Dancing with students: recreating the library in the digital age Roxanne Missingham, University...

Dancing with students: recreating the library in the digital age

Roxanne Missingham, University Librarian, ANU

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• New students – new approaches to information

• Collections• Services• Capabilities - cognition and literacy• And next?

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“That's what education should be," I said, "the art of orientation. Educators should devise the simplest and most effective methods of turning minds around. It shouldn't be the art of implanting sight in the organ, but…is improperly aligned and isn't facing the right way.” ― Plato, The Republic

http://en.wikipedia.org/wiki/Autostereogram

Changing our orientation

4Uwe Mayer Feed your head, read a book .. https://www.flickr.com/photos/intermayer/3766422446/in/photostream/

5At a Tipping Point: Education, Learning and Libraries: A Report to the OCLC Membership

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Student expectations

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Collection dance

PlidaoUrbenia - Own work Link

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ContentE-Resources Jan-June

2014Jan-June

2013

Size of collection number of e-titles available

545,895 449,404 +%21.47

Number of uses (downloads/searches)

1,808,305 1,486,374 +%21.65

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Use of collections

11:1 Electronic to print in 2014

Pressure points – 2 hour loans

Challenges: prices from some vendors

Areas to work on” open courseware, discovery

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Services

Ailura – Eigens Werk Cha-Cha-Cha Schmitt Salikhova 0741 link

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• Study styles• Active listening (feedback forms,

responding, ANUSA/PARSA meetings, Library advisory committee, visits to colleges)

• Digital library is different

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“find and get”

Café press Neil Gaiman quote http://www.cafepress.com.au/mf/68351917/libraryfrontwhite_tshirt?productId=651339039

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Open access

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Capabilities

• Soft skills• Hard skills• Lifetime digital capabilities

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Cognitive Load Theory

• instructional guidance that promotes efficient learning is most successful

• the learner’s “working memory” correlates to their ability to sensually process information

• worked-examples and goal-free problems• Building knowledge using schemas.

Vogel-Walcutt, J.J., Gebrim, J.B., Bowers, C., Carper, T.M. and Nicholson, D. (2011), Cognitive load theory vs. constructivist approaches: which best leads to efficient, deep learning?. Journal of Computer Assisted Learning, 27: 133–145. doi: 10.1111/j.1365-2729.2010.00381.x

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Constructivism

• Conceptual “spiralling”• Experience based building of knowledge• Construct rather than acquire

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Redesigning

• Beyond the eye tracking test• Incorporating narrative • Taking account of research that supports

MOOC developments

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So far

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Changing pace

• Scholarly publishing – taking the bull by the horns – ANU’s first eText

• Digitisation– Copyright

• Collaboration– Across nations

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Libraries looking outside the box (or slipper)

Bazely2356 Camoflage http://bazely2356.deviantart.com/art/Camouflage-60301697

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Visioning the future

• Continue to build content• Actively seek change in scholarly

publishing (Symposium) • Support for new courses including JD

online• New digital literacy modules• New website

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Librarians confess their darkest secrets

http://www.boredpanda.org/librarian-shaming-confessions/