Our last class we discussed our experiences with Twitter—what we liked and what we did not. I feel more people disliked than liked, however, most of us are still on Twitter. I personally found it more useful for professional reasons than social, but still not a huge fan.
We also discussed tips on our upcoming webinar, which we presented in the last week or so. I think my group did well and had lots of different ways of teaching our material (video, polls, chat, lecture, and a screencast). I have to admit, we became a little nervous once we were live and rushed through our presentation a bit, but other than that we did well. It’s a different way of reaching out to people. I attended four other webinars and overall found them interesting. I participated in:
“Reconnecting with the Forgotten: Reaching out to older teens and young professionals in public libraries”
“Challenges and Opportunities: Institutional Repositories”
“Three Blind Mice”
“One small step for libraries, one giant LEPP for mankind: Catering to Limited English Proficiency Patrons”
Readings
"Planning an Online Professional Development Model" by Kristin Fontichiaro
Fontichiaro developed an online projected that allowed K-12 professional to tinker and “play” with teacher-friendly Web 2.0 in order to learn them. Since not everyone has the time or the need to attend formal training, this project offered an alternative solution. Through the project teachers were required to blog their experiences so Fontichiaro could identify what tools worked well and applied to their field and what tools they struggled with. Fontichiaro based her idea off of another Helene Blower’s Learning 2.0 project for the Public Library of Charlotte and Mecklenburg County. Overall, Fontichiaro’s project was a success.
"The C's of Our Sea Change: Plans for Training Staff, from Core Competencies to Learning 2.0" by Helene Blowers and Lori Reed
This article discusses how one library (the Public Library of Charlotte and Mecklenburg County) developed technology training for Web 2.0 tools for its staff through four Core Competencies tiers; however, it was the tools were taught in the usual way. Blowers implemented her own strategy she named “Learning 2.0.” Blowers describes Learning 2.0 as “an online self-discovery program that encourages library professionals and other employees to dive right in to new technologies specifically Web 2.0 tools…on their own” (13). This successful program allows library professionals to keep on with technology and learn tools through their own way and on their own time.
A school district in Wyoming has developed their own program called “Fusion” that allows teacher to master best teaching practices and strategies during their contract hours. This program encourages teachers to improve their teaching skills and effectiveness in the classroom. Through individual and group study, peer evaluations and observations can become experts in the areas of specialization that they want to.
Overall, these articles point to different methods and projects that lead to life-long learning. To be effective one must remember that learning and improvement does not stop once a professional leaves their classroom and complete their education. The library world is constantly changing and if one does not adapt to these changes they will be left behind in the dust. I find this advice relevant in any professional, and once not all people adhered to.
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