Month: December 2023

Defining the Information Professional in the Digital Era

 

 

Considering the role of an information professional requires reflecting on recent shifts in the world. The primary shift revolves around the widespread availability of the Internet and, consequently, information accessibility.

In the era of Web 2.0, the role of information professionals has evolved from merely granting access to information. Instead, they assist in navigating the extensive array of available information, guiding others in finding relevant data, knowledge or facts. To excel in this, they require diverse skills, knowledge, and attributes to ensure their relevance and that of their organisation.

One crucial aspect is adaptability. Information professionals operate in a swiftly evolving landscape that has transformed significantly in the past decade and continues to do so at an accelerated rate. They must proactively explore and adopt new technologies that could benefit their clientele, effectively integrating these advancements whenever feasible. This demands the willingness to shed prior habits, technologies, or methods—even those once considered advantageous (Cohen, 2006).

Dodd (2019) emphasises the necessity for Teacher-Librarians (TLs) to embrace lifelong learning. This commitment to continuous learning and adaptability enriches their capabilities and greatly benefits those they assist. Staying abreast of the newest technologies and advancements in library services is equally advantageous for any TL.

According to Laura Cohen (2006) TLs ought to familiarise themselves with the information preferences of their users and actively seek innovative methods to integrate these preferences into library services. Additionally, she advocates for TLs to take an active role in propelling their libraries forward.
Embracing an experimental attitude toward change and being open to making mistakes is crucial. In his TED talk, Mark Ray (2016) highlighted a critical perspective amidst school budget reductions: “Instead of asking what you are going to do for school librarians, I asked what we can do for you?” Chun (2018) underscores that risk-taking and collaboration are pivotal qualities for educators. These attributes enable TLs to establish a library environment fostering student empowerment, connection, and inspiration.

What does this encompass? TLs should:

  • Comprehend digital literacy (Burton, 2019)
  • Prioritize customer needs (Burton, 2019)
  • Demonstrate flexibility, innovation, and a knack for seeing the broader scope (Burton, 2019)
  • Embrace the dynamic realm of information and engage actively
  • Display a willingness to experiment and introduce novel services
  • Capitalize on new tools and applications whenever feasible
  • Utilise social networking platforms
  • Be ready to meet users wherever they are, whether online or in the physical realm, to offer library services.

References

Burton. (2019). Future skills for the LIS profession. Online Searcher, 43(2), 42-45.

Chun, T. (2018). “Brave before perfect”: A new approach for future-ready librarians. Teacher Librarian, 45(5), 35-37.

Cohen, L. (2006, November 9). A librarian’s 2.0 manifesto. YouTube. https://youtu.be/ZblrRs3fkSU

Dodd, J. (2019). Competency or capacity: Measuring librarians’ potential for success. Journal of Library Administration, 59(6), 684-692. https://doi.org/10.1080/01930826.2019.1626648

Ray, M. (2016, June 7). Changing the conversation about librarians | Mark Ray | TEDxElCajonSalon. YouTube. https://youtu.be/IniFUB7worY

Personal Learning Network Adoption

 

 

Professional development can be likened to crafting a patchwork quilt. Just as a quilt is made of various fabric pieces stitched together to create a cohesive whole, professional growth comprises diverse experiences, skills, and knowledge acquired over time. Each fabric square represents a learning opportunity or skill gained, contributing uniquely to the overall design. Just as a quilt grows more intricate and valuable with each added piece, professional development becomes richer and more robust with each skill, experience, or lesson learned.

One method of professional development that has gained popularity over the past fifteen years by teachers is by building a Personal Learning Network (PLN). Every learner forges their unique personal learning network, extending education beyond the classroom. This network serves as our personal learning environment, linking us with individuals sharing similar interests. Initially, we participate as consumers in discussions, transitioning to creators as we gain expertise and confidently generate content in our areas of interest. 

Building and participating in a PLN has been a practice I started over ten years ago as an Early Childhood Teacher. Following Utecht’s summary of the five stages of PLN adoption, I knew that I had mastered Immersion (Stage One) and Evaluation (Stage Two) early on, as I had built many networks in the Early Childhood sector for over twenty years.

I achieved Know it All (Stage Three) status after a few years of networking and contributing teaching ideas, techniques and tips on engaging with children and their families. I developed a resource catalogue from various social media and networking sites.

After many years, I am stuck in the Perspective (Stage Four). I knew I had gathered a wealth of knowledge and experience. After reflecting on my professional practice, I concluded that I had achieved everything I wanted as an Early Childhood teacher.

Finding a Balance (Stage Five) was when I knew I had to change direction professionally. I enrolled in the Master of Education (Teacher Librarianship) degree to apply my teaching experience in a new setting.

I am starting a new cycle of PLN at stage one Immersion as a student of teacher librarianship.

Utecht, J. (2008). Stages of PLN adoption. The Thinking Stick. https://www.thethinkingstick.com/stages-of-pln-adoption

Embracing a Library 2.0 Ethos

‘Library 2.0’ is a customer-focused approach to library services aiming to enhance the library community by consistently incorporating valuable changes informed by user input and requirements (Casey & Savastinuk, 2006, p.40). Embracing the ethos of Library 2.0 can significantly broaden a library’s impact, exemplified by BiblioTech – the inaugural all-digital library in the USA! Laura Cole, BiblioTech’s Administrator, presents four essential considerations for information organisations intending to embrace the Library 2.0 model:

 

Library 2.0 alters our understanding of the role of the library and the librarian: Library 2.0 transforms our perception of both the library’s function and the librarian’s role (Cole, 2016). By embracing digital collections, the library evolves from merely the custodian of information to a liberator. At the same time, librarians transition away from being mere custodians and assume a more proactive stance in their roles.

Transforming Library Environments: While school libraries embody adaptable spaces (Spear, 2018), the shift away from the library’s daily presence necessitates transitioning from a fixed asset to a dynamic communal resource (Cole, 2016). Leveraging digital resources becomes imperative to extend the library’s reach directly to users, regardless of location.

Redefining Libraries as Essential Community Hubs: In the realm of School Libraries 2.0, access to educational resources extends around the clock, catering to students unable to partake in conventional in-person classes, as was the case during the extended lockdown periods in 2020 and 2021. The ongoing pandemic has underscored the communal significance of digital access and literacy. Beyond their educational roles, teachers and school librarians contribute to the well-being of their communities. The libraries themselves are pivotal social hubs, termed ‘third spaces’, fostering a secure and supportive environment. This nurturing environment aids in bridging the academic divide for underprivileged children, minority groups, and those with disabilities (Merga, 2020).

Prioritising Service Over Collections: The evolution of collections isn’t the only shift; the librarian’s role has expanded significantly. It now encompasses fostering reading and literacy, ICT proficiency, collaborating with educators, and assuming a leadership role within the educational sphere. Besides curating collections, teacher librarians serve as resource curators, supporting teachers and students in navigating an overload of information and misinformation. They also act as managers, overseeing teaching and supervising individuals, collections, and spaces (Spear, 2028, p.518).

References

Casey, M. E., & Savastinuk, L. C. (2006). Library 2.0 (cover story). Library Journal, 131(14), 40-42.

Cole, L. (2016, April 15). The reimagined library – where will it find you?. TEDx San Antonio. https://tedxsanantonio.com/2016-spring-speakers/laura-cole/

Merga, M. K. (2020). How can school libraries support student wellbeing? Evidence and implications for further research. Journal of Library Administration. 60. 660-673. https://doi.org/10.1080/01930826.2020.1773718

Spear, M. J. (2018). Reflections on managing a school library. Journal of Library Administration, 58(5), 503–518. https://www-tandfonline-com.ezproxy.csu.edu.au/doi/full/10.1080/01930826.2018.1468672