Jasiu Milanowski, Judi Buchman, richa

People who have been instrumental in working on issues of alleviating hunger and homelessness in the Grand Rapids, Michigan area:

• Jasiu Milanowski

An interview with Jasiu Milanowski / filmed by Wes Rehberg, Wild Clearing. 2006. Mary Idema Pew ASRS - Videorecordings HM1281 .M542 2006 http://library.catalog.gvsu.edu/record=b3387149~S19

• Judi Buchman and richa (formerly known as Richard Chandler)

Here is some background: “Judi Buchman, richa, and many others continued the Well House mission for more than a decade” - http://www.wellhousegr.org/about/from-humble-roots/ and http://therapidian.org/does-everyone-deserve-have-place

Background about Judi in particular:

http://indiawritingstation.com/peacemaker-judi-buchman/,   http://grhistory.blogspot.com/ , http://careervisionsjudibuchman.blogspot.com/ .

About both Judi and her partner, richa:

http://indiawritingstation.squarespace.com/judi-richa-ending-homelessness/ 

richa in particular:

http://indiawritingstation.com/richas-witness/ , http://careervisionsricha.blogspot.com/

Info about Well House:

http://www.wellhousegr.org/

https://www.facebook.com/pages/Well-House/437732526237528

http://www.rapidgrowthmedia.com/features/WellHouse13.aspx

Metaliteracy Model; Threshold Concepts

Jacobson, Trudi E., and Thomas P. Mackey. "Proposing a metaliteracy model to redefine information literacy." Communications in Information Literacy 7.2 (2013): 84-91. http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path[]=v7i2p84

• Jacobson and Mackey see the metaliteracy model as a kind of unified theory for information literacy, but what I see is informed learning as reflected in Harlan, Mary Ann, Christine Bruce, and Mandy Lupton's "Teen Content Creators: Experiences of using Information to Learn." Library Trends 60.3 (2012): 569-87. http://search.proquest.com.ezproxy.gvsu.edu/docview/1009906531?accountid=39473  as discussed in my previous blog post.
• The blogsite http://metaliteracy.org/  includes learning objectives, practice (assignments), and the article mentions a Metaliteracy MOOC with a badging system (gamification or continuing ed credits?).
• The best thing they do is to tie their work to SCONUL's Seven pillars and UNESCO's Paris OER declaration, along with UNESCO's Media and information literacy curriculum for teachers.

Hofer, Amy R., Lori Townsend, and Korey Brunetti. "Troublesome concepts and information literacy: Investigating threshold concepts for IL instruction." portal: Libraries and the academy 12.4 (2012): 387-405. http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v012/12.4.hofer.html

I have some trouble with this trio's conceptions of threshold concepts in info lit:

• Metadata=findability (402). I think metadata is key to findability, but am not certain that students need to understand and recognize as much as Hofer et al state.
• Good searches use database structure (402). Yes, I agree that (like communities--Harlan et al), information has an underlying system of organization, whether it seems logical or not to newcomers. I think this is closer to a threshold concept than "Good searches use database structure."
• Information as a Commodity (403) --  this is a capitalist viewpoint, a frontier economy concept. It is what has contributed to our current journal and textbook pricing crisis. If reframed, one could say that information is part of community, and as Harlan et al saw, students see the value of giving credit when they belong to the community and are modeling their own work on others'. 
• Research Solves Problems -- does it? Sometimes, but not always. Experimentation is part of learning, and at GVSU many academics try to connect their (or their students') research to the community, but is this essential?

 I do like: 

• Format as a Process (403), meaning that format is a result of the process of creating information and that it may be important to evaluate it accordingly.
• Authority is Constructed and Contextual -- "what constitutes authority changes depending on the context" along with Harlan et al's idea that each community creates its own criteria for trusted sources.
• "Primary Source" is an Exact and Conditional Category. Sources are "created and used differently in different disciplines" and should "be considered ... in ... context" but may shift to another category "when viewed through a different disciplinary ... lens."

Ianuzzi, Patricia Anne. "Info lit 2.0 or Déjà Vu?" Communications in Information Literacy 7.2 (2013): 98-107.  http://www.comminfolit.org/index.php?journal=cil&page=article&op=view&path[]=v7i2p98

I agree with Ianuzzi's assertions that we don't need a re-statement of the info lit standards, but rather an integration into existing frameworks of learning outcomes such as:

The Lumina Foundation. (2011). Degree Qualifications Profile. http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf "so that the outcomes are 1) introduced, reinforced, and applied to the discipline[s] through integration with disciplinary context; and 2) demonstrated through a culminating experience" (102). Teaching needs to include "authentic formative assessments" which "scale" and can be collected for "program and institutional evidence of success" along with involving "students in their own assessment" and including summative assessment (103). She mentions the CLA, which GVSU tried and rejected as too costly, the
Collegiate Assessment of Academic Proficiency (CAAP), or the Educational Testing Service (ETS) Proficiency Profile (formerly MAAP) as other possibilities (is GVSU using either?). Ianuzzi states that SAILS does NOT assess info lit, but that the iSkills from ETS does, although it "is expensive and can be difficult to administer" (104). However, "true assessment of student learning is through direct assessment of academic work. E-portfolios...." Ianuzzi recommends that ACRL "work with higher ed associations...(i.e., AAC&U),"...focus on clarifying info lit in "existing national frameworks," help with curriculum mapping development models, and "partner to promote already developed, normed, and reliable rubrics...."(105). She stresses that librarians "need to partner on course and curriculum design, possess technology as well as pedagogical skills, and struggle to partner with faculty who believe the ownership of the course and the curriculum begins and ends with the instructor" (106).

Informed Learning & Teens

Harlan, Mary Ann, Christine Bruce, and Mandy Lupton. "Teen Content Creators: Experiences of using Information to Learn." Library Trends 60.3 (2012): 569-87.
http://search.proquest.com.ezproxy.gvsu.edu/docview/1009906531?accountid=39473

Info practices: 
1.  Gathering = learn how to interact, community expectations, tools for creating 
     content 
     (1st & 2nd Faces of informed learning: 
          1st "info awareness & communication" = gathering; 
          2nd "sourcing info" = browsing & searching)

     A.  Inspiration - ideas encountered serendipitously (not intentionally) cause 
           emotional resonance. Requires openness.
     B.  Focused browsing - more intentional, but no specific need identified, just 
          interest (e.g., bookmarks, favorites).
     C. Direct searching - specific skills needed: 
             application / doing - tutorials, search engines
             social contacts - online communities, forums 

2.  Thinking = learning by engaging with & integrating info into existing knowledge

      (3rd & 4th Faces: 

          3rd "info process" = planning & reflecting; 

          4th "info control" = musing & considering) 

     A. Choosing a community:

          1. Participatory culture - 

              a. low barriers - low cost & ease of use

              b. welcoming

              c. strong support - sharing, feedback, encouragement, mentorship

          2. Observation - 

              a. tenor of interactions

              b. social mores (rules, expectations)

              c. evaluate potential role 

     B. Evaluating authority - trusted sources provide valuable info to improve process

          1. Popularity within community

          2. Self-confidence of provider

          3. Helpfulness / usefulness for future, especially if there was a personal aesthetic 

              response.

     C. Musing - unaware / subconscious inspiration (idea in background)

     D. Considering - exploring inspirational sources in depth (collecting, reading, 

          responding, interacting, emulating)

     E. Planning - discussion / conversation (bouncing ideas around)

     F. Reflecting - by trial & error, & problem solving

3.  Creating 

     (5th & 6th Faces:

          5th "knowledge construction" = modeling

          6th "extending knowledge base" = composing)

 

     A. Participating - commenting & liking - building a library of content attached to

          their profile

     B. Copying - copy & apply content in order to: master tools & techniques, & build 

         confidence

     C. Modeling - use others' content as a guide but apply techniques / choices 

         differently

     D. Composing - new, original content demonstrates: knowledge of skills, 

          community practices, & creative engagement with info.

SPA 499 Fall '13 Última entrada

Estudio independiente, otoño 2013: hasta el aprendizaje informado

Normalmente, se usa la voz activa cuando escribir artículos, excepto con frases bien conocidos como "Es bien sabido que...".

Se usa "estar" para hacer una declaración más personal, subjetiva: "en mi opinión, está relevante".
Se usa "ser" para hacer una declaración más objetiva.

En vez de usar "Porque" para empezar una frase, se usa "Puesto que" al principio.

La lista para el semestre próximo, invierno 2014:

1. Biblioteca de la Universidad de Zaragoza: Plan estratégico 2013-2016
2. La Biblioteca de la Universidad de Navarra--Publicaciones, http://www.unav.edu/web/biblioteca/conocenos
3. Zapiráin Sagaseta, Pedro José. (2006). Docencia y cultura bibliotecaria americana frente a la española: una experiencia. El profesional de la información. 15(1), pp. 36-42. http://dspace.unav.es/dspace/handle/10171/2878
4. Bertolini, María Violeta Bibliotecarios de enlace o “Liaison librarians”: un nuevo servicio de referencia, ¡hoy! Posted in Profesionales de la información y usuarios marzo 25, 2013  http://www.infotecarios.com/bibliotecarios-de-enlace-o-liaison-librarians-un-nuevo-servicio-de-referencia-hoy/  
5. Campal García, Mª Felicidad. ALFIN de la A a la Z. Educación y Biblioteca, 2006, vol. nov-dic, nº 156, pp. 49-55 http://sid.uncu.edu.ar/sid/alfin/glosario-alfin/

6. ALFIN 2013: “Hacia una nueva cultura informacional” Septiembre 19, 20 y 21 de 2013- Segundas Jornadas Regionales de Alfabetización Informacional: ALFIN. http://alfin2013.congresos.unc.edu.ar/programa/ (escoger algunos e imprimirlos)

7. Alfabetización informacional  http://es.wikipedia.org/wiki/Alfabetizaci%C3%B3n_informacional
8. Fulbright documentos: http://fulbright.es/

·        Mirar los contentos de estas revistas cada mes:

o   Documentación de las Ciencias de la Información http://revistas.ucm.es/index.php/DCIN

o   Ibersid: revista de sistemas de información y documentación http://www.ibersid.eu/ojs/index.php/

o   Investigación Bibliotecológica http://www.journals.unam.mx/index.php/ibi/issue/archive

o   El Profesional de la Información http://elprofesionaldelainformacion.metapress.com/

o   RELIEVE (Revista ELectrónica de Investigación y EValuación Educativa) ) http://www.uv.es/RELIEVE/

 

·   Resultados esperados:

• borrador del documento, 10-15 páginas, en el estilo español adecuado para una presentación o artículo
• correspondencia por correo electrónico con los bibliotecarios españoles 
• currículum vitae en el estilo español

Las letras acentuadas: á é í ó ú ü ñ ¿ ¡

Approaches to teaching

Lindblom-Ylänne, S., et al. "How Approaches to Teaching are Affected by Discipline and Teaching Context." STUDIES IN HIGHER EDUCATION 31.3 (2006): 285-98.

On Sept 30, 2013, I wrote that I wanted to read the reference above from the article by Feixas, Mònica. "Enfoques y Concepciones Docentes En La Universidad. [Teaching Approaches and Conceptions Taken by University Faculty]." Revista Electrónica de Investigación y Evaluación Educativa 16.2 (2010): 1-27.

I found that the Lindblom-Ylänne article wasn't really applicable to my papers except to validate that faculty from "hard" disciplines (e.g., physics, chemistry, biology, including applied fields such as medicine) tend to be more teacher-focused and those from "soft" disciplines (everything else) tend to be more student-centered. One useful quote on p. 288, which may pertain to Uni de Ibagué: "it seems to take at least a year for the positivie effects of pedagogical training to emerge. Shorter training periods seem to make teachers more uncertain about themselves as teachers. These results imply that self-efficacy belifs, and approaches to teaching, change slowly."

Threshold concepts

Meyer, Jan H.F., Ray Land, and Caroline Baillie (eds.). Threshold Concepts and Transformational Learning. Sense Publishers, 2010.

Page 3 definition of "proactive knowledge." Page 7 = correspondence to deep learning as extended by Ramsden to include the transfer of knowledge to new situations/problems, & the application of informed learning. Page 9 includes alertness, positive attitude, & ability to apply knowledge as part of "proactive knowledge." Alertness has to include "weakly cued" situations (p.12), & include "freeform noticing & self-initiated engagement" -- "intrinsic motivation" (p.14). Page 16 despite this book's denial of "deep learning" and phenomenography, it acknowledges the need to accept variation, disciplinary contexts, process, & transformation (variation theory, etc., are part of C. Bruce's underpining of informed learning).

--------------------------------------------------------------------------------------------------

Christine S. Bruce, Mary M. Somerville, Ian Stoodley, Helen Partridge (2013), Diversifying Information Literacy Research: An Informed Learning Perspective, in Mark Hepworth, Geoff Walton (ed.) Developing People’s Information Capabilities (Library and Information Science, Volume 8), Emerald Group Publishing Limited, pp.223-240. DOI: 10.1108/S1876-0562(2013)0000008018 ; http://library.catalog.gvsu.edu/record=b3570873~S19

"Informed learning attends to variation in peoples' information experiences rather than their skills or attributes. Within the framework of informed learning, ... information literacy education ... [is] changing awareness of people's experiences of using information to learn" (225). "a holistic approach to understanding information use" ... takes into account the interrelations between people and their environment" (226).

"Key principles... include:  ...

• ... simultaneous attention to information use and discipline content.
• Emphasizing learners' awareness, either of different aspects of how they use information to learn, or of different facets of one aspect....
• ...inseparable connection between people and their world," (226-7)

"holistic social context...importance of each individual as a contributing member of the social group.... reciprocal relationships between one's social groups and the natural world. ... involved all dimensions of one's being while providing both personal development and technical skills through participation in community life.... essentially a community integrated expression of environmental education" (Cajete, 1994, p. 26 as quoted in Bruce et al, p.234).
"lives are truly and profoundly connected to other people and the physical world, reflecting a deep relationality" (ibid).

"Such a framework suggests a way of being in the world, as well as experiencing the world, in which learning is cultivated within a community culture that values information and knowledge closely intertwined with the experience of using information to learn. This approach to learning departs significantly from Western societies' assumptions about information and learning" (234).

"In the interpretive tradition...some researchers focus on...the way in which people in different contexts build meaning together...."
"learning groups or communities ... are grounded in specific contexts. Significant diversity exists in the kind of information or knowledge that is valued.... In spiritually grounded cultures, ... emphasis [lies] on experiencing information as transformational and subjective.... Information in these cultures appears also as purposeful and intentional" (235). "... information...becomes part of a process that determines action, enables insights, creates a work of art" (Bruce, 2008, p.101, as quoted in Bruce et al, p. 236).

"Such insights highlight the need for educators...to ensure that they understand the information experience of the communities they serve instead of assuming the validity of pre-existing information literacy standards and models" (236).

"it may not be useful to continue to treat academic, workplace and community settings as separated" (Lloyd, 2010, as summarized in Bruce et al, p.237) ... "perspectives intermingle" (237).

"Understanding information experience from multiple perspectives ... has the potential to guide...practitioners, in refining their practice, since the experience of information use is pervasive across settings" (237).

"Future agendas"
"d. The need to enquire into whether the language of informed learning counters the dominating assumption that information literacy is comprised of skills and behaviours to be learned" (237).

[Conclusion]
"information use...is...creative, transformational and collectively achieved. [rather than paternalistic, "controlled and correct"] ... socially grounded ways of understanding...constructed in and through relationships; [w/fac liaisons, e.g., DW, VV, MV] spiritual information and spiritual experiences as different from conventional understandings..." (238).

TO READ:
Harlan, Mary Ann, Christine Bruce, and Mandy Lupton. "Teen Content Creators: Experiences of using Information to Learn." Library Trends 60.3 (2012): 569-87.
http://search.proquest.com.ezproxy.gvsu.edu/docview/1009906531?accountid=39473

Somerville, Mary M., and EchoHawk, Dana. (2011). Recuerdos Hablados/Memories spoken: Toward the co-creation of digital knowledge with community significance. Library Trends, 59(4), 650-662.  http://search.proquest.com.ezproxy.gvsu.edu/docview/868866506?accountid=39473 
 

SPA 499 F'13 Últimos dos artículos

Estudio independiente, otoño 2013: hasta el aprendizaje informado

Tamayo-Rueda, Deymis, et al. "Diagnóstico Del Grado De Alfabetización Informacional En Los Profesionales Del Centro Tecnologías Para La Formación De La Universidad De Las Ciencias Informáticas1/Analysis of the Degree of Information Literacy among Professionals of the Technologies Training Center of the University of Information Sciences." Revista Espanola de Documentacion Cientifica 35.2 (2012): 347-360.

En página 349, "el tránsito de la sociedad de información a la sociedad del conocimiento....y sociedad del aprendizaje." Sí, siempre aprendemos, y para trabajar, comunicar, etc., es necesario que nos convirtamos en un mundo con cultura del aprendizaje permanentemente / de por vida / a lo largo de la vida / continuo.

¿Es ALFIN derecho básico de la humanidad, que dijeron en Praga, 2003? Si es una "herramienta para el trabajo de aprender" (352), claro que sí.

Como resultado de esta investigación, el grupo proveyó varios recursos -- aportes...pero no es posible asegurar que el claustro se va a utilizarlos -- no es posible determinar salida o consecuencia. Y me pregunto ¿cómo se evaluará el aprendizaje del profesorado?

Para leer: La Biblioteca de la Universidad de Navarra--Publicaciones,
http://www.unav.edu/web/biblioteca/conocenos .

Vocabulario:
al alcance = (in the reach)
azar = (random)
BD = bases de datos
brecha = (divide/breach/gap), ej brecha digital
claustro = facultad
destreza = (dexterity)
eje = centro de actividad (axis)
encuesta = pregunta de investigación
esfera = campo/cara/provincia
estrechamente vinculada = (strictly related/tightly linked)
herramiento = instrumento (tool)
lograrse = realizar (achieve)
logro = éxito/realización
muestra = (sample)
plantear = proponer
planteadas = propuestos (posed/raised/proponents)
pretenderse = proponer/plantear
recopilar = recoger/juntar/reunir (collect)
superación = mejoría
trazándose = delineando
trazarse = establecer (draw)

Sanz-Santacruz, V.; Serrano-Vicente, R.; Iturbide-Tellechea, M.A. (2013). La estancia en bibliotecas extranjeras como instrumento de formación bibliotecaria: la experiencia de la Universidad de Navarra (2003-2010). Revista Española de Documentación Científica, 36(1): 1-8. http://dx.doi.org/10.3989/redc.2013.1.896

Porque en España la retención no es tan problemático que en otros países, aumenta la necesidad de motivar al personal. Así, los gestores de las bibliotecas de la Universidad de Navarra (BUN) usaron las tres estrategias de valorar al individuo, proveer oportunidades de desarrollo profesional, y proveer mentores. Algunos de los bibliotecarios de BUN pasaron 3 meses en bibliotecas de los EEUU o Reino Unido como parte de un programa del desarrollo profesional durante 2003-2010. El proyecto resultó en una mejoría de la “satisfacción personal en los bibliotecarios, que es la mejor garantía de un trabajo de calidad” (3). También, resultó en mas internacionalización. Por eso, me da ejemplos para escribir la propuesta de sabático, especialmente la descripción de las tareas complementarias. Después de leer este artículo, ya sé que soy bibliotecaria temática, y que en España se llaman nuestro modelo de “Library Learning and Information Commons” “CRAI,” Centros de Recursos para el Aprendizaje y la Investigación.

Vale, razones para un sabático de estancia, o intercambio: “mejora en su [mi] desarrollo profesional,” … me permitirá “conocer nuevos modos de trabajar y” … me proporcionará “una visión global del trabajo en una biblioteca.” También la tarea que realizaron los bibliotecarios de UN es lo mismo como mi tarea y puedo mejorarla por experimentarla en otro país y lenguaje: integrar “como parte del cuerpo docente de las Facultades,” como parte de colaborar “impartiendo clases de alfabetización informacional y en ocasiones participan en las reuniones de los departamentos como un profesor más, la estrecha colaboración entre bibliotecarios y profesores en el diseño de programas formativos, la cooperación en el desarrollo de la colección y en la gestión del presupuesto” (5). Pero hay un aviso: “para el éxito de la estancia,” “el interés y la implicación de la persona de contacto son decisivos” (6). Mas razones: “es una oportunidad para aprender cómo se organizan en bibliotecas de países de culturas distintas…y comprobar qué están haciendo y cómo se enfrentan a los mismos problemas o dificultades a los que nosotros nos enfrentamos” (7).

Hay fraseología para la curriculum vitae en página 6, descripción de las tareas de los bibliotecarios temáticos.

Relato, leí sobre uno de los bibliotecarios de UN y su contacto:

Aznar, D.; Jost, R. (2011). A tale of two law libraries. AALL Spectrum, 15(2), 20-25. Disponible en: http://www.aallnet.org/main-menu/Publications/spectrum/Archives/Vol-15/No-2/pub-sp1011-Tale.pdf

y subrayaron que es necesario desarrollar una lista de proyectos en que está interesada la bibliotecaria de estancia, que proporcionaría su biblioteca con nuevos servicios, y que sería servicio útil a la biblioteca de acogida. Era necesario estar en contacto con los bibliotecarios en casa para explicar procesos o proyectos para saber si tendrían interés a la biblioteca. Aznar tenía reuniones con bibliotecarios acogidos con preguntas de los de casa, presentaba sobre BUN.

"As part of his exit interview, David Aznar offered helpful suggestions for hosting future visiting librarians that might be valuable for any library considering hosting international guests.

1. Create a master calendar of all the library and law school activities that are open to visitors (e.g., training, class presentations).
2. Set up a rotation with all library departments and arrange an invitation for the visitor to attend a staff meeting for each department.
3. Compile a list of projects with full descriptions of the goals and outcomes.
4. Reserve a work area with a computer and office supplies.
5. Provide log-ins and passwords to any library systems that the library may be using.
6. Develop instructions on how to use work area computers (e.g., passwords, printing).
7. Introduce the visitor to any faculty members who may share his or her interests.
8. Take advantage of the visitor’s expertise in areas of research to help with research or pathfinders.
9. Coordinate the librarian visits with other campus or regional libraries to facilitate learning opportunities in diverse environments." 

Otro artículo del programa para leer: 
Zapiráin Sagaseta, Pedro José. (2006). Docencia y cultura bibliotecaria americana frente a la española: una experiencia. El profesional de la información. 15(1), pp. 36-42. http://dspace.unav.es/dspace/handle/10171/2878 

Vocabulario:

encaminado = pretendido, apuntado, aspirado, dirigido (aimed)
estancia = visita o residencia ; programa de estancias = (exchange program)
gastos = expensas
hemeroteca = Biblioteca en que principalmente se guardan y sirven al público diarios y otras publicaciones periódicas. (RAE)
implicación = compromiso? o obligación (engagement with)
jornada = excursión de un día
sueldo = salario