April 10 – 16 is National Library Week in the United States, an annual observance that has been sponsored by the American Library Association since 1958. In celebration of National Library Week, a few members of the OCLC team reflect on their career choices and today’s libraries in a five-part Next series.
April 10 – 16 is National Library Week in the United States, an annual observance that has been sponsored by the American Library Association since 1958. In celebration of National Library Week, a few members of the OCLC team reflect on their career choices and today’s libraries in a five-part Next series.
We used to bring all our learning, content and media resources to various “watering holes” where folks would gather to consume it. Classrooms, libraries, newspapers, magazines, TV networks, bookstores and record stores. Why? Because it was the fastest way to distribute a wide variety of materials. It wasn’t wrong. It made sense. But it also left us with embedded cultural and institutional ideas and biases about what learning is, who is involved in our workflows, what counts as “good enough” and even why we learn.
The learning field is complex, thorny and ever-shifting. Decades – centuries – of intense research, policy, systems, and debate have tried to answer the question, “What is the best way to learn?” and its corollary, “What is the best way to teach?” New theories and related initiatives crop up every few years, each arriving with a bloom of new terminology intended to enlighten but destined to confuse.
This topic excites me because my WebJunction team and I think about learning a lot as we work to offer meaningful learning opportunities for library staff. With that background, I offer one word that I believe is absolutely essential to effective teaching and learning: intention.