Libraries as Communally Constructed Sites of Participatory Culture: Composing Narratives of Participatory Literacy and Enchantment

Buffy Hamilton | April 2012

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how do we

transform

ourselves and libraries?

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Instructional Partner

Program Administrator

Leader Information

Specialist

Teacher

what’s in a

name? CC image via http://www.flickr.com/photos/peewubblewoo/4685140963/sizes/l/

who and what are

we?

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trustworthiness

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likability

fantastic product or service

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enchantment

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enchantment: sustained, voluntary delight that is mutually beneficial

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“enchantment transforms situations and relationships.” Guy Kawasaki, Enchantment: The Art of Changing Hearts, Minds, and Actions

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relationships are the cornerstone of libraries and participation

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“…participatory teaching methods simply will not work if they do not begin with a

deep bond between teacher and student. Importantly, this bond must be built

through mutual respect, care, and an ongoing effort to know and understand one

another.”

Quote: http://chronicle.com/article/A-Tech-Happy-Professor-Reboots/130741/#disqus_thread CC image via http://www.flickr.com/photos/nattu/4085398562/sizes/l/in/photostream/

Dr. Michael Wesch Associate Professor of Cultural

Anthropology Coffman Chair for Distinguished

Teaching Scholars Kansas State University

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librarians are like gardeners who must cultivate and nurture relationships

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library is the shared story of the

human

experience

libraries as communal experiences and “commonplace” texts constructed by participants

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libraries as sites of the experience of self-excavation and discovery through learning

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how do we grow a culture of participatory culture, relationships, and learning communities as librarians?

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participatory learning is a lens to

help us see the possibilities and

create a context for crafting a shared

vision of library in learning

communities

participatory learning and literacy

are scalable to

the needs of a

learning community

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libraries as site of participatory

culture and learning instructional design and learning experiences to

build participatory literacy

relatively low barriers to artistic expression and civic engagement

strong support for creating and sharing one’s creations with others

what is known by the most experienced is passed along to novices

members feel some degree of social connection with one another

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members believe that their contributions matter

communities formed around content and information literacy standards

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communities formed around passions, interests, wonderings, and curiosity

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librarians can be the catalyst to spark larger change in a learning ecosystem

Lear

nin

g C

om

mu

nit

ies

and

Li

bra

rian

s

Read, listen, watch, and learn at http://pewinternet.org/Presentations/2011/Oct/Internet-Librarian.aspx and http://bit.ly/AEw9iG

“librarians as a “node” in networks attuned to perpetual learning”

Quote Source: Slide 24, http://www.slideshare.net/PewInternet/libraries-and-learning-communities-internet-librarian?from=ss_embed

CC image via http://bit.ly/r8oa8n Hear Dr. Wesch’s TED Talk http://www.youtube.com/watch?v=LeaAHv4UTI8

how do we disrupt what paulo freire terms the “banking” system of education that devalues

inquiry?

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CC image via http://www.flickr.com/photos/marcwathieu/2980385784/sizes/l/in/faves-10557450@N04/ Participatory Librarianship and Change Agents: http://blip.tv/file/1566813

librarians craft learning experiences to support students and teachers contributing to dialogic conversations for learning through participation

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enrich participatory, dialogic conversations for learning by facilitating and scaffolding discourse in multiple transliterate contexts

Transliteracy is an umbrella term encompassing different literacies and multiple communication

channels that require active participation

with and across a range of platforms, and embracing both linear and non-linear messages Dr. Susie Andretta London Metropolitan University

Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf

Transliteracy is a “a convergence of literacies” (Lippincott, 2007: 17) as the boundaries between medial literacy, digital literacy, technology literacy and information literacy become blurred when individuals evolve from

consumers of information to producers of

content. Dr. Susie Andretta London Metropolitan University

Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and http://net.educause.edu/ir/library/pdf/ERM07610.pdf

Transliteracy is concerned with mapping meaning across different media and not with developing particular literacies about various media. It is not about learning text literacy and visual literacy and digital literacy in isolation

from one another but about the interaction among all these literacies. Tom Ipri Liaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at Drexel University

Source: http://crln.acrl.org/content/71/10/532.full

open and transparent

social

inquiry driven

learner driven

choices

Project New Media Literacies: The 5 Characteristics of Participatory Learning (CPLs)

Source: http://playnml.wikispaces.com/PLAY!+Framework

meaningful

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http://www.flickr.com/photos/floater81/3679792730/sizes/l/

play

and experimentation

integrated learning space that values connections between home, school, community, and the world

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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire

teachers and students as co-teachers and co-learners

learning that feels relevant

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opportunities to create and solve problems CC image by http://www.flickr.com/photos/blackbutterfly/3082335820/sizes/l/in/photostream/

Create Circulate

Collaborate Connect

Source: http://playnml.wikispaces.com/PLAY!+Framework

Project New Media Literacies 4 C’s: Practices of Participation

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resistance

Original photograph by Buffy Hamilton

Original photograph by Buffy Hamilton

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focus on pedagogies and processes first, tools and mediums for learning secondly

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social media and web 2.0 tools can amplify conversations for learning and

expand learning networks

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technology is just one piece in the puzzle of fostering community and a culture of participatory learning

be open to encouraging participation with many mediums

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“there is no one size fits all model of participatory learning”

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http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html

Graphic used with permission from Dr. Barbara Stripling

connect

1

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“awakening prior knowledge” Kristin Fontichiaro

Connecting

providing context and background

knowledge/building schema

providing focus to deal with information overload (big idea

thinking)

Connecting

Provide choices

Collaborative knowledge

building

Scale/share constructed knowledge

Bubbl.us

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Source: http://theunquietlibrarian.wordpress.com/2012/01/26/media-21-student-shares-her-creative-approach-to-mindmapping/

wonder

2

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Wonder

Developing questions

Small/whole group

brainstorming

Scale/share constructed knowledge with larger

“classroom”

collective knowledge and curation as we wonder

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fishbowl discussions

investigate

3

Investigate

Search Skills Organizing

Information Evaluating

Information

Reflection/

Metacognition

Information dashboards

Ethical use of information

inquiry, engagement, and collective intelligence face to face

inquiry, engagement, and collective intelligence via virtual mediums

netvibes

symbaloo

curation

construct

4

Constructing New Understandings

Synthesis

Finding patterns/ relationships

Developing conclusions

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Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2

Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2

express

5

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Express

Shared Learning

Authenticity/ Digital Rigor

Creativity

“Looking at this across the disciplines you start to see how important the knowledge-creation activity plays into the sense of identity. The overriding theme is that one does not become a “scholar” until they have created something new. In their eyes, it is the act of creation that distinguishing the student from the scholar.”

Brian Mathews, Assistant University Librarian at UC Santa Barbara

netvibes

reflect

6

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Reflect

process product

Reflect: Assessment and Evaluation

Formative

Summative Self

Formative and Summative Assessments

• Presentations

• Portfolios

• Text based papers

• Reflective narratives in written or video format

• “Ticket out the door”

• Multimedia creations (Voice Thread, Video, Glogster)

• Tests/Exams

• Performance based tasks

Source: Stripling, 2009

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focus on the learner experience to provide students more ownership and increased participation in conversations for learning

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joyfully embrace the messiness of participatory learning

embrace the

wobbles

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change and

understanding=

innovation

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Participatory Librarianship and Change Agents: http://blip.tv/file/1566813

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participation creates enchantment

enchantment is the nectar CC image via http://www.flickr.com/photos/da100fotos/490875588/sizes/o/in/photostream/

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build communities

“Don't judge each day by the harvest you reap, but by the seeds you plant.” Robert Louis Stevenson

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Original photograph by Buffy Hamilton

compose the story of library with your learners

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Q&

A

Q&A

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contact information

buffy.hamilton@gmail.com http://theunquietlibrarian.wordpress.com

http://buffyjhamilton.wordpress.com Twitter: @buffyjhamilton

learn more

http://theunquietlibrarian.wordpress.com/category/participatory-librarianship-and-learning/

works cited

Kawasaki, Guy (2011). Enchantment: The Art of Changing Hearts, Minds, and Actions (Kindle Locations 116-118). Portfolio. Kindle Edition.