The Library s Role in Teaching and Learning

1. The Library�s Role in Teaching and Learning Pamela Jackson, Information Literacy Librarian Jim Julius, Associate Director of Instructional Technology Services (ITS) SDSU Library Forum April 2, 2009

2. Agenda Teaching and Learning Scenarios What�s happening in higher education and in libraries? Teaching and Learning Collaborations at SDSU

3. Learning Space "Redevelop the library as the primary informal learning space on the campus.� In the process partnerships with other campus units that support research, teaching, and learning should be developed" (4). Lewis, David W. "A Strategy for Academic Libraries in the First Quarter of the 21st Century." College & Research Libraries 68, no. 5 (2007): 418-434.

4. Scenario 1

6. Integrate Services & Resources "Library facilities and services will become increasingly integrated with research, teaching, and learning programs across campus, including those housed in information technology program and student services programs" (5)� ACRL Research Committee, Environmental Scan 2007. Chicago: Association of College and Research Libraries, 2008.

7. Scenario 2

9. Key Players

10. Why Collaborate? Strengthen student learning and effective teaching practices Leverage resources and expertise for pedagogical design and instructional materials selection/development Move toward common goals for student learning and faculty development Shrinking budgets, expanding class sizes, hybridization Infusing collaboration into planning, delivery, and support embodies the approach we want faculty to take with their peers and students

11. E-Learning�s Impact on Libraries Move from mediated to embedded resources Collaborative integration of services and resources Growing Roles for librarians from curator to mediator to partner

12. New Roles for Faculty �It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments.� -- former University of Michigan president James Duderstadt, in Higher education in the digital age: Technology issues and strategies for American colleges and universities.

13. NSSE Benchmarks of Effective Educational Practice Level of Academic Challenge Active and Collaborative Learning Student-Faculty Interaction Enriching Educational Experiences Supportive Campus Environment

14. Shift in Emphasis of Accrediting Agencies From Brock AllenFrom Brock Allen

15. Issues with �covering content� Twigg notes three problems with retention of skills and knowledge from large lecture courses: Amnesia (forgetting) Fantasia (misunderstanding) Inertia (not knowing how to use the skills/knowledge) Need to connect with prior knowledge, actively process through social interactions and authentic situations, receive timely feedbackNeed to connect with prior knowledge, actively process through social interactions and authentic situations, receive timely feedback

16. The Role of Educators in a Networked World Atelier Learning (John Seely Brown) Network Administrator (Clarence Fisher) Concierge Learning (Curtis Bonk) Curatorial Learning (George Siemens) From George Siemens, Handbook of Emerging Technologies for Learning http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologies_for_Learning John Seely Brown draws inspiration for his atelier model of learning from artists and architects and describes learning as "enculturation into a practice�. An art studio is generally an open space where students create their paintings, sculptures, and other art forms in full view of fellow artists. The "master" is then able to observe the activities of all students and can draw attention to innovative approaches. Students are not limited to learning based solely on the expertise of the instructor. The activities of all students can serve to guide, direct, and influence each individuals work. For Fisher, the primary task of the educator is to assist learners in forming connections and creating learning networks. As learners encounter new information sources, they are encouraged to critically evaluate the source�s suitability as part of a holistic and diversified learning network. Gaps in the learning network are addressed by both learner (self-directed by active participation in the network and through self-reflection) and educator (through evaluating, with the learner, the nature and quality of the learning network (external) and how key concepts are related and understood (conceptual)). �We do students and society no favours if we continue to educate [students] for ages of information scarcity, teaching them to rely on outdated textbooks and on the single point of view of the teacher. Instead, classrooms need to become information portals, and teachers network administrators who can help students to create and evaluate a personal learning network for themselves.� Curtis Bonk presents a model where the educator is a concierge directing learners to resources or learning opportunities that they may not be aware of. The concierge serves to provide a form of soft guidance � at times incorporating traditional lectures and in other instances permitting learners to explore on their own. He states: "We need to push students into the many learning possibilities that are ripe for them now. Concierges sometimes show you things you did not know were available or possible. Teachers as concierges can do the same things.� Curatorial Learning acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected. While curators understand their field very well, they don�t adhere to traditional in-class teacher-centric power structures. A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored. While learners are free to explore, they encounter displays, concepts, and artifacts representative of the discipline. Their freedom to explore is unbounded. But when they engage with subject matter, the key concepts of a discipline are transparently reflected through the curatorial actions of the teacher. John Seely Brown draws inspiration for his atelier model of learning from artists and architects and describes learning as "enculturation into a practice�. An art studio is generally an open space where students create their paintings, sculptures, and other art forms in full view of fellow artists. The "master" is then able to observe the activities of all students and can draw attention to innovative approaches. Students are not limited to learning based solely on the expertise of the instructor. The activities of all students can serve to guide, direct, and influence each individuals work. For Fisher, the primary task of the educator is to assist learners in forming connections and creating learning networks. As learners encounter new information sources, they are encouraged to critically evaluate the source�s suitability as part of a holistic and diversified learning network. Gaps in the learning network are addressed by both learner (self-directed by active participation in the network and through self-reflection) and educator (through evaluating, with the learner, the nature and quality of the learning network (external) and how key concepts are related and understood (conceptual)). �We do students and society no favours if we continue to educate [students] for ages of information scarcity, teaching them to rely on outdated textbooks and on the single point of view of the teacher. Instead, classrooms need to become information portals, and teachers network administrators who can help students to create and evaluate a personal learning network for themselves.� Curtis Bonk presents a model where the educator is a concierge directing learners to resources or learning opportunities that they may not be aware of. The concierge serves to provide a form of soft guidance � at times incorporating traditional lectures and in other instances permitting learners to explore on their own. He states: "We need to push students into the many learning possibilities that are ripe for them now. Concierges sometimes show you things you did not know were available or possible. Teachers as concierges can do the same things.� Curatorial Learning acknowledges the autonomy of learners, yet understands the frustration of exploring unknown territories without a map. A curator is an expert learner. Instead of dispensing knowledge, he creates spaces in which knowledge can be created, explored, and connected. While curators understand their field very well, they don�t adhere to traditional in-class teacher-centric power structures. A curator balances the freedom of individual learners with the thoughtful interpretation of the subject being explored. While learners are free to explore, they encounter displays, concepts, and artifacts representative of the discipline. Their freedom to explore is unbounded. But when they engage with subject matter, the key concepts of a discipline are transparently reflected through the curatorial actions of the teacher.

17. Librarian-As-Curator��� [Anticipates Needs]� collect resources � provide access�� � Evolution of Roles for the 21st Century Library

18. Librarian-As-Mediator� [Intervention for students]�� � teach research skills�� reference (in-person and online)� point-of-need guidance��� �� curator� Evolution of Roles for the 21st Century Library

19. Librarian-As-Partner [Integrated Curriculum Design Collaborator] embedded into classes  constructing curriculum with faculty and instructional designers  scaffolding information literacy & 21st century skills into curriculum  mediator  curator Evolution of Roles for the 21st Century Library

20. Evolution of Roles for the 21st Century Library

21. What Librarians Bring to the Table Expertise in: research methods and the vast world of information helping people manage their information (information consultants) a variety of learning styles and less-traditional teaching methods observing students and their research habits collaborating with administrators, faculty, staff, and students web 2.0 technologies

22. Teaching and Learning Collaborations at SDSU

23. Course Design Institute (CDI) ITS, pICT, CTL, the College of Education and the Library work together to shape and deliver the annual SDSU Course Design Institute, an intensive fellowship program that assists faculty in redesigning their courses to include blended, and occasionally fully, online instruction. The CDI includes: hands-on workshops; sustained coaching on course design from ITS Infrastructure, motivation, and management of the design process Resources and materials, ongoing workshops and webinars Stipends to help defray the cost of presenting or publishing results from their course design project

24. Course Design Institute (CDI) Goals for Library Involvement: Develop strong partnerships with campus teaching & learning units Actively construct curriculum with faculty and instructional designers Embed library resources and services into classes Scaffold information literacy & 21st century skills into curriculum

25. Center for Teaching & Learning Lunch and Learning Networks Series A series of 12 to 15 Lunches on Learning each semester. Categorized into six tracks: Provost's Lunches on Learning Learning 2.0 Student Diversity and Success Architecture of the Curriculum Learning Stories: Adventures in Course New Faculty Lunches Librarians serve on steering committee partner with ITS to lead the Learning 2.0 track.

26. Center for Teaching & Learning Lunch and Learning Networks Series Goals for Library Involvement: Develop strong partnerships with campus teaching & learning units Facilitate more librarian involvement in campus teaching & learning endeavors Provide outreach to faculty and staff about library resources and services

27. Professional Learning Communities (PLCs) Two cross-disciplinary groups of subject faculty, library faculty, and professional staff Explore course design in a semi-structured way Explore how we can improve the design and delivery of our courses Librarians co-facilitated the pilot PLCs and subject librarians regularly participate in the communities.

28. Professional Learning Communities (PLCs) Goals for Library Involvement: Facilitate more librarian involvement in campus teaching & learning endeavors Actively construct curriculum with faculty and instructional designers, including the use of appropriate technology. Embed library resources and services into classes Scaffold information literacy & 21st century skills into curriculum

29. ITS Faculty Room

30. ITS Faculty Room

31. Concept for the New Faculty Instructional Technology (FIT) Center

32. Concept for the New Faculty Instructional Technology (FIT) Center

33. Research Guides and Learning Management Systems Librarians collaborate regularly with ITS to determine which methods are best for including library services and resources on Blackboard, and work to understand the numerous third-party software packages that integrate with Blackboard.

34. Research Guides and Learning Management Systems Goals for Library Involvement: Embed library resources and services into classes Develop SDSU's students� information literacy skills Develop strong partnerships with campus teaching & learning units

35. Virtual Worlds Librarians work with pICT to explore Second Life and to evaluate the teaching and learning possibilities in a variety of other virtual worlds.  Goals for Library Involvement: Explore new collaborative and social technologies Develop strong partnerships with campus teaching & learning units Actively construct curriculum with faculty and instructional designers

36. ICT Literacies Librarians work with other units to develop programs and services that support undergraduates' 21st century skills.  Goals for Library Involvement: Develop SDSU students' 21st century skills Strengthening Our Efforts Further develop the Media Center Skillsoft Technology Research Guides Collaborating with faculty and instructional designers around teaching & learning endeavors

37. Call to Action "...libraries must prove their value by supporting the teaching, learning, and research programs of the institution in ways that inform the learning outcomes of these programs (4) � � "...this demands a renewed awareness of pedagogical practices in general as well as an understanding of how teaching, learning,�and research are changing.� Librarians also need to be aware of how the student population in particular is changing and how this affects student learning" (6)� Wawrzaszek, Susan, and David G. Wedaman. The Academic Library in a 2.0 World. Boulder, CO: EDUCAUSE Center for Applied Research, 2008.

38. Scenario 3

40. Conversation at a Glance

41. Thank You