Riding the Waves
of Technology—
Instead of Being
Engulfed by
Them驾技术浪而行
而不是被吞没
Janice Carter
Director,University Library
Golden Gate University
jcarter@ggu.edu
Librarians have a great opportunity seeking out,
researching and integrating new technologies
effectively to 图书馆员有很好的机会来寻求、研究、
集成新技术，旨在
– Promote library goals and objectives提高图书馆的目的
和目标
– Address needs and expectations of library users满足图
书馆用户的需求和期望
– Share expertise with others 与其他人共享专长知识
– Build awareness of the value librarians bring to their
constituencies 构建图书馆员的价值意识
Librarians图书馆员
Continually review and assess information
seeking behavior不断评价及评论信息查找行
为
Continually seek out new and more effective
ways of promoting library goals 不断寻找新
的有效的方式来提高图书馆的目标
Share information, knowledge, and pedagogy
with others共享信息、知识及教育
Perhaps This Is True for All
Librarians 可能对所有图书馆员都是真的
“Our strength as service providers and our
experience modifying social technologies positions
academic librarians to facilitate and encourage this
learning customization as an aspect of information
and technology literacy.”我们作为服务提供者的优
势和经验将学校图书馆员社会技术位置调整到鼓励
学习的用户化，作为信息及技术素质的一方面
– Char Booth, Informing Innovation: Tracking Student
Interest in Emerging Library Technologies at Ohio
University: A Research Report, Chapter 8, Conclusion.
ALA, 2009, p. 102
– Retrieved May 1, 2010, via
http://www.ala.org/ala/mgrps/divs/acrl/publications/digita
l/ii-booth.pdf
Perhaps This Is Relevant for All
Librarians可能对所有图书馆员都是相关的
“Instead of mimicking the successes of peer
institutions, academic librarians must sharpen their
understanding of the cultures in which they
operate in order to perceive where and when
dynamic and social technologies are needed,
wanted, and sustainable.” 学校图书馆员不是模仿
同类组织的成功，而是必须明朗化他们对文化的理
解，这样的文化环境中运作的方法，感觉所需要、
持续发展的动态社会技术发生的时间和地点。

Char Booth, Informing Innovation: Tracking Student Interest in Emerging Library
Technologies at Ohio University: A Research Report, Chapter 8, conclusion. ALA,
2009, p. 103, Retrieved May 1, 2010, via
http://www.ala.org/ala/mgrps/divs/acrl/publications/digital/ii-booth.pdf
Conditions for Library Innovation
图书馆创新的条件
Char Booth identifies the following conditions for successful local
climates of library innovation
Char Booth识别出图书馆创新的成功的条件
“1) Research-based insight into local library, information and
technology cultures基于研究的视野转变成当地的图书馆、信息和技
术文化
2) Knowledge of the universal characteristics of successful library
technologies that can be applied in any context 成功图书馆技术的
普遍特点的知识应用于任何环境
3) Understanding of local organizational structures/processes and
their likely effect on technology planning and collaboration 理解当地
组织结构/流程和对技术规划和合作的可能影响
4) Active pursuit of working cultures that encourage prototyping,
piloting, and experimentation 积极追求原型、引导、实验的活跃文
化
Conditions for Library Innovation
(continued)图书馆创新的条件
“5) Systematic planning for the implementation and
assessment of emerging technology projects对于所出现
技术方案进行评估和实现的系统规划
6) A nuanced approach to library evaluation that takes into
account the lon tail effect of niche library services on
overall usage statistics
7) A commitment to creative user outreach and education
to raise the library profile 承诺为创新性用户教育来提高
图书馆形象
8) Transparent internal and external communication
during the assessment, development and evaluation
process.”在评估过程及发展中透明的内外交流
– Char Booth, Informing Innovation: Tracking Student Interest in Emerging
Library Technologies at Ohio University: A Research Report, Chapter 8,
Conclusion. ALA, 2009, p. 103, Retrieved May 1, 2010, via
http://www.ala.org/ala/mgrps/divs/acrl/publications/digital/ii-booth.pdf
 How can we do all this? 我们怎么做到
Librarian Joke图书馆员笑话
 The librarian says:图书馆员说
– “Between my brother and myself we know everything.”
在我兄弟与我之间我们知道了所有事
 When you ask the librarian a question, he or she
replies 当你问图书馆员一个问题，他回答
– “That’s one of the things my brother knows.” 那是我兄弟
知道的事情之一
The trick is finding the brother (or sister) who knows that.
 Collaboration and sharing expertise合作和共
享专业知识
– With other librarians, 和其他图书馆员
– With teachers and other educators和教师及其他
教育者
– With technology experts 和技术专家
– With students and other library patrons和学生及
其他用户
In person and/or online个人或网络
In “A Wiki Collaboration to Create National
Guidelines: Tips for Professional Practice,” by Patt
Moser, Knowledge Quest, Nov-Dec 2009,
Patt Moser writes: “I recently read somewhere that
in our current participatory culture educators have
a responsibility to contribute to everyone’s learning
process by sharing their thoughts online.” (p. 52)我
最近读到，在我们当前参与式文化中，教育者通过
在网上共享观点，有责任致力于每个人的学习过程
Patt Moser describes the process she and
other independent school librarians used to
develop national guidelines, Principles of
Good Practice for independent school
libraries throughout the United States
Patt Moser描述了她和其他私立学校图书馆员
推广及发展国家准则-全美国私立学习图书馆
最佳实践原则的过程，
Her tips for wiki collaboration:
维基合作的窍门
“Gather the committee members 收集成员名单
“Start the wiki 启动维基
“Invite members to join the wiki, give them read/write privileges 邀请成员参与维基，给他们读
写权利
“Provide reminders that encourage members to keep at it. Do not rely solely on the wiki to
carry the conversation…Use e-mail, Facebook, Twitter or any tool available to remind
members to contribute 提供提醒来鼓励成员坚持，不要只通过维基来开展谈话，使用email, Facebook, Twitter等其他工具来提醒成员参与
“Frequently reassure them that they can edit the wiki without permanently deleting another
member’s work …不断安慰他们，在没有永久删除其他成员的成功时，他们可以编辑维
基
“Periodically edit the draft on the wiki to include the thoughts that others chose not to write
themselves
定期编辑维基的草稿包含别人选择不做的那些想法。
“Let members know when you think the draft is finished and give them a chance to review it
before declaring it finished. This will almost always lead to more changes”
让成员知道，当你认为草稿完成了，在发布前给他们修改的机会，那将导致更多的变化
Quote from “A Wiki Collaboration to Create National Guidelines: Tips for Professional
 Note how she coached her colleagues through the
process.注意她如何通过过程教导她的同事
 “Provide reminders that encourage members to
keep at it. Do not rely solely on the wiki to carry
the conversation…Use e-mail, Facebook, Twitter
or any tool available to remind members to
contribute”提供提醒来鼓励成员坚持，不要只通过
维基来开展谈话，使用e-mail, Facebook, Twitter等
其他工具来提醒成员参与
Brenda Dervin’s sense-making
metaphor (1992) Brenda Dervin’s 感悟比喻
结果
桥梁
位置
差距
 Dervin, B. (1999). “On studying
information seeking
methodologically: the
implications of connecting
metatheory to method.”
Information Processing &
Management, 35(6), 727-750,
as cited by
 Godbold, N. (2006)
“Beyond information seeking:
towards a general model of
information behaviour, IR
Information Research, Vol. 11
No. 4, July 2006 , via
http://informationr.net/ir/114/paper269.html, retrieved May
1, 2010
Implications of Information Gap Analysis for
Adapting New Technologies
信息差距分析来适应新技术的含义
When the gap seems big 差距变大时
“Individuals may not search for information if they perceive that the gap is too big. The gap
may appear too big when undertaking information behaviour involves risk, as suggested
by Chatman (2000) and Wilson (1997):” Chatman 和 Wilson 建议，如果个体感觉差距变
大，他们将不再查询信息，从事信息行为包含着风险，差距变得更大，
emotional risk, (fear of bad news, fear of failure, fear of increased uncertainty);
physical risk … and
political/social risk (endangering your status or acceptability in your community).
情感的风险（害怕坏新闻、失败、不确定性）、身体上风险……和政治/社会风险（地位上威
胁、社区的可接受度）
“Other situations in which the gap will appear too big are when the person feels they do not
have time or cannot see how to proceed. …” 当个人感觉到他们没有时间或者不能够看到
如何进展时是，差距就会更大。
Above quotes are from “Beyond information seeking: towards a general model of information behaviour,”
by Natalya Godbold, iR Information Research, Vol. 11 No. 4, July 2006,” as retrieved May 1, 2010 via
http://informationr.net/ir/11-4/paper269.html, citing
Chatman, E. A. (2000). “Framing social life in theory and research.” New Review of Information Behaviour
Research, 3-17
Wilson, T.D. (1997). “Information behaviour: an inter-diciplinary persepective.” In: P. Vakkari, R. Savolainen
& B. Dervin (Eds.). Information seeking in context. Proceedings of an international conference on
research in information needs, seeking and use in different contexts 14-16 August, 1996, Tampere,
Finland. (pp. 39-50) London: Taylor Graham.
Some Tools We Can Use to Share
Ideas and Coach Each Other我们共享
观点及教导每个其它人所使用的工具
 Include:包括
– Wikis (as we have seen above)维基（以上提到）
– Personal Learning Networks个人学习网络
– Conferences会议
– Publications Online 网上出版物
Personal Learning Networks
个人学习网
“Personal learning networks are created by
an individual learner, specific to the
learner’s needs extending relevant
learning connections to like-interested
people around the globe. 个人学习网被
个体学习者创建，符合特定学习者的需求
扩展到全球具有共同兴趣的相关学习联系
“PLNs provide individuals with learning and
access to leaders and experts around
the world bringing together communities,
resources and information impossible to
access solely from within school walls.”
个人学习网集中全世界专家和领导者于社
区内，提供了个体学习和获取的各种资源
和信息， 在学校中获得不到的。
Quote and picture from Lisa Nielsen’s 5 Things You Can
Do to Begin Developing Your Personal Learning
Network, The Innovative Educator, Sunday,
October 12, 2008, retrieved from
http://theinnovativeeducator.blogspot.com/2008/0
4/5-things-you-can-do-to-begin-developing.html
May 1, 2010
Diagram is from David Warlick’s PLN
5 Things You Can Do to Begin Developing
Your Personal Learning Network
你开始发展个人学习网需要做5件事

“1. Join a professional social network. I belong to Classroom 2.0 (for educators using Web 2.0
technology) and EduBlogger World (for education bloggers) and I launched a social network called The
Innovative Educator (enhancing instruction with tech across the content areas). 参与专业化组织网，我
属于Classroom 2.0 （使用Web 2.0 技术）和EduBlogger World （教育博客），我发起了叫做The
Innovative Educator的社会网络（提高技术教育指导）

2. Pick 5 Blogs you find interesting and start reading them. In addition to my own blog, I follow
weblogg-ed: learning with the read/write web, Tales of a Technology Omnivore, The Brazen Careerist,
Cool Cat Teacher, Ted Talks, Dan H. Pink. You may want to look at some of these as well as find other
Education Blogs or explore the listing of International Edubloggers. 找你感兴趣的博客并开始阅读，
除了自己的博客，还读其他的，你可以找到一些其他博客列表

3. …[Subscribe to the blogs you selected.] Caution: Limit your reader to five to start. Keeping up
with more blogs will be difficult….订阅你选择的博客，注意，限制你开始的读者5个，太多的博客坚持下
来很难

4. Become a part of the conversation and start commenting on the blogs you read. …对你所读
的博客进行评论，并开始交流

5. Join the microblogging phenomena by reading Tweets at Twitter. Start by selecting 5 well-known
Edubloggers …I‘d recommend starting with willrich45 / Will Richardson, coolcatteacher / Vicki
Davis, stevehargadon / Steve Hargadon, acarvin / Andy Carvin, penelopetrunk / Penelope
Trunk, …”通过阅读Twitter参与微博，选择5个有名的博客，我推荐从willrich45等开始

Quote is from Lisa Nielsen’s 5 Things You Can Do to Begin Developing Your Personal Learning Network, The
Innovative Educator, Sunday, October 12, 2008, retrieved May 1, 2010 from
http://theinnovativeeducator.blogspot.com/2008/04/5-things-you-can-do-to-begin-developing.html
For me, the information gap is too large
结果
桥梁
位置
差距
 Dervin, B. (1999). “On studying
information seeking
methodologically: the
implications of connecting
metatheory to method.”
Information Processing &
Management, 35(6), 727-750,
as cited by
 Godbold, N. (2006)
“Beyond information seeking:
towards a general model of
information behaviour, IR
Information Research, Vol. 11
No. 4, July 2006 , via
http://informationr.net/ir/114/paper269.html, retrieved May
1, 2010
 We all have personal learning networks我们
有个人学习网
 Take a minute to think about yours.花一分钟
思考自己
– How do you learn? 你是如何学习
– Whom do you consult? 你向谁咨询
– What works for you? 你有哪些成果
 See also The Art & Technique of
Personal Learning Networks
or “A Gardener‘s Approach to
Learning“ from David Warlick’s
Colearners 参考文献
http://davidwarlick.com/wiki/pmwiki.php/Mai
n/TheArtAmpTechniqueOfCultivatingYourPe
rsonalLearningNetwork
“In a way, what we're talking about is a gardener's approach to
learning, where …we are working an information ecosystem, learning
how its elements interrelate and arranging new relations to create an
environment, a network, that produces what we need to know to do
what we need to do.”
This quote and the image on the next page are from
The Art & Technique of Personal Learning Networks
or "A Gardener's Approach to Learning“ from David Warlick’s
Colearners
http://davidwarlick.com/wiki/pmwiki.php/Main/TheArtAmpTechniqueOfC
ultivatingYourPersonalLearningNetwork, retrieved May 1, 2010
Choose Sources That Work For
YOU选择为你服务的信息源
 Tech Talk for Befuddled Academics
via The Chronicle of Higher Education
screen shot from
http://chronicle.com/forums/index.php/board,
58.0.html
retrieved March 1, 2010
Look to Sources that Summarize
Information浏览综述的信息源
 One Hashtag Helps Educators Change
Their Schools, by Tanya Roscorla,
 http://www.convergemag.com/edtech/OneHashtag-Helps-Educators-Change-TheirSchools.html
 Retrieved March 2, 2010
 For more on edchat, check out these links:需要更多的edchat，参
考一下链接
 Edchat wiki
http://edchat.pbworks.com/
 Edchat group on The Educator's PLN ning
http://edupln.ning.com/group/edchat

 Blogs that summarize Edchats include 总结Edchats的博客包括
 1. Teacher Reboot Camp by Shelly Terrell
2. Rliberni's Blog by Berni Wall
3. Blogging about the Web 2.0 Connected Classroom by Steven W.
Anderson
Look to People Who Summarize
What Is Happening 看这些人对所发生的
进行的总结
 Teacher Reboot Camp
 http://teacherbootcamp.edublogs.org/
 Retrieved March 2, 2010
 These are just examples. 有一些例子
 What is important is what works for 哪些成果对你
重要
 What works for you in light of根据一下决定你的成
果
Your goals and objectives? 目标
Your needs and interests?需求和兴趣
Your knowledge base? 你的知识背景
Your community? 你的社区
References参考文献
Anderson, S.,(2010, March 2) “Why a PLN?” Blogging About The Web 2.0
Connected Classroom, A Blend Of Technology And Education, retrieved from
http://web20classroom.blogspot.com/ May 1, 2010
Booth, C. ( 2009) Informing Innovation: Tracking Student Interest in Emerging
Library Technologies at Ohio University: A Research Report, Chapter 8,
Conclusion. ALA, 2009, p. 103, Retrieved May 1, 2010, via
http://www.ala.org/ala/mgrps/divs/acrl/publications/digital/ii-booth.pdf
Dervin, B. (1999). “On studying information seeking methodologically: the
implications of connecting metatheory to method.” Information Processing &
Management, 35(6), 727-750, as cited by Godbold, N. (2006)
“Beyond information seeking: towards a general model of information
behaviour,” IR Information Research, Vol. 11 No. 4, July 2006 , via
http://informationr.net/ir/11-4/paper269.html, retrieved May 1, 2010
References (continued)参考文献
Godbold, N.“Beyond information seeking: towards a general model of information
behaviour,” iR Information Research, Vol. 11 No. 4, July 2006,” as retrieved
May 1, 2010 via http://informationr.net/ir/11-4/paper269.html, citing Chatman, E.
A. (2000). “Framing social life in theory and research.” New Review of
Information Behaviour Research, 3-17, and Wilson, T.D. (1997). “Information
behaviour: an inter-diciplinary persepective.” In: P. Vakkari, R. Savolainen & B.
Dervin (Eds.). Information seeking in context. Proceedings of an international
conference on research in information needs, seeking and use in different
contexts 14-16 August, 1996, Tampere, Finland. (pp. 39-50) London: Taylor
Graham.
Moser,P. (2009) “A Wiki Collaboration to Create National Guidelines: Tips for
Professional Practice,” Knowledge Quest, Vol 38, no. 2, Nov-Dec 2009, pp. 4752
Nielsen, L. (2010) 5 Things You Can Do to Begin Developing Your Personal Learning
Network,” The Innovative Educator, Sunday, October 12, 2008, retrieved from
http://theinnovativeeducator.blogspot.com/2008/04/5-things-you-can-do-to-begindeveloping.html May 1, 2010 Diagram is from David Warlick’s PLN
References (continued)参考文献
Roscorla, Tanya, “One Hashtag Helps Educators Change Their Schools”
(2010)Converge Magazine, January 8, 2010, retrieved March 2, 2010, from
http://www.convergemag.com/edtech/One-Hashtag-Helps-Educators-ChangeTheir-Schools.html
“Tech Talk for Befuddled Academics” (2010) via The Chronicle of Higher Education,
screen shot from http://chronicle.com/forums/index.php/board,58.0.html
retrieved March 1, 2010
Terrell, Shelley, Teacher Reboot Camp http://teacherbootcamp.edublogs.org/
retrieved March 2, 2010
Warlick, D (2010) “The Art & Technique of Personal Learning Networks, or “A
Gardener's Approach to Learning“ David Warlick’s Colearners
http://davidwarlick.com/wiki/pmwiki.php/Main/TheArtAmpTechniqueOfCultivatin
gYourPersonalLearningNetwork, retrieved May 1, 2010