Category Archives: Learning 2.0 & Beyond

Announcing #23mobilethings: Global Mobile Learning 2.0

From Jan Holmquist:

23 Mobile Things is a self paced course that offers library workers the chance to build their awareness, knowledge and skills at their own pace. It  is a fun professional development tool that seeks to explore the added potential of mobile devices.  The course is freely available to anyone who has access to a mobile device (tablet or smartphone) to participate.

We are interested in exploring ways that libraries and library staff can use mobile technologies to deliver library services, to engage with their communities and for their own professional development.

The first version of 23 mobile things was developed in Danish by Jan Holmquist, Pernille Saul, Stine Grabas and Sigrid Kjøller. This version of the course is an international collaboration, Jan Holmquist from Guldborgsund-bibliotekerne (Denmark) and Mylee Joseph and Kathryn Barwick from the State Library of New South Wales (Australia) are working together to build the English language version of the course.   Dr Michael Stephens from the San Jose State University (USA) and Tame the Web is researching the outcomes of 23 Things courses for library workers and has provided some advice to the team.

Note from Michael:

I’ve been researching the impact and effect of 23 Things/Learning 2.0 programs since 2009. In the last few years, the Learning 2.0 model has been adapted to focus on specific subject areas and learner focus. Recent examples include “23 Things for Professional Development” ( and “Looking at 2.0,” an adapted program for citizens of Queensland, Australia hosted by the State Library of Queensland ( The program, offered close to 1000 times, globally has remained within the realm of desktop and laptop computers, as have the tools highlighted, such as Twitter and the increasingly popular Pinterest.

The next logical step for this program is into the area of mobile and handheld device. The popularity of these devices as an information and communication tool has grown in recent years, and is set to surpass access by desktops or laptops by the year 2020, according to Pew Internet and American Life’s “Future of the Internet” report (2008). The Horizon Report, from EDUCAUSE and the New Media Consortium, has ranked mobile technologies as leading edge tools for teaching and learning for 2010, 2011, and 2012. The 2012  report identifies mobile apps and tablet computing specifically as key emerging technologies already making an impact on teaching and learning in the coming year.

I’m excited to be working with Jan evaluating the impact of the program at his library and to be serving as an advisor for the international version of the course.

The blog:

News: The Hyperlinked Library MOOC Fall 2013 Announced

hyperlibMOOCNote from Michael: I am very excited about this project! We’ll be offering a professional development opportunity for FREE to a global audience AND I’ll be co-teaching with Kyle Jones! Thanks to SJSU SLIS for the incredible support and encouragement for this endeavor!

Take a look!

23 Things In Norway: A TTW Guest Post by Jannicke Røgler

You invited the participants at IFLA Helsinki to shear their experiences about 23 things. I would very much like to shear with you the experiences from Norway. I am working as a library adviser in a county library south of Oslo in Norway and have done a lot of work with 23 things.

Your research conclusions is very similar to what we see in Norway. It is mainly a personal experience that has promoted confidence and curiosity in the participants.

A Timeline:

Autumn 2006  – we were four Norwegian librarians that found the American web page of 23 things. We started talking and planning for a Norwegian version of the course.

June 2007 –  the translation and adaption was ready and we launched the page

In Denmark there is a conference called “Next library”. In June 2007 I attended the conference together with colleagues from two county libraries. We heard a talk given by Yarra Plenty in Australia explaining how they had done 23 things. One of us even got a grant to travel to Yarra Plenty to learn more. We found that the combination of e-learning and seminars would work well in our counties.

In our three counties nearly 200 attended the course. Nearly 80% finished all “the things”. The participants got a diploma and we celebrated with an unconference

23 things started in three of the 19 counties in Norway. Since then nearly every county has held the course. It is mainly the county libraries that has hosted the course. All together nearly 1000 library employees has been through the 23 things. In a small country like Norway with only around 4000 library employees, that is quite a lot.

Since 2007 I have spent a lot of time on 23 things, as an instructor and as a speaker all over Norway. I have even been in Helsinki talking for academic librarians. I few years ago I gave a talk in London together with a librarian from the University of Tromsø at Internet Librarian International in 2008. We did a survey together that we presented.

I have also been training teachers at an upper secondary school in a special version of 23 things.

In 2009 I was hired by the Norwegian Archive, Library and Museum Authority to make a special version of 23 things for the ALM sector:

To me 23 things has meant a lot professionally. The idea behind this kind of course is great.

Jannicke Røgler is Library Adviser at Buskerud County Library, Norway

Understanding the Learner Experience

Please take some time to view this incredible presentation:

Understanding the Learner Experience: Threshold Concepts and Curriculum Mapping, Char Booth and Brian Mathews

In order to improve library instruction, we need to develop a richer understanding of the holistic learning and teaching experience of our institutions. Threshold concepts are core ideas in a particular area or discipline that, once understood, transform perceptions of that subject. Curriculum mapping is a method of visualizing insight into the courses, requirements, and progressions a learner negotiates as they pass through a particular department or degree. When understood and applied in tandem, these strategies provide a powerful means of developing actionable insight into the learner and faculty perspective, and highlight pivotal points at which to provide library instruction, resources, and research support. This presentation will explore theoretical and applied applications of of threshold concepts and curriculum mapping, as well as feature an interactive portion devoted to collaborative mapping of threshold concepts key to teaching and learning in librarie

Transformative Learning 2.0 – And Some Thank Yous

In Library Journal this past month, I explored the concept of “learning everywhere.”  Here’s a snip:

This semester, I’m teaching a new class based on Mezirow’s concepts of transformative learning, the work of Char Booth in the arena of user instruction, and the Learning 2.0 model…. We’re working with consultant Polly-Alida Farrington, who teamed up three groups of my students with two libraries and a school library consortium in New York State. Over the course of our 15-week semester, each group is adapting, designing, and running a “mini-23 Things” for its assigned organization.

It’s been a fun, chaotic, and messy experience. In our weekly group chats online, the mantra has become “Learn by doing….” Real-world messiness offers a level of experience unmatched by classroom activities. This high-tech/high-touch experience sets the students on course for getting jobs and taking on future projects.

The class has been incredible. Three groups of students created Learning 2.0 websites for three insitutions:

Over the course of the semester the students adapted Learning 2.0 content and then ran a 5-6 week course for staff at each institution.

Here’s the cool thing. We’ve archived all of the modules the students created for their programs here:

We want them to be available for any future Learning 2.0 programs or just for individual library staff to explore. Please share far and wide.

I also want to take a bit of space here to thank some important folks:

  • Everyone at the project sites above who worked with my students and participated in the programs. I took a step back and let the groups interact and plan with the point people and I am most pleased at how successful it was.
  • Special thanks to Polly-Alida Farrington, who volunteered her time to work with us – coordinating the project sites and meeting with us in our online workspace throughout the planning stages of the projects.
  • A huge shout out and thank you to Char Booth. We used her incredible book Reflective Teaching, Effective Learning: Instructional Literacy for Library Educators as our text. Char also gave her time, lecturing for us and coming back to answer questions during a project debrief.
  • And, of course, a big thank you to the brave students who took this class. it was the first time I had ever done such a project-based learning experience. I am knocked out by their work and the high quality of their reflections of the process. They also designed their own online personal learning networks as part of the course. Very impressive work!
I look forward to teaching the class next semester and will be looking around for libraries to partner with for the mini Learning 2.0s.


Heading to Chicagoland – Learning 2.0 Focus Groups this Week

I wanted to share with you a little bit about what I will be doing Monday & Tuesday of this week.  I was awarded the grant by SJSU to begin studying the impact of  Learning 2.0 in US libraries. We’re starting with a pilot project as outlined in the grant proposal:

Three public libraries in the Chicago metropolitan area will partner in this study. All three libraries have offered Learning 2.0 programs within the last five years, and all three library directors have agreed to participate in this study. The libraries include Mount Prospect Public Library, a mid-size public library where more than 100 staff members participated in the program in 2008; Schaumburg Township District Library, the second largest public library in Illinois, where 146 staff participated in the program in 2007; and Skokie Public Library, a suburban library where 154 employees participated in the program in 2007.

The survey instrument will be based on the question set used in the Australian study.  All staff at each site study library will be invited to participate in the web-based survey.  In addition, the investigator will duplicate the focus group procedures utilized in the Australian study.  Questions will be used to gather perceptions and insights about the results of the Learning 2.0 program, including perceptions regarding what aspects of the program worked well and the lasting impact of the program. The study will include three focus groups at each participating library.  Internal announcements to all employees will be used to gather participants. All employees who are interested in participating in the focus groups will be added to a list, and participants will be randomly selected from the pool, reducing the chance of bias in any group.  

 So, Monday and Tuesday I’ll be running the focus groups in all three locations. I’m looking forward to visiting these outstanding Chicagoland libraries.

Another New Article – Australian Library Journal

Stephens, M. & Cheetham, W. (2012). “Benefits and results of Learning 2.0: a case study of CityLibrariesLearning – discover*play*connect.” Australian Library Journal, 61(1), 6-15.

A snippet:

Both the pre- and post-programme survey utilised the question ‘Which of the following topics/tools are familiar to you?’ Staff selected from a scale ranging from ‘have only heard the name’ to ‘very familiar.’ There were marked improvements across the scale in every category for the post-programme survey.  Technologies such as Facebook, blogs, Google documents and others showed marked improvement in the post programme survey. 

 Adopting the tools into work and personal life was also a result of the programme. Throughout the research project, survey respondents and focus group participants expressed interest and excitement about certain tools. At CityLibraries, the tool was Rich Site Summary (RSS). RSS feeds from various blogs, news sites, and social sites are read via Web sites such as iGoogle, Bloglines or NetVibes. For RSS, 20% of post-programme respondents noted they now use feeds to keep current.

We also got to use this as our author’s photo:

Taken on one of the last days of the five week research trip to Australia, 2009. :-)

New Research Article: The Impact and Effect of Learning 2.0 Programs in Australian Public Libraries

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.

Download the PDF here:


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.