Category Archives: SJSU SLIS

SJSU SLIS News: Congratulations to the First Student to Complete the San Jose Gateway PhD Program

Diana Wakimoto is the first individual to complete the San Jose Gateway PhD Program, an innovative doctoral program that spans two continents in a partnership between the School of Library and Information Science at San Jose State University (SJSU SLIS) and Queensland University of Technology (QUT), one of Australia’s top research institutions. QUT conferred the degree to Wakimoto during July, and Wakimoto celebrated her accomplishments with doctoral program students and supervisors during the program’s annual residency in San Jose, California, held on July 30-August 3, 2012.

“I’m excited to have completed the program and look forward to seeing others finish the program shortly,” said Wakimoto. Four other doctoral students are poised to complete the San Jose Gateway PhD Program soon. They’ve already completed their dissertations and presented their findings to supervisory panels.

Wakimoto’s research focused on community-based archives in an effort to understand how their practices differ from traditional institutions. Wakimoto conducted oral history interviews with community archivists and volunteers at three community archives. Her analysis sheds light on the history of community archives and provides a detailed account of community archives’ staffing models, circulation policies, and descriptive practices. Wakimoto’s work suggests new ways in which archivists can build collaborative partnerships with their communities to preserve the experiences of diverse groups.

“I’ll be presenting part of my research at a conference in Melbourne during late November,” said Wakimoto, “and then attending the graduation ceremony at QUT.”

Wakimoto currently works as a librarian at California State University, East Bay, where she manages the university archives. She also serves as a liaison to several science departments and teaches information literacy courses.

Although Wakimoto has completed the doctoral program, she intends to stay involved. “I want to help mentor new students and create an alumni group for the San Jose Gateway PhD Program,” she said. Four new doctoral students attended the recent residency in San Jose, California, and are eager to start their research.

The other San Jose Gateway PhD students who have completed their research and presented their findings in recent months include Cheryl Stenström, who examined library funding decisions by public officials; Mary Ann Harlan, who studied the information practices of teen content creators; Tina Inzerilla, who explored the teaching social networks of community college faculty and their implications for librarians; and Virginia Tucker, who studied the learning experiences of searchers to better understand the acquisition of search expertise.

The San Jose Gateway PhD Program admitted its first students in 2008 and uses a distance education model to serve students who work part time and full time while earning their degrees. They receive guidance and one-on-one mentoring from SJSU SLIS and QUT faculty.

For more information about the San Jose Gateway PhD Program students and their original research, please visit:

The San Jose State University School of Library and Information Science offers two fully online master’s degrees, a fully online certificate program, and a doctoral program: Master of Library and Information Science (MLIS), Master of Archives and Records Administration (MARA), Post-Master’s Certificate in Library and Information Science, and the San Jose Gateway PhD Program. Let the learning begin:

Crowdsource request: Help create list of books for Learning class

Greetings! I am working on my classes for fall. In my Transformative Learning class, I am porting over the “Context Book” assignment from the Hyperlinked Library course.

Here’s the blurb:

Context Book Reports: Students will read one book selected from a list provided, and write a 400 word reflection or create a media-based presentation relating the topic and focus of the book to transformative learning and new literacies. 10 points

The required books are:

  • Booth, C. (2011). Reflective teaching, Effective learning: Instructional literacy for library educators. Chicago: ALA.
  • Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Charleston, SC: CreateSpace.

I want to build a list similar to this one: but focused on new literacies and new ideas about learning in organizations and in general.

For sure I will add this one:

Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks: Using the power of connections to transform education. Bloomington, IN: Solution Tree Press.

What would you add? (I can tell many of the Hyperlinked book list could work here too…)

Here’s a short list:

  • Beck, John C. & Mitchell Wade. Got game
  • Davidson, Cathy. Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn
  • Gee, James Paul. What Video Games Have to teach Us about Learning & Literacy
  • Ito, Mizuko (ed.). Hanging Out,Messing Around,and Geeking Out:Kids Living and Learning with New Media.
  • Jenkins, Henry. Convergence Culture
  • Jenkins, Henry. Fans, Bloggers & Gamers: Exploring Participatory Culture
  • McGonigal, Jane. Reality is Broken
  • Palfrey, John & Urs Gasser. Born Digital: Understanding the First Generation of Digital Natives
  • Richardson, W. & Mancabelli, R. (2011). Personal Learning Networks: Using the power of connections to transform education

News: Catalyst Report Describes Replicable Residency Model

During the last year, leaders from the School of Library and Information Science (SLIS) at San Jose State University, along with national advisory partners, have been studying and planning a unique post-master’s residency model that will support efforts to integrate emerging technology into a variety of library settings. The residency model also focuses on developing future library leaders who can be catalysts for transformative change.

SLIS recently published a report summarizing the team’s findings and recommendations. Download your free copy of Developing a Technology Integration Residency Model: The Catalyst Project Report at:

The report reviews the team’s exploration of current residency models, as well as how librarians define and deploy emerging technology. It examines how residency programs can support libraries’ ongoing efforts to identify and effectively integrate emerging technology that will best serve their users. The report also describes elements of a residency model that, once tested and refined, can provide the library profession with a replicable model.

Next steps for the Catalyst project are to fully develop the residency program model, secure funding for the project’s next phase, and test the model in several host library organizations. In addition, the team plans to create a replication toolkit to help future host institutions streamline implementation.

“Our mission is to build strong leaders among early career library professionals who will be catalysts for transformative change in libraries,” said Dr. Sandra Hirsh, SLIS director and Catalyst project director. “We hope the model will provide creative solutions, helping libraries respond to rapidly shifting priorities, enhance the quality of library services, and benefit their communities,” added Hirsh.

Project advisory partners include the Association of College and Research Libraries, the Public Library Association, and the Urban Libraries Council, as well as OCLC, an organization that offers a depth of global expertise regarding technology integration in libraries.

Leaders from these partner organizations gathered to discuss the project in February 2012, and shared their thoughts regarding the project’s potential impact on the profession. A video recording of their discussion is freely available on the SLIS website. The website also features recordings of presentations about the project, which were delivered at professional conferences earlier this year.

The Catalyst project was launched in June 2011, thanks to a one-year planning grant awarded by the Institute of Museum and Library Services. Over the last year as the team has been developing the residency model, they gathered input from experts in emerging technology and residency models, as well as library leaders and representatives of professional organizations. The Catalyst team anticipates launching the pilot projects during 2013, as long as funding for the pilot projects can be secured.


Fall Class: The Hyperlinked Library & Emerging Technologies

This is a course preview video for those SJSU SLIS students who may be interested in my fall class “The Hyperlinked Library & Emerging Technologies.”

The Hyperlinked Library is an open, participatory institution that welcomes user input and creativity. It is built on human connections and conversations. The organizational chart is flatter and team-based. The collections grow and thrive via user and staff involvement. Librarians are tapped in to user spaces and places online to interact, have presence and point the way.

Casey & Savastinuk describe the participatory service model: “It is a model for library service that encourages constant and purposeful change, inviting user participation in the creation of both the physical and the virtual services they want, supported by consistently evaluating services. It also attempts to reach new users and better serve current ones through improved customer-driven offerings.”

This course will examine various theories of library service, the advent of social networking tools, the creation of online collaboration and communities via those tools and their adoption by libraries as well as the rise of Library 2.0 thinking, a service philosophy born out of discussions of Web 2.0 and participatory library services. Students will experience an immersive learning environment via a wide range of tools. We will discuss the definition of participatory service, explore some key trends that impact the model, and examine what this shift means for libraries and information work in the 21stCentury.

Draft Syllabus (“Greensheet”) is here:

Fall Class: Transformative Learning & Technology Literacies

This is a course preview video for those SJSU SLIS students who may be interested in my fall class “Transformative Learning & Technology Literacies.”

All information professionals will most probably be called upon to create or present some form of instruction in the scope of their jobs. Within information environments, this class explores models such as Mezirow’s concept of transformative learning, the USER model, and the Learning 2.0/23 Things program as well as developing concepts such as Jenkins’ transmedia navigation.

Draft Syllabus (“Greensheet”) is here:

SJSU SLIS Faculty Institute Presentation Slides

After two days of faculty retreat, we are finishing the week with the SJSU SLIS Faculty Institute. Our faculty and adjuncts have gathered here in San Jose from all over for workshops and discussion about teaching. I’m doing a talk this afternoon on using social media in teaching. The slides are here:

Learning Everywhere:

Hello, CIRI – Introducing SJSU SLIS Center for Information Research and Innovation (CIRI)

The Center for Information Research and Innovation (CIRI) at the San Jose State University School of Library and Information Science fosters research in our field, aimed at generating exemplary new practices and innovative products to benefit a global audience. We invite you to explore CIRI and learn more about our projects and our partners. If you are interested in joining us on our research journey, we’d like to hear from you.

Please check out the various pages – Current Projects for sure! –  and don’t miss our blog. Faculty will be sharing information and insights about research and teaching in LIS with the greater community. I just contributed my first post on Learning 2.0:



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. You may remember the news about the grant I received:

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.