Digital Library Pedagogy Subgroup: Resource Sharing & Professional Skills Development
Phone: 202-750-4186 . No PIN needed.
Attendees: Christina, Elizabeth, Tom, Jessica, Jennifer
- Collaborative note taking
- Environmental Scan (https://docs.google.com/spreadsheets/d/12ZfXU75H_xGVvLv-EDTI3-k7vmgFgc-NxLdWaFRqqBY/edit?usp=sharing)
- Next steps:
- DLF blog post
- Elizabeth, Jessica
- Broad call for additional resources
- Professional Development requests from the DLF working lunch
- “What do you need: community, low stakes opportunities to practice new pedagogy, frequency of conversation. Way to maintain learning throughout the year. Example: ability to try out an assignment/approach and then alternate months for development.”
- Ask the discussion list or use SLACK channel
- Virtual office hours for working group members to test this idea?
- volunteering if tested: Liz Rodrigues, Jessica Otis, Jennifer Nichols
- Have a starter convo topic
- Difference between leadership development and what “front-line” staff need or feel they need
- Nexus Leading Across Boundaries (Nexus LAB) project is piloting a LinkedIN group for leadership development trainers servicing libraries, archives, and museums; as well as seven sets of open, adaptable curriculum, and the Layers of Leadership skill maps across multiple career layers.
- Mapping “librarian teaching” to undergraduate curriculum
- Coalition to Advance Learning
- Survey and focus group
- Include as many LAM subgroups as possible
- Needs were fairly similar
- Technical/digitization skills needed, but also “soft skills” (management, personnel, etc)
- Trying to determine prof development topics across all LAM sectors that would be helpful
- Digital competencies needed the most; felt good about their basic but wanted advanced skills, see pg 287 of this report
- Project management skill needs noted on pg. 64
- Digital collections management skill needs noted pg. 67
- Summative heatmaps (page 281)
- Special collections primarily categorized in Library
- Future of the project: possibility of continuing, but also made tools sustainable so others could pick up survey instruments and continue
- Interest in DLF working with this?
- Some (esp. archivists) still setting aside time to read technical resources
- Earlier report--how do adult education priorities get set?
- Problems in asking people what they WANT: self-reported, data ages quickly
- Need to think about the organizational priorities as well as future development of the field
- Need to develop skills now for 3-5 years in the future [reactive -> proactive model] See this paper for more details.
- How can we use this to shape our work?
- Dig into what specific digital competencies people want
- Build off of environmental scan
- What are the barriers to participation in smaller, scaffolded technology skills building?
- cost, timing, location, focus
- Possible movement away from webinars; increased interest in F2F training
- Difficulty in setting time aside mentioned at DLF; potential for peer-pressure to influence activity?
- CMU Scholarship Support Group model--set aside time for training/reading
- Is there room in DLF to analyze what the field needs as a whole?
- Are there specific LAMs (or other org/funding structural features like state vs private, municipal vs local) that also have tangential or unique needs?
- Importance of recognizing uniqueness, differences (in terminology, priorities, etc. - need for translators)
- See CCL Boundary Spanning work (link)
- See Spanning our Field Boundaries: Mindfully Managing LAM Collaborations
- Having time for development dependent on the type of environment the person works in