Carla Colombati - Elena De Carolis - Agnese Galeffi

Slides:



Advertisements
Similar presentations
EMPOWERING NEW GENERATIONS TO DISCOVER THEIR HERITAGE/CULTURE Namir Anani - December 2006.
Advertisements

Developing an Information Literacy Programme. Welcome and Introductions Hosts Attendees Housekeeping.
Common Humanity & Shared Guardianship of Planet
Learning at Our primary role has been to help schools, teachers and lifelong learners engage with NLS collections through online resources, workshops and.
Learning analytics Cest quoi ? Que voulez-vous ? DKS – Au Château – Avril 2012.
Integrated Learning Environment ??? Changing School Culture – Using IT to Cope with Individual Learning Differences in Schools 1 st December 2003 Final.
Dr.P.V.Konnur K. Kavita Rao Promoting Information literacy in the Digital Library Environment: The Collaborative Role of the Library and Information Science.
PERSONAL INFORMATION Co-Manager, Technology-Assisted Lifelong Learning (TALL), Oxford UniversityTALL He has been doing research and working on projects.
Connecting social technologies with information literacy. Internet Librarian International 2006 Kara Jones Subject Librarian University of Bath, UK
Digital Content Solutions Digital content management technology has transformed the way to manage content and knowledge, in this knowledge era. Research.
Vygotsky Additional Guided Participation. Sociocultural Activity Guided participation is a particular type of scaffolding studied by Rogoff et al. (1995).
Linking the Fairs to the 2013 Ontario Curriculum Social Studies 1 to 6 and History and Geography 7 and 8.
Teaching Language in Context First edition 1986 Third edition 2001
Technologie dell’informazione e Profili e Curricula le biblioteche Parma Ottobre 2005 IT Competences and Curricula Issues: A University Perspective.
Future of Library & Information Professionals We Chart the Course …. Mrs Lee Cheng Ean University Librarian NUS Libraries.
Trends in LIS Education Michèle V. Cloonan Dean & Professor Simmons College GSLIS.
1 Management and Skills Development of Professional Roles Involved in Distance Learning D. Giuli M.C. Pettenati E. Palmisano L. Baldini University of Florence.
Manchester, 2007 Adaptive learning paths for improving Lifelong Learning experiences Ana Elena Guerrero Roldán, Julià Minguillón Universitat Oberta de.
Indigenous languages and Long Distance Learning Eva Prionas, Ph.D. Stanford University.
Amy Rominiecki and Nina Kemps
School Library Media Center?
Key Understandings for Learning and Teaching in the Early Years
Graduate Attributes Jackie Campbell, Laura Dean, Mark de Groot, David Killick, Jill Taylor.
Museums, Families & Communities: Being of Value Museums, Families & Communities: Being of Value Lynn D. Dierking.
Chapter 13 Program Evaluation and Technology Integration Strategies.
Rethinking eLearning: Bridging the Technology-Pedagogy Divide with an Appropriate Theoretical Framework Julie Gannon The Futures Academy Faculty of the.
Conceptual Framework for the College of Education Created by: Dr. Joe P. Brasher.
Information Interactions in Museums and Libraries Diana Bowers LIS , Professor Irene Lopatovska Pratt SILS Fall 2012 Edited for presentation at the.
Public Libraries Victoria Network is a collaborative and advocacy organisation comprised of Victorian Local Government Public Library Services.
Chapter 11 Helping Students Construct Usable Knowledge.
Information Literacy Learning and Assessment Strategies Ralph Catts.
“ Sociology of Education and Didactics- theory of Education ” Thelma de Jager (Educational Studies )
Innovative Schools toolkit Strategic Workshop 3 - Exploring good practice case studies.
E A R T H C H A R T E R I N T E R N A T I O N A L e-GLO 2 Earth Charter Guiding Leaders Towards Sustainability Action Intercultural / Interpersonal Communicative.
For Librarians Dr. Lesley Farmer California State University Long Beach With contributions by Glen Warren (McPherson MS)
The 4 th Annual Conference of Learning International Networks Consortium Amman, Jordan, October 28-30, Modeling the Communities of Practice of E-Learning.
Information Literacy and the University Curriculum A Workshop Sponsored by CETLA and the University Howard University June 2005.
* Research suggests that technology used in classrooms can be especially advantageous to at-risk, EL, and special ed students. (Means, Blando, Olson,
1 Welcome Back  Topics for today Pedagogy Curriculum Standards Introduction to desktop publishing & design.
University job placement as a first gate to the world of work: the good practices in Genoa Prof. Marilena Carnasciali University Deputy for Guidance activities.
WHAT DOES E-LEARNING MEAN ? THE USE OF TECHNOLOGY IN ORDER TO : PLAN DISTRIBUTE CHOOSE MANAGE CONSOLIDATE A LEARNING PROCESS.
IFAP Special Event: Information and Knowledge for All, Emerging Trends and Challenges Information Preservation 4000 Years of Traditions Challenged by Digital.
Flexiblelearning.net.au get into flexible learning LearnScope From An overview LearnScope focuses on professional development to enhance the.
Chapter 1 Defining Social Studies. Chapter 1: Defining Social Studies Thinking Ahead What do you associate with or think of when you hear the words social.
The Evolution of ICT-Based Learning Environments: Which Perspectives for School of the Future? Reporter: Lee Chun-Yi Advisor: Chen Ming-Puu Bottino, R.
Wikis for Technical Education. Duke Longman EDTC 625.
Online curriculum centre Faculty member training, April 2009.
UNESCO/IFLA School Library Manifesto SOURCE braries/manifestos/school_manife sto.htm.
A.M.TammaroICDK, February 14-16th, 2011 Reinforcing LIS education: international cooperation for educating the new professionals Anna Maria Tammaro University.
Building Knowledge Societies Abdul Waheed Khan Assistant Director-General for Communication and Information Durban ::: 19 August 2007 E-Learning: Universities.
VELS The Arts. VELS (3 STRANDS) Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning.
AN ANSWER TO THE EVOLUTION OF THE BIBLIOGRAPHIC UNIVERSE: THE LIBRARY STANDARD RDA: RESOURCE DESCRIPTION AND ACCESS BY MAURO GUERRINI AND CARLO BIANCHINI.
UNESCO/IFLA Workshop on Development of Information Literacy Education, September 2005, Bangkok, Thailand UNESCO & INFORMATION LITERACY.
Evelyn Wassel, Ed.D. April 5, 2010 Maple Avenue Campus.
National Educational Technology Standards for Students: The Next Generation.
 Youth, heritage, and digital learning ecologies Creating engaging spaces for young people Ashley Shaw Don Krug
CHANGES ARE ON THE HORIZON FOR ALL SCHOOLS IN ALBERTA AND THAT’S A FACT MAY 11, 2011 LIBRARY ACTION GROUP.
Technology and Interactive media as Tools in Early childhood Programs Serving Children from birth through Age8
Science Department Draft of Goals, Objectives and Concerns 2010.
Learning4Life or Lifelong learning? Warren Goetzel, PhD GaETC – CTO Clinic Atlanta, GA 2013.
Hannah Love LSIS 5645 Core Assessment IV. Why is information literacy necessary?  To fulfill the goals of education by preparing students for The workplace.
IB ARTS La Paz Community School. IB learner profile Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry.
1 Daniel J. Caron, Ph. D. Librarian and Archivist of Canada Sustainable Archives for a Sustainable and Effective Democracy – SAA Information, Governance.
Presentation by Kim Baker to Library and Information Studies Centre, UCT, Research Day 16 November 2012.
Developing Program Learning Outcomes To help in the quality of services.
E-Learning: components of e-learning Mohammed Hassan 1.
The school library provides information and ideas that are fundamental to functioning successfully in today’s information and knowledge-based society.
Meeting LIS Competences to Serve Inclusive Community through Curriculum: Case Study in LIS Study Program UIN Sunan Kalijaga Yogyakarta Indonesia Marwiyah.
Information, Governance and Democracy: Challenges for the State of Law
Presentation transcript:

Carla Colombati - Elena De Carolis - Agnese Galeffi Library Theory and Research Section Satellite: Theory and research on the convergence of professional identity in cultural heritage institutions (Libraries, Museums, and Archives) beyond technology Turin, 13 August 2014 Converging educational strategies An Italian e-learning class for young LAMs professionals Carla Colombati - Elena De Carolis - Agnese Galeffi

We are going to talk about... This paper path (AIB course -> Bibliotecario reloaded) Do we need LAMs professionals? LAMs professionals’ skills Learning tecniques Conclusions and... wishes

This paper path AIB continuing education in e-learning… The AIB offered a blended learning course to Italian librarian community: AIB continuing education in e-learning… As work group we realised: “Reloaded Librarian” Theme: advocacy Target: young students (18 to 25 year-olds) Objectives: fostering orientation towards the librarian's profession b) shattering of long-established stereotypes

Online learners (U.S.A.) OCLC. (2014). At a Tipping Point: Education, Learning and Libraries.

This paper path Bibliotecario reloaded “Break the stereotype!”

Why train a LAMs professional? “LAM professionals who understand issues surrounding different types of collections and collecting institutions […] bring an open-mindedness that allows them to embrace ideas from other professions in the interests of the collaboration.” OCLC. (2008). Beyond the Silos of the LAMs: Collaboration Among Libraries, Archives and Museums. Waiting for LAM convergence even in education

Common LAMs topics Acquisition Treatment and physical organisation Description Preservation Maintenance of catalogues, inventories, and database Orientation and reference User education Promotion Institutional communications Analysis of the social context How to expand collections Management of physical spaces Drafting of a Service Charter

One example Describe the «stuff» owned (archival) inventory (library) catalogue (museum) catalogue Describe the Creators’ and Records’ history, etc. Describe the «stuff» owned Describe the resources owned or to which access is guaranteed An example Describe the cultural objects (even intangible) Names Activities Objectives

And... professional ethics concept of service concept of cultural heritage support for professionals, for professional associations, advocacy typologies of LAMs

So... why a LAMs professional? It’s all about users: their wishes are becoming ever more fluid and we need to build a LAMs interdisciplinary bridge

Social engagement engage the audience so as to create connections and sharing among collections, institutions and users in information spaces positioning ourselves as trusted sources and avoiding the risk of getting lost in the meandering labyrinths of social media (Trant 2009)

Gamification Source: <http://www.metadatagames.org/british-library/>

Learning techniques “So, what is it that we are tipping toward? We are tipping from the age of students as directed learners to an era of students as empowered education consumers and eager education evaluators. […] We will change how we learn, where we learn and who guides our path. […]. We will have options.” OCLC. (2014). At a Tipping Point: Education, Learning and Libraries.

AIB E-Learning training experience Learning techniques AIB E-Learning training experience success keys A constructivist educational approach Knowledge Sharing From a Community of Practice (CoP) to a Community of Practice of E-learning (CoPE) Glossary of communications and specific activities

Learning techniques is the one of most interest to us since From Knowlegde Management to Knowledge Sharing for Convergence is the one of most interest to us since it develops the dimension of “social construction of meaning” it underscores the notion of "community", which is essential to the successful convergence of LAMs

Learning techniques Knowledge sharing + Technology (web 2.0) + Social constructvist approach = CoPE With technology, learning techniques based on "online learning": “E-learning is seen as a process of learning”, in which both the student and the teacher or supervisor learn reciprocally in a constructivist way transformation of CoPs into CoPE, a new model of learning by E-learning (Chikh, Berkani & Sarirete, 2008)

LAMs Convergences key components of the basic course to transmit a sense of "professional community" to the students to transform their learning into knowledge to enrich professional knowledge with a shared common glossary/practices to propose a framework of common skills/good practices

Conclusions and … wishes Proposed profile for a new generation LAMs professional Characteristics a trusted identity + a common language derived from traditional competencies a range of not strictly technical abilities creative thinking + teamwork + problem solving Final aim to be able to manage social engagement to be proficient in channeling user-generated content into the digital information space of memory institutions, as part of a steady process of collective lifelong learning

Conclusions and … wishes LAMs associations role

Conclusions and … wishes LAMs associations role to foster a transition “from Coexistence to Convergence” (Duff et al. 2013). according to the diagram convergence represents the final stage in in the evolution of cooperation process Source: Waibel, G. & Erway, R. (2009). Think globally, act locally: Library, archive, and museum collaboration. Museum Management and Curatorship, vol. 24, no. 4, p. 326.

Thank you!