ACRL Panel Presentation by Martin Wolske
ALA Annual 2013
A 13-YEAR JOURNEY FROM
SERVICE-LEARNING TO
COMMUNITY INQUIRY
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“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
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• 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
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• 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”
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Source: Bishop, Bruce, & Jeong, 2009
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THE COMMUNITY
INFORMATICS STUDIO
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• “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 assetbased development to enhance citizen empowerment
and quality of life.” (Campbell & Eubanks, 2004)
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• 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.
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Source: Wolske, Rhinesmith, and Kumar (in review)
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Public Computing Center Design
Resources
Activities
Outputs
Short-term
Outcomes
Mid-term
Outcomes
Tech Volunteers
Provide assistance,
instruc on
Librarians
Available
technology
EDD Grant
Redesign of
computer lab
Increased
economic output
165 ques ons
answered daily,
on average
Support for
running a
business
Job
applica ons
submi ed
Patrons find and
create informa on
Tech workshops,
community
ambassador’s
contribu ons
Improved quality
of
both independent
and collabora ve
work
Long-term
outcomes
320 computer
logins daily, on
average
Number of
workshops
offered on new
topics
Over 100 surveys
completed, 4
focus groups run
Homework
completed
New skills are
acquired,
Library
increases role
as “3rd place”
Increased sense
of ownership of
computer lab
and comfort
while working
there
Local businesses
are more
produc ve
Patrons acquire
jobs
Patrons increase
level of
educa on
Patrons are
involved in
community in
new ways, both
in-person and
online
Lab users feel a
sense of
empowerment
through increased
knowledge and
new connec ons
with those around
them, resul ng in
a more informed
and par cipatory
community
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The Whip Hair Design
Source:
http://www.prairienet.org/sites/whip
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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) 13
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
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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/
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
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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
Noble, S. (2012). Missed Connections: What Search Engines Say About Women. Bitch
Magazine, 54. Retrieved from http://bitchmagazine.org/issue/54
Stoecker, R. (2012). Research Methods for Community Change 2nd ed. Sage Publications.
Stoecker, R. (2005). Is community informatics good for community? Journal of
Community Informatics, 1(3). Retrieved from http://www.cijournal.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
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/2142/35070
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.
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