of LIS 650 to include more managementIncorporating more alternative formatsCooperation among archives, cataloging, digital projectsEnhancement of Archives education experiences

Lilly Conference 201342Learning for LIS EducationThe Real Learning Connections model shows the impacts that can occur on practice, preparing students, and curriculum.Lilly Conference 201343Learning for Library OrganizationsRenewal of learned theoretical concepts not used since academyBridges for expanding current practicesInsights into efficiencies and better practicesCollaborative and learned solutions Higher level of sharing an experienceBetter partners for LIS internship support

Lilly Conference 201344Future DirectionsToolkit with self-guiding instructions for the librarian s