miércoles, 7 de diciembre de 2016

Connected libraries @ConnectedLib Surveying the Current Landscape and Charting a Path to the Future. @US_IMLS


Hoy traemos a este espacio este informe de Investigación titulado"Connected libraries . Surveying the Current Landscape and Charting a Path to the Future".
Autoras:

Katie Davis
Mega Subramaniam

Kelly M. Hoffman
Saba Kawas
Ligaya Scaff

Las investigadoras de la Universidad de Maryland  y la Universidad de Washington  examinan los diferentes tipos de "aprendizaje conectado" que se desarrollan en las bibliotecas públicas en todo el país y los retos a los que se enfrentan los bibliotecarios como facilitadores de dicho aprendizaje.

Las autoras conducen el proyecto ConnectedLib .

Que nos lo explican así

Con­nect­edLib is help­ing librar­i­ans incor­po­rate dig­i­tal media into their work with youth to pro­mote con­nec­tions across learn­ing con­texts. Fac­ulty mem­bers from the library and infor­ma­tion sci­ence (LIS) schools at the Uni­ver­sity of Wash­ing­ton and Uni­ver­sity of Mary­land are team­ing with pub­lic libraries to cre­ate pro­fes­sional devel­op­ment resources that sup­port librar­i­ans in their efforts to lever­age new media tech­nolo­gies and pro­mote youth’s con­nected learn­ing expe­ri­ences in libraries. Our pub­lic library part­ners — Prov­i­dence Pub­lic Library, Seat­tle Pub­lic Library, and Kit­sap Regional Library — serve a vari­ety of tra­di­tion­ally under­served youth pop­u­la­tions, includ­ing rural, immi­grant, and low-income youth.

The con­nected learn­ing model artic­u­lated by Mimi Ito and col­leagues describes how net­worked tech­nolo­gies can be lever­aged in a vari­ety of settings—including libraries—to pro­mote learn­ing expe­ri­ences that are interest-driven, peer-supported, academically-oriented, and con­nected to the var­i­ous con­texts that young peo­ple expe­ri­ence in their every­day lives. Con­nect­edLib responds directly to this need by work­ing with in-service librar­i­ans to cre­ate a suite of pro­fes­sional devel­op­ment resources aimed at build­ing librar­i­ans’ capac­ity to engage and pro­mote con­nected learn­ing and 21st cen­tury skills among today’s dig­i­tal youth.
This project is gen­er­ously sup­ported by the Insti­tute of Museum and Library Services.

Para haceros una idea del informe os copy pasteamos la


Introduction

Connected learning is a powerful educational framework that emphasizes creative and social learning experiences that are driven by learners’ personal interests. The framework’s core principles include learning contexts that are peer supported, interest powered, and academically oriented along with experiences that are production centered, openly networked, and bring together learners and adults around a shared purpose (Ito et al., 2013). The “connected” in connected learning refers to connecting in-school and out-of-school learning, connecting interests to opportunities, and connecting the learner to peers and mentors. In making these connections across the entire “youth learning ecology” (Martin, 2015), the connected learning framework promotes an equity agenda meant to help close the economic and cultural gaps faced by many non-dominant youth (youth from sociocultural groups who have historically been excluded from institutionalized sources of power) (Braun, Hartman, HughesHassell, Kumasi, & Yoke, 2014; Ito et al., 2013). Success in today’s information-based society requires not only access to information, but to the skills and literacy to use information to create value and knowledge (Garmer, 2014). The connected learning framework addresses this need. 

As social and technological hubs for their communities, libraries are natural environments to connect learning, creativity, and knowledge production. The Institute of Museum and Library Services (IMLS) and the MacArthur Foundation have recognized this opportunity in their funding and research priorities (Braun et al., 2014; Institute of Museum and Library Services, 2014; MacArthur Foundation, 2015). While libraries are being recognized as ideal environments to promote connected learning opportunities for youth, most of the available literature on connected learning in libraries has been focused on individual case studies; it is therefore not generalizable to libraries of diferent sizes and capacities, and serving diverse populations (Hill, Proftt, & Streams, 2015).

Our IMLS-funded project, ConnectedLib, seeks to fll this gap by examining the diferent types of connected learning that are happening in public libraries across the United States, shedding light on the challenges in facilitating connected learning in libraries, and providing the resources that are needed for teen librarians to implement connected learning successfully at their libraries. Our frst step is to bring together and synthesize the existing relevant literature into a single overview—this document. In the following pages, we examine what connected learning is and how it has evolved. We provide examples of connected learning in libraries, discuss opportunities and challenges, and review existing resources for public librarians who wish to implement connected learning principles in their youth programming. We also discuss how the ConnectedLib project plans to address gaps in the existing connected learning research and resources for libraries.


Suggested Citation:
 Hofman, K. M., Subramaniam, M., Kawas, S., Scaf, L., & Davis, K. (2016). Connected libraries: Surveying the current landscape and charting a path to the future. College Park, MD; Seattle, WA: The ConnectedLib Project. Connected libraries: Surveying the current landscape and charting a path to the future is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. (leer más...)

 Fuente: [ slideshare vía The ConnectedLib Project.]

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