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Library to Cybrary. Implications for school communities in managing the transition from library to cybrary. Implications. Technology Process People. Technology. Analogue and digital Start up costs Preservation Storage Management Maintaining Access . Technology.

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Library to Cybrary

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Library to cybrary

Library to Cybrary

Implications for school communities in managing the transition from library to cybrary

Karen Bonanno, Executive Officer -19 September 2003


Implications

Implications

  • Technology

  • Process

  • People

Karen Bonanno, Executive Officer -19 September 2003


Technology

Technology

  • Analogue and digital

    • Start up costs

    • Preservation

    • Storage

    • Management

    • Maintaining

    • Access

Karen Bonanno, Executive Officer -19 September 2003


Technology1

Technology

  • Guiding user’s information and learning experience is more challenging

    • Chaotic searching

    • Time consuming

    • Quantity and quality

    • End user responsibility

Karen Bonanno, Executive Officer -19 September 2003


Process

Process

The Cap Gemini view of knowledge management (2000) [Online]

www.capgemini.co.uk/km/cg/index.htm

Karen Bonanno, Executive Officer -19 September 2003


Process1

Process

  • Information literacy > knowledge literacy

    • Learning how to learn > Learning how to know what we know

    • Inquiry about information > Acquiring knowledge & understanding

Karen Bonanno, Executive Officer -19 September 2003


Working definitions

Working definitions

“An information literate person recognises when information is needed and has the ability to locate, access, evaluate and use effectively that information”

[ASLA & ALIA (2001) Learning for the future: developing information services in schools. Curriculum Corporation, Carlton South.

ALIA (2003) What is information literacy? www.alia.org.au/advocacy/alw/2003/literacy.htm]

Karen Bonanno, Executive Officer -19 September 2003


Working definitions1

Working definitions

“Recognising that to meet a need or resolve a problem requires information. Knowing how to identify if the needed information exists. Knowing how to find information (all formats and technologies). Knowing how to build new information into existing knowledge. Knowing how and when to seek help in information seeking. Knowing how to record or store information for future use. Knowing how to interpret or analyse information effectively and ethically. Knowing how to communicate information to others appropriately.”

Prue Mercer

[ALIA (2003) What is information literacy? www.alia.org.au/advocacy/alw/2003/literacy.htm]

Karen Bonanno, Executive Officer -19 September 2003


Process2

Process

  • Combination of cognition, intuition, and context

  • Knowledge enabling organisations are dedicated to

    • Innovation

    • Creativity

    • Learning

Karen Bonanno, Executive Officer -19 September 2003


Data information knowledge

Know-how (skill, procedure)

Know-who (help)

Know-what (structural knowledge, patterns)

Know-why (deeper knowing)

Know-when (timing, rhythm)

Know – where (place, context)

[Skyrme, D. (1999) Knowledge networking: creating the collaborative enterprise. Butterworth- Heinemann, Oxford, p. 46.]

Data – Information - Knowledge

Karen Bonanno, Executive Officer -19 September 2003


People

People

  • Levels of Intervention

    • Disintermediation

      • Information related

    • Mediation and Education

      • Process related

        • Charting

        • Composing

        • Conversing

          [Kuhlthau, C. (1993) Seeking meaning: a process approach to library and information services. Ablex, Norwood, New Jersey.]

Karen Bonanno, Executive Officer -19 September 2003


People1

People

  • Chief Knowledge Officer?

    • Middle manager

    • Champion

    • Change agent

    • Trustworthiness

    • Social construction

    • Acquisition, accumulation & exploitation

    • Leadership

Karen Bonanno, Executive Officer -19 September 2003


People2

People

  • Communities of Practice

    • Informal & social

    • Self organising

    • Common interest/concern/issue

    • Shared & mutual learning

    • Nodes – exchange & interpret

    • Develop a practice

Karen Bonanno, Executive Officer -19 September 2003


Possible approaches

Possible approaches

  • Information / Knowledge audit

    • Identify what already exists

    • Identify gaps – create / acquire

    • Evaluate what’s important and what’s not

    • Introduce systems – capture & use

    • Establish effective management

    • Develop motivation – share & use

    • Make it available – keep it simple

    • Maintain currency

Karen Bonanno, Executive Officer -19 September 2003


Possible approaches1

Possible approaches

  • Dimensions of Learning

    • Attitudes & perceptions

    • Acquiring & integrating knowledge

    • Extending & refining knowledge

    • Using knowledge meaningfully

    • Productive habits of mind

      [www.mcrel.org/programs/dimensions/whathow.asp

      www.terrace.qld.edu.au/library/dolatterrace.html]

Karen Bonanno, Executive Officer -19 September 2003


Possible approaches2

Possible approaches

Standards / Competencies

  • Information and ICT literacy matrix for student learning

    [ASLA & ALIA (2001) Learning for the future: developing information services in schools. Curriculum Corporation, Carlton South.]

Karen Bonanno, Executive Officer -19 September 2003


Possible approaches3

Possible approaches

Standards / competencies

  • Information literacy, independent learning, social responsibility standards

    (with indicators and levels of proficiency)

    [AASL & AECT(1998) Information power: building partnerships for learning. American Library Association, Chicago.]

Karen Bonanno, Executive Officer -19 September 2003


The challenge

The challenge

“If the rate of change outside you is greater than the rate of change inside you – the end is nigh!”

Karen Bonanno, Executive Officer -19 September 2003


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