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Professional Development 2.0
Presented at the Annual Joint Conference of CILIP Ireland and the LAI20 April 2012
Maria Souden, MSI, PhDUniversity College Dublin
School of Information and Library Studies
… establishing an online presence in support of your current practice and future
career
About Me• Postdoctoral Fellow at
University College Dublin School of Information and Library Studies
• Teach “Contemporary Issues in Professional Practice” and “Management for Information Professionals”
• Published in the areas of librarianship practice and community-engaged librarianship
• MSI and PhD from University of Michigan School of Information
email: [email protected]
Professional Development 2.0
This workshop is not about social media writ large
Or about how to look for or find a job
But it can help you think about how to leverage Web 2.0 tools develop and showcase your professional competencies so that you are well-positioned for your next career opportunity Stay fresh and engaged Think “outside the box” Raise your professional profile
Before we get started…
Take a minute and write down one thing that you’d like to address in your current practice or professional development right now. Could be… Thorny challenge in your organization, with your
services, or regarding users Your next personal or professional growth area Adding a new service or product in your organization Your next career move
My objective for today
You leave with one new idea, tool, or method that you feel like you can use to begin addressing
that issue, or even thinking about the problem and the solution a
little bit differently.
Libraries are changing
“We live in a time of change. The information technology has changed our profession and our lives. Library managers today face problems that need to be solved and library staff feel insecure about themselves and the future”
- Linda Erlendsdóttir, at the 11th UK Nordic Conference
“Like in a river, the only constant in libraries is change. And we need to learn how to cope with change, rather than fighting it. We need to figure out what the flow is and put ourselves into it.”
- Roy Tennant, Keynote at the Dartmouth Biomedical Libraries October Conference
and so
is lib
raria
nsh
ip…
Librarians need to…
Be able to manage people, projects, and resources
Keep on top of technology
Think ahead and be proactive
Deliver more services and experiences for their users
Work outside of their job descriptions
The New Professional Development
See: Bedell, J. T. (2010). Professional development 2.0: Take control of your own learning.
Experiential Learning
Most effective learning: Begins with the problematic Grounded in experience
Need = engagement
Learning requires reflection
Reflection requires action
See: Reese AC Implications of results from cognitive science research Med Educ Online [serial online] 1998;3,1.
What is Reflective Practice?
“A dialogue of thinking and doing through which I become more
skillful.” (Donald Schön)
Thought + Action
Theory + Practice
Schön, D. A. (1987). Educating the reflective practitioner : toward a new design for teaching and learning in the professions (1st ed.). San Francisco: Jossey-Bass.
Why Reflective Practice?
Recognizing sucessful practices and problematic situations
Facilitates change; creates opportunities for growth
“Knowing-in-practice” consciousness (Schön)
Schön, D. A. (1983). The reflective practitioner : how professionals think in action. New York: Basic Books.
Habits of Reflective Practice
Taking time out/stepping back
Asking questions
Looking for solutions
Self-evaluation
Journaling
Teaching
Networking
Engaging in communities of practice
Formulating Questions
“Great discoveries are made when someone asks a new question rather than provides a new answer”
Cultivate- make identifying and asking questions habit
Capture- record questions immediately
Refine- what do you really want to know?
Reframe- sometimes it’s a different question!
Prioritize- importance, immediacy
Eldredge, J. (2006). Evidence-based librarianship: the EBL process. [Literature Review]. Library Hi-Tech, 24(3), 341-354.
Action Research
“…a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out.”
(Carr and Kemmis 1986: 162)
Carr, W., & Kemmis, S. (1986). Becoming critical : education, knowledge, and action research. London ; Philadelphia, PA: Falmer Press.
Action Research in Action
Focuses on the problematic
Systematic inquiry (vs. everyday problem-solving)
Can be participatory in nature (collaborative with those being “studied”)
Source: O'Brien, R. (2001) retrieved from: http://www.web.net/~robrien/papers/arfinal.html
Elements of Practice
Forde, C., McMahon, M. & Reeves, J. (2009). Putting Together Professional Portfolios. London: Sage
Blogs for Reflection and Sense-making
“As you read a log, you have the curious sense of moving backward in time as you move forward in pages—the opposite of a book. As you piece together a narrative that was never intended as one, it seems—and is—more truthful. Logs, in this sense, were a form of human self-correction. They amended for hindsight, for the ways in which human beings order and tidy and construct the story of their lives as they look back on them. Logs require a letting-go of narrative because they do not allow for a knowledge of the ending.”
Andrew Sullivan, “Why I Blog,” Atlantic Monthly 2008
Portfolio as a Tool of Practice
“Collection of material put together in a meaningful way to demonstrate the practice and learning of a practitioner”
For reflection and learning
For yourself and others
Ibid (p.13)
Elements of Portfolio
Planning- where are you going?
Description- what can you do, what do you know?
Evidence- tangible demonstrations
Reflection- on your practice and development
Forde et al., (2009) Ibid
Why have a portfolio?
Some Portfolio Outcomes
Created a sense of achievement
Built self-confidence
Strengthened my understanding of my development as a practitioner
Created sense of my own journey as a professional
From: Forde et al., 2009, ibid
Portfolio is a space for…
understanding professional learning and recording it
using frameworks for professional learning to reflect critically on practice
developing a professional biography and career timeline
critical reflection and writing
What is an ePortfolio?
Professional portfolio, in an online medium
Specialized ePortfolio tools (e.g., Pebble Pad, Mahara)
Blog (e.g., Wordpress, Blogger, GoogleSites)
Key advantage: it’s public!
Building a Personal Learning Network
1. Social networking
2. Social bookmarking
3. Reflection
4. Conferences
Source: Jason Bedell, Professional Development 2.0: Take Control of Your Own Learning
Social Media as a Tool for Practice
“Ground-up” learning
Deepening PD 1.0 engagement
Collaboration
Communities of practice
Resource
Social Media Supporting PD 2.0
Social networking: Twitter, Facebook, LinkedIn, online communities- places to make connections
Social bookmarking: Diigo, delicious- places to share resources
Reflection (blogging) and sharing: Blogger, WordPress, Twitter
http://www.go2web20.net/
Establishing an Online Professional Identity
Personal/professional boundaries
Sharing and requesting information
Making your tools work together- ePortfolio, blog, Twitter, LinkedIn
Social Learning in Action
Now, back to the item you wrote down at the beginning of the session
Turn to your neighbor and share one thing you learned today that you are going to use to approach this problem, issue, next step…
Additional ePortfolio Resources
(added June 2011)
ePortfolio Books
Forde, C., McMahon, M. & Reeves, J. (2009). Putting Together Professional Portfolios. London: Sage
Watson, M. (2010). Building your portfolio : the CILIP guide (2nd ed.). London: Facet.
Grant, Simon (2009). Electronic portfolios: personal information, personal development and personal values. London: Chandos Publishing.
Buzzetto-More, N. (2010). The E-Portfolio Paradigm: Informing, Educating, Assessing, and Managing With E-Portfolios. Santa Rosa (CA): Informing Science Press.
Portfolio Structure: Three Views of Practice
1. Three elements Know why Know what Know how
2. Novice to expert continuum Novice Advanced Beginner Competent
Proficient Expert
3. Professional standards Categories of knowledge, skills, outcomes,
proficienciesSource: Forde et al., 2009, ibid
Dr. Helen Barrette Portfolio “Guru”
Educational researcher in ePortfolio area; notable for using common tools for ePortfolio development, lots of resources posted online
Using ePortfolio as “workspace” and “showcase”
ePortfolio Web Resources
Web Resources for ePortfolios Dr. Helen Barrett's comprehensive list of resources regarding the use of ePortfolios in Education.
ePortfolio Definitions and Examples from PebblePad:http://www.pebblelearning.co.uk/definitions.asphttp://www.pebblelearning.co.uk/examples.aspFrom Helen Barrett:http://sites.google.com/site/eportfolioswp/examples
ePortfolio Examples
Examples of LIS Portfolioshttp://lis596jmwolf.blogspot.com/2010/07/reflection-of-lis-580-managment.htmlhttp://www.aerydynamics.com/sean/portfolio/index.phphttp://www.hung-truong.com/http://www.citronadedesign.com/index.phphttp://emilymahood.com/
Examples of Standards-Based Portfolioshttps://efolio.educ.ubc.ca/lright/http://oswook.wordpress.com/
