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Library to Cybrary

Library to Cybrary. Implications for school communities in managing the transition from library to cybrary. Implications. Technology Process People. Technology. Analogue and digital Start up costs Preservation Storage Management Maintaining Access . Technology.

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Library to Cybrary

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  1. Library to Cybrary Implications for school communities in managing the transition from library to cybrary Karen Bonanno, Executive Officer -19 September 2003

  2. Implications • Technology • Process • People Karen Bonanno, Executive Officer -19 September 2003

  3. Technology • Analogue and digital • Start up costs • Preservation • Storage • Management • Maintaining • Access Karen Bonanno, Executive Officer -19 September 2003

  4. Technology • Guiding user’s information and learning experience is more challenging • Chaotic searching • Time consuming • Quantity and quality • End user responsibility Karen Bonanno, Executive Officer -19 September 2003

  5. Process The Cap Gemini view of knowledge management (2000) [Online] www.capgemini.co.uk/km/cg/index.htm Karen Bonanno, Executive Officer -19 September 2003

  6. Process • Information literacy > knowledge literacy • Learning how to learn > Learning how to know what we know • Inquiry about information > Acquiring knowledge & understanding Karen Bonanno, Executive Officer -19 September 2003

  7. Working definitions “An information literate person recognises when information is needed and has the ability to locate, access, evaluate and use effectively that information” [ASLA & ALIA (2001) Learning for the future: developing information services in schools. Curriculum Corporation, Carlton South. ALIA (2003) What is information literacy? www.alia.org.au/advocacy/alw/2003/literacy.htm] Karen Bonanno, Executive Officer -19 September 2003

  8. Working definitions “Recognising that to meet a need or resolve a problem requires information. Knowing how to identify if the needed information exists. Knowing how to find information (all formats and technologies). Knowing how to build new information into existing knowledge. Knowing how and when to seek help in information seeking. Knowing how to record or store information for future use. Knowing how to interpret or analyse information effectively and ethically. Knowing how to communicate information to others appropriately.” Prue Mercer [ALIA (2003) What is information literacy? www.alia.org.au/advocacy/alw/2003/literacy.htm] Karen Bonanno, Executive Officer -19 September 2003

  9. Process • Combination of cognition, intuition, and context • Knowledge enabling organisations are dedicated to • Innovation • Creativity • Learning Karen Bonanno, Executive Officer -19 September 2003

  10. Know-how (skill, procedure) Know-who (help) Know-what (structural knowledge, patterns) Know-why (deeper knowing) Know-when (timing, rhythm) Know – where (place, context) [Skyrme, D. (1999) Knowledge networking: creating the collaborative enterprise. Butterworth- Heinemann, Oxford, p. 46.] Data – Information - Knowledge Karen Bonanno, Executive Officer -19 September 2003

  11. People • Levels of Intervention • Disintermediation • Information related • Mediation and Education • Process related • Charting • Composing • Conversing [Kuhlthau, C. (1993) Seeking meaning: a process approach to library and information services. Ablex, Norwood, New Jersey.] Karen Bonanno, Executive Officer -19 September 2003

  12. People • Chief Knowledge Officer? • Middle manager • Champion • Change agent • Trustworthiness • Social construction • Acquisition, accumulation & exploitation • Leadership Karen Bonanno, Executive Officer -19 September 2003

  13. People • Communities of Practice • Informal & social • Self organising • Common interest/concern/issue • Shared & mutual learning • Nodes – exchange & interpret • Develop a practice Karen Bonanno, Executive Officer -19 September 2003

  14. Possible approaches • Information / Knowledge audit • Identify what already exists • Identify gaps – create / acquire • Evaluate what’s important and what’s not • Introduce systems – capture & use • Establish effective management • Develop motivation – share & use • Make it available – keep it simple • Maintain currency Karen Bonanno, Executive Officer -19 September 2003

  15. Possible approaches • Dimensions of Learning • Attitudes & perceptions • Acquiring & integrating knowledge • Extending & refining knowledge • Using knowledge meaningfully • Productive habits of mind [www.mcrel.org/programs/dimensions/whathow.asp www.terrace.qld.edu.au/library/dolatterrace.html] Karen Bonanno, Executive Officer -19 September 2003

  16. Possible approaches Standards / Competencies • Information and ICT literacy matrix for student learning [ASLA & ALIA (2001) Learning for the future: developing information services in schools. Curriculum Corporation, Carlton South.] Karen Bonanno, Executive Officer -19 September 2003

  17. Possible approaches Standards / competencies • Information literacy, independent learning, social responsibility standards (with indicators and levels of proficiency) [AASL & AECT(1998) Information power: building partnerships for learning. American Library Association, Chicago.] Karen Bonanno, Executive Officer -19 September 2003

  18. The challenge “If the rate of change outside you is greater than the rate of change inside you – the end is nigh!” Karen Bonanno, Executive Officer -19 September 2003

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