I am very happy to have a new article co-written with Warren Cheetham in Evidence Based Library and Information Practice, an online peer-reviewed journal.
Objective – With adoption of the program world-wide, the Learning 2.0 model has been lauded by library professionals as a mechanism to educate library staff and transform libraries. This study, part of the 2009 CAVAL Visiting Scholar project, seeks to measure the impact and legacy of the model within Australian public libraries to understand what benefits, changes and effects occur.
Methods – A national Web-based survey for those who had participated in a learning 2.0 program.
Results – The national survey had 384 respondents, and a total of 64 respondents were identified as the public library staff data set for this article. Public library staff reported success in the program and described feelings of increased confidence, inclusivity, and a move to use emerging technologies as part of library service.
Conclusion – The analysis yields the following thematic areas of impact and effect: personal practice is enhanced with knowledge and confidence; impact is mainly personal, but organisational changes may follow; the library is using the tools to varying degrees of success, and organizational blocks prevent use of tools. These finding offer evidence that Learning 2.0 programs can have a positive effect on library staff and subsequently on the organization itself.
(From Stephens, M., & Cheetham, W. (2011). The impact and effect of learning 2.0 programs in Australian academic libraries. New Review of Academic Librarianship, 17(1), 31-63.
Allow staff time to work on the program and make it a firm commitment.
Break down any barriers on the tools put in place by IT departments making sure access is possible from employee computers.
Commit to an ongoing communication and learning strategy for staff after the program concludes.
Use the program as a way to promote the library and its services to other departments and then encourage sharing, outreach and utilization of the tools.
Results of the research project have been presented at conferences in Australia and the United States as well as in published articles. Here is a breakdown of some of the major findings of the research:
Better awareness of new technologies and inclusivity is a result of the programme.
Aligning with one of the most popular category responses of the national survey, the case study findings at CityLibraries also reflect a general feeling that the programme creates better awareness of emerging technologies and offers a chance for all staff to feel included. One survey respondent noted: “Raised awareness of the potential application of these technologies- Had a bonding affect on staff” while another stated: “Better general knowledge amongst staff, and greater use of the technologies with staff and patrons.”
The Impact and effect of Learning 2.0 programs in Australian public libraries
Michael Stephens
San Jose State University School of Library & Information Science
Warren Cheetham
CityLibraries Townsville, Townsville, Queensland, Australia
Objective: With adoption of the program world-wide, the Learning 2.0 model has been lauded by library professionals as a mechanism to educate library staff and transform libraries. This study, part of the 2009 CAVAL Visiting Scholar project, seeks to measure the impact and legacy of the model within Australian public libraries to understand what benefits, changes and effects occur.
Methods: A mixed-method approach was used: a national Web-based survey for those who had participated in a learning 2.0 program was supplemented by a focus group of public library staff.
Results: The national survey had 384 respondents, and a total of 64 respondents were identified as the public library staff data set for this article. Public library staff reported success in the program and described feelings of increased confidence, inclusivity, and a move to use emerging technologies as part of library service. A supplemental focus group yielded similar responses and analysis is included.
Conclusion: The analysis yields the following thematic areas of impact and effect: personal practice is enhanced with knowledge and confidence; impact is mainly personal, but organisational changes may follow; the library is using the tools to varying degrees of success. These finding offer evidence that Learning 2.0 programs can have a positive effect on library staff and subsequently on the organization itself.
Stephens, M., & Cheetham, W. (2011). The impact and effect of learning 2.0 programs in Australian academic libraries. New Review of Academic Librarianship, 17(1), 31-63.
We just sent the revised draft to the New Review of Academic Librarianship. Here is the abstract:
Replicated across the globe, the Learning 2.0 program – also known as “23 Things” – has been touted as a means to not only educate staff about emerging social technologies but as a means of moving the participating library forward. This paper explores the results of a multi-faceted research project launched in Australia in 2009 as part of the CAVAL Visiting Scholar program, focusing on academic library staff who have participated in a Learning 2.0 program. Measuring the impact on staff, examining perceptions of the program and describing the lasting effects are all a part of the research project. The paper includes results from a national survey in Australia of participants in “23 Things” style programs and reports on focus groups made up of staff of two academic libraries, two to three years after the conclusion of respective Learning 2.0 initiatives. The authors offer a detailed examination of the personal and institutional changes after a library offers such a program to staff. Results include an emphasis on personal change, openness to emerging technologies and a willingness to explore. Library staff report they are more comfortable with emerging technologies and have incorporated the tools into their work.
Keywords: learning 2.0; academic libraries; 23 things; Web 2.0
Authors:
Michael Stephens - Graduate School of Library and Information Science, Dominican University, River Forest, Illinois, USA
Warren Cheetham - CityLibraries Townsville, Townsville, Queensland, Australia
Special thanks to Richard Sayers for his invaluable help with his paper.
