Hofstede's model of cultural dimensions provides a framework for examining culturally-sensitive library implications.
1. Culturally-Sensitive Learning Practices Dr. Lesley Farmer California State University Long Beach email@example.com Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial School Library Association of Queensland, the 39th International Association of School Librarianship Annual Conference, incorporating the 14th International Forum on Research in School Librarianship, Brisbane, QLD Australia, 27 September 1 October 2010. 2. Agenda Cultural factors Language issues Teaching factors Future Conclusions 3. Cultural Factors Definition: group beliefs, social forms and traits Cultural assumptions subconscious, norms and values are behaviors Teaching tends to be surface so problems can arise 4. written oral narrative videos simulations electronic lecture isolated drill tools based and practice assessment contextualized opportunities technology skills practice enhanced based communication knowledge of modeling environments how people learn individual inquiry self-study vs. group based case studies cooperative learning by problems learning jigsaw design projects learning From: How People Learn (expanded edition), p. 22 5. Elearning Characteristics Physical access to resources Experiencing information formats Intellectual access to resource: note tech skills Social learning Digital natives vs. immigrants 6. Learner Cultural Characteristics Language (primary/secondary, usage, vocabulary) Educational philosophy and experience Gender issues Age-linked cultural norms (generation, family, social realities Knowledge of career 7. Hofstedes Cultural Dimensions Model Power distance Individualism vs. collectivism Masculinity Uncertainty avoidance Note learning styles (field- dependent, non-linear learning) 8. Biggs 3P Model of Teaching and Learning Presage: experiences before learning Process during learning Products: outcomes of learning Differentiation between surface learning, deep approaches, achievement orientation 9. Kalyanpur and Harry Cultural Benchmarks Cultural knowledge Cultural awareness Cultural sensitivity Cultural competence: congruent behaviors Cultural proficiency: interaction 10. Language Issues Language idioms/formality Online benefits: translation, pacing, anonymity Communicating: plain language, define terms, slow/clear, rephrase/summarize, graphic organizers Check for understanding Provide local language resources visual cues (may mislead) Note sports terms 11. Teaching Factors Student-teacher relations Topics of discussion (taboos, feelings) Choice of resources Learner participation Learning activities Assessment 12. Technology Teaching Issues Equipment and connectivity Tech experience and self-efficacy Generational issues Time differences Evaluation of resources Web: software, accessibility Tech support 13. ID Cultural Adaptation Process Model (Edmundson) 1. Evaluate complexity of content 2. Identify instructional methods and activities 3. Identify cross-cultural dimensions relative to learning: motivation, collaboration, learner control, teacher role, value of errors 4. Identify culturally-contextualized learner preferences 14. Degrees of Accommodation/Localization Translate (simple words, neutral content) Find local resources and examples Modularize with culture-specific learning objects Do locally 15. Future Trends More cultural mash-ups (fluid lines, identities, die-hards) Information overload Web 2.0 (peers, self-disclosure, hierarchy, privacy) 16. 10 Tips 1. Clear info and expectations 2. Know students better (peers too) 3. Safe, comfortable class climate 4. Structure learning for meaning (culture) 5. Provide access to resources 6. Support/staffold learning 7. Give process/evaluation time 8. Study groups; help students express knowledge 9. Timely, specific feedback 10. Help students self-monitor/demo competence