Integrating Information Literacy into the First Year – Webcast links

Integrating Information Literacy into the First Year

July 23, 2012

Broader Context – Changes in Higher Education

Arthur M. Cohen with Carrie B. Kisker, The Shaping of American Higher Education (San Francsico, CA: Jossey-Bass, 2009).

High Impact Educational Practices (LEAP)

Robert B. Barr and John Tagg. (1995). “From Teaching to Learning – A New Paradigm for Undergraduate Education.” Change, 27 (6): 12-25. (PDF)

Arthur Chickering and Zelda Gamson (1987) — Seven Principles for Good Practice in Undergraduate Education (PDF)

Vincent Tinto — Taking Student Retention Seriously: Rethinking the First Year of College (PDF)

Vincent Tinto (1994). Leaving College: Rethinking the Causes and Cures of Student Attrition. (Chicago: University of Chicago Press)

About FYE Programs

National Resource Center: First Year Experience and Students in Transition

Models

University of South Carolina

North Carolina State University

University of Oregon Freshman Interest Groups

Middlebury College First Year Seminars

Northern Virginia Community College

Examples of Articulated Information Literacy Outcomes in FY Programs

First Year Seminars & Information Literacy — University of Richmond Boatwright Memorial Library

The Library & First-Year Seminars — University of Redlands Armacost Library

Oregon State University U-Engage courses

Other Collaboration Examples

First-Year Papers publication at Trinity College

Embedded Librarians at Marshall University

Learning Communities at IUPUI

Working with Parents

Why?

Barbara K. Hofer and Abigail Sullivan Moore.  The iConnected Parent: Staying Close to Your Kids in College (and Beyond) While Letting Them Grow Up. (New York: Free Press, 2010).

Models – web presence

News items/marketing

 SMU – “Learning and Library Experts Offer Study Tips and Resources”

In-Person Events

Snacks in the Stacks: One Event – Multiple Opportunities. (PDF)

Library Parents Lounge – Brigham Young University (PDF)

Collaborating with Advisors

Sharing Space

Mary Kelleher and Sara Laidlaw (2009). A Natural Fit: The Academic Librarian Advising in the First-Year Experience. College & Undergraduate Libraries, 16:2-3, pp. 153-163. DOI:10.1080/10691310902976469

“Need help with your Research Paper? Try Librarian Office Hours!” — Academic Advising CU Boulder

Faculty Training

George Kuh and R. Gonyea (2003). The Role of the Academic Library in Promoting Student Engagement in Learning. College & Research Libraries. 64: 256-282 (PDF)

Data

National Survey of Student Engagement

CIRP Freshman Survey

Higher Education Research Institute

National Resource Center – First Year Experience and Students in Transition: Research and Assessment

Examples of the Kind of Data You Might Find on Your Campus

St. Olaf College Committee on the First-Year Experience

Slippery Rock University – First Year Experience: Surveys & Assessments

Central Connecticut State University – Assessment and Research

Student Development Theory – Cognitive Models

William G. Perry (1998). Forms of Ethical and Intellectual Development in the College Years: A Scheme.  (San Francsico: Jossey-Bass).

Reflective Judgment Model – Patricia King and Karen Strohm Kitchener.

Share Expertise

Anthony J Onwuegbuzie, Qun G Jiao & Sharon L Bostick (2004). Library Anxiety: Theory, Research and Applications. Scarecrow Press.

Project Information Literacy

See alsoThe First Year Experience and Academic Libraries, an annotated bibliography compiled by the Instruction Section of the Association of College and Research Libraries.

The iConnected Parent, Chapter 3

One thing that I maybe haven’t made clear is that this book isn’t intended to be an exhaustive treatment of this, or any, phenomenon — it’s a parenting book, designed to give advice to parents with kids heading off to college.

Some of my wishes for what might show up in these pages, therefore, should be read as unreasonable.

So, on to Chapter 3. Can College Kids Grow Up on an Electronic Tether?

This is the chapter that should be getting into where we might see connections between this research and the big body of student development research that exists out there.  The authors point out at start that there has been very little research on this specific phenomenon, but there is certainly a lot that we “know” about how students have developed in the past – and I am sure that research informed the present study.

Research question: What happens to the independence of college students who are in constant contact with their parents?

Method: To get at this question, they designed the surveys to also capture information about:

  • students’ psychological development
  • parental involvement in students’ lives
  • relationships between students and parents

The chapter starts by making with the argument that traditionally, students have been able to control the level of contact with parents, and parents have expected that the amount of contact they have with their offspring will go down. That separation from parents is essential for students to develop a mature relationship with their parents — if they stay too connected, then the dynamics that existed in high school won’t get a chance to change.

Most of this initial part is an exhortation for parents to let their students make their own decisions and their own mistakes. This is important not only for the students – who need to develop their own skills and to solve their own problems — but also for the parents.  It is only when the student develops autonomy that they are capable of seeing their parents as people – with with lives that aren’t entirely defined by their children.

Nothing here is cited, but it seems to be heavily informed by Arthur Chickering’s seven vectors of college student development.  Chickering’s revised third vector is called Moving through Autonomy toward Interdependence, and deals with the same issues of connectedness – and how the relationship between student and parent can improve and mature better when there is some autonomy, or separation.

In fact, Chickering’s initial model focused a great deal more on autonomy as leading to independence — it was in a relatively recent revision that he refined this category to recognize the ways that the relationships that students bring with them to college continue — and the ways that these relationships change.  Hence, interdependence. 

(Which I’ve always liked – I like the idea that one of the things we do in college is become capable of bringing more to our relationships – that we can become a source of support to people who have always supported us.)

So – then we move into a summary of results.  And the one-line summary?

…students who have the most frequent contact with their parents are less autonomous than other students.

Evidence? Those students are less likely to hit their benchmarks, according to the standard psychological tests that were embedded in the surveys.

Subtopics examined include: decision making, relationships, self-regulation and parental regulation

Photograph looking up at a college building against a blue sky with the words college of Business on it

some rights reserved by ucentralarkansas (flickr)

Decision Making — The focus in this section is on majors.  Parents are pushing “practical” majors where they can see an immediate employment benefit. Students are asking about other majors, and hearing they should change. At Michigan, only 2 students reported parents steering them away from econ or business, as opposed to many stories where the reverse was true. Of course, all parents aren’t the same – some were described as “not heavy handed” with their advice, others felt they needed to offer perspectives and warnings, even as they encouraged their children to follow their interests.

Student/Parent Relationships — Relationships are generally strong, but the researchers did find that those students who get called the most are more likely to have relationships with their parents that are “fraught” & marked by conflict.  Students who control the contact — who make the calls – report more positive feelings about their parents.  There are also students who are controlling the contact, but who are maybe calling too much – which the researchers describe as “trading independence for closeness.”

Self-Regulation & Parental Regulation — Students with good self regulation (what we might call “time management” and “study skills” in other contexts) get better grades AND report positive feelings about relationships with parents.  Students who reported high levels of parental regulation (parents taking responsibility for the timeliness and/or quality of the students’ work), on the other hand, reported negative outcomes.  Not surprisingly, those who scored high on the “parental regulation” scale also reported high levels of contact with parents.  They also reported MORE trouble with school.  So parental regulation doesn’t just hurt relationships – but in terms of academic success, it doesn’t work.

Conclusions & Advice for Parents

Not surprisingly – the main conclusion of this chapter is that parents need to back off and let their kids grow up.  This will have positive impacts not only on the students’ academic skills and success in college, but also leads to better parent/student relationships.

My reactions

From the start of the chapter, there’s the suggestion that there are two types of students here — those who want more independence, but find that college doesn’t really change anything in terms of the reminders and suggestions and direction they get on a daily basis from parents

AND those who maintain those lines of contact themselves – who actively resist the separation that the research suggests is necessary.

Probably not surprisingly, because of the “this is a guide for parents” nature of the book, the advice is heavily directed towards the first situation.  Parents, after all, can best control their own behavior and it makes sense that the book would focus on those situations where the parents’ behaviors are more problematic.

I was curious what advice they would have for parents who aren’t initiating the contact, but who have kids who are, as they say, sacrificing independence and development for contact.  How can parents diagnose a situation where their student might be relying on them too much?  What are the warning signs that your student is too dependent upon you? And then what do you do about it?  I hope this is addressed more in later chapters.

And the other thing  I found most striking from this chapter was the discussion of majors.  That’s something that I think we need to worry about – exploration is an important part of college and intellectual exploration is one of the most important kinds of exploration students do.  If that’s getting short-circuited, it needs to be addressed.

the iConnected Parent, Chapter 2

Chapter 2 — The Electronic Tether: Communication between Today’s College Students and Their Parents

Summary

We open with Doonesbury articulating the central tension of the book — not helicopter parenting per se, something more along the lines of “we weren’t like this?”

black and white comic strip featuring a man talking to his wife about his daughter

(Note, there’s about a week and a half of strips on this topic if you click the link)

The first study used online surveys and focus groups and compared what students thought would happen with regard to communication with their parents with what actually did.

  • Most students predicted they’d talk to parents about once a week (and focus groups suggested they were looking forward to more independence)
  • Followup surveys showed they were talking to parents an average of 10.4 times per week.

Hofer (and the older students who worked with her, who were just as surprised by the findings) located the source of this change in the ubiquity of cell phones.

The second study tackled the question – is this just a first-term thing, or does it persist? (Yes). The third study looked at students who had taken a gap year – did they report different patterns (No).

The fourth study expanded the population from Middlebury, looking at Middlebury students and students in a very different environment – the University of Michigan.  It also expanded in scope – examining a cohort of students across four years.

The average number of times that families communicated was 13.4 times per week.  Year in school didn’t matter.  Which school didn’t matter.  Variables like income, ethnicity and distance from home had no effect.  Only gender had an effect and it was small (14.5 connections per week for girls, 11.3 for boys).

And this latest study also showed that neither side of this equation (students or parents) was driving the communication – both sides initiated about the same number of calls.  Students indicated a general level of satisfaction with the amount of contact, but believed their parents would want more.  A parent survey was added to see if that was true.  About 30% said they’d like more contact.  88% of parents predicted that their children would report being satisfied with the amount of contact.

Interestingly, there seems to be a tension in when and why students call – sometimes it is because they feel they need the help (more on this in a minute) but another strong theme running through this data is the idea that these phone calls are “entertainment,” “filler,” or “something to do when I’m bored.”

In terms of help, the content of the calls does change over time.  First-year students report needing more academic help — later, the times when help is needed, or offered, tends to cluster around milestones like picking a major, finding an internship, or choosing a career.

Upper-division students are more likely to report conversations where the primary topic is the parents‘ life or work.

My reactions

So, this chapter was akin to the “results” section in a paper — it doesn’t really get into the “do these findings matter” piece — except in the teaser for the next chapter.

It also doesn’t really get into causality beyond the statements at the beginning where they were trying to figure out why the upper-division students involved in the study seemed more similar to the researchers in their expectations and reactions than like their fellow students.

I ended up with more questions than answers — the focus on number of contacts per week doesn’t allow for a lot of subtlety. A lot of the rest of the chapter pointed to ways to complicate these results, without really digging into them enough to actually complicate them –

  • For example, “fix this problem for me” is a pretty different motivator than “I’m bored and I have a half mile to walk until I get to my next class” — particularly if you’re going to then be drawing connections between these behaviors and what we know about student development.
  • Carrying that a little further, looking back to causality, it seems so intuitive as to be hard to examine that the “I’m bored” calls probably ARE tied to the fact that all of a sudden everyone carries around their phone all of the time, playing Angry Birds while walking is kind of hard, AND we don’t have to worry about minutes and charges when we’re talking to family?  The “fix things for me” behaviors on the other hand – those seem to point to a more complex set of causes.
  • Speaking of, I’m reading this book because it’s based, at least in substantial part, on actual research so I am glad that they chose to foreground the rest of the book WITH that research by putting it in chapter 2.  I was going to say here that the numbers still point to many things – as just mentioned the bullet above, but that the anecdotes and stories pulled out of the qualitative data tend towards the “these kids today” narratives that exist in the popular media.  But I’m actually not sure that’s true.  Certainly, the student whose mom had all of the syllabi for his classes and who would call him to make sure he was meeting deadlines, etc. was extreme and vivid and memorable.  But I think there may have been just as many examples of students telling stories like “I always call when I walk to the gym because I know there’s a built-in exit strategy out of the conversation.”
  • Which leads to the last question – I hope later chapters dig more into the connections between the behaviors (making or accepting calls, sending emails, etc) and how students and parents think the others are perceiving those connections — they may be calling at equal rates, but what do those rates mean if you add in feelings of obligation, external motivators (like peer pressure), or all of those times when you wanted to call and didn’t?
  • Finally, I am still hoping friends are part of this discussion, but it doesn’t look like they’re going to be.

The iConnected Parent (Summer Reading 2012) part 1

Today’s assignment — Chapter 1: iConnected Parenting 101.

You know, I don’t do book clubs.  I don’t know why.  Well, maybe I do know why.  I think for a book club to work for me it would have to be a perfect storm of people I knew exactly the right amount PLUS people who were exactly as interested in talking about the book as I was.  I suspect that if #1 wasn’t there – as in people I knew not well enough – then #2 would default immediately into talking about other things than the book, because.. well… I tend to feel strongly about books.

And if there’s one thing my history graduate degree gave me it was the training to feel strongly about books and also feel really, really comfortable into trying to argue other people into feeling the same way I do.  I don’t think that’s what most people do book groups for.

A photograph of a book with an image of an empty nest on the cover and the title The iConnected Parent by Barbara Hofer

But I’m going to read this book – pretty much in public – and those things won’t matter because you can read along or not, agree or argue or not – and it’ll be fine.

Barbara K. Hofer & Abigail S. Moore. The iConnected Parent: Staying Close to Your Kids in College (and Beyond) While Letting Them Grow Up.  New York: Free Press, 2010.

So first off I am not a huge fan of the title.  I wonder if the author actually loves this title?  It reads like an effort to give a fairly academic book more mainstream appeal so I am not going to hold the title against her.

I’m going to read this book because it’s research-based. It grew out of series of research studies that Dr. Hofer (a psychology professor at Middlebury) conducted with and about students at her college.  I am also going to read it because in the stories I read about it, the authors tended to avoid the kind of sensationalistic “CAN YOU BELIEVE THIS” anecdotes and spin that characterize a lot of the stories I hear (and I admit it, sometimes retell) about college students and their relationship to their parents.

Full disclosure, I was a kid who talked a lot to my family when I was in college.  I went to school 3,000 miles away from home, in a big city, and as the first one of my siblings to go to college.  This was the age before cell phones, before VOIP and before the Internet, when we had to be aware of things like long-distance charges and when the rates changed. My mom owned her own business, and would take calls from me any time – I didn’t have to worry about the costs – so I talked to her (and sometimes my dad or my sisters) a few times a week.  Several of my friends would have also characterized themselves as close to their families, but even in that context, I was considered pretty weird.

Enough with the preliminaries.  I promise, tomorrow I’ll get to the content quicker.  This is just the introductory chapter, though, so there’s some room for my own introduction too.  In this piece the authors are doing the typical introductory stuff – here’s the argument and here’s how we got involved in the project.

Summary of Chapter 1

So, here’s how they got there:

Dr. Hofer noticed students leaving her classes at Middlebury and immediately calling their parents.  Interested in the phenomenon, she asked some students to help her explore the connection between this frequent (& cell-phone enabled) parent/child communication and the students’ ability to become independent (along a variety of vectors). That study got some popular attention, and in the ensuing rounds of public conversation, she met Abby Moore, a journalist covering the same types of phenomena for the New York Times.  They decided to collaborate on a book length treatment.

And here’s the argument (from page 2):

We use the term iConnected Parenting to refer to a culture of parents deeply involved in their children’s lives, even as they approach adulthood, that uses the technology of instand communication to enhance their connection. Perhaps nowhere is this trend more evident than on campus, where parents and kids once separated. We believe that it has substantially changed parent-child relationships, during the college years especially, and that there are both benefits and drawbacks to this.

My thoughts:

Starting with the reflective piece.  As I said before, I talked to my family a lot for a Gen X type and I am fairly certain that were IM, cell phones and Skype available to me I would have talked to them even more.  Actually, given how fast my mom and I both type, I suspect that IM and email would have actually been the killer apps for us.

At the same time, I was pretty aggressively independent and my parents did a lot to encourage that.  I made almost all of my academic decisions by myself – starting with high school. I navigated the whole college-choosing process with very little input.  I decided on my own courses, I found my own jobs — I was as independent as anyone I knew.  As a matter of fact, THAT’S actually one reason I think I was weird — because I talked to my family all the time without HAVING to — I wasn’t expected nor required to run things by them, I didn’t have to clear my choices or even how I was spending money with them — I had more independence from my family and still I talked to my mom every other day or so.

So while I find the argument that technology and ease of communication MUST be making things different very intuitive — I’m not sure what I think the impact of that change is.  In other words, I am sure that I would have been a lot more connected to family (and to friends) from “back home” with ubiquitous lines of communication — but I’m not sure what the impact of that would have been on my development, my independence, or my life.

The introduction runs through a variety of “cultural factors” the authors think are contributing to these changes – I assume these will be fleshed out (and documented) more later, because here they are barely more than assertions:

  • Parents having fewer kids and having them later.
  • The belief that the world today is more dangerous than it used to be.
  • Kids living more scheduled lives.
  • A more competitive college admissions process.
And I’m not sure if this is another cause or if it’s the effect — more time spent in a liminal phase between adolescence and adulthood.

So my hopes for the book include –

  • I hope the book really digs into Hofer’s actual research.
  • I hope the book looks at the impact of technology in a complex way.  For example, so much of the communication we’re talking about takes place in text – and everyone doesn’t have an equal level of facility with text — how does that affect or change things?  What is the impact of culture, or class on these questions?
  • I hope this isn’t JUST about parenting.  It is also much, much easier for students today to stay very connected to the circle of friends from high school, and I have to think that those connections are every bit as likely as the connections to family to have an impact on how well a student engages with and connects to their new community in college.
  • I hope the book draws some connections between these observations and existing, research-based theory on college student development.

tumblr tags – 10 minutes in a one-shot won’t do it

So, I saw how Stephen Francoeur is using Tumblr as a commonplace book, and thought that might be a way to solve a problem I was having with my iPad-dominated workflow — how to corral and find the stuff I come across serendipitously, and the stuff I come across more intentionally in Google Reader.  So I am on tumblr, but I am really bad at being on tumblr for real – I haven’t even found anyone to follow yet.

I think that workflow issue might be a topic for another post.

Today, though, I want to make good on my promise over there that some of that stuff might show up here.  One common thread in the things I’ve saved over there is examples that show how complicated evaluation really is – especially when it is not accompanied by the kind of disciplinary expertise that most first-year students don’t have.

I’ve been tagging those 10 minutes in a one-shot won’t do it

One example digs into Politifact – a resource that the composition faculty and I talk about in WR 222, an advanced composition class that focuses more on public than academic discourse.

While the course we use it in isn’t focused on academic discourse, this discussion at the American Historical Association blog is — particularly on the different ways that legal scholars and historians approach the same question, which makes the task assigning a singular and simple “true” or “false” rating to a political claim more complicated than it seems.

The claim in question relates to recent laws and measures that regulate voting — more specifically, do claims that use historically specific terms like “Jim Crow” and “poll tax” to make claims (by analogy) about current measures stand up to scrutiny?  Politifact has evaluated three such claims in the last two years.

First, the AHA argues that Politifact “did its homework” in each of these cases –

Each time, Politifact editors called on historians to help them judge. Each time, their analysis and resulting judgments raised important questions about how historians, journalists, and politicians evaluate the nature of truth and how the past can best be mined for constructive analogy.

The list of historians and legal scholars consulted is lengthy and impressive.  The AHA points out some of the ways that historians and legal scholars differ in their approach(es) to the question – historians may be more likely to take a broad view of the question, while legal scholars examined questions of results and intent in a more focused way.  Overall, the message seems to be this – that the question “is this a suitable comparison” isn’t simple – and isn’t well served by the truth-o-meter approach.  Many of the scholars questioned brought up subtleties – that individually could tip the meter either way, but taken together points most of all to the conclusion that “it’s more complicated than that.”

And perhaps this is the issue. Politifact admirably works to educate the public on the accuracy of politicians’ references to the past. Sometimes this is a straightforward task; often it is not. Politifact generally seeks to confirm or disprove one-for-one correspondences between the present and the past. The historians cited by Politifact appear more willing to allow for comprehensive thinking; recognize that categories like “Jim Crow” aren’t cut-and-dried; and accept the idea that intent matters. Historians, less attached to the tyranny of the Truth-o-Meter™, are more willing to engage questions by explaining issues of continuity and change, and greatly enlarging the context. Though Politifact has made a concerted effort to include historians in its analysis, the Truth-o-Meter™ might not be readily calibrated to measure their responses.

This doesn’t mean that I’m going to stop using Politifact in WR 222 – like it or not, the discourse that class examines does reflect the assumptions of the meter of truth, and it’s a useful addition to the boatload of resources I throw at them.  But I’m also sending this discussion to the faculty who teach that class.  Because this is just one example of what I am sure are many situations where “it’s more complicated than that” seems to be the best response to the truth-o-meter (and I’m sure some of those examples come up in class).

And just like all the subtleties the historians bring up show the limitations of the truth-o-meter for adjudicating complex questions, all of these examples show the limitations of any kind of list, or tool, or crutch that can be used to “teach” evaluation in 10 minutes in a one-shot.

Research Immersion?

From Lee Bassette in last Thursday’s Inside Higher Edabout the Digital Humanities Summer Institute

I am excited because I am surrounded by people who are interested in similar research and skills as I am. I can talk about my project with people who a) actually know what and who I am talking about and b) are as excited by it as I am. People are interested in me and know me as a researcher, respect me as a researcher. My professional identity at home is so wrapped up in being a teacher, it’s nice to have this important other part of me recognized and, dare I say it, validated. I have a real intellectual community, not just a theoretical one.

I have lots of professor friends on other campuses who talk about this kind of isolation, but not librarians. When we talk about the issues of solo librarianship, we’re usually talking about something else — not about being the only metadata person, or instruction librarian, or archivist in the place.

And as librarians, we have both a (sometimes potential) research self, and a (usually actual) practice self — I could easily imagine that there are some librarians who are alone in their research interest, even with plenty of professional peers. Who needs this kind of shared experience more than us — what would it look like? Research Immersion?

So, according to TechCrunch in 2010, Bill Gates thinks that by 2015, people won’t have to go away to college anymore because

Five years from now on the web for free you’ll be able to find the best lectures in the world…. It will be better than any single university.

Fast forward to this year and Harvard and MIT launch edX, designed to bring an interactive course experience to anyone with an Internet connection (so, not just lectures) – building a “global community of learners” and strengthening programs back on campus as well.

Online education and it’s potential to disrupt college as we know it is a talked-about thing, is what I am saying.

But despite that, I have never really thought about this.

(via Walking Paper)

It’s kind of a longish video with a pace that is measured, or slow – so if you didn’t read it basically it seems to be a platform that manages online course offerings – potential teachers can upload their classes, potential students can find and sign up for classes.  There’s some consistency in offerings – they’re all one-day, in-person workshops that cost $20.

Here’s the thing, I can see this working with enough critical mass — but I’m not sure I can see it working on a college campus.  But I think it should work on a college campus – like, I can see it working on a campus that’s not all that different than the ones we have.  Why?  Well, reasons…

  1. We have a lot of really smart students who know how to do stuff.  We also have a lot of really smart faculty and staff who know how to do stuff, but I haven’t figured out yet if it works better in my head to be something bringing the whole community together – building a learning community that encompasses the physical community — or if it’s better as a student-teaching-students thing.
  2. We have students (and faculty and staff) who have a lot of interests – who want to learn how to do stuff.
  3. We talk a lot about high impact educational practices – those practices that increase  student success and engagement.  What’s important about these practices isn’t so much “if students get these experiences then school will be easier for our students” so much as “if students get these experiences then they’ll develop the networks, resources and resilience to get through the tough parts, stay in school and ultimately figure out how to succeed.  Taking on the teaching role doesn’t directly fit any of these practices, but it seems to fit in spirit — basically, if the teaching feels like it’s part of what makes the community the community, then participating would increase attachment to the community.

But on the other hand, other reasons …

When school pressures hit, there’s very little that survives. Which is what I mean when I say I can see this working on a college that is similar but not exactly the same as what I see outside my window.  (or what I would see if I had a window).  Basically, what I mean here is that I find it hard to see our students finding time for this kind of, well, dabbling a lot of the time — they can use working out or even parties as a legit reason not to study — one keeps you healthy and the other keeps you in friends – but taking a class on fixing your bike?  No, that I can’t see being treated as a legit reason not to focus on the classes and learning you’re actually paying for.

And I’m not sure what that means – I can easily see something like this working with my students just after they leave college.  Well, not easily, but realistically, I can imagine this kind of ecosystem taking root.  In college, on the other hand, it’s a lot harder.  I’m not sure what I think about that.

But here’s the thing – this seems like a great thing for libraries to manage.  This is information literacy, browsing, exploration and curiosity.  Exactly the kind of thing we are all about in college – but think about the ecosystem we build to support it.  What’s missing?  This kind of collaborative sharing of expertise — the people networks.

Which brings it back to he discussions of online learning I started with  — see, I’m pulling it back around.  Seriously, I’m as surprised as you are.

One thing that got me (and really, almost everyone else) two years ago when that Bill Gates quote appeared was just what a top-down, boring view of education it suggested — sitting in front of lectures, absorbing the knowledge =/= education.

And I’m a known lecture defender, but seriously – what made college worth it for me was the people.  And not just the faculty, though they were important, but my peers as well.

Which is why I think, on one level, that I couldn’t stop thinking about this community-teaching model after seeing it this morning.  Because it’s using technology to develop the community, but it gets at something that could only work on campus – that reflects part of why I love our campus community (and all of the campuses and communities I’ve been a part of).  It gets at part of the reason why, even though I had to do a distance library degree, I chose a program where I had classmates.

Of course, I learned a lot from my classmates, and of course I learned a lot from my interactions with faculty.  But even more than that – those relationships (especially with peers) are what created the culture of learning that existed in my college experience — the expectations, the standards, the ideas about what was worth your time and what weren’t – -those things were all social, shared values that we gave each other.  Some campuses did it really well, building a culture that really pushed me beyond where I would have been on my own.  Some, well, showed me how great I used to have it.

Even though I think it wouldn’t work – I keep trying to think about why it would.  Because a college that developed the kind of culture where that kind of sharing and learning was possible, was rewarded, was considered important enough to do even alongside the classes you’re paying for — that would be really cool.