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4 - From transaction to transformation: organizational learning and knowledge creation experience within Informed Systems
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- By Mary M. Somerville, University of the Pacific Libraries, Christine S. Bruce, Queensland University of Technology (QUT)
- Edited by Marc Forster
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- Book:
- Information Literacy in the Workplace
- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 30 April 2017, pp 41-56
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- Chapter
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Summary
This chapter will discuss:
• an organizational approach known as Informed Systems, which builds learning conditions and knowledge creation experiences that result in a workplace which uses information effectively to learn, adapt and perform.
Introduction
This chapter describers the Informed Systems approach to building organizational learning conditions and knowledge creation experiences through effective workplace communication systems and information practices. Informed Systems, which has its roots in relational Information Literacy (IL) (see Chapter 2), integrates constructivist learning, systems thinking and knowledge creation theories to advance ‘Informed Learning’, the experience of using information to learn, within constructed workplace ecosystems. Activated as action research and enacted through participatory co-design, this approach focuses on collective inquiry to further learning relationships and Informed Learning experiences (i.e. advances both information and learning experiences simultaneously). Associated professional practices facilitated by both technology- and human-enabled workplace communication systems guide the experience of using information to learn. Such experiences are amplified by dialogue and reflection, to foster knowledge creation for ‘learning in action’. Central to the Informed Systems approach is nimble thought leadership and collaborative information-focused activities, customizable to changing local situ - ations that foster Informed Learning capacity in the contemporary workplace.
In this chapter, workplace IL is understood to be the experience of using information to learn, in the tradition of the relational approach to IL. In The Seven Faces of Information Literacy and Informed Learning, Bruce (1997; 2008) presents insights into the experience of using information to learn through a relational approach. The early research results include four principles integral to the relational view and seven faces (facets or categories) representing qualitatively different ways of experiencing the use of information to learn. In depicting the phenomenon as a whole, these principles and categories represent an integration of experiential, contextual and transformational information experiences, which departed from the predominant behavioural research and skills-based education in vogue when she released her findings.
9 - Academic libraries
- from PART 2 - EBLIP IN ACTION
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- By Mary M. Somerville, University Librarian for University of the Pacific Libraries in Sacramento, San Francisco, and Stockton, California., Lorie A. Kloda, Associate University Librarian for Planning and Community Relations at Concordia University in Montreal, Canada.
- Edited by Allison Brettle, Denise Koufogiannakis
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- Book:
- Being Evidence Based in Library and Information Practice
- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 31 August 2016, pp 93-104
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- Chapter
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Summary
Academic librarianship is well suited to EBLIP. In this chapter, we provide some context as to why this is the case – the rapidly changing role of academic libraries and librarians, as well as higher education institutions more generally. The knowledge base of evidence is described, in terms both of the types of research available and of the size and scope of the available evidence. The knowledge base in academic librarianship is growing quickly, due to research on developing issues in higher education and academic libraries, as well as an increased focus on assessment and evaluation programmes for continuous improvement and demonstrating value.
We discuss the types of evidence sources available for academic librarians to draw on beyond the traditional journal article and conference presentation, and examine how librarians are creating evidence, in some cases by collaborating with others who work outside of libraries. Methods used by academic librarians for finding and using evidence to inform decision making are presented, along with considerations regarding organizational climate, or readiness for EBP. We conclude with examples from the academic library sector of successful application of the principles of EBLIP for informing changes in practice and transforming organizational processes.
The changing landscape and growing body of evidence
The role of academic libraries and the practice of academic librarianship have been transformed in recent years by dramatic changes in both higher education and scholarly publishing. Print has transitioned increasingly to electronic form and librarians have been vigilant in ensuring seamless access to online resources as well as encouraging their integration into discovery layers and learningmanagement systems. In anticipation of emerging publication models and platforms with new licensing requirements, highly skilled experts in acquisition, discovery and access are required. At the same time, conversations about learningmanagement systems’ features, including customization and personalization, have advanced students’ and researchers’ engagement with library resources in order to improve learning outcomes. Physical library facilities have also changed, increasingly employing participatory design methodologies with campus stakeholders, with a focus on users’ needs. All of these changes have both drawn from and contributed to a growing body of research, making academic librarianship the ideal setting for EBLIP.