Digital Library Pedagogy Subgroup: Resource Sharing & Professional Skills Development


Call info:


Phone: 202-750-4186 . No PIN needed.

Attendees: Christina, Elizabeth, Tom, Jessica, Jennifer

  1. Introductions

  1. Collaborative note taking

  1. Environmental Scan (  
  1. Next steps:
  1. DLF blog post
  1. Elizabeth, Jessica
  1. Broad call for additional resources

  1. Professional Development requests from the DLF working lunch
  1. “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.”
  2. Ask the discussion list or use SLACK channel
  3. Virtual office hours for working group members to test this idea?
  1. volunteering if tested: Liz Rodrigues, Jessica Otis, Jennifer Nichols
  1. Have a starter convo topic
  1. Examples:
  1. Difference between leadership development and what “front-line” staff need or feel they need
  1. 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.
  1. Mapping “librarian teaching” to undergraduate curriculum

  1. Coalition to Advance Learning
  1. Notes
  1. Survey and focus group
  2. Include as many LAM subgroups as possible
  3. Needs were fairly similar
  4. Technical/digitization skills needed, but also “soft skills” (management, personnel, etc)
  5. Trying to determine prof development topics across all LAM sectors that would be helpful
  6. Digital competencies needed the most; felt good about their basic but wanted advanced skills, see pg 287 of this report
  1. Project management skill needs noted on pg. 64
  2. Digital collections management skill needs noted pg. 67
  1. Summative heatmaps (page 281)
  2. Special collections primarily categorized in Library
  3. Future of the project: possibility of continuing, but also made tools sustainable so others could pick up survey instruments and continue
  1. Interest in DLF working with this?
  1. Some (esp. archivists) still setting aside time to read technical resources
  2. Earlier report--how do adult education priorities get set?
  1. Problems in asking people what they WANT: self-reported, data ages quickly
  2. Need to think about the organizational priorities as well as future development of the field
  3. Need to develop skills now for 3-5 years in the future [reactive -> proactive model] See this paper for more details.
  1. Questions
  1. How can we use this to shape our work?
  1. Dig into what specific digital competencies people want
  1. Build off of environmental scan
  1. What are the barriers to participation in smaller, scaffolded technology skills building?
  1. cost, timing, location, focus
  2. Possible movement away from webinars; increased interest in F2F training
  3. Difficulty in setting time aside mentioned at DLF; potential for peer-pressure to influence activity?
  4. CMU Scholarship Support Group model--set aside time for training/reading
  1. Is there room in DLF to analyze what the field needs as a whole?
  1. Are there specific LAMs (or other org/funding structural features like state vs private, municipal vs local) that also have tangential or unique needs?
  2. Importance of recognizing uniqueness, differences (in terminology, priorities, etc. - need for translators)
  1. See CCL Boundary Spanning work (link)
  2. See Spanning our Field Boundaries: Mindfully Managing LAM Collaborations 
  1. Having time for development dependent on the type of environment the person works in

  1. Announcements?