Over the last two days I’ve watched and noted a couple of great videos from a recent event in Aspen on Library Innovation. The two speakers were Michelle Ha Tucker from IDEO on Library Innovation By Design and John Seely Brown on Re-imagining Libraries for the C21st. I think they are both great talks and very relevant to what we are engaged in at UTS – designing a future library, its services and our future organisation. I recommend watching both videos, but for those too lazy to take notes, I’ve done that for you below, with a few of my own observations thrown in for good measure. So here we go, mind the step …
John Seely Brown (hereafter known as JSB) is talking about re-imagining public libraries in the C21st, but most of what he says can equally be applied within a university community.
He begins by saying that the challenge is not developing new ideas, but escaping old ideas. He says we face exponential advances in computational technologies that rapidly become almost irrelevant on what is now as short as an 18 month cycle. So how do we keep pace with that and plan a future library that can adapt quickly and transform as the eco-system changes?
I like the quote he uses from David Weinberger who says we live in a time of “Too big to know”. Knowledge is now in networks; topics have no boundaries and nobody agrees on anything. We must learn to deal with ambiguity in our daily lives and in learning.
We are moving from “stocks” (protected and fixed) to “flows” (tacit, created knowledge that flows and moves and this makes it much harder to capture).
Everyone now is embedded in vast networks with libraries already in or approaching a state of flux (certainly, we will be if we cannot adapt!).
So JSB sees libraries as:
- becoming hubs of communities
- making the most of digital technologies and creative media
- mentoring, connecting, guiding and curating
These are all the things we are saying about our role here in the UTS community.
We must move from “knowing” to creating and making. And the building of CONTEXT is now more important than CONTENT (collections). He says the basic architecting of context can result in amazing things. Learning how to read context is now as important as reading content. I think it comes with the environment of almost everything now being instantly available. The context helps you to navigate to what is most relevant and authentic. It also gives meaning.
He also talks about “reverse mentorship” – learning from the young(er) and I think we’ve done a fair bit of that over the last several years here, by empowering relatively junior staff and by hiring current or recently graduated students. They helped those of us who are not so young and who were trained and qualified well before this networked world understand the potential of new technologies and how these networks work best.
The importance of play is also stressed as this helps us to push boundaries and with the invention of things within spaces of rules. Play also helps us to unlearn and this too is critical.
He talks of the critical nature of IMAGINATION | CURIOSITY | AGENCY (or having some effect in the world). These are very important for libraries to understand. I’ve been saying for some time now that libraries need to understand discovery as well as search (they are quite different) and now I am suggesting that a major role for all libraries is in encouraging curiosity. Agency is something we’ve only just started to understand, but I’ve seen enough hints and mentions to realise that it too is important for us.
Now there is also networked imagination and JSB cites the example of communities playing WoW in which teams from across the world share their actions and plans in imagined connections. He also cites the example of Harry Potter fans doing amazing things with civic imagination behind the stories and achieving results in the less developed world accordingly.
Henry Jenkins talks of a global collective that students are used to creating (in their networks) that is intertwined within a networked imagination and asks us whether we are prepared for this? If not, we risk becoming irrelevant. Transmedia is very important in all of this.
The key challenges for us:
- Expanding the notion of literacy to include the visual, musical, procedural and cinematic
- Understanding that yesterday’s cutting edge is today’s dustbin – this is a big challenge for CAPEX and OPEX investment and also for staffing. He thinks we need a VISION that transforms and an evolving tool set.
- How to get our institutions on board with all of that? This is perhaps the biggest challenge, so he offers the following advice:
- “leverage the edge and let it pull you to the core” (don’t ask permission, take some risks & show results)
- show what you can do by “spiral” (as opposed to perfect) development
- gather metrics for you and others
- show rapid learning & results
- leverage open source and open
- engage a wide collection of beta-participants (especially skeptics)
- exploit cloud computing and social media
- THINK LIBRARY AS PLATFORM and a network of our patrons within an ecosystem (this I think becomes infrastructure)
I’ll cover Michelle’s talk in the next Part.
Jane McGonigal, the game designer and author of the best-seller Reality is Broken: Why Games Make Us Better and How They Can Change the World gave a wonderful keynote called Higher Education is a Massively Multiplayer Game.
She sees and advocates the incorporation of gaming as possible future for higher education, saying that over one billion people now play games for at least an hour per day. Some people are so committed that they play games like it is their job. Apparently games bring us 10 positive emotions: joy, relief, love, surprise, pride, curiosity, excitement, awe/wonder, contentment and creativity. Games also provide an environment in which it is safe to fail and easy to learn from one’s mistakes.
She said that games also develop a 3:1 (positive to negative emotions) resilience that makes people more productive and successful. She showed some images of resilient gamers on stage like these two:
She also showed some neurological research scans of brains from Stanford that showed the difference between active and passive brains. They were most active when engaged in a game. She said that Play was not the opposite of work, it was the opposite of Depression. Apparently, gaming activates the same part of the brain as a cocaine addiction. It encourages: the mastery of a skill, solving puzzles, driving personal ambition, motivation, the anticipation of rewards, practicing habits, determination and further skill development.
She urged educators to super empower learners about their own ability to succeed in learning by using things like points to complete missions, badges for development of new skills – anything that gives learners a meaningful goal and recognises their achievement. What could be done with a billion gamers on connected devices? What could they do together?
She then spoke of Joi Ito’s belief that students should now be creating knowledge and insight as part of their education, not just learning what is already there. More from Joi Ito (who is Director of MIT’s Media Lab) :
I don’t think education is about centralized instruction anymore. Rather it is the process of establishing oneself as a node in a broad network of distributed creativity.
And those thoughts beautifully flowed on from the sentiments expressed earlier by both Ken Robinson and Mimi Ito.
Jane then illustrated three projects that bring together the concepts of play and acting as a node in a broad network:
- Foldit, from the University of Washington teaches protein folding, building on the fact that manipulation by participants in the virtual space was better than that of super computers because gamers were more skillful and possessed of better spatial intelligence. They knew not to apply brute force. Soon after an invitation to join the project was published in Nature, gamers solved in three weeks a problem with HIV/AIDS that had baffled scientists for over 10 years.
- Evoke (based on Grand Theft Auto?) is a project that helps solve social problems with young people becoming super heroes for the rest of the world. It focussed on youth at university age in Sub-Saharan Africa as a source of solutions not just problems. The aim is to solve real-world problems by making the best use of youth skills and with their collaborators and allies. Blogs, photos and videos were uploaded to prove progress. The World Bank Institute (WBI) provided Social Innovator badges and it resulted in 20,000 students being enrolled from 130 countries. They accidentally ran a MOOC! 50 new social enterprises were funded by the WBI like Libraries Across Africa (now Librii) : a franchise model that is up and running in Ghana now.
- Find the Future is a game that Jane helped to create for the New York Public Library (NYPL) Centennial in 2011. It kicked off with an overnight event that offered 500 places for players (18 and over) to explore the NYPL’s collections for clues locked away in 100 objects that changed history. They had 10,000 applicants. Together the participants put together a collection of stories over night for the NYPL’s rare book collection.
Jane believes the future of education is in a blended environment of gaming, something like MOOCs and live events that allow learners new ways of learning through creative practice anytime, anywhere and in collaboration with others.
This a podcast of an interview that I did with Corin the Librarian (@corinh) in Auckland. It was done a while back and I’ve only just had a listen to it. I’m amazed at how coherent it is. Maybe it is all due to Corin’s editing, or maybe it was someone else impersonating me!