Many libraries are working to infuse approaches like making, connected learning, participatory design into their work, but what does the latest research actually tell us? This panel will highlight ongoing research collaborations between library scholars and practitioners focused on participatory design and inquiry-based learning. These partnerships, funded by IMLS’s National Leadership Grants program, will result in new tools and findings that you can leverage to enhance programs and services at your library, from initial design through assessment.
Projects confirmed for this session include:
University of Buffalo
University of Buffalo will lead a research-practice collaboration in partnership with the University of Wisconsin-Madison, Buffalo and Erie County Public Library, and Madison Public Library. The project will engage researchers and library staff in the study and co-design of assessments of learning in makerspaces. The project responds to librarians' need to better assess facilitated learning in their spaces, patrons' desire for constructive formative and summative feedback, and a need for guidance on how best to act on assessment data for all. Ultimately, the project will result in the development of adaptable assessment tools that will support librarians' development of assessment literacies for promoting lifelong learning for inquiry-based, hands-on learning experiences.
University of Washington
The Information School at University of Washington (UW iSchool) and the School of Education at California State University, San Marcos - with The Seattle Public Library and San Diego Public Library - will develop a two-year research project to support intergenerational participatory design (PD) groups through a communities of practice model to train librarians and MLIS students to engage in design thinking processes. This project will create, train, and disseminate a model for libraries to engage in PD between librarians and youth and family patrons. The outcomes of this project will be used to 1) create a process in which local Seattle libraries can engage in PD independently; 2) provide a means to create a central hub at UW iSchool and The Seattle Public Library to help train and support librarians engaging in PD across the country; and 3) create materials, workshops, seminars, and presentations to help other librarian professionals engage in PD.
If selected, depending on the time granted for the presentation, and LLAMA’s interest, we could also potentially include one or two other current IMLS grantees, whose projects are topically aligned and have grant funds availble to support dissemination activities. Additional speakers could represent the following projects:
University of California, Irvine
The Capturing Connected Learning in Libraries (CCLL) project is a research and practice collaboration between the Los Angeles Public Library (LAPL), the Young Adult Library Services Association (YALSA), the YOUMedia Community of Practice, and the Connected Learning Research Network (CLRN). It is focused on identifying persistent problems of practice around connected learning programs and ways of addressing those problems. The project includes an examination of existing literature; the development of measures; piloting and testing of evaluation plans with embedded measures; the establishment of benchmarks to determine spread and uptake of resources; and the surveying of practitioners to contribute to the understanding of connected learning efforts in libraries. The CCLL team will provide librarians with evaluation instruments, tools, and plans to understand the effectiveness of connected learning programs to help librarians better assess learning outcomes and boost their ability to use evaluation data to improve programs.
Utah State University
Utah State University will partner with North Logan City Library and North Cache Center Junior High School for a three-year research project focused on developing and testing a replicable model of professional learning in support of maker programming across library settings. The partners aim to understand the learning needs, constraints, and opportunities of library professionals related to making so that materials and supports attuned to their needs can be developed. The research team will examine and document librarian learning over time; investigate how cross-site library programs embody maker learning practices; and test the replicability of activities and supports. Project outcomes include a new model of context-relevant professional development for rural and small town public and school libraries; a research-based specification of maker learning practices best suited for these kinds of library spaces; learning materials; and demonstration cases involving cross-library collaborations and programming for youth.
All of these projects have undergone extensive peer review to ensure they depmomstrate the goals of the NLG program, including national impact, strategic collaborations, current significance, and demonstrated expertise.,
ALA Unit/Subunit: LLAMA
Meeting Type: Program
Cost: Included with full conference registration.