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Technology, change and education by Karen
Bonanno, Director, KB Enterprises (Aust) Pty Ltd
Since the 70’s technological developments have influenced the services
provided by teacher librarians and information professionals. The
introduction of computerised databases and catalogues, improvements in
telecommunication technology, advances in information and communication
technologies, and the embracing of the Internet by the public community
have offered exciting and challenging opportunities for the profession.
The convergence and connectivity, and access to paper-based and digital
media, has changed the way we interact within our working environment.
Teacher librarians have successfully navigated their way through data
processing, information access and electronic communications, and are
now being tantalised by knowledge management, that is, managing the
knowledge creation processes and the knowledge generated within their
learning organisation.
“Knowledge is a fluid mix of framed experience, values, contextual
information, and expert insight that provides a framework for evaluating
and incorporating new experiences and information. It originates and is
applied in the minds of knowers. In organizations, it often becomes
embedded not only in documents or repositories but also in
organizational routines, processes, practices, and norms.” (Davenport &
Prusak 2000, p. 5)
Everyone involved in a learning community is a knowledge creator. They
select appropriate information, from a variety of formats, and engage
their human thinking and personal experience within a context of
learning. They use their intellect to make sense of the information and
develop new thinking, ideas and concepts that allow them to work in
creative and innovative ways. Being ‘knowledgeable’ is a dynamic
combination of cognition, intuition and context.
At the ASLA / CBCA national conference in 2003 a number of presenters
addressed the need for effective pedagogical practices to support the
development of knowledge literate learners; learners who not only learn
how to learn, but learn how to know what they know and to use this
knowledge creatively, constructively and productively.
Within a problem-based curriculum, where learners can engage in ‘real’
and authentic assessment activities, they need a repertoire of learning
tools. For example, higher order thinking (challenging the learner at
different cognitive levels), multiple intelligences (different ways to
problem solve and create solutions), information and ICT literacy
(supporting information seeking and information processing research and
inquiry), cooperative learning (sharing and engaging in collaborative
activities), reasoning skills (utilising decision making, problem
solving, invention, investigation, experimentation and systems
thinking).
The professional presentations at the conference were definitely
evidence that teacher librarians had come a long way.
Reference:
Davenport, T & Prusak, L 2000, Working knowledge: how organizations
manage what they know, Harvard Business School, Boston.
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