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The Library Role in Knowledge Management

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Title: The Library Role in Knowledge Management


1
The Library Role in Knowledge Management
  • Linda Watson, MLS (lwatson_at_umn.edu)
  • Director, Health Science Libraries
  • University of Minnesota

Presentation to E-Applications Team August 11,
2005
2
Linda Watson, MLS
  • Positions
  • August 2005 Director of Health Science Libraries
    at U Minn
  • 1990-2005 Director of Health Sciences Library
    at U of Virginia
  • 1985-1990 Associate Director at Houston
    Academy of Medicine Texas Medical Center
    Library
  • 1975-1985 National Library of Medicine
  • Professional Service
  • Medical Library Association (President 2002-2003)
  • Association of Academic Health Sciences Libraries
  • Institute of Medicine Rural Health Committee
    (2004)
  • National Library of Medicine advisory committees
  • Education
  • MLS Simmons College, Boston
  • BA University of Connecticut

3
Challenges for the AHC
  • Competition, Costs and
  • Conserving Scarce Human Attention
  • continuous partial attention involvement in a
    continuous flow of interaction and information in
    which you can only partially concentrate on each
  • Expanded Definition of Knowledge
  • Published knowledge such as books, journals,
    databases (explicit)
  • Organizational knowledge embedded in
    institutional processes and people (implicit)
  • Changing Library Roles

4
Background Documents
  • National Library of Medicine Long Range Plan,
    2000-2005, 2000.
  • http//www.nlm.nih.gov/pubs/plan/lrp00/lrp00.html
  • AAMC Next Generation IAIMS Binding Knowledge to
    Effective Action, 2002.
  • http//www.aamc.org/programs/betterhealth/iaimsins
    ide.pdf
  • Blue Ridge Academic Health Group Into the 21st
    Century Academic Health Centers as Knowledge
    Leaders, 2000.

5
Background Documents
  • Association of Academic Health Sciences
    Libraries Building on Success, Charting the
    Future of Knowledge Management within the
    Academic Health Center, 2003
  • http//www.aahsl.org/document/CTFprint.pdf
  • Watson and Fuller Commentary on Managing and
    Leveraging Organizational Knowledge in The
    Academic Health Center Leadership and
    Performance, Cambridge Univ Press, 2005

6
National Library of Medicine
  • 2000-2005 plan envisioned the future (2010)
  • Healthcare personal health records information
    prescriptions
  • Education simulation, virtual patients,
    interactive curricula, distance education
  • NLM Planning, 2006-2016
  • Strategic visioning session April 2005
  • First planning meeting Oct 31, 2005

7
AAMC / NLM IAIMS Project
  • Next Generation IAIMS Report, 2002
  • IAIMS Integrated Advanced Information
    Management Systems
  • Describes standard and leading edge practices in
    health care, education, research
  • Education
  • Simulations, online tutorials integrated into
    practice setting systems customized curricula
    with attention to learning preferences online
    curriculum databases and evaluation data
  • Required informatics curricula
  • NLM IAIMS Grant Opportunities

8
Blue Ridge Health Group, 2000
  • AHCs should explicitly manage their knowledge as
    an organizational asset to improve their
    performance and strengthen their ability to meet
    both the market and social needs of their
    immediate community and beyond.
  • AHCs should help current and future health
    professionals acquire the skills needed to use
    existing organizational and global knowledge and
    prepare for new demands associated with their
    professions in the digital era.

9
Context for AHC Learners
  • The role of learner applies to everyone we are
    all learners
  • Learning can be explicit (formal)
  • Learning can implicit (informal)
  • Learning goes through stages
  • Learning is a means to an end one end is
    performance, another is enrichment

10
Adapted from Jay Cross Workflow Institute
Learner Lifecyle
Formal Learning (push)
Informal Learning (pull)
Novice
Expert
Class Course Teacher Test / Grades Curriculum List
ening
Discovery Trial and error Collaborating Instructio
ns Asking Skimming
Conversing Networking Coaching /
Teaching Observing Comparing Reflecting
11
Usefulness Equation
Relevancy x Validity
Usefulness
Work
David Slawson MD, UVa
  • Orginal context is evaluating evidence based
    information (Patient Oriented Evidence that
    Matters)
  • Can also relate to how individuals gather and
    assess general information for learning

12
Learner Trends
  • Recognition of unique learning styles /
    preferences personalization
  • Generational differences
  • digital natives and digital immigrants (Marc
    Prensky)
  • http//www.marcprensky.com/writing/Prensky20-20D
    igital20Natives,20Digital20Immigrants20-20Par
    t1.pdf
  • Diverse and non-traditional students
  • Students in clinical rotations remote from campus
    resources
  • Knowledge management and information literacy
    (not just computer literacy)
  • Competency based learning (performance)
  • Interdisciplinary / Multidisciplinary
  • Life-long learning (different stages of expertise)

13
Envisioning a Learning Environment
Learning Objects
Learning Activities
Lectures, images, virtual patients, molecular
models, books, journal articles, patient
education, practice tests.
Classes, assignments, journal club, research
experience, studying, presentations, practicing
skills.
Learning Methods
Learning Environment
Lecture, pbl, lab, patient contact, simulation,
vr, podcasts, collecting analyzing data,
conversations
Learning Places
Classroom, lecture hall, barns pastures,
hospitals, clinics, community, library, home,
coffee shop, hallways, transportation
(commuting).
Learning Participants
Students, clinicians, scientists, librarians,
patients families, staff, each other.
Learning Assessment
Tests, portfolios, observation, feedback.
14
Managing a Learning Environment
  • What if we could develop an intelligent knowledge
    repository that incorporated all the elements of
    the Learning Environment tagged and indexed
    appropriately linked to an individuals personal
    profile shared across the AHC and beyond
  • Build on work of Medbiquitous (standards), HEAL
    and MedEdPortal (repositories)
  • A curriculum database on steroids!

15
Knowledge Repository Requirements
  • Robust, secure and flexible technology, both
    central (servers, etc) plus local (the users
    preferred device)
  • People to design the system architecture,
    standards, policies, user interface(s) and tools
  • People to populate the system with shared content
  • People to use the system (as learners and as
    teachers)

16
Library Roles
Traditional - 1990
Evolving - 2005
  • Resources published knowledge books, journals,
    indexes, preservation and archives (print)
  • Design and management of access system
  • Study space reading rooms
  • Resources same (but increasingly electronic,
    some born digital, more locally developed)
  • Integrating multiple access systems
  • Study space small group rooms, computer labs,
    wired and wireless

17
Library Roles
Traditional - 1990
Evolving - 2005
  • Librarians
  • Select resources
  • Organize resources
  • Preserve resources
  • Answer questions
  • Teach how to find information
  • Librarians same, plus
  • Develop/deploy tools (like blogs, wikis, pda
    services)
  • Teach in curriculum
  • Go on patient rounds
  • Partner on research teams
  • Partner in the community

18
Partner in Patient Care
  • Clinical information systems linked with
    knowledge-based resources
  • Funded clinical information specialists
  • Librarians support patient education and
    facilitate information prescriptions
  • Research studies link library services with
    improved health outcomes

19
Partner in the Community
  • Increased information outreach to the
    underserved, including native populations
  • Librarians partner with public health networks,
    local health coalitions, health literacy efforts,
    and public libraries
  • Partnerships with business
  • National partnerships

20
Library Roles the Future
  • Part of the system development team
  • Information organization, dissemination, and
    archiving expertise
  • Content from licensed resources (online books,
    journals, images, databases)
  • Local content (ie training modules on information
    management)
  • Development/deployment of tools for information
    customization (Blogs, wikis, RSS feeds, podcasts)
  • Training of faculty and students to maximize use
    of the knowledge repository

21
Some Challenges
  • Understanding individual user preferences and
    information-seeking behaviors (an anthropological
    approach)
  • Integrating just-in-time learning in the
    clinical environment
  • How to connect the AHCs Knowledge Repository
    with disparate clinical information systems and
    policies

22
Some Challenges
  • Even after building a Knowledge Respository for a
    Learning Environment
  • How to provide knowledge access to ALL AHC
    constituents
  • the hospitals where students train
  • students and their mentors in community
    preceptorships
  • Patients and families the community
  • Issues are technology, politics, restrictive
    license agreements
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