I have an article in the Fall 2013 issue of Internet Learning
MOOCs for LIS Professional Development: Exploring New Transformative Learning Environments and Roles
The rapid development of emerging disruptive technologies is a driving force behind the evolution of the library and information science (LIS) profession and is causing a redesign of the traditional approaches to LIS professional development. Historically fairly static, LIS environments have evolved into dynamic reflections of the enormous societal changes occurring as a result of open communications and access throughout the Web. In addition, 21st century LIS professionals must consider and prepare for the new roles they might play in network-enabled, large-scale learning environments. Several decades of research on self-directed learning (SDL) have shown the social, non-linear, and serendipitous process to be transformational. LIS professionals, who once relied upon yearly conferences, employer-provided seminars and workshops, and association newsletters in order to update their knowledge, have embraced SDL opportunities to expand their understandings and skill sets. The first wave of SDL and networked platforms for LIS professional development (Learning 2.0) may have been precursors to the connectivist learning environments designed into the free, not-for-credit, massive open online courses (MOOCs). Because these new environments of participatory and transformative learning offer the potential for LIS professionals to test emerging technologies, experiment and play with new roles, and self-select teams for collaborative artifact creation, the author has adapted his existing online graduate course, called the Hyperlinked Library, at San Jose State University’s School of Library and Information Science (SJSU SLIS) in order to explore how LIS professionals can use emerging technologies and participatory practices to serve their communities. Launched in September 2013, the Hyperlinked Library MOOC pilot (#hyperlibMOOC) provides a sandbox in which LIS professionals and students can play the roles of learner, connector, and collaborator in a self-directed yet social learning experience. Results from the pilot course will contribute to a better understanding of how the not-for-credit MOOC can serve as a transformative environment for professional development.
Thanks to SJSU SLIS student Margaret Jean Campbell for her invaluable assistance editing and formatting this piece. Thanks to Kyle Jones, PhD student at the University of Wisconsin-Madison’s School of Library and Information Studies and SJSU SLIS lecturer, for his incredible work designing the site architecture and for co-instructing the Hyperlinked Library MOOC.
The issue Table of Contents is here: http://www.ipsonet.org/publications/open-access/internet-learning/volume-2-issue-2.