SomervilleLTF6PPt

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Enabling KnowledgeCreation: An OrganizationalDevelopment Approach for

Library Centrality

Mary M. Somerville, Ph.D.California Polytechnic State University

San Luis Obispo, [email protected]


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Organizational

Development Ideal

The organizational learning

environment will foster deeper and actionable - understanding of issues inherent in developinginformation literacy within variouseducational contexts.


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Organizational Assumptionsand Learning Priorities

Organizational conception of information is realproblem so knowledge enabling experiences aimto:Surface information conceptions and advancetheir complexity e.g., understand sources(textual, social, physical, and sensory) as morethan in need of metadata description (control)Stimulate information sharing and reflectivedialogue e.g., activate learning experiences thatproduce appreciated benefits from exposure to

diverse perspectives


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Organizational Knowledge

Creation TheoriesS ystemic big picture thinking(Checkland/UK)

S ocial information to knowledge exchange and creation processes(Nonaka/Japan)Differentiated informationencounter (and usage outcomes)experiences (Bruce/Australia)


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Early Information Literacy

Conception


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Shared Workplace and

Classroom Learning ResultsIntellectualquestion assumptions,improve thinking, and deepenunderstanding.Socialencourage cooperation andawareness, develop social identity, andfoster belonging and community.Personaldevelop self-awareness andself-efficacy, encourage commitment, andenable self-expression.Practicaldevelop teamwork skills,expand written and oral communication,and advance group proficiencies.


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Emergent Workplace

Information ConceptionsI nformation control paired with

information usageI nformation literacy aligned withdisciplinary mastery

Meaning making occurs throughsocial negotiation


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F ormative and Summative

Learning AssessmentContinuous KWL reflection:

What do you know?What do you need to know?How do you want to learn it?

informs ResearchInformation

Services& Education (R IS E) forum, database,

and education system design andcontent.


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Initial Interactive

Processes Assessment


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S oft S ystem Methodology Processes forOrganizational Meaning (POM)


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Participatory Design &

Organizational EvaluationUser generated, user implemented,user interpreted research on librarysystems and services, including focusgroups, usability studies, campussurveys, and stakeholder interviewsQualitative, evidence-based, interactive

sense making dialogue that promoteslearning through iterative problemidentification and exploration


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Master Teacher

Leadership PrinciplesLeaders foster a learning environmentconducive to enabling knowledgecreation through reflective inquiry andinformation exchange.They consistently demonstrate andencourage contextualizing systemsthinking.They encourage and acknowledge

boundary crossing relationship building.They practice explicit relationalinformation literacy in the workplace.


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Sustaining Organizational

SynergiesI lluminating intersubjective dialogue and reflection (Lloyd)Expanding boundaries of concernand influenceContinuing evidence-basedinformation practice (Partridge &

Hallam)Evolving purposes, processes, andrelationships


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N ew Campus Learning

and Teaching RolesCreators of applied educational

theory and producers of activelearning experiences, which areinformation-resource based andinformation literacy-enabling ...

that build upon (and extend)workplace learning experienceoutcomes.


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Knowledge-able

University OutcomesKnowledge Management Learning collections development faculty curricular collaborations

Digital research portals studentresearch partnerships (Rogers)

Knowledge Integration Knowledge Making New Media course(Gillette)Literature-Based S cientific Learning(LB S L) case studies (Elrod)


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Information Literacy

Education ConceptionsContent Frame disciplinary viewpointCompetency Frame performanceorientation

Learning-to-Learn Frame constructivist processPersonal Relevance Frame experiential engagementS ocial I mpact Frame societalimplicationsRelational Frame experientialdiscernment (Bruce, Edwards, Lupton)


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Theoretical F oundation forAdvancing Library Centrality

Originating, exchanging, and exercisingindividually held information to enablecollective knowledge sharing andcreation (Nonaka)Valuing campus constituencies situatedperspectives and establishing exchangerelationships that support inquiry andbuild community (Checkland)

Applying expanded information finding,interpreting, and using conceptions forsocial learning through meta-level reflection and dialogue (Bruce)


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Selected Core References

Bruce, C. ( 1997 ). The Relational Approach: A New Model for I nformationLiteracy. The New Review of Information and Library Research 3 : 1 -22.Bruce, C., Edwards, S ., & Lupton, M. (2 006 ). S ix Frames for I nformationLiteracy Education: A Conceptual Framework for I nterpreting the Relationshipbetween Theory and Practice. Italics 5 ( 1 ): 1 - 18 .http://www.ics.heacademy.ac.uk/italics/vol 5 - 1 /pdf/sixframes_final%2 0 _ 1 _.pdf Checkland, P. B. ( 1999 ). S ystems Thinking, S ystems Practice: Includes a 30-year Retrospective , John Wiley & S ons, Chichester, EnglandLloyd, A. (2 005 ). I nformation Literacy: Different Contexts, Different Concepts,Different Truths? J ournal of Librarianship and Information S cience 37 (2): 8 2-88 .Nonaka, I , Konno, N., & Toyama, R. (2 000 ). S EC I , B a and Leadership: A UnifiedModel of Dynamic Knowledge Creation. Long Range Planning 33 : 5 - 34 .Partridge, H., & Hallam, G. (2 005 ). Developing a Culture of Evidence BasedPractice Within the Library and I nformation Profession. Paper presented at I FLAWorld Library and I nformation Congress, Oslo, Norway.

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