Enabling Knowledge Creation: An Organizational Development Approach for Library Centrality

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Enabling Knowledge Creation An Organizational
Development Approach for Library Centrality

• Mary M. Somerville, Ph.D.
• California Polytechnic State University
• San Luis Obispo, CA
• msomervi_at_calpoly.edu

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Organizational Development Ideal

• The organizational learning environment will
  foster deeper and actionable - understanding
  of issues inherent in developing information
  literacy within various educational contexts.

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Organizational Assumptions and Learning Priorities

• Organizational conception of information is real
  problem so knowledge enabling experiences aim
  to
• Surface information conceptions and advance their
  complexity e.g., understand sources (textual,
  social, physical, and sensory) as more than in
  need of metadata description (control)
• Stimulate information sharing and reflective
  dialogue e.g., activate learning experiences
  that produce appreciated benefits from exposure
  to diverse perspectives

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Organizational Knowledge Creation Theories

• Systemic big picture thinking (Checkland/UK)
• Social information to knowledge exchange and
  creation processes (Nonaka/Japan)
• Differentiated information encounter (and usage
  outcomes) experiences (Bruce/Australia)

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Early Information Literacy Conception
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Shared Workplace and Classroom Learning Results

• Intellectualquestion assumptions, improve
  thinking, and deepen understanding.
• Socialencourage cooperation and awareness,
  develop social identity, and foster belonging and
  community.
• Personaldevelop self-awareness and
  self-efficacy, encourage commitment, and enable
  self-expression.
• Practicaldevelop teamwork skills, expand written
  and oral communication, and advance group
  proficiencies.

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Emergent Workplace Information Conceptions

• Information control paired with information usage
• Information literacy aligned with disciplinary
  mastery
• Meaning making occurs through social
  negotiation

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Formative and Summative Learning Assessment

• Continuous KWL reflection
• What do you know?
• What do you need to know?
• How do you want to learn it?
• informs Research Information Services
  Education (RISE) forum, database, and education
  system design and content.

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Initial Interactive Processes Assessment
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Soft System Methodology Processes for
Organizational Meaning (POM)
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Participatory Design Organizational Evaluation

• User generated, user implemented, user
  interpreted research on library systems and
  services, including focus groups, usability
  studies, campus surveys, and stakeholder
  interviews
• Qualitative, evidence-based, interactive sense
  making dialogue that promotes learning through
  iterative problem identification and exploration

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Master Teacher Leadership Principles

• Leaders foster a learning environment conducive
  to enabling knowledge creation through reflective
  inquiry and information exchange.
• They consistently demonstrate and encourage
  contextualizing systems thinking.
• They encourage and acknowledge boundary
  crossing relationship building.
• They practice explicit relational information
  literacy in the workplace.

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Sustaining Organizational Synergies

• Illuminating intersubjective dialogue and
  reflection (Lloyd)
• Expanding boundaries of concern and influence
• Continuing evidence-based information practice
  (Partridge Hallam)
• Evolving purposes, processes, and relationships

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New Campus Learning and Teaching Roles

• Creators of applied educational theory and
  producers of active learning experiences, which
  are information-resource based and information
  literacy-enabling ... that build upon (and
  extend) workplace learning experience outcomes.

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Knowledge-able University Outcomes

• Knowledge Management
• Learning collections development faculty
  curricular collaborations
• Digital research portals student research
  partnerships (Rogers)
• Knowledge Integration
• Knowledge Making New Media course (Gillette)
• Literature-Based Scientific Learning (LBSL) case
  studies (Elrod)

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Information Literacy Education Conceptions

• Content Frame disciplinary viewpoint
• Competency Frame performance orientation
• Learning-to-Learn Frame constructivist process
• Personal Relevance Frame experiential
  engagement
• Social Impact Frame societal implications
• Relational Frame experiential discernment
  (Bruce, Edwards, Lupton)

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Theoretical Foundation for Advancing Library
Centrality

• Originating, exchanging, and exercising
  individually held information to enable
  collective knowledge sharing and creation
  (Nonaka)
• Valuing campus constituencies situated
  perspectives and establishing exchange
  relationships that support inquiry and build
  community (Checkland)
• Applying expanded information finding,
  interpreting, and using conceptions for social
  learning through meta-level reflection and
  dialogue (Bruce)

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Selected Core References

• Bruce, C. (1997). The Relational Approach A New
  Model for Information Literacy. The New Review of
  Information and Library Research 3 1-22.
• Bruce, C., Edwards, S., Lupton, M. (2006). Six
  Frames for Information Literacy Education A
  Conceptual Framework for Interpreting the
  Relationship between Theory and Practice. Italics
  5(1) 1-18.http//www.ics.heacademy.ac.uk/italics
  /vol5-1/pdf/sixframes_final20_1_.pdf
• Checkland, P. B. (1999). Systems Thinking,
  Systems Practice Includes a 30-year
  Retrospective, John Wiley Sons, Chichester,
  England
• Lloyd, A. (2005). Information Literacy Different
  Contexts, Different Concepts, Different Truths?
  Journal of Librarianship and Information Science
  37 (2) 82-88.
• Nonaka, I, Konno, N., Toyama, R. (2000). SECI,
  Ba and Leadership A Unified Model of Dynamic
  Knowledge Creation. Long Range Planning 335-34.
• Partridge, H., Hallam, G. (2005). Developing a
  Culture of Evidence Based Practice Within the
  Library and Information Profession. Paper
  presented at IFLA World Library and Information
  Congress, Oslo, Norway.