Model of Dissemination/Diffusion Revised

I have revised my model slightly and I was able to use paint to scale it down to a more reasonable size for the blog. Please scan to the bottom of the blog to view it.

Promoting Distance Learning

Distance Learning Services are important to the future of libraries as a form of dissemination and diffusion of knowledge. An article by Paul Alan Wyss addresses how libraries can promote distance learning services. He focuses on the use in academic libraries. He compares the “problem” to an algebra problem. There are givens and variables and you work with these to achieve a solution. He suggests using the following techniques: systems thinking, process mapping, team learning, and diffusion of information processes.

Systems thinking-he used all of the following strategies to promote library services to distance learning faculty-an introductory email, a hard copy letter, a personal telephone call, a personal office visit, and follow-up emails as services changed. He was disappointed in the response and decided to amend the strategies by including as much in-person promotion as possible, include as much as possible other librarians to promote the service, and continue the written letters and emails but not necessarily as the first step. He saw the exercise as a continuously evolving system.

Process Mapping-with the Distance Learning Librarian in the center of the map the flow can change and flow in any direction. Formal and informal promotion is included in the map’s structure. The distance learning faculty, Distance Learning Dean, the Dean of the Library, and individual librarians among others are pieces of the map.
Team Learning Initiatives- using the work of Senge, Kleiner, Ross, & Smith (1994) in their book The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization, you identify team members and design the team learning agenda. First, have the team members discuss what they want and how to accomplish it. Second, discuss the current situation and decide if you aspirations can be realistically met. Third, identify team knowledge and expertise and use them where they will be most beneficial. Fourth, make sure your team actually has the desire and commitment for learning.

Diffusion of Innovation Practices-the heart of any service is the positive qualities of the team which he list as enthusiasm, knowledge, organizational skills and excellent service attitude. To these are added knowledge of the audience served and a recognition of the learning styles of distance learners which is integrated with all aspects of the service including procedures, web pages, communication practices, and library instruction.

These 4 processes are used together to come up with the most effective way to promote a distance learning service.

Wyss, P.A. (2007, December). Solving the problem of promoting distance library services.
College Student Journal, 41(4), 747-754. Retrieved March 5, 2008, from Academic Search Complete database.

So what do you think. Are there ways to improve on these techniques to promote the library in distance learning? How about finding ways to directly involve the students in the process?

Information Power in schools

Teaching and helping individuals learn information literacy skills are a very important part of dissemination and diffusion. Lesley Farmer (2002) in an article in Teacher Librarian talks about helping to make this more effective in schools with what she calls a research-based cycle of inquiry.

The process she recommends requires an across the school curriculum examination and development of a literacy skills program. The American Association of School Librarians has developed nine information literacy standards which include among others standard bibliographical instruction, locating and using information for both personal and academic uses, and ethical use. But to get past the traditional idea of information literacy as an add-on or separate entity the teacher-librarian needs to translate this into the specific language of each discipline. The more they understand the subject-area teachers’ perspective on this issue the more they can make it an integral element of education.

Farmer describes the cycle of inquiry as a seven step process.

1. Define the desired outcome: information literate students
2. Identify the outcome “gaps”: look at both the process and product. The librarian should talk to the teachers and the students to clarify questions about the entire process, to help identify the origins of information literacy problems leading to intervention.
3. Describe the current practice relative to the outcome: librarians need to see the students’ final projects and the assignment itself. The assignment sheet helps identify the competencies expected of students, is it clear? Does it assume skills the students do not have? By examining final papers they can see what areas need work. They can also communicate across the curriculum to facilitate collaboration.
4. Determine the possible reasons for the gaps: teachers can state the degree to which they incorporate information literacy in their project and then an information literacy “grid” can be developed to compare projects, competencies, and what is addressed at each grade level for each subject-area. This identifies what is being taught, reinforced, and what needs to be addressed.
5. Identify and develop interventions targeted to address the gaps: the previous steps must be carried out in a systematic way and although this involves significant time it optimizes decision-making and implementation of the program.
6. Implement the interventions
7. Assess the results: how are the results manifested? By presenting clearer assignments, complete and accurate bibliographies in research papers, less plagiarism, and improved student work.

The research-based cycle of inquiry is a continuous cycle. Through this cycle Farmer (2002) states, “that the true power of information power reveals itself: lifelong learning that uses information in meaningful ways to transform individuals and society” (24).

I have always felt that if you teach someone how and where to find the answers to questions and how to evaluate what they find, then they can be well educated no matter what formal level of education they achieve. This is more important than any facts you can stuff into their heads. So to me information literacy should be the center of education not simply an add-on. What do you think?

Farmer, L. (2002, February). Harnessing the power in information power. Teacher

Librarian, 29(3), 20-24. Retrieved February 24, 2008, from Library Literature and

Information Science Full Text database.

Design thinking

I just read an article in American Libraries called “Design Thinking”. In the article, Steven J. Bell argues that librarians need to become design thinkers. He discusses the IDEO method developed at that leading design firm. Librarians mediate information from source to users but we find ourselves redefining how we fit into this new information based world. The heart of design thinking is to understand the problems before thinking of solutions. Not only do we often fail to determine the feasibility of new technology applications but we fail to even consider if our users will even value the service. We fail to determine the actual problem before implementing a solution.

Bell summarizes the 5 steps of the IDEO method:

1. Understand-get to know your actual user population and how they perceive your services
2. Observe-your users, how they work, what confuses them, how their needs can be met
3. Visualize-brainstorm new ideas and concepts and how they will affect your users
4. Evaluate/Refine-prototyping is key, test and improve processes
5. Implement-this can be the longest and hardest part of the process

Even with limited resources this process can be used. Librarians can observe users in real life situations, engage them in discussion to ascertain useful data, and therefore take the first step in design thinking. By talking, identifying patterns, the design thinker can assess the gap between what exists and what needs to be done and come up with the solutions.

We need to create better library user experiences by engaging the people who use our libraries and helping them make a personal connection. Bell (2008) states, “as a profession we need to move beyond thinking of our primary product as just a commodity to which we offer access" (p. 47). Our commodity is information but we need to expand beyond just existing as a source of information.

We need to make users identify us as a learning experience. Possible solutions can range from simply identifying procedures that create barriers for users, developing social and cultural experiences, to creating community recognition through technology leadership and support.

Bell also recommends joining the Blended Librarians Online Learning Community and becoming a regular reader of the blog Designing Better Libraries. I am providing links for these under my Links list.

So what do you think? Do librarians need to become “Design Thinkers”?

Bell, S.J. (2008, January/February). Design Thinking. American Libraries, 39(1/2), 44- 49.

Dissemination/Diffusion Model

I have added my idea of a model for dissemination/diffusion. I am still learning so I scanned it and saved it as a picture and added it to the blog, so it is large and grainy. I hope to find an improved way to display it eventually. I hope it makes sense and no doubt I will make changes as I become more knowledgeable about the subject. Please add any comments or questions as you like. Suggestions will be appreciated.

Google Generation

A study out of Great Britain concerning the “Google Generation” or the young people growing up in the Internet age shows that we should be involved with training skills for information use. The study found that although young people are very familiar and comfortable with computers they show only basic search skills and lack the analytical skill to use this information. Further the traits common for younger users including impatience in searching and zero tolerance for delays in the necessary information is now common for all age groups.
Dr Malcolm Read, Executive Secretary of JISC, welcomed the publication of the report, saying: “These findings add to our growing understanding of subjects that should concern all who work in further and higher education – the changing needs of our students and researchers and how libraries can meet their needs. We hope that this report will encourage debate around these important questions. We hope it will also serve to remind us all that students and researchers will continue to need the appropriate skills and training to help navigate an increasingly diverse and complex information landscape” (Pothen).
This is a concern that we should have for all users that we serve. We must disseminate knowledge and skills to everyone that we can reach about the wonders and dangers of information available online and from all sources. Search skills and teaching users how to utilize what they find should be a high priority.

Pothen, P. (2008, January 16). Google generation is a myth, says new research. Joint Information Systems Committee (JISC). Retrieved February 16, 2008, from http://www.jisc.ac.uk/news/stories/2008/01/googlegen.aspx

Disseminating Information to Others in Our Profession

Disseminating information includes sharing among fellow professionals as well as to seek ways to share with our users. I have started a Links to Check Out and my first link is to http://www.resourceshelf.com.

“Welcome to ResourceShelf, where dedicated librarians and researchers share the results of their directed (and occasionally quirky) web searches for resources and information.”

Explore this site if you can which provides descriptions and links to various sites. A sample of the resources: under Resources—Arts and Humanities, which would be relevant to February's Black History Month, Black College History goes Online

"Documents dating back to the early 19th-century about historically black colleges can be viewed online thanks to a new digital collection available to the public. The site includes campus charters, student yearbooks, campus architectural drawings, and photographs from 10 historically black institutions".