1. Carla Colombati - Elena De Carolis - Agnese Galeffi
Library Theory and Research Section Satellite: Theory and research on the convergence of professional identity in cultural heritage institutions (Libraries, Museums, and Archives) beyond technology
Turin, 13 August 2014
Converging educational strategies An Italian e-learning class for young LAMs professionals
Carla Colombati - Elena De Carolis - Agnese Galeffi

2. We are going to talk about...
This paper path (AIB course ->
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Do we need LAMs professionals?
LAMs professionals’ skills
Learning tecniques
Conclusions and... wishes

3. This paper path AIB continuing education in e-learning…
The AIB offered a blended learning course to Italian librarian community:
AIB continuing education in e-learning…
As work group we realised: “Reloaded Librarian”
Theme: advocacy
Target: young students (18 to 25 year-olds)
Objectives:
fostering orientation towards the librarian's profession
b) shattering of long-established stereotypes

4. Online learners (U.S.A.)
OCLC. (2014). At a Tipping Point: Education, Learning and Libraries.

5. This paper path
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“Break the stereotype!”

6. Why train a LAMs professional?
“LAM professionals who understand issues surrounding different types of collections and collecting institutions […] bring an open-mindedness that allows them to embrace ideas from other professions in the interests of the collaboration.”
OCLC. (2008). Beyond the Silos of the LAMs: Collaboration Among Libraries, Archives and Museums.
Waiting for LAM convergence even in education

7. Common LAMs topics
Acquisition Treatment and physical organisation Description Preservation Maintenance of catalogues, inventories, and database Orientation and reference User education Promotion Institutional communications Analysis of the social context How to expand collections Management of physical spaces Drafting of a Service Charter

8. One example Describe the «stuff» owned
(archival) inventory (library) catalogue (museum) catalogue
Describe the Creators’ and
Records’ history, etc.
Describe
the «stuff»
owned
Describe the resources owned or to which access is guaranteed
An example
Describe the cultural objects (even intangible)
Names Activities Objectives

9. And...
professional ethics concept of service concept of cultural heritage support for professionals, for professional associations, advocacy typologies of LAMs

10. So... why a LAMs professional?
It’s all about users:
their wishes are becoming ever more fluid and we need to build a LAMs interdisciplinary bridge

11. Social engagement
engage the audience so as to create connections and sharing among collections, institutions and users in information spaces
positioning ourselves as trusted sources and avoiding the risk of getting lost in the meandering labyrinths of social media (Trant 2009)

12. Gamification
Source: <

13. Learning techniques “So, what is it that we are tipping toward?
We are tipping from the age of students as directed learners to an era of students as empowered education consumers and eager education evaluators. […]
We will change how we learn, where we learn and who guides our path. […].
We will have options.”
OCLC. (2014). At a Tipping Point: Education, Learning and Libraries.

14. AIB E-Learning training experience
Learning techniques
AIB E-Learning training experience
success keys
A constructivist educational approach
Knowledge Sharing
From a Community of Practice (CoP) to a Community of Practice of E-learning (CoPE)
Glossary of communications and specific activities

15. Learning techniques is the one of most interest to us since
From Knowlegde Management
to Knowledge Sharing
for Convergence
is the one of most interest to us since
it develops the dimension of
“social construction of meaning”
it underscores the notion of "community", which is essential to the successful convergence of LAMs

16. Learning techniques Knowledge sharing + Technology (web 2.0)
+ Social constructvist approach = CoPE
With technology, learning techniques based on "online learning":
“E-learning is seen as a process of learning”, in which both the student and the teacher or supervisor learn reciprocally in a constructivist way
transformation of CoPs into CoPE, a new model of learning by E-learning (Chikh, Berkani & Sarirete, 2008)

17. LAMs Convergences key components of the basic course
to transmit a sense of "professional community" to the students
to transform their learning into knowledge
to enrich professional knowledge with a shared common glossary/practices
to propose a framework of common skills/good practices

18. Conclusions and … wishes
Proposed profile for a new generation LAMs professional
Characteristics
a trusted identity + a common language
derived from traditional competencies
a range of not strictly technical abilities
creative thinking + teamwork + problem solving
Final aim
to be able to manage social engagement
to be proficient in channeling user-generated content into the digital information space of memory institutions, as part of a steady process of collective lifelong learning

19. Conclusions and … wishes
LAMs associations role

20. Conclusions and … wishes
LAMs associations role
to foster a transition “from Coexistence to Convergence”
(Duff et al. 2013).
according to the diagram convergence represents the final stage in in the evolution of cooperation process
Source: Waibel, G. & Erway, R. (2009). Think globally, act locally: Library, archive, and museum collaboration. Museum Management and Curatorship, vol. 24, no. 4, p. 326.

21. Thank you!