Presentation on theme: "ACRL Panel Presentation by Martin Wolske ALA Annual 2013."— Presentation transcript:
ACRL Panel Presentation by Martin Wolske ALA Annual 2013
2 A 13-YEAR JOURNEY FROM SERVICE-LEARNING TO COMMUNITY INQUIRY
3 “We must rapidly begin the shift from a "thing-oriented" society to a "person-oriented" society. When machines and computers, profit motives and property rights are considered more important than people, the giant triplets of racism, materialism, and militarism are incapable of being conquered.” Martin Luther King, Jr. "Beyond Vietnam” address, given at New York City’s Riverside Church on April 4, 1967
4 Technology drives the development of its social structure and cultural values –Classical: the efficiencies inherent in technology lead towards natural selection of social processes that integrate the technology –Cyberlibertarianism emphasize: ICT as inevitable, irresistible, & world-transforming Individualism, ecstatic self-fulfillment, & rational self-interest Supply-side, free-market capitalism Sources: –Jacques Ellul (1954) The Technological Society –Langdon Winner (1997) “Cyberlibertarian Myths and the Prospects for Community”, Computers and Society
5 Considers how social, institutional, economic, and cultural factors impact: –The direction and rate of innovation –The form of technology and technological practices –The outcomes of technological change for different groups in society Source: Williams, R, & Edge, D. (1996). The social shaping of technology. Example –Safiya Noble (2012) –“Missed Connections: What Search Engines Say About Women”
8 “Using technology to support community development goals” (Stoecker, 2004) “A sustainable approach to community enrichment that integrates participatory design of information technology resources, popular education, and asset- based development to enhance citizen empowerment and quality of life.” (Campbell & Eubanks, 2004)
9 Learning to be a professional using master/apprentice model (Lackney, 1999) Students’ “purposes” + current environment + teacher as guide = current learning (Dewey, 1938) Iterative design process through desk critiques Working within studio space provides important modeling of professional practice Integral pedagogy in architecture and fine and applied arts.
10 Source: Wolske, Rhinesmith, and Kumar (in review)
12 The Whip Hair Design Source: http://www.prairienet.org/sites/whip
13 I believe that to fully capitalize on studio-based learning to advance LIS-led Community Engagement, the following Community Informatics values are key: Sustainable Approach to Community Enrichment Asset-Based Perspective Popular Education & Participatory Design Difference is a Resource Teach, Research, & Practice with Community Building Healthy Communities Informed especially by Stoecker (2012); Eubanks (2011); Friere (1970/1993); Dewey (1938)
14 How can the Community Informatics Studio can be understood as a model of experiential learning to support LIS teaching, research and practice? Studio pedagogy resonates strongly with students because it is rooted in experiential learning Studio pedagogy invites students into research on current topics in LIS through the design problem Studio pedagogy can foster social justice education & challenge technological determinism
15 Resources & References Student projects are documented at: http://www.prairienet.org/engagement http://www.prairienet.org/op/ Bishop, A., Bruce, C., & Jeong, S. (2009). Beyond service learning. In (Eds.) Service learning: Linking library education and practice. Chicago, IL: American Library Association. Campbell, N. D. & Eubanks, V. (2004). Community informatics as a pathway to social change. Retrieved from http://www.brillomag.net/COPC/CI/http://www.brillomag.net/COPC/CI/ Dewey, J. (1938). Experience and education. New York, NY: The Macmillan company. Eubanks, V. (2011). Digital dead end: Fighting for social justice in the information age. Cambridge, MA: The MIT Press. Elull, J. (1967). The Technological Society. Vintage Books. Freire, P. (1970/1993). Pedagogy of the oppressed. New York, NY: Continuum. King, M.L. (1967) Beyond Vietnam: A Time To Break The Silence. Speech delivered at New York's Riverside Church on April 4, 1967. Transcript retrieved from http://www.informationclearinghouse.info/article2564.htm http://www.informationclearinghouse.info/article2564.htm
16 Lackney, J. A. (1999). A history of the studio-based learning model. Retrieved from http://www.edi.msstate.edu/work/pdf/history_studio_based_learning.pdf http://www.edi.msstate.edu/work/pdf/history_studio_based_learning.pdf Noble, S. (2012). Missed Connections: What Search Engines Say About Women. Bitch Magazine, 54. Retrieved from http://bitchmagazine.org/issue/54http://bitchmagazine.org/issue/54 Stoecker, R. (2012). Research Methods for Community Change 2 nd ed. Sage Publications. Stoecker, R. (2005). Is community informatics good for community? Journal of Community Informatics, 1(3). Retrieved from http://www.ci- journal.net/index.php/ciej/article/view/183/129http://www.ci- journal.net/index.php/ciej/article/view/183/129 Williams, R, & Edge, D. (1996). The social shaping of technology. Research Policy 25. Winner, L. (1997). Cyberlibertarian myths and the prospects for community. Computers and Society, 27(3). Retrieved from http://delivery.acm.org/10.1145/280000/270864/p14-winner.pdf http://delivery.acm.org/10.1145/280000/270864/p14-winner.pdf Wolske, M.(2012). A 12 year journey from traditional service learning to community inquiry, Proceedings of the CIRN 2012 Community Informatics Conference: ‘Ideals Meet Reality’. Retrieved from https://www.ideals.illinois.edu/handle/2142/35070https://www.ideals.illinois.edu/handle/2142/35070 Wolske, M., Rhinesmith, C., & Kumar, B. (in review). Community Informatics Studio: Designing Experiential Learning to Support Teaching, Research, and Practice. Journal of Education in Library and Information Science.