Denise Anthony (University of Denver)
Sylvia Hall-Ellis (University of Denver)
Megan Perez (University of Arkansas), moderator
Anthony:
A few sources to read:
Dreyfus, Hubert
What Computers still can't do
McCorduck, Pamela
Machines who think
Zuboff, Shoshana
In the age of the smart machine
How do we acquire skills? Dreyfus proposes a model for skill acquisition that can be used to develop our next generation of library leaders.
Based on Cartesian duality.
Knowledge is situational. We are constantly learning in our environment and we are learning from our environment.
Information Processing Approach to Skill Acquisition:
The Novice:
Rigid adherance to rules
Assess content rationally
Advanced beginner:
Analytical and Rational
Competent:
Becomes more emotionally involved as well as detached. But still analytical and rational.
Proficient:
Sees situations holistically; intuitive behavior; perceives deviations from the norm.
Content is assessed holistically and decision making is intuitive.
Expert:
No longer relies on the rules; has an intuitive grasp of situations.
Content is assessed holistically, but decision making is intuitive (arational). Once you reach this point, you can't go back to a lower level.
Patricia Benner has used this model extensively.
Dreyfus model is a perspective. Experiental-based knowledge.
The Good Work Project looking at ethics and excellence in work. Values are transferred when someone is working next to their mentor. (Making the case against online teaching)
Hall-Ellis:
From Research to Practice
With retirement looming, Hall-Ellis wanted to look at who will be the next group of librarians. Interest primarily in cataloging staff, but applicability is global.
Has been collecting position descriptions for 10 years and looking at correlation of knowledge and technical skills.
Neuendorf's content analysis
Glaser's emergent theory design
Dreyfuss model of skill acquisition
Benner's clinical nursing model
Jim Davis adult teaching and training model (forthcoming book from Greenwood)
Position descriptions (now over 6,500) is a good way to see what skills need to be taught in library schools.
LIS programs focus on learning outcomes and a competency based education.
Work is far more complex than the theories taught in school; we try to teach students how to think critically. Theory AND experience are needed.
Dreyfus model has 5 levels. There might be a sixth - the Master.
LIS programs move students from Novice to Advanced Beginner. Can we go further with all the other requirements that exist in the programs?
Employers are responsible fro maintaining learning environment for all staff - moving from Advanced Beginner to Competent.
Dreyfus is applicable to libraries as learning organizations. (mentoring, coaching, professional development, career ladders, preparation for advancement, maximizing human capital)
Managers and supervirs should determine skill levels in staff and identify gaps and provide opportunities for growth. Can identify emerging stars
Training is not routine nor repetitive.
Perez:
Benner and Dreyfuss are both very prevalent in nursing programs.
So how do we groom our current managers and supervisors to be the next leaders?
Q&A:
Librarians aren't paying attention to succession planning.
Only 12 full-time cataloging professors in the US currently, for eg. No sense of who the replacements will be.
Expets are often not aware of their actions while working; it is intuitive.
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