• INFORMATION LITERACY WEBLOG  |  TUESDAY, DECEMBER 12, 2017
    [Learning, Practice] cfp Teaching for Curiosity, Creativity, and Action
    How might our own teaching practice reflect these dispositions? Topics include: social Justice; Service Learning; Student Curiosity and Creativity; Student Centered Teaching and Learning; Students as creators; Critical Information Literacy; Critical Pedagogies; Reflective Practice; Communities of Practice; Applications of the Framework for Information Literacy; Programmatic assessments; Instructional design.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, DECEMBER 5, 2017
    [Learning, Practice] New articles in @JInfoLit student research; school library perspectives; distance learning; audience response; #blacklivesmatter
    academic sector Canada Distance learning Information Literacy Pedagogy research schools sector UKThe latest issue of open access Journal of Information Literacy has been published (volume 11 number 2 2017).
  • INFORMATION LITERACY WEBLOG  |  MONDAY, DECEMBER 4, 2017
    [Learning, Practice] Young Children’s Digital Literacy Practices in the home and in formal settings
    Young Children’s Digital Literacy Practices in the Home: A Review of the Literature. Digital Literacy in the Early Years: Practices in Formal Settings, Teacher Education, and the Role of Informal Learning Spaces: A Review of the Literature. link] [This does include a subsection on libraries and museums as informal learning spaces.] Just published are 2 literature reviews: - Kumpulainen, K. and Gillen, J. 2017).
  • HAROLD JARCHE  |  WEDNESDAY, NOVEMBER 29, 2017
    [Learning, Practice] self-managing for complexity
    How can they most effectively learn the skills required in the complex domain? How can we prepare people to work in complex, and not highly ordered, work environments in which most problems are exceptions from which some emergent solutions can be continuously developed, learned, and shared? In a world of organizational compliance training, where following orders is the best practice, how can we get people to come up with their own creative ways of doing work?
  • CLARK QUINN  |  WEDNESDAY, NOVEMBER 22, 2017
    [Learning, Practice] Solutions for Tight Cycles of Assessment
    In general, in a learning experience stretching out over days (as spaced learning would suggest), learners want to regularly get feedback about how they’re doing. In workplace learning, at times we can get by with auto-assessment, particularly if we use coaching beyond the learning event. Yet if it matters, we’d rather them practice things that matter before they actually are used for real work. It’s not ideal, but it’s practical.
  • HAROLD JARCHE  |  WEDNESDAY, NOVEMBER 22, 2017
    [Learning, Practice] bias thwarts innovation
    One example is a pharmaceutical journal interview with Céline Schillinger, whom I know through social media and the Change Agents Worldwide community of practice. Tacit knowledge flows in networks through social learning. In order to develop the necessary emergent practices to deal with complexity we therefore need to cultivate the diversity and autonomy of each worker. Innovation is not brilliant flashes of individual insight but collective learning through social networks.
  • HAROLD JARCHE  |  TUESDAY, NOVEMBER 14, 2017
    [Learning, Practice] perspectives on new work – synopsis
    Creative learning is for us what productivity meant during the industrial age. Creative learning is the human edge that separates us from machines, also in the future. Creative learning is the fundamental process of socialization and being human. Perhaps, in the future, it will no longer be meaningful to conceptualize work as jobs or even as organizational (activity) structures in the manner practiced by the firms of today. Work should always equal learning.
  • CONVERSATION MATTERS  |  MONDAY, NOVEMBER 13, 2017
    [Learning, Practice] Industry Leaders Conversation: Change, Culture, and Learning #KMWorld
    Session Description: Former head of KM with the BBC, Semple believes in conversations and leads our panel on a far-ranging discussion of change, culture and learning as we all aspire to an outbreak of common sense on our journey for knowledge sharing and creating sustainable, high-functioning organizations and communities. For Nancy Dixon, knowledge management helps the organization learn better and faster.
  • HAROLD JARCHE  |  MONDAY, NOVEMBER 13, 2017
    [Learning, Practice] how we learn – review
    How We Learn by Benedict Carey is focused mostly on memory and learning for recall but it is a good read and there is likely something new about learning here for anyone. By synthesizing and comparing the research on memory and learning, he has done a great service to the non-academic. But more often, forgetting is a friend to learning” … Using memory changes memory — and for the better.
  • CLARK QUINN  |  TUESDAY, NOVEMBER 7, 2017
    [Learning, Practice] Revisiting 70:20:10
    The approach goes from a problem to a solution that incorporates tools, formal learning, coaching, and more. The numbers come from a study on leaders, who felt that 10% of what they learned to do their jobs came from formal learning, 20% came from working with others and coaching, and 70% they learned from trying and reflecting on the outcomes. It can go quite a ways up the learning curve.
  • CLARK QUINN  |  THURSDAY, NOVEMBER 2, 2017
    [Learning, Practice] Rules for AI
    Still, there are strong reasons to consider the impact on the people being affected, not least humanitarian, but also practical. Much of machine learning essentially runs on historical datasets. After my presentation in Shanghai on AI for L&D, there were a number of conversations that ensued, and led to some reflections. I’m boiling them down here to a few rules that seem to make sense going forward. Don’t worry about AI overlords. At least, not yet ;).
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, NOVEMBER 1, 2017
    [Learning, Practice] Events: The Innovative Teacher; Introduction to Design Thinking; New Directions in Information Literacy
    The CONUL Teaching & Learning Seminar The Innovative Teacher takes place on 16 November 2017 in Dublin, Ireland. Keynote speakers are Emma Coonan (talking on New tricks? Negotiating the librarian identity ) and David Streatfield (talking on How can you tell if it is working? Evaluating the impact of educational innovations ).
  • BOXES AND ARROWS  |  TUESDAY, OCTOBER 31, 2017
    [Learning, Practice] It’s a Bird, It’s A Plane, It’s a User Champion
    She must be a flexible visionary, a practical expert, a skilled negotiator and motivator, a far-sighted decision-maker, and a committed, accountable, all-in leader. Because they are strategic thinkers, the user champion can also align individual wishes with department best practices and corporate priorities. Big Ideas Learning From Others
  • HAROLD JARCHE  |  SUNDAY, OCTOBER 29, 2017
    [Learning, Practice] democracy, data, and intelligence
    This would have to guarantee informational self-determination, not only theoretically, but also practically, because it is a precondition for us to lead our lives in a self-determined and responsible manner.” We need to learn how to navigate the emerging network era and create a better networked form of democracy.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, OCTOBER 26, 2017
    [Learning, Practice] MIL in Latin America, CIS, China, Sweden #globalmilweek
    Strands of ML research included: developing ML theory and focusing on ML practice (including looking at ML education in schools and teacher training). Course work consists of a report on a practical MIL project and a wiki-page demonstrating critical skills. Pekkala referred to the term “expansive learning”, which is required for being able to learn about/discover new ways of doing things in a changing world.
  • HAROLD JARCHE  |  WEDNESDAY, OCTOBER 25, 2017
    [Learning, Practice] systems thinking
    These are practical tools to improve anyone’s practice of personal knowledge mastery and I look forward to the rest of the posts in the series. This means we have to first engage the system and then learn from it. Leyla Acaroglu has an excellent post on Tools for Systems Thinkers: The 6 Fundamental Concepts of Systems Thinking. “In
  • COLUMN TWO  |  WEDNESDAY, OCTOBER 25, 2017
    [Learning, Practice] Avoid reinventing the wheel by joining the Intranet Leadership Forum
    avoid reinventing the wheel by learning from others. It meets face-to-face four times in a year, with a mix of facilitated discussions, best practice presentations and outside experts. We have a real passion for helping intranet and digital workplace teams succeed. This is why ten years ago we established the Intranet Leadership Forum , the professional community for intranet teams. We think the ILF is one of the best things we’ve ever done.
  • CLARK QUINN  |  WEDNESDAY, OCTOBER 25, 2017
    [Learning, Practice] Addressing Changes
    Can VR go beyond entertainment to help us learn better? If we can make practical use of AR, what would we do with it? We need to take ownership and have a suitable background in how people really think, work, and learn. So, for instance, we learn as we work, we think as we learn, etc. Yesterday, I listed some of the major changes that L&D needs to acknowledge. What we need now is to look at the top steps that need to be taken.
  • CLARK QUINN  |  TUESDAY, OCTOBER 24, 2017
    [Learning, Practice] Acknowledging Changes
    Most importantly, we’ve learned quite a bit about ourselves that is contrary to many pre-existing beliefs. Our myths about how we think, work, and learn are holding us back from achieving optimal outcomes. Informal and social learning is the work. And we also act as if how we learn is by information dump. Add a quiz, so we know they can recognize the right answer if they see it, and they’ve learned! In short, our practices are out of date.
  • HAROLD JARCHE  |  SUNDAY, OCTOBER 22, 2017
    [Learning, Practice] the medium is the message
    Management is a technology [“Technology is the application of organized and scientific knowledge to solve practical problems.” Attention is the only thing that’s scarce on the internet [ marketing = learning ]. Hossein Derakhsahn states that with social media platforms like Facebook , “The very idea of knowledge itself is in danger” He goes on to describe how the web started as a text-based medium but has flipped into a new form of broadcast television.
  • HAROLD JARCHE  |  FRIDAY, OCTOBER 20, 2017
    [Learning, Practice] myths, markets, & mistakes
    ” @ChrisCorrigan : “There is never a point to failing if you aren’t doing it with rigorous attention to learning.” That doesn’t necessarily mean that you should cut out anything that isn’t practical or directly relevant to your life. Add some classics, read good fiction, and learn from people who think deeply. Every fortnight I curate some of the observations and insights that were shared on social media. I call these Friday’s Finds.
  • HAROLD JARCHE  |  THURSDAY, OCTOBER 19, 2017
    [Learning, Practice] leadership is helping make the network smarter
    Servant leaders help to set the context around them and build consensus around emergent practices. This means shifting the focus from analyzing situations, to making constant experiments and learning from them. Organizations face more complexity in the type of work they do, the problems they face, and the markets they interact with. This is due to increasing connections between everyone and everything.
  • HAROLD JARCHE  |  WEDNESDAY, OCTOBER 18, 2017
    [Learning, Practice] cities and the future of work
    This is a learning city. Learning Cities harness their knowledge, social networks, environmental assets and financial capital to facilitate the development of skills, knowledge and values by local people and organizations.” — Janet Candy, Planning Learning Cities, 39th ISoCaRP Congress 2003. The UNESCO definition (2015) of a learning city expands on this definition. A Learning City is a city which effectively mobilizes its resources in every sector to.
  • HAROLD JARCHE  |  SUNDAY, OCTOBER 15, 2017
    [Learning, Practice] distributing power for the network era
    It is more like a community of practice, with strong and weak social ties. Instead, we can learn from Nordic leadership models and create organizations that take advantage of a networked world. We should not inflict such power on individuals and instead learn how to distribute it to help the whole network make better decisions. A certain amount of command and control, exercised through a hierarchy is often necessary to get work done.
  • INFORMATION WANTS TO BE FREE  |  WEDNESDAY, OCTOBER 11, 2017
    [Learning, Practice] The ballad of the sad instruction librarian
    So I apologize & say most of us have developed reflective & skilled pedagogical practices, but I’m full of s**t, aren’t I? LIS 5105 Communities of Practice (variable content areas). LIS 5787 Fundamentals of Metadata Theory and Practice. Over time, I read books and articles and tried to learn as much as I could about how to be an effective instructor.
  • CLARK QUINN  |  WEDNESDAY, OCTOBER 11, 2017
    [Learning, Practice] Radical Coherency
    And that latter is important, as best practices won’t transfer unless they’re abstracted and recontextualized. This is a learning organization, but one that’s integrating many disparate elements. It’s a campaign that needs an initial focus, and a plan to successfully integrate it into practice first, and then to scale it to both shift practice and culture. Tied to my last post about insufficient approaches, I was thinking again about the Coherent Organization .
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, OCTOBER 10, 2017
    [Learning, Practice] Online course: Engaging with the #ACRLFramework
    From 16 October 2017 to 17 November 2017 there is a new online course: Engaging with the ACRL Framework: A Catalyst for Exploring and Expanding Our Teaching Practices. Participants will apply their learning and reflection to creating instruction plans for their local contexts and considering possibilities for growing teaching partnerships."
  • CLARK QUINN  |  TUESDAY, OCTOBER 10, 2017
    [Learning, Practice] Simple Insufficiency
    And, like most meta-learning , it needs to be done around something. So you need a concrete focus to start, some problem you’re working on that you’ll do in the new way, and practice the processes and develop the competencies and culture as you go. As things get more complex, organizations are looking to get more agile. And they’re looking at a wide variety of approaches in different areas. It can be agile, digital transformation, design thinking, and more.
  • DION HINCHCLIFFE'S WEB 2.0 BLOG  |  FRIDAY, OCTOBER 6, 2017
    [Learning, Practice] In Digital Transformation, The Art-of-the-Possible and Average Practice Are Diverging
    This herd mentality of digital actually has numerous causes: Proven best practices for digital are too few and far between, successful experiments are often hoarded for competitive motivations, digital innovators by definition take on often untenable risks we’d prefer to avoid, and perhaps most of all, we are still trying to get used to the rapid pace of learning that digital requires to stay abreast. This is through scalable learning.
  • CLARK QUINN  |  FRIDAY, OCTOBER 6, 2017
    [Learning, Practice] Two good books on learning
    In addition to the existing good books out there (Julie Dirksen’s Design for How People Learn , Patti Schank’s new series, e.g. her book on Practice & Feedback , & Brown, et al’s Make it Stick ), I was pointed to two others. Benedict Carey’s How We Learn is an accessible overview of the science of learning. He includes practical implications and maintains a motivating style to help others to put the practice advice to work.
  • CLARK QUINN  |  FRIDAY, SEPTEMBER 29, 2017
    [Learning, Practice] Mundanities
    Everyone uses this practice. meta-learning social strategyThis post is late, as my life has been a little less reflective, and a little more filled with some mundane issues. There’re some changes here around the Quinnstitute, and they take bandwidth. For a small update on these mundanities with some lessons: First, I moved office from the side of the house back to the front.
  • HAROLD JARCHE  |  THURSDAY, SEPTEMBER 28, 2017
    [Learning, Practice] adapting to life in perpetual beta
    Twenty years ago I was finishing my Master’s thesis on learning in the information technology workplace. But I was convinced, based on my readings of McLuhan and many others, that it would create an epochal shift in how we work and learn. I retired from the military in 1998 and took a position as project manager at The Centre for Learning Technologies, a now closed external department of Mount Allison University, here in Sackville.
  • CLARK QUINN  |  TUESDAY, SEPTEMBER 26, 2017
    [Learning, Practice] Organizational terms
    The definition also discusses improvements in decision making, learning, group work, and tapping into the strictures of self-organizing and adaptive systems, all of which sound right. Organizational engineering is a phrase that popped to mind (similar to learning engineering). In addition to systems thinking and and decision-making, there’s an emphasis on organizational learning and on coaching, so it appears more human-focused.
  • BOXES AND ARROWS  |  TUESDAY, SEPTEMBER 26, 2017
    [Learning, Practice] Keep the Kitchen Cabinets from Overflowing
    Along the way, I learned that storage requirements should not be a limiting factor. Next, I’ll talk about some best practices for enterprise taxonomies. What to do now: Immediate needs,” in Enterprise Taxonomy Governance: Practical Advice for Building and Maintaining Your Enterprise Taxonomy (Volume 1). Process,” in Enterprise Taxonomy Governance: Practical Advice for Building and Maintaining Your Enterprise Taxonomy (Volume 1). Don’t laugh.
  • HAROLD JARCHE  |  MONDAY, SEPTEMBER 25, 2017
    [Learning, Practice] intellectual craftsmanship
    In summarizing his chapter on intellectual craftsmanship, Wright Mills puts forth eight precepts and cautions, which are applicable to the practice of PKM. Do not let others dictate your fields of study and your lifelong learning. I was recently referred to a most interesting article, Intellectual Craftsmanship , via Nicole Martin who had recently completed my PKM Workshop. It is a part of C. Wright Mills’ larger work, The Sociological Imagination (1959).
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, SEPTEMBER 21, 2017
    [Learning, Practice] Medical students information literacy self efficacy: Pam liveblogs from #ECIL2017
    Ann de Meulemeester from Ghent University presented some of the research about information literacy for self efficacy, which highlighted the role that IL has in the academic curriculum and for lifelong learning. Students with lower self efficacy avoid active learning and are less inclined to develop IL. Doctors must contiually engage in evidence based practice, and so need skills for lifelong learning, including IL.
  • CLARK QUINN  |  WEDNESDAY, SEPTEMBER 20, 2017
    [Learning, Practice] Transparency
    You can find out more via the ‘about Clark Quinn’ link in the right column, but in brief, I saw the connection between computing and learning as an undergraduate, and it’s been my career ever since. And while I’ve done the science and track it, what I revel in (and have demonstrable capability for), is applying cognitive and learning science to create new approaches and fine-tune existing ones. Learning engineering, if you will. meta-learning strateg
  • HAROLD JARCHE  |  TUESDAY, SEPTEMBER 19, 2017
    [Learning, Practice] our collective learnscape
    In a UCaPP world, ladies and gentlemen, we must now all learn to think for ourselves, a pedagogical objective far more important and more critical than merely learning to read.” This is similar to what journalists have done for decades, and we can all learn from the good ones. Almost all of these methods can be used by citizens to help our social networks, communities of practice, and work teams make sense together.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, SEPTEMBER 18, 2017
    [Learning, Practice] Required Skills for Teachers: Information Literacy at the Top Tatiana Sanches: Pam blogs from #ECIL2017
    With changes in teaching practice and new learning technologies, there are changing competencies required by teachers, and hence there have to be changes in teacher education. Students have to be prepared to be lifelong learners, have to be able to work collaboratively have to be able to learn Ina technology rich landscape.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, SEPTEMBER 18, 2017
    [Learning, Practice] The tortoise or the hare: undergraduates, information literacy, and the slow movement Marietta Frank, Kimberley Bailey and Catherine Baldwin from University of Pittsburgh: Pam blogs from ECIL2017
    The resulting pedagogical approaches lead to surface learning, and a lack of deep reading of texts. Mindful practices and reflection can counter these problems, and help students focus on tasks, choose quality over quantity, and enjoy learning more. Slow principles contribute to students' lifelong learning. Students asked to evaluate news stories, engage in problem based learning.
  • HAROLD JARCHE  |  SUNDAY, SEPTEMBER 17, 2017
    [Learning, Practice] preparing for perpetual beta
    This new societal form will be one of working and learning in perpetual beta. Our dominant organizational models need to become network-centric and especially learning-centric. “Taking responsibility for own work and learning is a challenge for knowledge workers as well. Finding communities of practice, where we can safely test alternative ways of thinking and doing, becomes a priority.
  • HAROLD JARCHE  |  THURSDAY, SEPTEMBER 14, 2017
    [Learning, Practice] top tools 2017
    Jane Hart compiles a list every year of the Top 100 Tools for learning. SocialCast : I have reconnected with the Change Agents Worldwide community of practice, and am spending more time sharing and learning on this platform. 9: Slack : This social sharing platform, with activity streams, is a great way to stay connected and work in small groups and I am a member of two active Slack ‘communities of practice’: the essential space between work groups and social networks.
  • HAROLD JARCHE  |  WEDNESDAY, SEPTEMBER 13, 2017
    [Learning, Practice] “people are for caring”
    At the end of this experiment, which turned into a permanent practice, May concluded that you can learn when your mind is open, but it can hurt. More importantly, however, was this: The exercise had taught me how to approach a contrary opinion with patience and respect, with curiosity and an intent to learn, with kindness and humanity.” — B.J. It hurt to learn. He learned socially, as we have for millennia. This makes our learning personal: felt in our gut.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, SEPTEMBER 12, 2017
    [Learning, Practice] Celebrating #videogamesday - information behaviour in computer gaming
    Playing video games: learning and information literacy. In- and Out-of-Character: The Digital Literacy Practices and Emergent Information Worlds of Active Role-Players in a New Massively Multiplayer Online Role-Playing Game. The findings both confirm and expand upon previous work on the social aspects of digital literacy practices of MMORPG players. E–Learning and Digital Media , 7(4).
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, SEPTEMBER 6, 2017
    [Learning, Practice] More open access articles: Disabled in library one-shots; Cross collaborative supervision in nursing; Graduate research methods
    This article recommends best practices for teaching librarians who may need to make accommodations for the disabled while teaching these library classes, currently used at York’s library. 2017) Students’ learning outcomes from cross-collaborative supervision in information seeking processes during work placements. - Sheidlower, S. 2017). Accommodating the disabled in library one-shots at York College/CUNY. codex , 4(3).
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, SEPTEMBER 5, 2017
    [Learning, Practice] Online learning articles: research guides; blended learning; frameworks
    Online Learning (OLJ) is the open-access official journal of the Online Learning Consortium. e-learning PedagogyThe latest issue (volume 21 issue 3, 2017 [link] ) includes: - Improving Digital Library Experiences and Support with Online Research Guides by Laura Brewer, Holly Rick, Karen A.
  • GREEN CHAMELEON  |  TUESDAY, AUGUST 29, 2017
    [Learning, Practice] Blog>> Is a Happy Worker a Productive Worker?
    Funny enough, most of these interventions borrow from the suite of Knowledge Management practices! I network with a lot of people as part of scraping together a living, and they tend to mainly come from the HR and IT spaces.
  • CLARK QUINN  |  THURSDAY, AUGUST 24, 2017
    [Learning, Practice] Extending Engagement
    So here are my responses to the issue of how to ‘monetize’ engagement, and how it relates to the effectiveness of learning. To make a learning experience engaging, you need some additional things: knowing why this is of interest and relevance to practitioners, and putting that into the introduction, examples, and practice. With practice, that’s going to come with only a marginal overhead. This means that the practice will have higher motivation.
  • CONVERSATION MATTERS  |  WEDNESDAY, AUGUST 23, 2017
    [Learning, Practice] Building a “Speaking Up” Culture in Teams
    Teams Will Learn To: Engage in productive conversations on tough issues. Deepen learning and strengthen relationships through a more authentic exchange of viewpoints. Participants are asked to bring with them a short critical incident, unrelated to their current team, so they have authentic situations for practice, rather than role play. . Day 1 – Learning and practicing the dialogue skills of Speaking Up.
  • CLARK QUINN  |  WEDNESDAY, AUGUST 16, 2017
    [Learning, Practice] 3 E’s of Learning: why Engagement
    When you’re creating learning experiences, you want to worry about the outcomes, but there’s more to it than that. I think there are 3 major components for learning as a practical matter, and I lump these under the E’s: Effectiveness, Efficiency, & Engagement. When you typically talk about learning, you talk about two goals: retention over time, and transfer to all appropriate (and no inappropriate) situations.
  • CLARK QUINN  |  TUESDAY, AUGUST 15, 2017
    [Learning, Practice] Innovative Work Spaces
    While it sounds good in theory, it doesn’t work in practice. And this was being touted both on principled and practical grounds with positive outcomes. As Jay Cross let us know in his landmark Informal Learning , even the design of workspaces can facilitate innovation. Jay cited practices like having informal spaces to converse, and putting the mail room and coffee room together to facilitate casual conversation.
  • THEORIA CUM PRAXI  |  SATURDAY, AUGUST 12, 2017
    [Learning, Practice] Labels, standardization, and missing the point
    So much promise when I first came across the concept and started practicing it in the late ’90s, it wasn’t long (early ’00s) before KM was mostly synonymous with document/content/information management. An inherently complex endeavor well suited to navigating uncertainty was turned into an attempt to capture knowledge as if it were some static thing, to turn every situation into something that can be solved with a past best practice.
  • CONVERSATION MATTERS  |  FRIDAY, AUGUST 11, 2017
    [Learning, Practice] A Book That Will Blow Your Mind About How to Make Use of The Knowledge in Organizations: A Review of An Everyone Culture: Becoming a Deliberately Developmental Organization
    Each of the three companies showcased in this book have deliberate practices in place that are focused on development, and in each, those practices are quite different – clearly growing out of the context of the organization, not out of academic theory. Let me introduce you to just a few of the developmental practices at each of the companies discussed in the book. . One such practice is the Issues Log.
  • INFORMATION LITERACY WEBLOG  |  TUESDAY, AUGUST 8, 2017
    [Learning, Practice] RUSA to become open access
    For those of you with subscriptions (or access as ALA members) the last issue (vol 56 no 4, 2017) included: - Esther Grassian: Information Literacy and Instruction: Teaching and Learning Alternatives: A Global Overview (pages 232-239). Reference and User Services Quarterly , official journal of the Reference and User Services Association of the American Library Association, will go open access from its Autumn 2017 issue.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, AUGUST 7, 2017
    [Learning, Practice] New articles: metacognitive strategies; mobile devices; help-seeking; student perceptions; social media use
    Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices Pages 224-231 - Attebury, R.I. Professional Development: A Qualitative Study of High Impact Characteristics Affecting Meaningful and Transformational Learning Pages 232-241 - McCartin, L.F., The latest issue (volume 43, no. 3) of The Journal of Academic Librarianship (priced publication) includes: - Catalano, A.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, AUGUST 2, 2017
    [Learning, Practice] Student Success: open access journal
    This journal provides the opportunity to disseminate current research and innovative good practice about students’ tertiary learning experiences, which are supported by evidence. Researchers, tertiary and university teachers and educators and professional staff who are advancing student learning, success and retention are encouraged to submit." Kate Hughes); The flipped classroom: A learning model to increase student engagement not academic achievement (Masha Smallhorn).
  • HAROLD JARCHE  |  FRIDAY, JULY 28, 2017
    [Learning, Practice] the complexity of capitalism
    “So the most important thing about Complexity is that there is no way to learn (and thus solving the problem) without doing. In Complex problems our practices are always evolving based on what we learn. In poker, even if we would play a game with the exact players with the exact same cards would turn out differently, because we learned things not just about the game, but certainly about our opponents.”
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JULY 27, 2017
    [Learning, Practice] Call: Metaliterate Learning for the Post-Truth World
    Jacobson: Metaliterate Learning for the Post-Truth World. Given the interest in metaliteracy as a model for preparing metaliterate learners as responsible participants in today’s divisive information environment, we are especially interested in expanding the conversation to educators who have developed successful metaliteracy teaching and learning theories and practices to resist these challenges.
  • CLARK QUINN  |  TUESDAY, JULY 25, 2017
    [Learning, Practice] What is the Future of Work?
    We’re seeing amazing new technologies: collaboration platforms, analytics, and deep learning. We’re also hearing about new work practices such as teams , working (or reflecting ) out loud, and more. Similarly, we’re seeing a growing understanding of work practices that lead to new outcomes. We find that working in teams, sharing and annotating our work, and developing learning and personal knowledge mastery skills all contribute.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, JULY 14, 2017
    [Learning, Practice] New articles: information literacy; #ACRLframework; metacognition; values; critical approaches
    It includes: - Frame Works: Using Metaphor in Theory and Practice in Information Literacy by Wendy Holliday, pages 4-20 - Revisiting Metacognition and Metaliteracy in the ACRL Framework by Diane M. Lo, 185-203 - Guided Resource Inquiries: Integrating Archives into Course Learning and Information Literacy Objectives by Ellen E. The latest issue of the Open access journal Communications in Information Literacy (volume 11, no.
  • CLARK QUINN  |  WEDNESDAY, JULY 12, 2017
    [Learning, Practice] Reflection ‘out loud’
    And practiced what I’m preaching ;). meta-learning socialI am a fan of Show Your Work and Work Out Loud , but I’m wondering about whether they could mislead. Not that that’s the intent, of course, but they don’t necessarily include reflection, a critical component. I believe they care about it, but the phrase don’t implicitly require annotating your thoughts. And I think it’s important.
  • CLARK QUINN  |  TUESDAY, JULY 11, 2017
    [Learning, Practice] A Bad Tart
    Good learning requires a basis for intrinsic interest. If the learner doesn’t ‘get’ why this learning is relevant to them, it doesn’t stick as well. The first, important, and relevant type of gamification is using game design techniques to embed learning topic into meaningful series of decisions, where the context and actions taken affect the outcomes in important ways, and the challenge is appropriate.
  • THEORIA CUM PRAXI  |  MONDAY, JULY 10, 2017
    [Learning, Practice] You should always follow the rules (except when you shouldn’t)
    Based on your understanding of the situation you develop several courses of action, based on rules or “good practices” that have worked to some degree in the past, and implement a course of action with the belief that you can accurately predict the outcome of implementing the course of action based on past experiences. If your actions don’t achieve the desired results, you take what you’ve learned (sense) and respond again.
  • INFORMATION WANTS TO BE FREE  |  SATURDAY, JULY 8, 2017
    [Learning, Practice] Dear Professor
    But I was also so excited by what I was learning. That is a human being who needs to learn to breathe. I learned that I had to set up boundaries to have time with family and friends, because work could easily eat up every waking minute. These populations historically have come into college with a pretty low sense of self-efficacy and without some of the skills of “studentship” because they hadn’t learned them before.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JULY 6, 2017
    [Learning, Practice] Responsibility for #ACRLframework projects moves
    As the ACRL Information Literacy Framework Advisory Board (FAB) ("tasked with developing resources for professional development in support of the ACRL Framework for Information Literacy for Higher Education") has finished its term, responsibility for projects has moved to ACRL's Student Learning and Information Literacy Committee (SLILC).
  • CLARK QUINN  |  THURSDAY, JULY 6, 2017
    [Learning, Practice] Writing For Learning: Patti Shank book
    While I ordinarily refuse (on principle, otherwise I’d get swamped and become a PR hack; and I never promise a good review), I acquiesced to Patti Shank’s offer of a copy of her new book Write and Organize for Deeper Learning. The first of a potential series on evidence-based processes in learning design, this one is focused on content: writing and organization. She also has practice exercises to help make the material stick.
  • CLARK QUINN  |  WEDNESDAY, JULY 5, 2017
    [Learning, Practice] Jay Cross Memorial Award 2017: Marcia Conner
    The Internet Time Alliance Jay Cross Memorial Award is presented to a workplace learning professional who has contributed in positive ways to the field of Real Learning and is reflective of Jay’s lifetime of work. Recipients champion workplace and social learning practices inside their organization and/or on the wider stage. Marcia was an early leader in the movement for individual and social learning, and an innovator. meta-learning social
  • HAROLD JARCHE  |  WEDNESDAY, JULY 5, 2017
    [Learning, Practice] Jay Cross Memorial Award 2017
    The Internet Time Alliance Jay Cross Memorial Award is presented to a workplace learning professional who has contributed in positive ways to the field of Real Learning and is reflective of Jay’s lifetime of work. Recipients champion workplace and social learning practices inside their organization and/or on the wider stage. Marcia was an early leader in the movement for individual and social learning, and an innovator.
  • INFORMATION LITERACY WEBLOG  |  MONDAY, JULY 3, 2017
    [Learning, Practice] Rudaí 23: open 23 Things course begins in September #Rudai23
    "23 Things" initiatives started some time ago, using open tools like blogs to help librarians learn about using Web 2.0 Topics include: blogging (as is common with 23 Things inititaives, participants are expected to blog their reflections and experience), image banks, communicating visually, infographics, networking and collaboration tools, professional brand, Personal Data Management, podcasts, advocacy, and evaluating information: reflective practice is encouraged throughout.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JUNE 29, 2017
    [Learning, Practice] Practices of community representatives in exploiting information channels for citizen engagement #i3rgu
    Peter Cruickshank (presenter), Professor Hazel Hall and Dr Bruce Ryan authored a paper on Practices of community representatives in exploiting information channels for citizen engagement. The researchers had previosuly used a lens of knowledge sharing and Communities of Practice, so it seemed fruitful to explore this population again to look at how the councillors went about acquiring information skills and sources. Another presentation from the i3 conference at RGU in Aberdeen.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JUNE 29, 2017
    [Learning, Practice] Distance learning and the experience of variation: How authority can cross geographical divisions on asynchronous discussion boards #i3rgu
    Next from the i3 conference at RGU in Aberdeen Dr Andrew Whitworth presented a paper coauthored with Dr Lee Webster on Distance learning and the experience of variation: How authority can cross geographical divisions on asynchronous discussion boards The research problem was on how informed learning develops information practices, and specifically on how a particular learning environments can enable variation.
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JUNE 29, 2017
    [Learning, Practice] Information sharing in the ESOL classroom #i3rgu
    ESOL learners are learning English as a tool for their everyday life (not for tourism or as an academic subject), and they are also migrants (i.e. how people transfer their information practice; the importance of people and places); and information literacy and language learning (literature saying there is a link between the two, but mostly understaken in an academic context).
  • CLARK QUINN  |  WEDNESDAY, JUNE 28, 2017
    [Learning, Practice] An objective request
    Well then, practice lots of X! So… I’d greatly appreciate it if you would share your challenging learning objectives (or outcomes you’re supposed to come up with objectives for) with me. So, I’d like to ask a favor of you. I would like to improve my thinking about elearning design, and where this starts are objectives. Or outcomes. Now, they can be easy, or challenging. I’d like to see some of the latter.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, JUNE 28, 2017
    [Learning, Practice] Rethinking information literacy through understanding disciplinary information practices @edwardluca #i3rgu
    The next session I attended at the i3 conference was Edward Luca (an academic librarian at the University of Sydney) on Truly embedded librarianship: rethinking information literacy through understanding disciplinary information practices in higher education. Luca moved on to look at varying information practices within disciplines, and relating information literacy to that.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, JUNE 28, 2017
    [Learning, Practice] Instructional Librarians Talk about the #ACRLFramework #i3rgu
    The presenters were reporting on a survey they carried out amongst librarians in the USA, investigating "information literacy instruction practices" (concerns, views and practice). They included questions about how/whether librarians were incorporating the Framework in their practice. More broadly, questions concerned assessment practice, extent and nature of collaboration with faculty, objectives for information literacy education etc.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, JUNE 28, 2017
    [Learning, Practice] Visual methods as an entry point to information practices #i3rgu
    Alison Hicks and Professor Annemaree Lloyd presented on Seeing information: visual methods as an entry point to information practices. They adopted a definition "the use of images to learn about the social world" (Hartel et al., Lloyd followed by saying something about her research into refugee youth, where they were asked to take photos about their information practice (they took a very large number of photos and had to select their top 5 that were most important to them).
  • CLARK QUINN  |  TUESDAY, JUNE 27, 2017
    [Learning, Practice] FocusOn Learning reflections
    If you follow this blog (and you should :), it was pretty obvious that I was at the FocusOn Learning conference in San Diego last week (previous 2 posts were mindmaps of the keynotes). Here are my reflections on what happened a bit more, as an exercise in meta-learning. People are still talking about courses on a phone, but more folks were talking about extending the learning. The post FocusOn Learning reflections appeared first on Learnlets.
  • HAROLD JARCHE  |  MONDAY, JUNE 26, 2017
    [Learning, Practice] Antigonish 2.0
    At the same time that these early radio programmes helped spread public discourse on issues of national interest, the Antigonish Movement initiated adult learning activities focused on economic improvement in a generally impoverished region of Atlantic Canada. “Adult education was learning brought directly to the workplaces and homes of the people. As study and discussion proceeded, leaders would emerge who helped to initiate practical cooperative projects.
  • HAROLD JARCHE  |  MONDAY, JUNE 26, 2017
    [Learning, Practice] the discerning mind
    It usually takes time and practice to be a discerning sharer of knowledge. All professionals should regularly examine how their knowledge-seeking, sense-making, and sharing practices to see what they can improve. Learn how to become a knowledge catalyst in your field. “I find that discussing an idea out loud is often the way to kill it stone dead.” ” —J.K. Rowling (attrib.).
  • INFORMATION LITERACY WEBLOG  |  THURSDAY, JUNE 22, 2017
    [Learning, Practice] Our wicked problem: educating for digital literacy
    She identified challenges to digital literacy education including that people may overestimate their digital literacy skills, that information practices are complex, information seeking is a dynamic process, that people favour habitual practices and convenient solutions. Fortuitously, this evening an very interesting talk was given at the University of Strathclyde, Glasgow.
  • CONVERSATION MATTERS  |  TUESDAY, JUNE 20, 2017
    [Learning, Practice] Three Books Every KM Professional Should Read
    Much of the very helpful research and theory that under lies our field of KM is produced in the related disciplines of Organization Behavior, Organization Learning, Group Dynamics, Computer Science, and Organizational Psychology. They are: Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy , 2012, by Amy Edmondson, a Harvard Professor of Organizational Learning. It is a must read for anyone serious about helping an organization learn. .
  • HAROLD JARCHE  |  SATURDAY, JUNE 17, 2017
    [Learning, Practice] network learning cities
    Cities for Learning. In cities as learning platforms , I suggested one role of the city in the network era would be to enable knowledge-sharing and curate the knowledge of its citizens. Learning and innovation are more about making connections than having unique ideas. ” Cities can provide the intersections for learning. Here are some of Weiner’s observations of what made cities places for not just learning, but genius. Communities Learning
  • HAROLD JARCHE  |  MONDAY, JUNE 12, 2017
    [Learning, Practice] cities as learning platforms
    In 2008, CEO’s for Cities recommended a more inclusive way of supporting learning in the community. Basically, the city becomes the learning platform, not just for schooling but for other community support activities, such as policing and heath care. The new learning platform [the city?] would offer learning all over, all the time, in a wide variety of settings, from a wide range of people. The city becomes more than a learning organization.
  • INFORMATION LITERACY WEBLOG  |  WEDNESDAY, JUNE 7, 2017
    [Learning, Practice] New #openaccess articles:@JInfoLit anniversary issue: information literacy theory, discipline, learning and more!
    Recent developments in impact evaluation and their implications for information literacy practice by Sharon Markless, David Streatfield - Information Literacy: Agendas for a Sustainable Future by Ross J. The tenth anniversary of the open access journal Journal of Information Literacy has been celebrated with a bumper issue (volume 11 issue 1) of articles by information literacy experts from around the world.
  • HAROLD JARCHE  |  MONDAY, JUNE 5, 2017
    [Learning, Practice] organizing for the network era
    The perpetual beta working model is a framework of overlapping networks, communities of practice, and work teams. The model shows the need to communicate and learn across organizational boundaries, while still getting work done. It is based on an intelligent and engaged workforce learning with each other. Connected leaders practice the discipline of personal knowledge mastery which comprises working and learning out loud as well as critical thinking and active curiosity.
  • CLARK QUINN  |  WEDNESDAY, MAY 31, 2017
    [Learning, Practice] A learning meta-story
    Been thinking about how to generate meaningful learning in optimal (read: concise but effective) ways. And a lot of what I’ve been thinking about involves contextualized meaningful practice (no surprise there, eh?). This means that you need people in the learning loop; totally asynchronous isn’t going to work to develop rich capabilities. The post A learning meta-story appeared first on Learnlets. design meta-learning
  • CLARK QUINN  |  TUESDAY, MAY 30, 2017
    [Learning, Practice] Deliberate Practice
    The issue is that the program didn’t provide any practice in designing courses from go to whoa, it was all about theory. In the comments, many people talk about how the programs they went did include projects, but this raises issues around the role of programs as well as what practice means. Then the question becomes: how much practice? Indeed, if I need to develop a practical skill, I need to perform the skills. Focused practice. Intense practice.
  • HAROLD JARCHE  |  FRIDAY, MAY 26, 2017
    [Learning, Practice] understanding work
    What’s more, they’ve developed a variant of business practice that’s been termed “surveillance capitalism”. But creative writing can be anyone’s best training for speaking out — and if you’ve ever read novels, heard scripture, watched movies or TV, listened to songs, or learned folklore, then you’ve been studying your entire life how storytelling works. By applying your hand at creating it, you are not just attempting art, you are learning vital skills and life lessons.”
  • COLUMN TWO  |  SUNDAY, MAY 21, 2017
    [Learning, Practice] Get a checkup of your intranet with our Annual Intranet Review methodology
    Recommendations for actions across all aspects of the intranet, outlining practical steps that can be taken by the team. Learn more, and make it happen. Modern intranets play an increasingly important role in business, but they can’t stand still, or be taken for granted. Like any complex piece of machinery, intranets need regular servicing and maintenance. A bit over a month ago, we announced the pre-release of our new Annual Intranet Review package.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, MAY 19, 2017
    [Learning, Practice] New articles: transition, transfer students
    Reference Services Review volume 45 issue 2 2017 (priced publication) includes: - Thinking critically about information by Eleanor Mitchell , Sarah Barbara Watstein - Getting Out the Truth: The Role of Libraries in the Fight against Fake News by Oliver Batchelor - Exploring Motivation: Integrating the ARCS Model with Instruction by Krista M.
  • HAROLD JARCHE  |  MONDAY, MAY 15, 2017
    [Learning, Practice] integrating personal knowledge mastery
    I developed the personal knowledge mastery (PKM) framework for myself, beginning in 2004, as a way to make sense of all the digital information flows around me and to connect with others to improve my practice. Last year Jane Hart and I worked with The Carlsberg Group to add PKM into their Learning Leaders Program. Below are some highlights from these posts showing an integrated approach to using PKM for continuous learning.
  • CLARK QUINN  |  WEDNESDAY, MAY 10, 2017
    [Learning, Practice] Designing Microlearning
    Earlier, I wrote about designing microlearning, but what I was really talking about was the design of spaced learning. To set the stage, here’re we’re talking about layering learning on performance in a context. To make it learning, what you really need is to support developing an ability to understand the rationale behind the steps, to support adapting the steps in different situations. Yesterday, I clarified what I meant about microlearning.
  • HAROLD JARCHE  |  WEDNESDAY, MAY 10, 2017
    [Learning, Practice] the missing half of training
    In my last post on the uncertain future of training I said that promoting self-directed learning, supporting social learning, and removing barriers to learning should replace training course development and delivery. When training is needed, such as learning how to do a procedural task, it can be automated through simulation. A lot of practice, with difference scenarios and variable, is needed to prepare for these conditions. We can embed learning with work.
  • CONVERSATION MATTERS  |  TUESDAY, MAY 9, 2017
    [Learning, Practice] Using Teams to Solve Hard Problems: A Book Review of Collaborative Intelligence By Richard Hackman
    His study looks at how teams of intelligence analysts learn from each other in order to tackle the threats of international terrorist and other risks to our security. Hackman’s book is filled with practical understanding about teams. And the team has, at least moderate stability, which gives members time to learn how to work well together.”. The end calls for a systematic debrief to learn from their own experience. How We Learn in Organizations Collective Intelligenc
  • HAROLD JARCHE  |  MONDAY, MAY 8, 2017
    [Learning, Practice] the uncertain future of training
    Large organizations created training departments, now called ‘learning & development’ or some other variant, but still focused on one thing: looking backwards. The notion of best practices still permeates the business of training. Best practices, and even good practices, assume a state of order. Any best and good practices are being automated by software and machines. The best tool we have to deal with uncertainty is human learning. Focus on Learning.
  • COLUMN TWO  |  WEDNESDAY, MAY 3, 2017
    [Learning, Practice] Four weeks until the best #intranet speaker lineup in the southern hemisphere
    Practical, relevant workshops. Learn more. Intranets2017 is the biggest intranet conference in the southern hemisphere , running in Sydney on 31 May-2 June 2017. It’s now just four weeks until it all kicks off! Read down for details, and then register online. Just a few of our outstanding speakers! At Step Two, we know intranets and digital workplaces.
  • HAROLD JARCHE  |  WEDNESDAY, MAY 3, 2017
    [Learning, Practice] knowledge-sharing, post-technology
    Over many years of working with enterprise knowledge-sharing and collaboration tools I have learned that the hard work comes after the software has been installed and the initial training sessions are over. Practice and feedback are needed, as well an environment that reduces barriers to seeking out knowledge, having time to make sense of it, and sharing it with discernment. Transparency is a necessity for social learning.
  • INFORMATION LITERACY WEBLOG  |  FRIDAY, APRIL 28, 2017
    [Learning, Practice] Teachmeet: Supporting online learners, what works?
    Different modes of study are becoming increasingly common in education and at Aston University we are about to launch several online learning courses. will also aim to instigate discussion of the challenges in provision of information literacy support to online learners and gain an overview of the potential methods and good practice involved. There is a Teachmeet in Birmingham, UK (at Aston University), on 12 July 2017 1-4pm: Supporting online learners, what works?
  • CLARK QUINN  |  THURSDAY, APRIL 27, 2017
    [Learning, Practice] Innovation Thoughts
    I made the point that when you’re innovating, designing, researching, trouble-shooting, etc, you don’t know the answer when you start, so they’re learning situations, though informal, not formal. And they heard me note that agility and adaptation are premised on informal learning of this sort, and that the opportunity is for L&D to take up the mantle to meed the increasing need. There was interest but some lack of clarity around meta-learning.
  • CLARK QUINN  |  WEDNESDAY, APRIL 26, 2017
    [Learning, Practice] Human Learning is Not About to Change Forever
    In my inbox was an announcement about a new white paper with the intriguing title Human Learning is About to Change Forever. Our learning runs on our brain, our wetware. As a famous article once had it: phenotypic plasticity triumphs over genotypic plasticity (in short, our human advantage has gained via our ability to adapt individually and learn from each other, not through species evolution). Is that transforming learning? design meta-learning technology
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