New Transformational Professional Development: The Case of the … · 2019. 10. 28. · of a model...
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Transformational Professional Development: The Case of the
Pedagogical Skills Course in Academic Libraries in Uganda
Agnes Namaganda
Makerere University
Presented at the 20th LIASA Annual Conference, 30th September - 4th October, 2019
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Outline
Introduction
The Case study
Purpose & Research Qns
Theoretical framework
Methods
Findings & Conclusion
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Librarians’ Professional Development
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Introduction
Libraries are expected to impact their communities-meeting their needs/solving problems
How do we libraries impact their communities?
Providing quality library services (Innovate, Reinvent & Renvate)
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Introduction…
What needs to be done for librarians to transform library services?
Need to be empowered with knowledge, skills, right attitudes, values & beliefs
Need continuing professional development (CPD)
Not just any CPD, but transformative CPD
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Transformative Learning (TL)
Transformative learning refers to those learningexperiences that cause a shift in an individual’sperspective/frame of reference, consciouslymaking and implementing plans to changepractice
TL offers another perspective on adult learning
Adults are capable of seeing distortions in theirbeliefs, feelings & attitudes
Challenge/Question long-held beliefs
Cause a shift in perspectives
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Context of the Study
The PedSkills course was part of the wider INASPprofessional development activities with nationalconsortia(https://www.inasp.info/publications/inasps-face-face-training-evolution).
The course was implemented in six countries(Tanzania, Uganda, Kenya, Ethiopia, Malawi &Zambia)
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The Pedagogical Skills Course- Case study
The explicit goal of the course was to equipparticipants with the knowledge, skills andattitudes to deliver learner-centred training.
Specifically, the course proposed to transformparticipants into self-reflective educators whowould serve as change agents at theirrespective institutions.
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Objectives of the Course
To increase the participants:
Ability to make training learner-centred and engaging;
Confidence in delivering training;
Knowledge of pedagogical theory;
Ability (and motivation) to plan training;
Strategies for dealing with participant behaviour
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PedSkills-Course content
Needs Assessment, Importance of M&E
Learning theories
Learning Styles
Lesson Planning
Reflective practice
Managing participant behaviour
Learner-centred approach
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Course Format
Mini PPT presentations
Small & large group discussions,
Reflective Journal writing,
Individual presentations,
Role-play
Experiential activities
Follow-up activities
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Purpose of the Study
To inform our understanding of librarians'experiences of learning pedagogical skills.
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Research questions
How do participants describe their learning experiences?
What do the participants recognise as promoting these experiences?
What are the themes of this transformational learning? and
How might these learning experiences be characterised within the transformational learning framework
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Literature Review
Increased librarians’ involvement in teaching (Musoke, 2010; Namuleme-Kalemeera, 2015)
Lack of pedagogical knowledge and skills (Bell & Shank, 2004; Julien &Peacock, 2011).
Such competencies can be gained through CPD (Walter, 2006)
Professional development activities for librarians are irregular & inadequate(Lutaaya & Hoskins, 2015).
Methods and best practices of implementing professional development areless well-defined in LIS literature (Attebury, 2015).
Characteristics of transformative professional development activities (Longduration, Reflection, Interaction, Self-awareness, discomfort-Attebury, 2017)
Research is needed to provide evidence of what librarians considermeaningful/transformative CPD.
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Theoretical Framework
Adult learning theory and principles provide aframework for examining and understanding the adultlearning experiences of librarians while learningpedagogical skills, and recommend meaningful, andandragogically sound guidelines for such experiences.
Based on the idea that learning is the “process ofmaking a new or revised interpretation of meaning of anexperience” (Mezirow, 1990).
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Disorienting
Dilemma
Self-Critical
AssessmentDiscourse
Transformational Learning Theory
Exploration of new
ideas &
relationships
Planning a course
of actionTaking action
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Meaningful Contexts
Cognitively challenging
Emotionally engaging
Personally relevant
Socially satisfying
Knowledge claims are questioned & defended
Discussions & Interaction
Deeper understanding
What transforms Learners?
Experience
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Methods
Qualitative, case study approach
Individual semi-structured Interviews.
Interviews (30-40 minutes)- audio-recorded and transcribed verbatim.
Thematic analysis
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Participant Demographics
Total of 10 participants
The sample was predominantly female (6/10;60%).
Level of education : All 10 participants hadMasters, 2 currently pursuing PhD
Working experience (More than 7yrs)
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Findings
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Captivating quote:
Before the training, I had a mindset that, it was the job ofthe teacher to facilitate the entire learning process bystanding in front of the class and giving the notes. It hadnever occurred to me that I needed to change my trainingapproach. However, during the workshop I was introducedto the learner-centred approach. I then realised theproblems inherent with my thinking and practice.
Findings: Disorienting Dilemma
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Perspective transformation
The predominant theme of perspective transformation wasempowerment. Participants gained confidence in teaching.
Participants emphasised the positive impact of the course ontheir pedagogical attitudes, capabilities and practices.
The learner-centred approach inspired changes in teaching.
Before I attended the pedagogical skills course, I wouldnot think about different ways I could facilitate libraryinstruction sessions. Now days, I think more about thelibrary users’ needs. I think about differentmethodologies…I want my learners to have the skills to dothings on their own.
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Change in practice
“I emphasis more practical work for students”
“I engage my students in activelearning…pause…frequently. These activities lead togood results because students share their knowledgeand experiences with peers”.
“Before attending the course, I would not think aboutdifferent ways of teaching…now I think about themethodologies of how to deliver my lessons in advance
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Conclusion
This study provides evidence of the successful implementationof a model for the professional development of librarians.
Professional development programmes that incorporatehands-on exercises, substantial content, collaborative inquiry,peer-to-peer dialogue, and reflective practice can facilitatetransformational learning experiences.
Findings show that prior to participation in the course,majority of the participants had limited understanding of howlearning takes place. Similar to international concerns (Bell &Shank,2004; Walter, 2006; Julien & Peacock, 2011).
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Implication for Practice Exploring the learning experiences of librarians from
the perspective of adult learning generatesimplications for theory and practice.
The findings of this study indicate that professionaldevelopment can be transformative for librarians ifcertain elements of course design are in place(learner-centred, sustained interaction, andopportunities for self-reflection).
Features of high-quality professional developmentactivities could be used as a framework whenplanning future CPD activities.
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References Attebury, R. I. (2015). Adult education concepts in library professional development
activities. New Library World, 116(5/6), 302–315. http://dx.doi.org/10.1108/NLW-08-2014-0100.
Attebury, R. I. (2017). Professional development: a qualitative study of high Impactcharacteristics affecting meaningful and transformational learning, The Journal ofAcademic Librarianship.
Lutaaya, C. and Hoskins, R. (2015). Staff training and development in Ugandanprivate chartered university libraries. Innovations: Journal of appropriateLibrarianship and Information work in Southern Africa, 2015(51), 46-64.
Musoke, M.G. N. (2010). Reconstructing Maklib with minimal resources. Paperpresented at
the World Library and Information Congress: 76th IFLA General Conference andAssembly, 10-15th August, 2010, Gothenburg, Sweden.
Namuleme-Kalemeera, R. (2015). Status and performance of university librarians inUganda. Makerere Journal of Higher Education, 6(2), 79-87.
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Contact:
Agnes Namganda
PhD Candidate
East African School of Library & Information Science, Makerere University