tag:blogger.com,1999:blog-24058432477046479762024-03-19T20:55:18.216+11:00LARKLARK Library Applied Research KollektiveUnknownnoreply@blogger.comBlogger159125tag:blogger.com,1999:blog-2405843247704647976.post-14181678461304504352023-06-01T16:28:00.003+10:002023-06-01T16:30:06.841+10:00Goodbye, old site<p> <span style="font-family: verdana; font-size: large;">After more than ten years, LARK is leaving this blog. It served us well and saw us grow. Thank you for visiting this site and reading our posts. All the content has been transferred to our new pages. You can find us at </span></p><p style="text-align: center;"><span style="font-family: verdana; font-size: large;"><a href="http://lark.alia.org.au">lark.alia.org.au</a></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-glbZt-AiLiDfP7vvZqrIAIor_p3BikTbyflDS0axmXRdij187b4Sh2YgVVTS6QpVlDjCPZ8j0wHMEqT2dWWwtgDCgVsSQxqalB4Q0USWMPA8B6tkhgPAwcK2hcjF-pyCPTZZQq2Jg6UKwWr6dvB6Gi40OYPt63KUuaDCUdGONluSSCAKjDJ8kOoF/s1753/ALIA%20LARK%20logo%202023.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1753" data-original-width="1722" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-glbZt-AiLiDfP7vvZqrIAIor_p3BikTbyflDS0axmXRdij187b4Sh2YgVVTS6QpVlDjCPZ8j0wHMEqT2dWWwtgDCgVsSQxqalB4Q0USWMPA8B6tkhgPAwcK2hcjF-pyCPTZZQq2Jg6UKwWr6dvB6Gi40OYPt63KUuaDCUdGONluSSCAKjDJ8kOoF/s320/ALIA%20LARK%20logo%202023.png" width="314" /></a></div><br /><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-33873631165841587152023-05-15T16:34:00.000+10:002023-05-15T16:34:03.465+10:00LARK Circles Launch & Reflective Practice Webinar<p> </p><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicgQKIvcMyWNPA3QbdFlS-Hed7_6sZLoVLmBv6ooQX9N1Pp-FI-QsqEDKr3IIWf9ywVYtqCi5bBG8T0fYNzD7JW8TU7khopkLcWzBDS5caB7CCsF-gut1mHGRBJDbTATuAa-a0qQwFlnKBshX43b-iicFhLu1iFI5Hi4NWvvqc1L5NFC9kUDtR5LGF/s2113/LARK%20Circles%20announcement%20blog.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1949" data-original-width="2113" height="369" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicgQKIvcMyWNPA3QbdFlS-Hed7_6sZLoVLmBv6ooQX9N1Pp-FI-QsqEDKr3IIWf9ywVYtqCi5bBG8T0fYNzD7JW8TU7khopkLcWzBDS5caB7CCsF-gut1mHGRBJDbTATuAa-a0qQwFlnKBshX43b-iicFhLu1iFI5Hi4NWvvqc1L5NFC9kUDtR5LGF/w400-h369/LARK%20Circles%20announcement%20blog.jpg" width="400" /></a></div><div><span style="font-family: verdana;">If you are interested in practitioner research and reflective practice, this webinar is for you. </span><span style="font-family: verdana;">You will learn about LARK Circles, a new and exciting initiative to develop research communities of practice, and find out how to join a LARK Circle. </span><span style="font-family: verdana;">Two guest speakers will discuss reflective practice, opening a conversational space for LARK Circles. Dr Michael Dunne will share his extensive knowledge about reflective practice at the workplace, and Alyce Greenwood will share her experience with reflective practice in libraries. </span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;">Please register to receive a webinar link.</span></div><div><span style="font-family: verdana;"><br /></span></div><h3 style="text-align: center;"><span style="white-space: normal;"><span style="font-family: verdana;"><span style="white-space: pre;"> </span><b style="background-color: #7f6000;"><a href="https://forms.gle/A11QDQdJdWqUHARW7" target="_blank"><span style="color: white;">REGISTER</span></a></b> by 28 May</span></span></h3><div style="text-align: center;"><br /></div><div><span style="font-family: verdana;"><span style="background-color: #cfe2f3;"><b>Dr Michael Dunne</b></span> has a Doctorate in work-integrated learning from the University of Sydney. His published articles on real-world understandings, experiences and use of reflective practice aim to help professionals, educators and students to make meaning from increasingly complex practice contexts and a growing diversity of evidence sources.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;">Michael uses his experience and expertise as a speech pathologist of 10 years to inform his research and current role supporting the regulation of the NSW Health workforce as the</span></div><div><span style="font-family: verdana;">Senior Policy Officer in state and national programs at the NSW Ministry of Health.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><span style="background-color: #cfe2f3;"><b>Alyce Greenwood</b></span> is a librarian at Deakin University. Alyce is passionate about higher education and libraries and finds the learning environments of libraries to be fascinating. As a librarian Alyce helps support access to higher education, through showing leadership in equity of access to resources and empowering critical appraisal of information. Alyce derives great pleasure from her work. Alyce is a Fellow with Advance HE, and holds a Bachelor of Teaching (Secondary), a Bachelor of Arts, a Master Information Management, and a Graduate Certificate of Higher Education (Learning and Teaching). Alyce is currently undertaking the Master of Education (Leadership and Learning) at Deakin University with a supervised research project exploring the misinformation and disinformation on social media.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCi77J4hCJZiHFL2J9dyQgmkz4IgBgdTMCoN12F7aK4y-TMq21NUg1j-uUF4SnlbEO0QPfw6VHoECwdNJDE4VshVDS8xD3j03OxB2lTWsNoqblzo2ZX8ICUfsStrSzXuwDfH7qJScLPxC9QDSaS2ZVY7s8jTmlBmmeNklDTKZxorUP_HQ39nA3gc7R/s800/lark_banner.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="326" data-original-width="800" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCi77J4hCJZiHFL2J9dyQgmkz4IgBgdTMCoN12F7aK4y-TMq21NUg1j-uUF4SnlbEO0QPfw6VHoECwdNJDE4VshVDS8xD3j03OxB2lTWsNoqblzo2ZX8ICUfsStrSzXuwDfH7qJScLPxC9QDSaS2ZVY7s8jTmlBmmeNklDTKZxorUP_HQ39nA3gc7R/s320/lark_banner.png" width="320" /></a></div><br /><span style="font-family: verdana;"><br /></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-28373867625572685872022-12-27T09:11:00.006+11:002022-12-27T09:20:14.121+11:00 At the end of LARK’s anniversary year: Three insights for the future<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhATUWkLuMKoiBo_2gL6Lc-uJYDnrz7wp9YfMgF5uLh6rXmOtPtjsh0mfU1VcKgRg379FxMwlvHG7iKYVFIRqjMM3D87Sis1if8bYEKr0lXzeOuHK8X3BvoaGBJ2WMtPi_EPkr6uHFAe1aEAJB2TtE5sYYWa-Rfhp0R_JJ-lyuTR33wpAPAqyDTEFU/s1018/Three%20insights%20at%20the%20end%20of%20LARK's%20anniversary.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="592" data-original-width="1018" height="186" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhATUWkLuMKoiBo_2gL6Lc-uJYDnrz7wp9YfMgF5uLh6rXmOtPtjsh0mfU1VcKgRg379FxMwlvHG7iKYVFIRqjMM3D87Sis1if8bYEKr0lXzeOuHK8X3BvoaGBJ2WMtPi_EPkr6uHFAe1aEAJB2TtE5sYYWa-Rfhp0R_JJ-lyuTR33wpAPAqyDTEFU/s320/Three%20insights%20at%20the%20end%20of%20LARK's%20anniversary.png" width="320" /></a></div><div><i style="font-family: verdana;">By Dr Suzana Sukovic</i></div><div><span style="font-family: verdana;"><i><br /></i></span></div><div><span style="font-family: verdana;">As we are winding down at the end of the year and wrapping up LARK’s tenth anniversary, it is time for some slow, seasonal reflection. 2022 was a great year for LARK and it is worth looking back at it. More importantly, LARK is part of a bigger picture with practice-based research in its centre, which certainly deserves some thought. In this post, I will cast a brief bird’s-eye view (excuse the pun) on a decade of LARK, and then focus on three major insights for the future.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><div style="text-align: left;"><span style="font-family: verdana;"><b>TEN YEARS OF LARK</b></span></div><div style="text-align: left;"><span style="font-family: verdana;"><b><br /></b></span></div><span style="font-family: verdana;">‘It’s a miracle that baby LARK reached childhood by human measure and, probably, teenage years by measure of longevity of a grassroots group’, I wrote for <a href="https://lark-kollektive.blogspot.com/2017/11/five-years-of-lark-or-how-birds-of.html" target="_blank">LARK’s 5th birthday</a>. This not-so-little bird has flown far and high since then, yet I am still a bit surprised that it’s still here, still thriving. Maybe its survival surprises me because, like the lark, the group flies in a bit of a disorderly configuration. Maybe I am surprised because the library and information profession and discipline have had some unexpected, at times disheartening, twists and turns in the last few years. In any case, we confirmed this year that LARK is here to stay, a strong and recognisable Australian voice for research in LIS practice (Note: ‘LIS’ stands for ‘library and information studies’, and is often used as a short-hand for the library and information field).</span></div><div><span style="font-family: verdana;"><br />At the LARK 2022 symposium, I overviewed 10 years of LARK (<a href="https://docs.google.com/presentation/d/1KUjGBG285KbZKMsmaAu6QKln_WcuSW02/edit#slide=id.p1" target="_blank">see slides</a>). Since its inception in late 2012, we have organised meetings and workshops in Sydney, Brisbane, Adelaide, and Perth; webinars; and three whole-day symposia in Sydney and online. Nearly all the events were organised and facilitated by a group of volunteers situated in Sydney, although we’ve recently had webinars run from other states. LARK also led the first Antipodean LIS reading group on Twitter in 2015/16 with three facilitators from across Australia. Our presenters and audience, however, have always been national and international.</span></div><div><span style="font-family: verdana;"><br />LARK’s blog has visitors from around the world, the majority from the United States. The last time I counted, the blog had over 240 000 visits, and posts had around 1600 views on average. A closer look at the statistics suggests that a good proportion are genuine views.</span></div><div><span style="font-family: verdana;"><br />In the ten years of its existence, LARK has raised awareness about practice-based research in LIS, and developed a community of practice. Capacity building, advocacy, promotion, and advice provided to professional organisations have all been a regular part of our work. As a grassroots group, we have been in a unique position to foster connections across sectors, profession and academia, as well as with colleagues in other countries.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><div style="text-align: left;"><span style="font-family: verdana;"><b>THREE INSIGHTS FOR THE FUTURE</b></span></div></div><div style="text-align: left;"><span style="font-family: verdana;"><b><br /></b></span></div><div><span style="font-family: verdana;">So, what is ahead for LARK and Australian practice-based research? Reflecting on a decade-long experience of leading LARK, many conversations in this year’s events, and my personal experience of practice-based research in LIS and other fields, I chose three insights to frame my reflection:<br /><ul style="text-align: left;"><li><span style="font-family: verdana;">Research as everyone’s business</span></li><li><span style="font-family: verdana;">Head-heart-hands as a paradigm, and</span></li><li><span style="font-family: verdana;">From grassroots to landscape.</span></li></ul></span></div><div><span style="font-family: verdana;"><br /><b><span style="color: #0b5394;">Research as everyone’s business</span></b></span></div><div><span style="font-family: verdana;">Original research has a special attraction for some people. These are our colleagues who travel from afar to be at LARK’s events. Some tell us how LARK gives them a unique sense of a community as no one else shares their interests at places where they live and work. </span></div><div><span style="font-family: verdana;"><br />Many others, however, are just not interested. They don’t come even when it is most convenient — there is never enough time or energy. For a long time, I thought it might be because we are a small field, and practice-based research isn’t established enough. I admired health professionals and research cultures in their applied disciplines because they have an appreciation of research, and a sense of urgency to use solid evidence unparalleled in other fields. Possibly, uneven enthusiasm in LIS makes sense because of the nature of our work. After all, no one dies because the librarian isn’t interested in research.</span></div><div><span style="font-family: verdana;"><br />However, as it happened, I landed a job in health education research, established a peer-reviewed journal, and worked with health practitioners on publishing their research findings. Repeatedly, I heard research stories and opinions so similar to those I knew from LIS and secondary education until it became apparent that some issues are part and parcel of practice-based research, whatever the field. Research requires a particular mindset — primarily curiosity — and an ability to deal with risk and uncertainty in all disciplines. Some excellent professionals like learning and being up-to-date, but have no desire to be researchers. Research just isn’t for everyone.</span></div><div><span style="font-family: verdana;"><br />Health, however, is a much bigger and better funded field than ours. Evidence-based practice (EBP) and research are placed on a continuum with many degrees. Discussions about the finer points of EBP, evaluation, research, and translational research in health helped in teasing out some meanings and problems in professional practice in general. Caveats aside, an important point of difference between health and LIS emerged from my time in health education research. In health, it is every professional’s job to know about the current evidence. Research matters and it is everyone’s business.</span></div><div><span style="font-family: verdana;"><br />Our profession is yet to develop the same foundational understanding. It isn’t that we don’t know that the original research has value, but the way we question it shows that it isn’t an integral part of our professional thinking. LIS professionals and academics, LARK included, need to continue conversations with professional associations and organisations to raise the research bar for our profession. Research will be done only by some, but it needs to be everyone’s business.</span></div><div><span style="font-family: verdana;"><br /><b><span style="color: #0b5394;">Head-heart-hands paradigm</span></b><br />Learning is powerful when students engage their heads, hearts, and hands. A student needs to understand something with their head, connect it with their heart and do something with their hands. This is an Ignatian pedagogical paradigm, followed by many independent schools in Australia. (See <a href="http://www.susted.com/wordpress/content/head-heart-and-hands-model-for-transformative-learning-place-as-context-for-changing-sustainability-values_2015_03/" target="_blank">this article</a> as an example of its application. The paradigm is used here as a pedagogical approach regardless of its origins in religion.)</span></div><div><span style="font-family: verdana;"><br />The head-heart-hands approach sounds true for research in practice, which really is another form of learning. We use theoretical knowledge and research skills in our head to apply in our practice — our doing hands. Hands, in turn, inform and guide the head. In between, the heart mediates: an expert's intuition connects the thinking head and doing hands. This is where our passion to serve our clients resides as well. Practitioners often see research problems differently from academics because they work with head-heart-hands synergy. It is important to understand this point of difference between academic and practice-based research without turning it into a value statement, so that LIS research can benefit from practitioners’ unique research position.</span></div><div><span style="font-family: verdana;"><br />This paradigm could be also applied to some broader changes for LIS in Australia, with parallels in other parts of the world. Many library roles are now performed by professionals from other fields. In recent years, most university LIS departments have ceased to exist, and former academics are becoming practitioners. These trends are positive when they expand the range of skills and experiences; other trends, such as the closures of university departments, are devastating for our field. Whatever their meaning, these trends have a potential to strengthen the head-heart-hands paradigm. Former academics are becoming important research resources in organisations, and a new range of skills may become an important asset in our professional hands. What are possible alliances between people with different backgrounds and skills? Are we opening new conversations to connect the head, heart, and hands that will lead to new lines of research in practice? It is possible and advisable to harness these trends as an opportunity to improve our research and practice.</span></div><div><span style="font-family: verdana;"><br />LARK already gathers academics and practitioners from different sectors, and we would welcome new people in the library and information practice. We speak languages of different professional groups and could help with the transition, possibly turning some negative trends to our advantage as a field.</span></div><div><span style="font-family: verdana;"><br /><b><span style="color: #0b5394;">From grassroots to landscape</span></b><br />As a grassroots group, LARK has done an important job developing a community of practice, and raising awareness about the importance of LIS research in practice. ALIA’s administrative help was valuable, and we appreciated the support of our employers and other libraries giving us digital and physical spaces for our events. All the work, however, was done by a small group of volunteers who devoted their time and energy to LARK on top of their full-time jobs and busy lives, with no special funding. At the end of our symposium in September, we discussed LARK’s future and agreed it was time for LARK and Australian LIS research in practice to obtain some reliable funding and develop stronger structural support. </span></div><div><span style="font-family: verdana;"><br />In 2015, when professors Helen Partridge and Lisa Given announced their LISRA project grant at the EBLIP8 conference, I wrote a <a href="https://lark-kollektive.blogspot.com/search?q=trees" target="_blank">post</a> about inspiring insights from the conference. It was time to establish purposeful connections between grassroots groups and supporting structures — it was time to develop landscapes, I wrote. This year, Professor Given was the keynote speaker at LARK’s symposium (Prof Given’s slides and blog post can be accessed <a href="https://lark-kollektive.blogspot.com/2022/10/lark-2022-slides.html" target="_blank">here</a>). She spoke about LIS research in practice and insights from the LISRA project. At the end of the symposium when we talked about the future, the ambition we shared as LIS professionals and academics back in 2015 felt stronger than ever. We need grassroots groups, but we also need arboreal structures. We need full landscapes.</span></div><div><span style="font-family: verdana;"><br />Finally, birds, body parts, and plants — there are lots of metaphors derived from the organic world in this post. I’d like to suggest that it isn’t accidental. We understand research in practice best when we see it as holistic, connected, and relational: when it is an organic part of our work and everyone’s business.</span></div><div><span style="font-family: verdana;"><br />Very soon LARK will enter a new decade. We hope you will be part of it. In the meantime, stay safe, rest, and enjoy a well-deserved break.</span></div><div><span style="font-family: verdana;"><br /></span></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzCwnimr87TeAISrq66LigRb_1HfZhewgdWIZ5QXMs1IG8ph-m9-u751kZnBHH0rDAPM24i9ve3n8I1cYvtOuL57ivAgegtXMougZ7If_OO2-JKtqCDuylpn-2FBeQnoDyV7KqdazXye-6Nj9aylp59VP46CtSdnZ1cpf6E0R54vdA7GCkbpikxG0g/s800/lark_banner.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="326" data-original-width="800" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzCwnimr87TeAISrq66LigRb_1HfZhewgdWIZ5QXMs1IG8ph-m9-u751kZnBHH0rDAPM24i9ve3n8I1cYvtOuL57ivAgegtXMougZ7If_OO2-JKtqCDuylpn-2FBeQnoDyV7KqdazXye-6Nj9aylp59VP46CtSdnZ1cpf6E0R54vdA7GCkbpikxG0g/s320/lark_banner.png" width="320" /></a></div><br /><span style="font-family: verdana; font-size: x-small;">Dr Suzana Sukovic is the Director of Research and Library Services, PLC Sydney. She is LARK's founder and convenor.</span></div><div><span style="font-family: verdana; font-size: x-small;">Twitter: @suzanasukovic</span></div><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-5159709583724934982022-12-20T12:38:00.006+11:002023-01-18T13:57:14.646+11:00Webinar 'Reflections on research in practice': follow-up<p><span style="font-family: verdana;"><i>By Emilia Bell</i></span></p><div style="text-align: left;"><span style="font-family: verdana;">The ‘<a href="https://lark-kollektive.blogspot.com/2022/11/webinar-reflections-on-research-in.html" target="_blank">Reflections on Research in Practice</a>’ webinar, LARK’s final event for 2022, was held on 6 December. Many people were interested, but were unable to attend, so we are now pleased to share a <a href="https://www.youtube.com/watch?v=21mw13eHJaQ" target="_blank">RECORDING</a> from the event. Many thanks to ALIA for posting it for LARK.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />We were joined by three wonderful speakers:<br /><ul style="text-align: left;"><li><span style="font-family: verdana;">Adrian Stagg (Manager, Open Educational Practice, University of Souther </span>Queensland, Library Services)</li><li><span style="font-family: verdana;">Rebecca (Bec) Muir (Doctoral Candidate, Charles Sturt University)</span></li><li><span style="font-family: verdana;">Rowena McGregor (Liaison Librarian, University of Southern Queensland, </span>Library Services)</li></ul>The three presentations prompted reflection on the value of research as evidence<br />and advocacy and taking human-centred and reflexive approaches. </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Adrian’s presentation traversed the matters such as ‘ecologies of practice’ and ‘the methodology of friendship,’ while also bringing us a wonderful analogy with polar bears and icebergs that challenged us to “look for the things that mean the whole world to other people” in our own practice and research. This recognised human-centred approaches in both open education and research and the influence of our own experiences and values in practice. Adrian shared findings from his doctoral research that engaged with the influencers, barriers, and enablers in the ecology of open educational practice in Australian higher education, and the role this plays in advocacy. <a href="https://docs.google.com/presentation/d/1SAcV9Mw4XWzlJe3rvXglBDUKl-fWtvw5/edit?usp=share_link&ouid=114055494755080886300&rtpof=true&sd=true" target="_blank"><i>See </i>Adrian Stagg's slides</a>.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Rebecca (Bec) spoke on the value of research and advocating for practitioner research skills and training in libraries, prompting discussion on how conducting research changes how we see the world. Drawing on LISRA research (Partridge et al., 2022), Bec identified the many challenges for practitioners around self-educating on how to research and finding support in this. Asking how we might advocate for the value of developing these skills, Bec connected the practical question of “What do we need to know?” to the outcome of “What will changing this data achieve, and what would be the benefit?” <a href="https://docs.google.com/presentation/d/1vu2FSNKMQTsAc8-WiuJlrzl0z4PuS21h/edit?usp=sharing&ouid=114055494755080886300&rtpof=true&sd=true" target="_blank"><i>See </i>Bec Muir's slides</a>.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Rowena talked through the role of reflective practice, and an initiative at the University of Southern Queensland Library that aimed to engage staff in a research project. Applying the <i>What?, So what?, Now what? </i>model, Rowena reflected on the experience of engaging library staff in the research project, the anticipated value of reflection to library staff, and how future projects might engage other stakeholders to provide support for this practice. Reflexivity was a key takeaway from this initiative, and this helped to explore the challenges of creating longer term engagement with reflective practice and bringing colleagues on board in research projects. <a href="https://drive.google.com/file/d/1CaPWr58y8mUQ3WAPjzAk2FAE2KEFj9C-/view?usp=share_link" target="_blank"><i>See </i>Rowena McGregor's slides</a>.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />These presentations prompted great discussion on topics broadly covering developing reflective cultures in libraries, the value of research skills, autonomy and values in library research, and initiatives to foster reflection and inviting colleagues to participate and engage in both research and reflection. </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><b>Reference</b></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: small;">Partridge, H., Given, L., Murphy, A., & Howlett, A. (2022, May 16-19). Documenting research experiences in the Australian library and information sector: A survey of pracitioners’ views. [Conference presentation]. Australian Library and Information Association National Conference (ALIA 2022): Diversity. Canberra, Australia.</span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><div><a href="https://www.alia.org.au/Conference/Abstracts/Concurrent-Sessions/Documenting-research-experiences.aspx">https://www.alia.org.au/Conference/Abstracts/Concurrent-Sessions/Documenting-research-experiences.aspx</a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC7t-0jCtx72W5et-p9g9LWan1KnXByGHagOCn-_2wynF-JDh02oWRVi5zilmfbi_lpHDgruOj8AE5EqolIACN5c1ypqkMfrdKZAoM1rDy1RzWn20n_M9VmppoS5MICZvoAp1qYIBMbJkPN6NsvIZ9LCNXIWVfjF4PNtdy1QU5AtlSvJGDPS_8hsvh/s360/LARK%20logo%202018%20fb.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="358" data-original-width="360" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC7t-0jCtx72W5et-p9g9LWan1KnXByGHagOCn-_2wynF-JDh02oWRVi5zilmfbi_lpHDgruOj8AE5EqolIACN5c1ypqkMfrdKZAoM1rDy1RzWn20n_M9VmppoS5MICZvoAp1qYIBMbJkPN6NsvIZ9LCNXIWVfjF4PNtdy1QU5AtlSvJGDPS_8hsvh/w200-h199/LARK%20logo%202018%20fb.jpg" width="200" /></a></div><br /><div><br /></div></span></div><p></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-22794227278806041402022-11-29T19:59:00.015+11:002022-12-06T19:35:47.697+11:00 Webinar – Reflections on Research in Practice<div style="text-align: left;"><span style="font-family: verdana;"><br /><br /></span><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2FXw5DBVmYIW9qpTeNSy4NnZVKsOtGr0C8n5U5rBGDfIjSsI_F58Vs5S1Ewu8j4nRL4roWLrfxmjVDWcsmG7RyQG6NJ9FTSJyNgfew3aWRZM5uITs_o42qFM98XtnCNbfZdZWpwOdv6tKUb5mvh5wb4OBmYK0RdczRAoVNnlzd1SNBNdCpXKRm-AG/s1251/LARK%20Reflections%20on%20research%20in%20practice.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1251" data-original-width="1251" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2FXw5DBVmYIW9qpTeNSy4NnZVKsOtGr0C8n5U5rBGDfIjSsI_F58Vs5S1Ewu8j4nRL4roWLrfxmjVDWcsmG7RyQG6NJ9FTSJyNgfew3aWRZM5uITs_o42qFM98XtnCNbfZdZWpwOdv6tKUb5mvh5wb4OBmYK0RdczRAoVNnlzd1SNBNdCpXKRm-AG/s320/LARK%20Reflections%20on%20research%20in%20practice.png" width="320" /></a></div><br /></div><div style="text-align: left;"><span style="font-family: verdana;">LARK is preparing for the final event of its tenth anniversary year. We invite librarians, </span><span style="font-family: verdana;">colleagues who work in information roles, educators, students, and anyone else interested </span><span style="font-family: verdana;">in practice-based research to join a webinar event on the topic Reflections on Research in </span><span style="font-family: verdana;">Practice (see link below).</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;">We have three speakers who will start our conversation on research in practice. Adrian Stagg, Rebecca Muir, and Rowena McGregor will each speak on their varied approaches and experiences with practice-based research. After hearing from each speaker, and we’ll continue the conversation with questions and discussion.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRC1_iA2udWD4gAC74W_FFJkDRUQiorQbjI80y54ai4y4HtDA7xP6BjjHRRY0nUKc21Cwm7eLZVaQhy374eKd3rJY7TSWVfMat1nc3uJN3bSznEp33iDY4BqSGVWzl73uds8QpXjriLQ3USoVqzFJEL1CS6m6F5v5lsXwZlhzaAaRxxMLrUYNoDWbQ/s634/Adrian%20Stagg.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="423" data-original-width="634" height="134" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRC1_iA2udWD4gAC74W_FFJkDRUQiorQbjI80y54ai4y4HtDA7xP6BjjHRRY0nUKc21Cwm7eLZVaQhy374eKd3rJY7TSWVfMat1nc3uJN3bSznEp33iDY4BqSGVWzl73uds8QpXjriLQ3USoVqzFJEL1CS6m6F5v5lsXwZlhzaAaRxxMLrUYNoDWbQ/w200-h134/Adrian%20Stagg.jpg" width="200" /></a></div>Adrian Stagg</b>: The purpose of my practice-based research is a deeper, and more<br />contextualised understanding of ecologies of open practice in Australian higher education that places the practitioner lived experience as central to the research. This approach privileges local environmental influences and discrete practices over larger-scale aggregated data that can lose nuance. Open educational practice is a human-centred learning and teaching approach, and any attendant research thus becomes both an act of evidence-building, and a form of advocacy.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicfKXnXuU3wp-z4ktqPReg_IUWTXnuk5-up4jOsFHaRa0f0RkkS6DoRKWHgWlfLmb8OAKpapTuCa1xk1tgkecOgKX1qDPUvONoFqaHfAVzLAhHBeALE4SqrDUvu1NhedOS1-KvtMlKcKhGbHCZ8DxJYW5XIsOfCvwz5BJZHROoHjQB92aYAvbCsxNy/s260/Rowena%20McGregor.jpeg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="260" data-original-width="258" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicfKXnXuU3wp-z4ktqPReg_IUWTXnuk5-up4jOsFHaRa0f0RkkS6DoRKWHgWlfLmb8OAKpapTuCa1xk1tgkecOgKX1qDPUvONoFqaHfAVzLAhHBeALE4SqrDUvu1NhedOS1-KvtMlKcKhGbHCZ8DxJYW5XIsOfCvwz5BJZHROoHjQB92aYAvbCsxNy/w199-h200/Rowena%20McGregor.jpeg" width="199" /></a></div><div style="text-align: left;"><span style="font-family: verdana;"><b><br /></b></span></div><div style="text-align: left;"><span style="font-family: verdana;"><b><br /></b></span></div>Rowena McGregor</b>: The project I will talk about today was driven by the desire to introduce and/or support library staff as reflective practitioners and to provide an opportunity for people who might not think of themselves as researchers to participate in a research process that might be enjoyable and deliver immediate benefits. The lesson I received was one of reflexivity.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX3r51Hwrxezjc4sa7nxmkH-fZsLAUe_5JBLyMbixf15byPfg0Ht3LCz_3Lk-_irKPzfMJHWmQum-4UMf8qVtrxrYntriPOxANBRVuyLzhjSJzCMk1LFhFoATPQXBkmWHo1E1JhCZk59ZkejilJOgj-0qWiVJzES6VCfXZKeJDjy7klRWcstGeqAoU/s2944/Rebecca%20Muir.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="2944" data-original-width="1710" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiX3r51Hwrxezjc4sa7nxmkH-fZsLAUe_5JBLyMbixf15byPfg0Ht3LCz_3Lk-_irKPzfMJHWmQum-4UMf8qVtrxrYntriPOxANBRVuyLzhjSJzCMk1LFhFoATPQXBkmWHo1E1JhCZk59ZkejilJOgj-0qWiVJzES6VCfXZKeJDjy7klRWcstGeqAoU/w186-h320/Rebecca%20Muir.png" width="186" /></a></div><span style="font-family: verdana;"><div style="text-align: left;"><b style="font-weight: bold;">Rebecca Muir</b><b>: </b>‘Don’t complicate it; we’re just doing a survey’ can be a common to hear as a practitioner. So how do we, as practitioners who research, advocate for the value of developing our skillsets? Why should we be learning about research, and how can it help improve our data stories? How can research skills actually help us to advocate for our value in our community, whether public, special or academic? This brief presentation will explore the ‘why and wherefores’ of practitioner research, and advocating the benefits of our skills in our work as practitioners – beyond just ‘conducting research’. </div></span></div><div style="text-align: left;">_________________________</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="font-family: verdana;">We hope you can join us.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /><b>When</b>: Tuesday 6 December, 6:30pm (AEST)<br /><b>Where</b>: Zoom<br /><b><a href="https://us02web.zoom.us/j/82193344430?pwd=ZndOQ01WdXhyVzQrdXdqUHVzZklXUT09s">https://us02web.zoom.us/j/82193344430?pwd=ZndOQ01WdXhyVzQrdXdqUHVzZklXUT09s</a></b></span></div><div style="text-align: left;"><span style="font-family: verdana;">Passcode: 481209</span></div><div style="text-align: left;"><span style="font-family: verdana;"><b><br />Facilitators</b>: Ms Emilia Bell and Dr Katherine Howard</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><br /></div><h4 style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRUl6LJub_r-96tyV_3iyWsRwg-WGY7al9IxlGUB-Ipnj-walrpqr4Lv-kmgORN85YMicV5dlyeXxpHuZajPWrGrm8E5LZDU57CELHYWScptkpt0zV87o194QDnN87fD_J2O5zboV-21ZADg-dSMV9fV9k7Q_VeuPxAakvdqej8VEkGrW30vRtqX4_/s800/lark_banner.png" style="clear: left; float: left; font-family: verdana; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="326" data-original-width="800" height="81" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRUl6LJub_r-96tyV_3iyWsRwg-WGY7al9IxlGUB-Ipnj-walrpqr4Lv-kmgORN85YMicV5dlyeXxpHuZajPWrGrm8E5LZDU57CELHYWScptkpt0zV87o194QDnN87fD_J2O5zboV-21ZADg-dSMV9fV9k7Q_VeuPxAakvdqej8VEkGrW30vRtqX4_/w200-h81/lark_banner.png" width="200" /></a><span style="font-family: verdana;"><h4 style="text-align: left;">Presenters' bios</h4></span></h4><div style="text-align: left;"><span style="font-family: verdana;"><b>Adrian Stagg, </b>Manager (Open Educational Practice), University of Southern Queensland, Content Team – Library Services<br />Adrian.stagg@usq.edu.au @Open Kuroko</span></div><div style="text-align: left;"><span style="font-family: verdana;">Adrian Stagg's career has included both public and academic libraries, and positions as a Learning Technologist, and eLearning Designer. Adrian holds a Master of Applied Science (Library and Information Management) and is a confirmed PhD candidate at the University of Tasmania. His research areas include the ecology of open educational practice and higher education policy as it relates to, and supports, open educational initiatives. He is an active member of the open education community through the Australasian OEP Special Interest Group (ASCILITE), OERu, Creative Commons, and facilitates the USQ Open Education Staff Scholarships Scheme.<br /><br /><b>Rebecca Muir, </b>Doctoral Candidate, Charles Sturt University<br />Rebecca (“Bec”) Muir has over ten years’ experience in public and academic libraries. She currently works as the Manager, Libraries West and Footscray Nicholson with Victoria University and is a Doctoral Candidate with Charles Sturt University, Wagga Wagga. Bec’s current research focuses on growing practitioners as researchers, evidence-informed decision making and planning, invisible (hidden) disabilities and library services design and training, and scope-informed inclusivity. </span><span style="font-family: verdana;">Bec has presented at numerous professional and academic conferences and forums.</span><span style="font-family: verdana;"> </span><span style="font-family: verdana;">In her spare time, she enjoys attempting to (badly) </span><span style="font-family: verdana;">knit.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /><b>Rowena McGregor, </b>Liaison Librarian, University of Southern Queensland, Library Services</span></div><div style="text-align: left;"><span style="font-family: verdana;">I am a first generation Australian of Ukrainian, Czech and a smattering of Scottish and English origins and I am very grateful to live and work on Meanjin Tulmur, the lands of the Yuggera people. I have been a Health Librarian for 5 years at UniSQ and worked previously at QUT and Bond university libraries. My interest in research and evidence-based practice was piqued when I was awarded a research scholarship as an undergraduate student. Most recently I have used research to co-develop and evaluate the Online Study Support program at UniSQ.</span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-41082686346580515192022-11-24T11:31:00.005+11:002022-11-24T11:48:44.122+11:00Part 2: Boundary spanners & shifters<div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><i><b>By Doctors Suzana Sukovic and Kerith Duncanson</b></i></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><i><br /></i></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;">This blog post continues the previous post <a href="https://lark-kollektive.blogspot.com/2022/11/observing-spanning-and-shifting.html" target="_blank"><i>Observing, spanning and shifting boundaries in data work</i></a>. Both are based on our study findings published as </span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;">Sukovic, S., Eisner, J. and Duncanson, K., 2022. <a href="https://www.emerald.com/insight/content/doi/10.1108/GKMC-02-2022-0045/full/html" target="_blank">Observing, spanning and shifting boundaries: working with data in non-clinical practice</a>. <i>Global Knowledge, Memory and Communication</i>, (ahead-of-print).</span></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOPfwElQlUvFKoSbXVM71VDLjHEskGXHZmypY5jbA6pK2P6Xu47nA4dTpBsmFhEFqJTwOo9OkXtURLvsPo4oxxhrOS704mzrS9EiV5iAIZI5eNgK_w3EViLY1e0onhCJgv0KZ5e-S1IVJDvtFg6u56aZFNYvQUvdW5G8zYmBPLc9rXKvPxvpvElt4H/s1534/Bela-pngwing.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" data-original-height="1140" data-original-width="1534" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOPfwElQlUvFKoSbXVM71VDLjHEskGXHZmypY5jbA6pK2P6Xu47nA4dTpBsmFhEFqJTwOo9OkXtURLvsPo4oxxhrOS704mzrS9EiV5iAIZI5eNgK_w3EViLY1e0onhCJgv0KZ5e-S1IVJDvtFg6u56aZFNYvQUvdW5G8zYmBPLc9rXKvPxvpvElt4H/s320/Bela-pngwing.jpg" width="320" /></a></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Most of us want to do our job well and resolve issues within the scope of our role. Some, however, have an ability to understand problems in a broader context or from a different perspective, and to regularly reach out to other professional groups or teams to resolve them. People who do it often become boundary spanners and connectors modeling new problem resolutions and, over time, new possibilities. When boundary spanning becomes inadequate for needs and opportunities, and when suitable conditions exist, boundary shifting starts to happen. At this stage, a broader circle of people is involved in negotiations and modeling new ways of working. </span></div><div style="text-align: left;"><p style="text-align: left;"><span style="font-family: verdana;"><b>How does boundary work happen?</b></span></p><span style="font-family: verdana;">As we described in the previous post, data is often the medium for working across boundaries, which is usually considered to be positive and constructive. However, while necessary for establishing new ways of working, boundary spanning is normally resisted. In our literature review, we considered a number of studies which discussed this tension. </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />The concept of <i>boundary objects</i> was used by Star and Griesmer (1989) to explain how the tension is resolved in practice. According to Star and Griesmer, boundary objects, abstract or concrete, are used as a means of translation although their meaning is different in different social worlds. In our study, records describing drugs were examples of boundary objects used to establish connections between teams of pharmacists and IT specialists. In other instances, data extracts required for financial reports became highly political boundary objects as different units had different understandings of what they should be. It reflected a deeper difference in how these units saw business needs and their role. Attempts to establish new practices were framed by discussions and negotiations around data extracts. In this and other instances, boundary spanning and shifting often happens in the work on and around boundary objects. We also reiterated the importance of boundary clusters which, according to Rehm and Goel (2014), are artefacts that may not be boundary objects in their own right. They are used, however, to aid boundary work.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /><i>Boundary process</i> emerged from our study as another key concept defining boundary work. In the Discussion section of our article, we explained boundary process this way:<br /><blockquote><i>An important aspect of the boundary process is that work with artefacts is combined with attempts to negotiate new communication channels and collaboration opportunities. The thrust of transformational work and realisation of Carlile’s ‘political capacity of a boundary object’ is in boundary processes. Boundary processes include different boundary objects, clusters and communication channels aiming to achieve immediate and long-term goals. Boundary shifting is a result of continuous work across boundaries. </i></blockquote></span><p style="text-align: left;"><span style="font-family: verdana;"><b>Who are boundary spanners and shifters?</b></span></p></div><div style="text-align: left;"><span style="font-family: verdana;">Boundary spanners and shifters work in any way that is available to them by blurring and bridging boundaries. Their work concerns small teams as well as large and ambitious projects with far-reaching influence.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Whether early career professionals or top managers, boundary shifters tend to have some similar characteristics. They describe themselves as curious and problem-oriented. They tend to have knowledge and skills in more than one disciplinary domain, frequently holding degrees in two or more disciplines. ‘Speaking the language’ of other professional groups helps them to understand problems from a different perspective and communicate across boundaries. Boundary spanners and shifters look at issues and solutions outside organisational divisions. Typically, they don’t compartmentalise their work and rely on a range of experiences to initiate change. One of the participants explained, ‘I started working life as a clinician, then program manager, and now I’m managing an analytics performance team. So really, for me, it should be seamless’. <br /><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;">In the article, we created three vignettes profiling boundary shifters. Below is one of the vignettes.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><span id="docs-internal-guid-2c86f99b-7fff-8b2c-73d7-d4ceafa0a7fa"><br /><div align="left" dir="ltr" style="margin-left: 0pt;"><table style="border-collapse: collapse; border: none; table-layout: fixed; width: 468pt;"><colgroup><col></col></colgroup><tbody><tr style="height: 0pt;"><td style="border-bottom: solid #000000 1pt; border-color: rgb(0, 0, 0); border-left: solid #000000 1pt; border-right: solid #000000 1pt; border-style: solid; border-top: solid #000000 1pt; border-width: 1pt; overflow-wrap: break-word; overflow: hidden; padding: 5pt; vertical-align: top;"><p dir="ltr" style="line-height: 1.29; margin-bottom: 8pt; margin-top: 0pt;"><span style="font-family: Verdana; font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Participant 3/3 </span><span style="font-family: Verdana; font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">is a graphic designer, gamer and coder who studied programming at college. His role is to design reports from data provided by data analysts. When he started, graphic designers produced visualisations separately from data sources. Every change in data was replicated manually in reports. Participant 3/3, however, understood data work enough to interpret what the analysts were doing, but not enough to do it himself. When he began asking for data to automate data visualisation and reduce double-handling, he described being pushed into the ‘designer corner’.</span></p><p dir="ltr" style="line-height: 1.29; margin-bottom: 8pt; margin-top: 0pt;"><span style="font-family: Verdana; font-size: 10pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The participant saw opportunities in collaboration and was supported by his supervisor, but convincing others was difficult. Accessing data was not in scope for his role. He had to demonstrate his ability to ‘data custodians’ to overcome trust issues around the perceived risk. Over time, by connecting with analyst, he produced examples of automated visualisations, which were successful. As a result, he introduced a new consultation process to model the type of practice he wanted to achieve. New reports and closer collaboration between analysts and designers served as a boundary object and boundary process that ignited discussions and further negotiation. When asked what he would tell a new person about the most important aspects of the role, he said, ‘It's really understanding the data and how to build something from that data that's visual’. It is a different area of work from traditional graphic design. </span></p></td></tr></tbody></table></div></span><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div>In the course of their work, boundary shifters start shaping new roles, often hoping to make them formally recognised. The need for new roles is also acknowledged by some experienced managers. For example, the manager of a unit which connects the health system and a large data bank has an educational and work background in nursing and IT. She identified the role of ‘translator’ between users (i.e. employees in other parts of the health organisation) and the digital systems as the main gap in her area of work. Establishing this and many other roles, however, requires broader organisational support.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />The health sector generally agrees on the potential of advanced data use to improve health care. It is not controversial to suggest that this requires connection between clinical and non-clinical parts of a health organisation. However, capitalising on boundary spanning and shifting capabilities in practice is much more complex. It requires a better understanding of boundaries, particularly hierarchies, in the health sector. Further research in this area is needed, especially in relation to the ever-increasing volume of data being collected in health. Some improvements in practice can happen anyway by supporting constructive boundary processes. A good starting place is recognising boundary work and its champions.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /><span style="font-size: x-small;"><b>References</b><br />Rehm, S.-V. and Goel, L. (2014), “The emergence of boundary clusters in inter-organizational innovation”, <i>Information and Organization,</i> Vol. 25 No. 1, pp. 27-51, doi: 10.1016/j.infoandorg.2014.12.001.</span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="font-size: x-small;"><br />Star, S.L. and Griesemer, J.R. (1989), “Institutional ecology, “translations” and boundary objects: amateurs and professionals in berkeley’s museum of vertebrate zoology, 1907-39”, <i>Social Studies of Science</i>, Vol. 19 No. 3, pp. 387-420, doi: 10.1177/030631289019003001.</span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="font-size: x-small;"><br /></span></span></div><div style="text-align: left;"><span style="font-size: x-small;"><span style="font-family: verdana;"><br /></span></span></div><div style="text-align: left;"><span style="font-size: x-small;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPHnp6CIlvLqOZIYZgRBNAbhQMhd9O9CvkKEfGXaGsAISjqiY_tcxsRG0Q2DosmzBMJCi9lMVDXRgEyxImFkMqTSmOS7XpDdwOZYlqxK0kf2dF4GdLTcv5ll7Wzb1Yh9hjbbOVvik7sw2M9r8jQ03RE-6R7TiRjumf4gTiQJLBqMxL34DRQ8EqDepp/s800/lark_banner.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="326" data-original-width="800" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPHnp6CIlvLqOZIYZgRBNAbhQMhd9O9CvkKEfGXaGsAISjqiY_tcxsRG0Q2DosmzBMJCi9lMVDXRgEyxImFkMqTSmOS7XpDdwOZYlqxK0kf2dF4GdLTcv5ll7Wzb1Yh9hjbbOVvik7sw2M9r8jQ03RE-6R7TiRjumf4gTiQJLBqMxL34DRQ8EqDepp/s320/lark_banner.png" width="320" /></a></div></span><span style="background-color: white; color: #1d1d1d; font-family: verdana; font-size: 13px;"><span style="font-size: x-small;"><b>Dr Suzana Sukovic</b> is the Director of Research and Library</span></span></div><div style="text-align: left;"><span style="background-color: white; color: #1d1d1d; font-family: verdana; font-size: x-small;">Services at PLC Sydney. </span></div><div style="text-align: left;"><p style="background-color: white; color: #1d1d1d; font-family: Verdana, Geneva, sans-serif; font-size: 13px;"></p><p style="background-color: white; color: #1d1d1d; font-family: Verdana, Geneva, sans-serif; font-size: 13px;"><span style="font-family: verdana; font-size: x-small;"><b>Dr Kerith Duncanson</b> is the Rural Research Manager at HETI, NSW Health, and Senior Research Fellow at the University of Newcastle.</span></p><p style="background-color: white; color: #1d1d1d; font-family: Verdana, Geneva, sans-serif; font-size: 13px;"><span style="font-family: verdana; font-size: x-small;">Co-author of our <a href="https://www.emerald.com/insight/content/doi/10.1108/GKMC-02-2022-0045/full/html" style="color: #0058cd; text-decoration-line: none;">original article</a>, <b>Jamaica Eisner</b>, is Senior Content and Experience Designer at Deloitte Digital Australia.</span></p><div class="separator" style="clear: both; text-align: center;"><br /></div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-51052448506748942172022-11-12T15:52:00.005+11:002022-11-24T11:48:22.370+11:00Part 1: Observing, spanning and shifting boundaries in data work<p><span style="font-family: verdana;"><b><i> </i><i>By</i></b><b> <i>Doctors Suzana Sukovic and Kerith Duncanson</i></b></span></p><p><span style="font-size: x-small;"><span style="font-family: verdana;">This blog post is based on our study findings published as</span><i style="font-family: verdana;"> </i></span></p><p><span style="font-size: x-small;"><span style="font-family: verdana;">Sukovic, S., Eisner, J. and Duncanson, K., 2022. </span><a href="https://www.emerald.com/insight/content/doi/10.1108/GKMC-02-2022-0045/full/html" style="font-family: verdana;" target="_blank">Observing, spanning and shifting boundaries: working with data in non-clinical practice</a><span style="font-family: verdana;">. </span><i style="font-family: verdana;">Global Knowledge, Memory and Communication</i><span style="font-family: verdana;">, (ahead-of-print).</span></span></p><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8_VjsToNE7Y3-8QbUDC-bNFSONknpopK0F2PHDIs-Rgu7Rdp6hsP2_docwFbWPGrHA3jEiclX4EMK5nFfKkFdqoU4B2bBsMl7_n3DqoIUBTochgHb6HlDaS9p_muyOY2Y6XagRYV10OqxhvKpREqWbtXxhYtMZEjp6G7bTtgdcGKCE3JCuy1NrQ8W/s800/Bela-Shifting%20boundaries.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="800" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8_VjsToNE7Y3-8QbUDC-bNFSONknpopK0F2PHDIs-Rgu7Rdp6hsP2_docwFbWPGrHA3jEiclX4EMK5nFfKkFdqoU4B2bBsMl7_n3DqoIUBTochgHb6HlDaS9p_muyOY2Y6XagRYV10OqxhvKpREqWbtXxhYtMZEjp6G7bTtgdcGKCE3JCuy1NrQ8W/s320/Bela-Shifting%20boundaries.jpg" width="320" /></a></div><p><span style="font-family: verdana;">Health care depends on health professionals. It is of critical importance that they have all information they need for the optimal patient treatment. This is well understood, so researchers regularly study technologies and issues surrounding data use in clinical practice. A large health organisation also has an army of non-clinical staff who take care of anything from IT and finance to linen supply. Health services depend on them, yet factors such as their use of data have rarely been studied.</span></p><p><span style="font-family: verdana;">Our research started from an interest in addressing this gap. The study was designed and data gathered well before the COVID pandemic started. What happened during the pandemic put a spotlight on a vast variety of roles, which contribute to the provision of health care. It became abundantly clear that our health depends not only on a good doctor and nurse, but also on a chain of people who ensure that our masks, vaccines, ventilators and fresh news are available just as we need them. The effective and timely data flow underpins these and all other aspects of health services.</span></p><p><span style="font-family: verdana;">A key question in our study was, ‘How do people in non-clinical roles in a large public health organisation interact with data?’ We gathered a variety of research data, predominantly qualitative, to answer this question. When we interviewed educators, accountants, linen suppliers and data analysts, to name some, we didn’t expect that the most prominent topic of our conversations would concern organisational issues. As each participant discussed how they worked on two different projects or tasks, the issue of boundaries emerged as a prominent theme. </span></p><p><span style="font-family: verdana;">We defined three types of data use in relation to organisational boundaries: observing, spanning and shifting boundaries. They are defined around the following boundary issues:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Professions and disciplines</span></li><li><span style="font-family: verdana;">Work roles</span></li><li><span style="font-family: verdana;">Work practices</span></li><li><span style="font-family: verdana;">Access to data</span></li><li><span style="font-family: verdana;">Complex organisations.</span></li></ul><p></p><p><span style="font-family: verdana;">Our article explains in some detail how these issues define work around boundaries, which can provide the necessary structure as well as act as obstacles. Whatever their role, some patterns emerged in how participants worked around boundaries.</span></p><p><span style="font-family: verdana;">By observing boundaries people stay within limits of their professions, work roles and established practices. On a positive side, helpful structures and procedures aid work. Observing boundaries, however, is experienced predominantly as restrictive and divisive. Data work is afflicted by difficulties in establishing shared meanings; unhelpful division between professions and roles; rigid procedures and practices that stifle innovation and efficacy, and lack of communication and transparency. Hierarchical role divisions, ‘red tape’ and ‘ticking boxes’ block genuine engagement and exploration. Restricting access to data is typically part of the culture of control, which becomes particularly visible around big data management. One participant exclaimed, ‘‘Right now, I feel the data is being held hostage’. In terms of functioning as part of a complex organisation, it is often difficult to connect high-level decisions with the situation on the ground. </span></p><p><span style="font-family: verdana;">Spanning boundaries involves work across organisational boundaries, which is described as more effective and positive than observing boundaries. Spanning boundaries is associated with cross-professional aptitude and practice, and an ability to ‘speak a language’ of another professional group. It is enabled by employees’ ability to participate in inter-professional collaboration, a sense of support for data work, and cross-divisional assistance from people in the positions of authority. Work with other parts of organisation involves open communication, and established practices to deal with any sensitivities around data use and sharing.</span></p><p><span style="font-family: verdana;">Shifting boundaries happens after a period of boundary spanning when work across boundaries is not the best response to the needs and opportunities. It requires suitable conditions, and a vision to see new possibilities and actively create spaces for new roles outside existing divisions. It opens new areas of professional interests, and involves a deep understanding of other professional groups and their information use. Different groups are engaged in changes, and considerable work is invested in developing shared meanings and processes. New IT and organisational solutions connect disparate systems to enhance data access. In the larger organisational context, some people and teams work as connectors. Purposefully developed opportunities to experiment and work together across the system aid shifting boundaries. </span></p><p><span style="font-family: verdana;">The COVID pandemic was a unique opportunity to observe how boundaries can shift quickly, and often effectively, when stakes are high and intense effort is focused on addressing data issues. The post-pandemic period will provide valuable context to observe how shifted boundaries are reinstated in a flux of evolutionary and revolutionary changes.</span></p><p><span style="font-family: verdana;">In the <a href="https://lark-kollektive.blogspot.com/2022/11/boundary-spanners-shifters.html" target="_blank">next blog post</a>, we will consider the role of boundary spanners who may eventually become boundary shifters working on all levels of organisational hierarchy. We will consider how they use boundary objects, and boundary process, which emerged as an important new concept in the study, to aid the change. </span></p><p><span style="font-family: verdana;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKT6hpQNaMEfbIi5AP9yf2LhLwazqWQ1h0avMBQzMGjj8IW3ZeyQwpIKCqgyZHl6_ahMdJgD8CdpGlEkKRvICk7Vw1dpFdrw2IAlA4rvsWSoZdX4zgp4ubBEbm_pvjuToE9KMoh2HL_2NgCO-FYJmX9VBsmnudqYZZpS-meEdb0RBi5dUNfvc1tYyk/s192/LARK%20logo%20fb.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="174" data-original-width="192" height="174" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKT6hpQNaMEfbIi5AP9yf2LhLwazqWQ1h0avMBQzMGjj8IW3ZeyQwpIKCqgyZHl6_ahMdJgD8CdpGlEkKRvICk7Vw1dpFdrw2IAlA4rvsWSoZdX4zgp4ubBEbm_pvjuToE9KMoh2HL_2NgCO-FYJmX9VBsmnudqYZZpS-meEdb0RBi5dUNfvc1tYyk/s1600/LARK%20logo%20fb.png" width="192" /></a></span></div><span style="font-family: verdana;"><br /><span style="font-size: x-small;"><b>Dr Suzana Sukovic</b> is the Director of Research and Library Services at PLC Sydney. </span></span><p></p><p><span style="font-family: verdana; font-size: x-small;"><b>Dr Kerith Duncanson</b> is the Rural Research Manager at HETI, NSW Health, and Senior Research Fellow at the University of Newcastle.</span></p><p><span style="font-family: verdana; font-size: x-small;">Co-author of our <a href="https://www.emerald.com/insight/content/doi/10.1108/GKMC-02-2022-0045/full/html">original article</a>, <b>Jamaica Eisner</b>, is Senior Content and Experience Designer at Deloitte Digital Australia</span></p><p><span style="font-family: verdana; font-size: x-small;"><br /></span></p><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-27853625315543216122022-10-18T21:01:00.005+11:002022-10-19T10:09:12.292+11:00LARK 2022: slides <div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDFnrlFjKIv7BSdaTuaXlEmSIV7Uc4Ql22T5qQiHElmfuj1Ln-j3PPQ1kf93ldJUAlsvIjwsPCuMiDIYdm0be0f4x45yljiggEgix9kacrdtLt-GRhX8tKkRh8suMNstKlEUo4AeHh7S7e_wQBfLd0owvRKrKLH9U6o1iVuQ1z1Kg3ZbuJj2gmFuKK/s2499/LARK2022%20group.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1739" data-original-width="2499" height="446" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDFnrlFjKIv7BSdaTuaXlEmSIV7Uc4Ql22T5qQiHElmfuj1Ln-j3PPQ1kf93ldJUAlsvIjwsPCuMiDIYdm0be0f4x45yljiggEgix9kacrdtLt-GRhX8tKkRh8suMNstKlEUo4AeHh7S7e_wQBfLd0owvRKrKLH9U6o1iVuQ1z1Kg3ZbuJj2gmFuKK/w640-h446/LARK2022%20group.jpg" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana;">We are pleased to share slides from the LARK 2022 Symposium. The full program with presenters' bios is available </span><a href="https://drive.google.com/file/d/1V7CPXM0s0MRyGqV8EIahBdfN6YyfgN6J/view" style="font-family: verdana;" target="_blank">here</a><span style="font-family: verdana;">.</span></div></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="font-family: verdana;"><a href="https://docs.google.com/presentation/d/1KUjGBG285KbZKMsmaAu6QKln_WcuSW02/edit?usp=sharing&ouid=114055494755080886300&rtpof=true&sd=true" target="_blank"><b>10 years of LARK</b></a></span></div><div style="text-align: left;"><span style="font-family: verdana;"><b>Dr Suzana Sukovic </b>- </span><span style="font-family: verdana;">LARK's Founder and Convenor</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><h4 style="text-align: left;"><span style="font-family: verdana;"><b>KEYNOTE</b></span></h4><span style="font-family: verdana;"><a href="https://docs.google.com/presentation/d/1_qkqc7y6vftDLS3cOcG6rmDddt2IRlCl/edit?usp=sharing&ouid=114055494755080886300&rtpof=true&sd=true" target="_blank"><b>The Power of Evidence-based Practice: Fostering Social Change through Library and Information Research </b></a></span></div><div style="text-align: left;"><span style="font-family: verdana;"><b>Professor Lisa Given</b> - </span><span style="font-family: verdana;">Director, Social Change Enabling Capability Platform, and a Professor of Information Sciences at RMIT University (Melbourne)</span></div><div style="text-align: left;"><span style="font-family: verdana;"><i>See also <a href="https://lark-kollektive.blogspot.com/2022/09/revisiting-relevance-2020-what-next-for.html" target="_blank">blog post</a></i></span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMq_mcWtQJGlEbrWtInkE4dYk2mnxEeSLU9Zm0DM2P5R9XYT0VmcJh0yko9YVLQQelNp3CMQ7Wrw4CuQTENexvpsn71PUNmCKhD4QMa1Rz7kaxcKagQmkt0qd5Eqll3gBKCT2_LiDpbBBq84l9qeOOfORaKd7I8AKYZBqPVeF7saYItBgebtIPKUNI/s2048/Lisa%20Given1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMq_mcWtQJGlEbrWtInkE4dYk2mnxEeSLU9Zm0DM2P5R9XYT0VmcJh0yko9YVLQQelNp3CMQ7Wrw4CuQTENexvpsn71PUNmCKhD4QMa1Rz7kaxcKagQmkt0qd5Eqll3gBKCT2_LiDpbBBq84l9qeOOfORaKd7I8AKYZBqPVeF7saYItBgebtIPKUNI/w320-h240/Lisa%20Given1.jpg" width="320" /></a></div><br /><h4 style="clear: both; text-align: left;"><span style="font-family: verdana;">SESSION 1</span></h4></div><div style="text-align: left;"><span style="font-family: verdana;"><a href="https://drive.google.com/file/d/1RSB7V6m_X3MeeVyINrxusCb_XoyvxKuk/view?usp=sharing" target="_blank"><b>Designing Blended Library Space to Support Students’ Need Post-Lockdown </b></a><br /><b>Ms Patricia Mariel Velasquez</b> (presenter), <b>Prof</b> <b>Anne Goulding and A/Prof Chern Li Liew</b> <br />The academic library is an essential service provided by the university to support the learning of its students. Libraries nowadays offer more than just print collections and often promote the resources available online to cater to the user’s diverse needs. Previous studies have highlighted the advantages and benefits of combining physical and digital libraries - the emergence of the ”blended library”. The blended library is an environment that combines physical and virtual elements to support users’ needs. Academic libraries have undertaken substantial redesign and innovation to align their services with the demands of students in an increasingly digital environment. This trend has intensified in response to the COVID-19 pandemic, during which libraries have offered a range of services from physical alone to digital services and both that combine the physical and digital elements to support their users. </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Previous research has mainly focused on the impact of blended library developments from the library and librarians’ perspectives. Both empirical and scholarly works on students’ perspectives and experiences with blended libraries remain scant. Existing evidence suggests that library design has an impact on students’ learning. Employing a qualitative research design, task-based observations were conducted with undergraduate students. The tasks were designed to require students to use the blended elements of the library to witness and address the challenges they are experiencing in the blended library. The research investigated students’ experience of the academic blended library, focusing on how its design affects their learning. This paper will provide libraries with insights into students’ real experience with academic blended libraries, including what they appreciate in the blended design and the challenges they have encountered in using them to support their learning. This research also presents how students perceive and value the library more generally. These insights are expected to contribute to the design and/or improvement of blended libraries, particularly in an academic library context. It can also help the library consider what other initiatives must be developed for students to learn in the library successfully. </span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxdkyKN39E6mZuHG0pdFvhmPyesDaDdSC60YdXD5af-1O-P0o_Hwoje4TsHl5XN8oXTSqSJRLpRM6f5ORE1NOLkUwtEjkSfF34-fDrS5hrqjNTx9CXTdXoCsrTdzM5kSuJVLXHGLcFYEQgrqMpjWM1y-1KdqR3NiLNjx2ZBbczWpT_GBkQUfTPFUT/s2000/Patricia%20Velasquez.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2000" data-original-width="1670" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIxdkyKN39E6mZuHG0pdFvhmPyesDaDdSC60YdXD5af-1O-P0o_Hwoje4TsHl5XN8oXTSqSJRLpRM6f5ORE1NOLkUwtEjkSfF34-fDrS5hrqjNTx9CXTdXoCsrTdzM5kSuJVLXHGLcFYEQgrqMpjWM1y-1KdqR3NiLNjx2ZBbczWpT_GBkQUfTPFUT/s320/Patricia%20Velasquez.jpg" width="267" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="https://docs.google.com/presentation/d/1euRoHkXwF3L13VeCNdcZ6k6aGg35xvPU/edit?usp=sharing&ouid=114055494755080886300&rtpof=true&sd=true" style="font-family: verdana;" target="_blank"><b>User experiences in a regional university library makerspace</b></a></div><span style="font-family: verdana;"><b>Mrs Emilia Bell</b></span></div><div style="text-align: left;"><span style="font-family: verdana;"><i>See also<b> </b><a href="https://lark-kollektive.blogspot.com/2022/10/users-experiences-in-regional.html" target="_blank">blog post</a></i><br />This paper presents the research design, process, and findings for an ongoing qualitative case study on users’ engagement in the University of Southern Queensland (UniSQ) Library Makerspace. The UniSQ Makerspace is a community space which provides equipment and expertise for hands-on projects and learning, fostering creativity and knowledge sharing. In this presentation I focus on how a visual research method has been incorporated into semi-structured interviews. This helped to further a participant-driven dialogue and contributed to how themes were developed through thematic analysis. </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />The case study explores how Makerspace users are engaging with the space and its services via three different usage modes: for course curriculum, extra-curricular, or research benefit. The visual and tactile nature of the Makerspace provided an opportunity to expand the scope of photo-voice research techniques to include other forms of visual media and add depth to interview responses. Interview participants were invited to share visual media (such as photos or the physical output of a Makerspace project) as part of the interview process. This presentation explores how this research approach helped to elicit rich perspectives and engagement from participants.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /><b>'Just Read' - A school based action research project <br />Ms Gabrielle Mace and Ms Merrilyn Lean</b><br /></span><div class="separator" style="clear: both; text-align: center;"><br /></div><h4 style="text-align: left;"><span style="font-family: verdana;">SESSION 2 – Lightning talks</span></h4></div><div style="text-align: left;"><span style="font-family: verdana;"><b>The role of information practices in research capacity building: perspectives from Saudi female academics who studied at home and abroad </b><br /><b>Miss Reham Alsuhaibani </b>(presenter),<b> Drs Huan Vo-Tran, Elizabeth Tait & Naomi Whiteside</b><br /><br /><b><a href="https://docs.google.com/presentation/d/1C8hy0hPeZjcpy6lWBhlYBgFOl0WFVERf/edit?usp=sharing&ouid=114055494755080886300&rtpof=true&sd=true" target="_blank">A library and lecturer collaboration: Evidence based practice and foundational research skills in undergraduate nursing students</a><br />Dr Erin Roga, Ms Karen Pruis and Dr Myles Strous</b><br />This lightning talk will describe a small case study currently being undertaken on the impact of a series of library classes on nursing students’ research skills in evidence-based practice. </span><div class="separator" style="clear: both; text-align: center;"><br /></div></div><div style="text-align: left;"><span style="font-family: verdana;">The project originated in 2021, when as a result of course improvement procedures, librarians were invited to run three two-hour classes for the undergraduate nursing students in the evidence-based practice course. In the first hour of each class, they delivered the content on searching for evidence, the levels of evidence and evaluating the evidence, and in the second hour students actively practiced the skills and applied them to their assessment task. <br />Internal course evaluations showed a marked increase in students’ confidence with evidence-based practice research skills, leading to the continuation of the library classes this year, and expanding them to also include post-graduate nursing students. The team received ethics approval to formally survey the 2022 nursing students in the same course in order to report and share the success of the collaboration between nursing academics and librarians. </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />A recent review found that although information literacy was taught across a wide range of nursing programs, only a third of the articles reported librarian involvement (Cantwell et al., 2021). There is evidence that increased librarian involvement in courses leads to improved assessment quality (Booth et al., 2015; Shannon & Shannon, 2016). A more ongoing librarian role also allows for information literacy to be scaffolded over time, which has been shown to be an effective way of teaching evidence-based practice (Disler et al., 2019). <br />It also seems that although evidence-based practice closely aligns with information literacy, there is little acknowledging this in the literature (Cantwell et al., 2021), showing there is still a considerable need for collaboration between librarians and nursing faculty. This is most effective when seen as a partnership between the librarians and lecturers and can lead to improved information literacy and research skills understanding (Franzen & Sharkey, 2021). </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />References<br />Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of impact: Analyzing the effects of progressive librarian course collaborations on student performance. College & Research Libraries, 76(5), 623-651. <br />Cantwell, L. P., McGowan, B. S., Planchon Wolf, J., Slebodnik, M., Conklin, J. L., McCarthy, S., & Raszewski, R. (2021). Building a bridge: A review of information literacy in nursing education. The Journal of nursing education, 60(8), 431-436. https://doi.org/10.3928/01484834-20210722-03 <br />Disler, R. T., White, H., Franklin, N., Armari, E., & Jackson, D. (2019). Reframing evidence-based practice curricula to facilitate engagement in nursing students. Nurse Education in Practice, 41, Article 102650. https://doi.org/10.1016/j.nepr.2019.102650 <br />Franzen, S. R., & Sharkey, J. (2021). Impact of embedded librarianship on undergraduate nursing students’ information skills. Journal of the Medical Library Association, 109(2), 311-316. https://doi.org/10.5195/jmla.2021.913 <br />Shannon, A., & Shannon, V. (2016). Librarians in the midst: Improving student research through collaborative instruction. Journal of Political Science Education, 12(4), 457-470. https://doi.org/10.1080/15512169.2016.1157486 </span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><span style="font-family: verdana;"><b><a href="https://docs.google.com/presentation/d/1Etl_gNjTupuUofmQo6yK3-gpb4Q2YZMO/edit?usp=sharing&ouid=114055494755080886300&rtpof=true&sd=true" target="_blank">Art Online: transformations in digitisation and discoverability of University Art Museum collections</a><br />Mr Stephen V Graham</b><br />Many Australian universities have significant art collections located in museums on campus. Although these cultural institutions may be showcased on the university website, online access to the artworks themselves is quite often limited. My research investigates this assumption, identifying how much content is digitised and examining different ways one cohort of universities – the twenty-one member universities of University Art Museums Australia (UAMA) – enables the online visibility and discoverability of objects within their art collections. </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />The research investigates strategies deployed by universities to reveal the richness and diversity of their collections: <br /><ul style="text-align: left;"><li><span style="font-family: verdana;">How do university art museums harness the digital environment to display their collections and increase their discoverability? </span></li><li>How do these cultural institutions extend and explore the creative and interpretive potential of their art collections online? </li></ul>It is no less important to assess the reasons why university art museums have not been able to (or chosen not to) digitise their collections: What are the most significant challenges today to digitising artworks in the collections? The research has unearthed a number of findings. In terms of the digitisation of collections, the research shows that only one third of University Art Museums (UAMs) have comprehensive and searchable online collections, while two-thirds offer, at most, partially digitised collections. When it comes to enhancing discoverability, thematic structuring of online collections has been adopted by the majority of universities. UAMs also look to value-add to these collections by deploying contextual or interpretive information, expanding metadata to increase search capability, and integrating object- based learning as a model for increasing educational value of the collection. Finally, the research has also shown that Covid 19, copyright, staffing and financial considerations have been the major challenges for digitisation projects.</span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ4qXIJqzkStdd7wzT62LP9YU4l3wQgRqld_9Xvja_kv2wreGagZ4kuJgZQolMl3l35Tj-ZrCo95qNgCNGYSpvYIlqMUvfPLrCkxfe3xfmYQ0nwfUX7TW8yDOn0xlpgNp8dKaaPyItEbGVUXyMjrc0vz2VuM5U3PIrixRjpDEh_tEpd5rwWPno1fcw/s4000/Trish%20knitting.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4000" data-original-width="2252" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ4qXIJqzkStdd7wzT62LP9YU4l3wQgRqld_9Xvja_kv2wreGagZ4kuJgZQolMl3l35Tj-ZrCo95qNgCNGYSpvYIlqMUvfPLrCkxfe3xfmYQ0nwfUX7TW8yDOn0xlpgNp8dKaaPyItEbGVUXyMjrc0vz2VuM5U3PIrixRjpDEh_tEpd5rwWPno1fcw/s320/Trish%20knitting.jpg" width="180" /></a></div><br /></div><div style="text-align: left;"><span style="font-family: verdana;"><b><a href="https://docs.google.com/presentation/d/1d2LLR73tNeTT42qy28Yv5oIHhcClXO3T/edit?usp=sharing&ouid=114055494755080886300&rtpof=true&sd=true" target="_blank">Visible importance of libraries and librarians: Worldwide “live” online tours</a></b><br /><b>Dr Helen Cheung, Ms Yoko Hirose Nagao and Dr Mary Carroll</b><br />This presentation is to show a cooperative international education project. This project is being developed by HKSKH Ming Hua Theological (MH) College, a tertiary college in Hong Kong in association with Japanese partners (The Library Fair Management Committee & Rapidswide Company) and the Libraries Research Group of Charles Sturt University, Australia. Due to challenges of the pandemic, such as lockdowns, more library users now rely on digital libraries and digital literacy skills are more important. Also, libraries may face tight budgets and reduced staffing, and have to find a way to create innovative library models for pandemic/post pandemic times. The project aims to develop “outreach worldwide digital libraries” via online tours/talks with user education and library extension activities, as well as to make the importance of libraries and librarians more visible.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />This project is based on the framework of evidence-based practice. The project was based on findings from a literature review, professional experiences and expertise of librarians/faculty/professionals, available resources, IT tools and international partnerships. Collaborative teaching and collaborative learning practices were developed. Librarians, faculty/teachers with students as well as business parties (e.g. experts in rare books) in Hong Kong, Japan and Australia took turns to conduct online tours/talks. Up to now, a total of five online tours/talks have been conducted in three languages (English, Chinese and Japanese) covering various topics such as library tours, rare books and library education for online audiences from Asia, Australia, North America and Europe. This lighting talk will use a MH college/ library tour of this project as a case study to explain 1: how we use evidence-based practice to develop the tours. 2: how collaborative teaching, collaborative learning, IT tools (Zoom, smartphone &amp; AR/ VR etc) and international partnerships facilitate the project and 3: show what the overall outcomes of the project are.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span><h4 style="text-align: left;"><span style="font-family: verdana;">SESSION 3</span></h4><span style="font-family: verdana;"><b><a href="https://drive.google.com/file/d/11xuECmCl8YMiGlnDx-ebKfMX0ZpKkKIR/view?usp=sharing" target="_blank">The education and training role of Australian academic librarians: A variety of conceptions </a></b><br /><b>Ms Romany Manuell</b><br />Academic librarians in university libraries perform a variety of roles. For many librarians, this includes a role in the education and training of university students, faculty staff and/or colleagues in areas related to research, libraries and information. This presentation will briefly explain the theory, method and preliminary findings of a doctoral research project nearing completion at Charles Sturt University. Using role theory as a framework to define the concept of role, and phenomenography as an underpinning approach and research methodology, in-depth interviews with 38 Australian academic librarians in the State of Victoria were undertaken in 2019 to explore librarians’ understandings of their educative role. Interview transcripts were analysed according to phenomenographic methods, allowing the emergence of a variety of conceptions. Data analysis led to four qualitatively different categories of description within the phenomenon of the academic librarians’ educative role. The educative role can be conceived of as falling within one or more of the following four spectra: an unexpected/expected role, a transactional/relational role, a role that operates as a site of completed/continuous learning and a role to be accepted/rejected as part of a librarian identity. The greater understanding of the variety of academic librarians’ conceptions of their educative role provides opportunities to influence curriculum for librarianship, inform recommendations for employers and prompt academic librarians to reflect on their role and practice, all of which may contribute to better learning outcomes for university library users.</span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG__sVw9nGlC9RAnu-jruOYe1P9p_D7dUZ9MnG67Czgjd5Q-hGE-lK2lhqE5SxdkruSWup9OUZ89XPlBiL3SG3UiKah2ZlPOPtwxfSnb_IxJHNwNEZps0mFWSU-TGzMIC3mJKupFwdGDfAo4anoGTKcIrQqeb5g2xWFs0j6Lags1zG8whhPyfkhCUB/s2048/Fdt9guWaEAAR7tp.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="2048" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG__sVw9nGlC9RAnu-jruOYe1P9p_D7dUZ9MnG67Czgjd5Q-hGE-lK2lhqE5SxdkruSWup9OUZ89XPlBiL3SG3UiKah2ZlPOPtwxfSnb_IxJHNwNEZps0mFWSU-TGzMIC3mJKupFwdGDfAo4anoGTKcIrQqeb5g2xWFs0j6Lags1zG8whhPyfkhCUB/w320-h240/Fdt9guWaEAAR7tp.jpg" title="Romany Manuel" width="320" /></a></div><br /></div><div style="text-align: left;"><span style="font-family: verdana;"><b>Research-Practice Nexus in LIS: Issues and Opportunities<br />Dr Bhuva Narayan</b></span></div><div style="text-align: left;"><span style="font-family: verdana;"><b><br /></b></span></div><div style="text-align: left;"><span style="font-family: verdana;"><div class="separator" style="clear: both; font-family: "Times New Roman"; text-align: center;"><i style="font-family: verdana; text-align: left;">Thank you to all the volunteers who made the symposium a great event: </i></div><div class="separator" style="clear: both; font-family: "Times New Roman"; text-align: center;"><span style="font-family: verdana; text-align: left;">Tina Du, Lisa Given, Edward Luca, Mary Anne Kennan, Suzana Sukovic, Bhuva Narayan, Paul Jewel (Katherine Howard and Jo Keading aren't in the picture).</span></div></span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9Xqe5hkrXp77OtWDRX1NlNHcvzqy4S70PKSFf1b-ULECxq7-4DB_PUjcBrEPdOdTv5ANYvy6lrkUHCXHcJjz45Hh4Jxo1XcCpB_0P70uzLG-aQVgCATyi59pBYv8_3dWFHMZVoP7abUAiulL2Rq8n-sgBs3JiNuql7HhPp1q5RFRwja04rV1Z-Rwu/s2809/Volunteers.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1825" data-original-width="2809" height="416" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9Xqe5hkrXp77OtWDRX1NlNHcvzqy4S70PKSFf1b-ULECxq7-4DB_PUjcBrEPdOdTv5ANYvy6lrkUHCXHcJjz45Hh4Jxo1XcCpB_0P70uzLG-aQVgCATyi59pBYv8_3dWFHMZVoP7abUAiulL2Rq8n-sgBs3JiNuql7HhPp1q5RFRwja04rV1Z-Rwu/w640-h416/Volunteers.jpg" width="640" /></a></div><i style="font-family: verdana; text-align: left;"><br /></i></div><div class="separator" style="clear: both; text-align: center;"><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-64775629453169571642022-10-05T15:44:00.010+11:002022-10-05T18:55:10.182+11:00Users’ experiences in a regional university library makerspace<div style="text-align: left;"><i style="font-family: verdana;">This is a summary of <b>Emilia Bell</b>'s presentation at the LARK 2022 Symposium</i></div><div style="text-align: left;"><span style="font-family: verdana;"><i><a href="https://docs.google.com/presentation/d/1euRoHkXwF3L13VeCNdcZ6k6aGg35xvPU/edit?usp=sharing&ouid=114055494755080886300&rtpof=true&sd=true" target="_blank">Slides</a></i></span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;"><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEi-3zno36O4rBb997RyHyrOjCkxyv1CxkMmQzPG9TlWP0lAWM-O7NB6IGHNCd4L-Fyfgsh4zcwLqmEPvCAIbjTnfQzGNGSaFTftHglY6h8dZD6R-Rfdig-1Aw5TU-vEcjWYXv2XqcVVNpIKE9PHNd73HLGUwyd-OlMknpDNOqiPkMN9AyV3GUavEZR8" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://blogger.googleusercontent.com/img/a/AVvXsEitpStnnK-1xEj6zjFz_ZGs-PKnu-Y8kFXLroQQOLf1zniwNIs-PsoiufJ7Qr4D0U2cFJiV1U8L_NyT0wtwRFQMu2mPLHuD45yUH9EQkiQcAX7F66G5evbiEtbsfa3YhiwVCQ5lddtkOIIsl-1tjO6cPeBHZluV71BqBI_h8DQhL_3D0syxP23Yj62u" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="450" data-original-width="674" height="214" src="https://blogger.googleusercontent.com/img/a/AVvXsEitpStnnK-1xEj6zjFz_ZGs-PKnu-Y8kFXLroQQOLf1zniwNIs-PsoiufJ7Qr4D0U2cFJiV1U8L_NyT0wtwRFQMu2mPLHuD45yUH9EQkiQcAX7F66G5evbiEtbsfa3YhiwVCQ5lddtkOIIsl-1tjO6cPeBHZluV71BqBI_h8DQhL_3D0syxP23Yj62u" width="320" /></a></div><br />The UniSQ Makerspace is a community space used for creating and hands-on activities. It includes equipment for digital fabrication, electronics, and crafting (UniSQ Library Makerspace, n.d.). Responding to a gap in the literature on “makerspaces within Australian universities,” the University of Southern Queensland (UniSQ) Library’s Coordinator (Evidence Based Practice) and Coordinator (Community Engagement) undertook a practice-based research project, seeking local evidence to inform the UniSQ Library Makerspace (Wong & Partridge, 2016, p. 146).</div></span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Part of UniSQ Library’s commitment to evidence-based practice includes going beyond the analysis and interpretation of evidence to applying findings and communicating these. This means integrating evidence into our practice, improving the delivery of library services, and contributing to the wider LIS evidence base. Clare Thorpe (2021a, 2021b) has described the benefits of sharing work across a range of forums, reaching different audiences. While applying the findings from this case study may not be a linear process, the evidence collected helps to highlight the Makerspace’s value to its users, address barriers to participation, and support its increased visibility.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEi-3zno36O4rBb997RyHyrOjCkxyv1CxkMmQzPG9TlWP0lAWM-O7NB6IGHNCd4L-Fyfgsh4zcwLqmEPvCAIbjTnfQzGNGSaFTftHglY6h8dZD6R-Rfdig-1Aw5TU-vEcjWYXv2XqcVVNpIKE9PHNd73HLGUwyd-OlMknpDNOqiPkMN9AyV3GUavEZR8" style="clear: left; float: left; font-family: verdana; margin-bottom: 1em; margin-right: 1em;"><img alt="" data-original-height="385" data-original-width="577" height="214" src="https://blogger.googleusercontent.com/img/a/AVvXsEi-3zno36O4rBb997RyHyrOjCkxyv1CxkMmQzPG9TlWP0lAWM-O7NB6IGHNCd4L-Fyfgsh4zcwLqmEPvCAIbjTnfQzGNGSaFTftHglY6h8dZD6R-Rfdig-1Aw5TU-vEcjWYXv2XqcVVNpIKE9PHNd73HLGUwyd-OlMknpDNOqiPkMN9AyV3GUavEZR8" width="320" /></a><span style="font-family: verdana;">We designed a case study to explore, first, how UniSQ Makerspace users were engaging with the space and its activities, and second, what users own experience of participation could tell us about the Makerspace’s value for research, course curriculum, and extra-curricular benefit. </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;">The findings presented the different stages and types of value experienced by users as they described the processes and time taken to explore what was on offer in the Makerspace, and the impact it had for them.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />The case study design incorporated a visual method in the data collection phase and findings were developed through a reflective thematic analysis. The visual method was a variation of a photovoice technique. Including a visual element aligned with the very nature of the Makerspace itself, as the projects and technology in the Makerspace are very tactile, hands-on, and involve visual outputs. It provided a unique way for participants to share work that was meaningful to them and how they engaged in the space.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />By having the choice to share projects, or to just describe them verbally, participants could choose when they wanted to centre their own projects in the conversation, and they could determine how much significance the physical object (or a visual representation of it) held to describing their own experiences.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Five themes were developed from the interview transcripts:<br />1. A Tentative Start<br />2. Practical Motivations<br />3. Skills Development<br />4. Community Connection<br />5. Influencing Outlook<br /><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;">We found that, while interview participants experienced initial curiosity around the<br />Makerspace, this was alongside hesitancy and a lack of understanding of its purpose. For some students this presented as a feeling of “not being able to in there without … thinking that I'm intruding” (CC1). Without an understanding of purpose, there was uncertainty around who belonged and could utilise the space.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Formal introductions to the Makerspace, embedded in coursework, helped to highlight its practical and functional value, for both study and research. It was, then, after becoming involved, that the opportunities for skills development and community connection were realised.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Ongoing participation saw participants develop new perspectives, knowledge, and future pathways. These new outlooks grew from an understanding of how creativity, technology, and science could come together to help others. As one student described:<br /><blockquote>“I didn't expect this to now be such a big part of my life … nearly every day I'm thinking about what I can print, what I can design … how I can make something better … it's made a huge difference, and I didn't think it would” (CC2).</blockquote></span></div><div style="text-align: left;"><span style="font-family: verdana;">Together, these five themes reflected a narrative of users’ engagement with the Makerspace that developed from a tentative curiosity to finding value in new perspectives, skills, and a creative community to participate in.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><b><br /></b><span style="font-size: x-small;"><b>References</b><br />Thorpe, C. (2021a). Announcing and advocating: The missing step in the EBLIP model. <i>Evidence Based Library and Information Practice</i>, 16(4), 118–125. <a href="https://doi.org/10.18438/eblip30044">https://doi.org/10.18438/eblip30044</a><br />Thorpe, C. (2021b). Sharing and communicating – a necessary addition LIS evidence based practice model. <a href="https://lark-kollektive.blogspot.com/2021/12/sharing-and-communicating-necessary.html">https://lark-kollektive.blogspot.com/2021/12/sharing-and-communicating-necessary.html</a><br />UniSQ Library Makerspace. (n.d.). About. <a href="https://makerresources.usq.edu.au/index.php/314-2/">https://makerresources.usq.edu.au/index.php/314-2</a>/<br />Wong, A., & Partridge, H. (2016). Making as learning: Makerspaces in universities. <i>Australian Academic &amp; Research Libraries</i>, 47(3), 143-159. </span></span><span style="font-family: verdana;"><span style="font-size: x-small;"> </span></span><a href="https://doi.org/10.1080/00048623.2016.1228163" style="font-family: verdana;"><span style="font-size: x-small;">https://doi.org/10.1080/00048623.2016.1228163</span></a></div><div style="text-align: left;"><span style="font-family: verdana;"><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGPGTFzn7hT2nzGKCH0I2a9kqxhn2tipodT4oERPUzBs3OHQw1lFrLn9dCfTLMG9OjQPHOa73KzZxqhLtumUrOQuMIa9DOw_44A1lt8Aw2X3OnKm6iZQMxB9HyMyZlW9hH82xsY8joXuPt6Q3mR_SFrpXjP8mzYOY_9g3QQuU4C7K2fVRgd_jpSwgI/s360/LARK%20logo%202018%20fb.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="358" data-original-width="360" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGPGTFzn7hT2nzGKCH0I2a9kqxhn2tipodT4oERPUzBs3OHQw1lFrLn9dCfTLMG9OjQPHOa73KzZxqhLtumUrOQuMIa9DOw_44A1lt8Aw2X3OnKm6iZQMxB9HyMyZlW9hH82xsY8joXuPt6Q3mR_SFrpXjP8mzYOY_9g3QQuU4C7K2fVRgd_jpSwgI/w200-h199/LARK%20logo%202018%20fb.jpg" width="200" /></a></div><span style="font-size: x-small;"><i><br />Emilia Bell is the Coordinator (Evidence Based Practice) at the University of Southern Queensland. They are also a PhD student at Curtin University, member of the ALIA New Generation Advisory Committee, and have worked in academic and school libraries.<br />Emilia.Bell@outlook.com @EmiliaCaraBell</i></span></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-22108568357828672872022-10-04T19:32:00.005+11:002022-10-05T19:02:43.810+11:00LARK 2022 Symposium in tweet and picture<div style="text-align: left;"><span style="font-family: verdana;">The LARK 2022 Symposium was last week, just as inspiring as we expected. Many people travelled from other states and New Zealand to participate in a great day of discussions about library and information research in practice. After the formal part of the day, we continued with post-symposium drinks to celebrate LARK's tenth anniversary. For all our colleagues who wish to know how the day unfolded, we'd like to share this Twitter feed and some pictures. Hope to see you next time.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><span face="system-ui, -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, Ubuntu, "Helvetica Neue", sans-serif" style="background-color: white; font-size: 16px; white-space: pre;"><br /></span></span></div><h3 style="text-align: center;"><span style="font-family: verdana;"><span face="system-ui, -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, Ubuntu, "Helvetica Neue", sans-serif" style="background-color: white; font-size: 16px; white-space: pre;"><a href="https://wke.lt/w/s/NJNn4N" target="_blank">#LARK2022 on Twitter </a></span></span></h3><div style="text-align: left;"><span style="font-family: verdana;"><span face="system-ui, -apple-system, BlinkMacSystemFont, "Segoe UI", Roboto, Ubuntu, "Helvetica Neue", sans-serif" style="background-color: white; font-size: 16px; white-space: pre;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEg8UVpk1vsFDoAjCdlFXLnGyF7HS1wJazm9zE9DbiY-Lq0stWXdVE7-yHt5PSS8DvhpTPMuF07Ux8wfvYMhIHSwVXmGPIaelqDxLmMmKrWmNi1YL-9klqbS6Bx62Lo1oJpmM1yBDWRGgovq_ReLWmrL1lWs8tQOXU9rpEfwPKPrGuw0IzT9KVTP_OPz" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="300" data-original-width="300" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEg8UVpk1vsFDoAjCdlFXLnGyF7HS1wJazm9zE9DbiY-Lq0stWXdVE7-yHt5PSS8DvhpTPMuF07Ux8wfvYMhIHSwVXmGPIaelqDxLmMmKrWmNi1YL-9klqbS6Bx62Lo1oJpmM1yBDWRGgovq_ReLWmrL1lWs8tQOXU9rpEfwPKPrGuw0IzT9KVTP_OPz" width="240" /></a></div></span></span></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzjRhX8EgpUKZjFFZNI2jLdNRTFXhSPX4O76L4TUNr3Dhcur0k3vzixwHmI5Ig3Sy7ZXqQ3uc8L99EqAa9SVUnxmLF4iRJ0HM-7FBRng1fXOZ5i9FJVEVx7oDDxXE2Bdd4rLwoM-GBWmoD02J6iufDqd9yb7IQS6bNYLBhtiCx2kMyUbNrimOhpLAE/s2000/%23LARK2022%20photos%20(1).png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2000" data-original-width="1333" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzjRhX8EgpUKZjFFZNI2jLdNRTFXhSPX4O76L4TUNr3Dhcur0k3vzixwHmI5Ig3Sy7ZXqQ3uc8L99EqAa9SVUnxmLF4iRJ0HM-7FBRng1fXOZ5i9FJVEVx7oDDxXE2Bdd4rLwoM-GBWmoD02J6iufDqd9yb7IQS6bNYLBhtiCx2kMyUbNrimOhpLAE/w426-h640/%23LARK2022%20photos%20(1).png" width="426" /></a></div><h4 style="clear: both; text-align: center;"><span style="font-family: verdana;">Raising a glass to LARK</span></h4><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDB1Ibhe65KUMQsxPhJ3rf3mBb1bbwg0mPLS3Dw3JpDLP2hQ5z4TebWfgoe9fL4iqiIkU3Vy36yMrK8Jhw1JLDJnmcR5OukrfzYNrENtPxMzeL-OTcgMETaOuDoOCO3UWAkX35aDFw2FK2Iw3IjfcmCQvJuLEorf4xH-ac6Vhbvr6_Tz5roRtmdZDr/s2000/%23LARK2022%20drinks.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2000" data-original-width="1333" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDB1Ibhe65KUMQsxPhJ3rf3mBb1bbwg0mPLS3Dw3JpDLP2hQ5z4TebWfgoe9fL4iqiIkU3Vy36yMrK8Jhw1JLDJnmcR5OukrfzYNrENtPxMzeL-OTcgMETaOuDoOCO3UWAkX35aDFw2FK2Iw3IjfcmCQvJuLEorf4xH-ac6Vhbvr6_Tz5roRtmdZDr/w426-h640/%23LARK2022%20drinks.png" width="426" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-32047926173482578282022-09-19T14:53:00.003+10:002022-09-19T14:53:51.822+10:00Are we a profession? Doctors Cameron M. Pierson & Elizabeth Tait answer<div style="text-align: left;"><span style="font-family: verdana;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">The question of ‘are we a profession?’ is something of a fixture for LIS. As an ‘interstitial’ profession (yes, profession), we see why this is a reoccurring topic (e.g., Raju, 2020). When our disciplinary boundaries span multiple domain areas, whilst also including those specific to our jurisdiction, we naturally ask ourselves questions related to identity and societal function. </span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">Something we find interesting is the notion that the defining feature of ‘profession’ is its research activity (Howard, 2022). As members of the research and education-oriented side of the profession, we certainly agree that research is important. As was pointed out, however, there are other aspects which contribute to the composition and designation of a profession, such as ethics and engaging with disciplinary knowledge, of which a body of knowledge develop through research is but one form (Bell, 2022). We would suggest also for LIS, and the larger GLAMR sector, another key aspect naturally includes our societal function: co-constructed service to community rooted in information and cultural heritage. </span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">We certainly agree that a part of what constitutes a profession is its willingness to seize opportunities to engage with new knowledge. Being a profession characterized by information and curiosity, we are undoubtedly in no shortage of such opportunities in the modern world. As our societies and world grow increasingly socio-technical, we have the dual task of remaining socially focused while being technologically adept. This task will only grow in importance, as we can offer a unique contribution to technological innovation, development, and its social navigation. </span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">For example, we recently identified several professional opportunities in relation to artificial intelligence – for research, practice, and the meeting of the two (Tait & Pierson, 2022). We found ample opportunity to include more professional education around AI, as a technology that will very likely impact societal information interaction and information services. We similarly argue professional contribution can take the form of strengthened voices in information ethics grounded in LIS expertise. Of course, along with increased research and educational space, we also suggest Communities of Practice, and inter-institutional collaborative networks, such as for the development of open educational resources on AI and information ethics in LIS and the GLAMR sector.</span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;"> </span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">The topics we discuss draw on the various aspects used to define ‘profession’, highlighting their interlocking nature. If a profession is characterised, amongst other things, by its research activity, it is also characterised by the opportunities it takes – in both research and practice, benefiting from a symbiotic relationship. Moreover, LIS occupies both unique and other disciplinary grounds, suggesting further benefit in the production of our forms of knowledge, both theoretical and practical. Perhaps this prompts us to consider our interstitial nature as being our strength, a defining feature of our profession’s adaptability.</span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;"><br /></span></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;"><b>References</b> </span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">Bell, E. (2022, September 1). Are we a profession? Emilia Bell answers. ALIA LARK. <a href="https://lark-kollektive.blogspot.com/2022/09/are-we-profession-emilia-bell-answers.html " target="_blank">https://lark-kollektive.blogspot.com/2022/09/are-we-profession-emilia-bell-answers.html </a></span></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">Howard, K. (2022, August 28). Are we a profession? ALIA LARK. <a href="https://lark-kollektive.blogspot.com/2022/08/are-we-are-profession.html">https://lark-kollektive.blogspot.com/2022/08/are-we-are-profession.html</a></span></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">Raju, J. (2020). Future LIS Education and Evolving Global Competency Requirements for the Digital Information Environment: An Epistemological Overview. Journal of Education for Library and Information Science, 61(3), 342+. <a href="https://doi.org/10.3138/jelis.61.3.2019-0088">https://doi.org/10.3138/jelis.61.3.2019-0088</a></span></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">
</span><span style="background-color: white; color: #202124; letter-spacing: 0.2px; white-space: pre-wrap;">Tait, E. & Pierson, C. M. (2022) Artificial Intelligence and Robots in Libraries: Opportunities in LIS curriculum for preparing the librarians of tomorrow. Journal of the Australian Library and Information Association, 71(3), 256-274. <a href="https://doi.org/10.1080/24750158.2022.2081111">https://doi.org/10.1080/24750158.2022.2081111</a></span></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizMADiisyJsUXTw6p8Ezv_WWmvNefW2VmoxKI4C_cL1wMw0NR4rztmkIoY-g3xtoHyr3XzpI0izzQNrM9_eHZS8qf2lT21Lk-IkwPreaqr6sXsl3peSgVjSMt8PZte8zAc-OtMcG0IUt2W0wBz-isCgQXQn5Q50q_k-G1G67itXq3dyZ74cq-xQ2vo/s800/lark_banner.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="326" data-original-width="800" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizMADiisyJsUXTw6p8Ezv_WWmvNefW2VmoxKI4C_cL1wMw0NR4rztmkIoY-g3xtoHyr3XzpI0izzQNrM9_eHZS8qf2lT21Lk-IkwPreaqr6sXsl3peSgVjSMt8PZte8zAc-OtMcG0IUt2W0wBz-isCgQXQn5Q50q_k-G1G67itXq3dyZ74cq-xQ2vo/s320/lark_banner.png" width="320" /></a></div><span style="font-family: verdana; font-size: x-small;"><b>Dr Cameron M. Pierson</b> is a Senior Researcher and Project Manager at L3S Research Center in Hannover, Germany and a Research Fellow at Victoria University of Wellington, New Zealand.</span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><b>Dr Elizabeth Tait</b> is a Senior Lecturer in Information Studies at Charles Sturt University where she is a Course Director.</span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-31760559992203131892022-09-06T11:36:00.007+10:002022-09-06T11:38:47.096+10:00 Revisiting Relevance 2020 – What Next for LIS Research in Australia?<p><i style="font-family: verdana;"><b></b></i></p><div class="separator" style="clear: both; text-align: center;"><i style="font-family: verdana;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8PkwxCxLBxOssXOMNqs_EmnxtMX3pXf25OuP9c5POaVeYxpcosWYklNx1kP6JVYrJ3LR62WPGXlLTpawCIMcdJQbifU6zVp4hImo637hnPRGXT4nkZys5LoXcUWQVl8ZHmKRkbmM9sXWOItHOgbjS8eBG9-5fXg-Ku4BlaP1dn81T5vYtH6aoYD6q/s3174/GivenPic2018.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="3174" data-original-width="2381" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8PkwxCxLBxOssXOMNqs_EmnxtMX3pXf25OuP9c5POaVeYxpcosWYklNx1kP6JVYrJ3LR62WPGXlLTpawCIMcdJQbifU6zVp4hImo637hnPRGXT4nkZys5LoXcUWQVl8ZHmKRkbmM9sXWOItHOgbjS8eBG9-5fXg-Ku4BlaP1dn81T5vYtH6aoYD6q/s320/GivenPic2018.jpg" width="240" /></a></b></i></div><i style="font-family: verdana;"><b>By Professor Lisa M. Given</b></i><p></p><p></p><p><span style="font-family: verdana;">More than five years ago, the <a href="https://www.alia.org.au/" target="_blank">Australian Library and Information Association</a> (ALIA) published a report documenting outcomes of a series of research meetings held in 2016. Working in partnership with Charles Sturt University (where I was Professor at the time), ALIA’s Relevance 2020 series set out to explore the state of library and information science (LIS) research across the country. Many universities served as hosts for the events, which attracted 172 participants from across the sector.</span></p><p><span style="font-family: verdana;">The report found:</span></p><p><span style="font-family: verdana;">•<span style="white-space: pre;"> </span><b>Seven barriers</b> to research and collaboration (between LIS researchers and practitioners): awareness and perception; connection and relationship; funding; passion and enthusiasm; research culture and support; research expertise; shared understanding and interest</span></p><p><span style="font-family: verdana;">•<span style="white-space: pre;"> </span><b>37 enablers</b> for research and collaboration, including: funding; time; mentoring; research training; institutional support</span></p><p><span style="font-family: verdana;">And the report included <b>four recommendations</b>:</span></p><p><span style="font-family: verdana;">•<span style="white-space: pre;"> </span>Libraries and librarians should change the perception of their roles to include research as part of their role specification. This would be a powerful catalyst for a more dynamic, evidence-based profession.</span></p><p><span style="font-family: verdana;">•<span style="white-space: pre;"> </span>LIS schools and academics should be active players in fostering collaboration between academia and practice. Applied research should not be regarded as less important than research of a more theoretical nature.</span></p><p><span style="font-family: verdana;">•<span style="white-space: pre;"> </span>More consideration might be given by LIS academics to some of the priority areas for their practitioner counterparts, such as information services and the promotion of these services.</span></p><p><span style="font-family: verdana;">•<span style="white-space: pre;"> </span>ALIA should continue to play a role that bridges the gap between academic and practitioner needs. Consideration should be given to a central database of research ideas and experts, and to strategically providing further funding opportunities to members.</span></p><p><span style="font-family: verdana;">At the time, Professor Helen Partridge and I had just embarked on our “LISRA” Project – an Australian Research Council Linkage Project (Assessing Library and Information Studies Research Networks), in partnership with ALIA and <a href="https://www.nsla.org.au/" target="_blank">National and State Libraries Australasia</a> (NSLA). The project was designed to encourage and enable research culture and practice within the LIS profession in Australia. As part of LISRA, we launched the Research Assistance and Development for Australian Researchers (RADAR) program. RADAR provided small-scale funding to support collaborative teams of LIS researchers and practitioners to come together for a 12-month period to design and implement a study to provide an evidence-base for potential change within the sector. </span></p><p><span style="font-family: verdana;">Little did Helen and I know when we first designed, applied for, and received the ARC Linkage funding that so many of our proposed activities would echo and resonate with the issues discussed at Relevance 2020. We have learned so much about the library and information research landscape in Australia, including the supports and enablers that can help collaborative teams to succeed.</span></p><p><span style="font-family: verdana;">Do you want to learn more about the RADAR project and what we learned through this important work? I will be sharing some of the lessons learned at the LARK Symposium 2022 in Sydney later this month. Details on the event and the link to register can be found at <a href="https://lark-kollektive.blogspot.com/p/lark-symposium-2022.html">https://lark-kollektive.blogspot.com/p/lark-symposium-2022.html</a>. I hope to see you there!</span></p><p><span style="font-family: verdana; font-size: small;">References:</span></p><p><span style="font-family: verdana;"><span style="font-size: x-small;">Nguyen, L. 2017. Relevance 2020: LIS Research in Australia. ALIA: Canberra. Available at: <a href="https://read.alia.org.au/sites/default/files/documents/alia-relevance-2020-lis-research-in-australia-online.pdf " target="_blank">https://read.alia.org.au/sites/default/files/documents/alia-relevance-2020-lis-research-in-australia-online.pdf </a></span></span></p><p><span style="font-family: verdana;"><br /></span></p><p><span style="font-family: verdana;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiRoIE2l1JxJWitxCNEzQ9pL2XgzGgXWL09DL-rTi5I_RdNR5nP7id6k2CKOd2haRSN2oeUiojyuy1UdIrCok9us-PzFeNTv79MF5Xw0yo2ciSbQmwQ92L6WbGsVeB3WRK59xgRM8Qgq8G0ShBXlFEFdQipVaz63kO8N2Up5ucJldkNSjzzmyT1Lnw/s800/lark_banner.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="326" data-original-width="800" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiRoIE2l1JxJWitxCNEzQ9pL2XgzGgXWL09DL-rTi5I_RdNR5nP7id6k2CKOd2haRSN2oeUiojyuy1UdIrCok9us-PzFeNTv79MF5Xw0yo2ciSbQmwQ92L6WbGsVeB3WRK59xgRM8Qgq8G0ShBXlFEFdQipVaz63kO8N2Up5ucJldkNSjzzmyT1Lnw/s320/lark_banner.png" width="320" /></a></span></div><span style="font-family: verdana;"><b><br /></b></span><div style="text-align: left;"><span style="font-family: verdana;"><span style="font-size: x-small;"><b>Professor Lisa M. Given</b><br /></span></span><span style="font-family: verdana; font-size: x-small;">Director, Social Change Enabling Capability Platform & Professor of Information Sciences<br /></span><span style="font-family: verdana; font-size: x-small;">RMIT University<br /></span><span style="font-family: verdana; font-size: x-small;">lisa.given2@rmit.edu.au<br /></span><span style="font-family: verdana; font-size: x-small;">Twitter: @lisagiven<br /></span><span style="font-family: verdana; font-size: x-small;"><a href="http://lisagiven.com/">http://lisagiven.com/</a> </span></div><p></p><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-11457546649845917052022-09-01T12:25:00.006+10:002022-09-01T12:25:56.584+10:00Are we a profession? Emilia Bell answers<h3 style="text-align: left;"><a href="https://lark-kollektive.blogspot.com/2022/08/are-we-are-profession.html" target="_blank"><span style="font-family: verdana;"><i>Are we a profession? </i></span></a></h3><div><span style="font-family: verdana;"><i>The first answer comes from <b>Emilia Bell</b>, Coordinator (Evidence Based Practice) at the University of Southern Queensland</i></span></div><div><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;">Is it fitting that we currently call Library and Information Science (LIS) in Australia a profession? Yes, but doing so means engaging with new knowledge which does require sustaining research in future practice.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />In understanding ‘professions’ to be grounded in ethical standards and specialised knowledge, research remains a valuable and necessary contribution to the LIS professions' knowledge base and practice. Our professional expertise and judgments should build on professional ethics and knowledge, with knowledge being acquired, created, and applied through various processes, research being one.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;"><blockquote><span style="background-color: #eeeeee;"><span style="font-size: medium;">perhaps engagement with new knowledge should guide our understanding of whether we have a profession</span></span></blockquote></span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Juznic and Urbanija (2003) recognise that “research is needed to create new knowledge”. Undertaking research is vital in contributing to our professional knowledge base, and should be “published, shared, questioned, and debated” (Howard, 2022). For this, perhaps engagement with new knowledge should guide our understanding of whether we have a profession. This still presents an imperative to engage with research processes for knowledge creation, but also captures coinciding methods of inquiry and knowing (McGregor, 2021) that may inspire future research directions as a profession and a discipline.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Many overlapping processes (including research, evidence-based practice, and reflection) allow us to engage with our professional ethics and values, taking them beyond aspirational to being realised in practice (Young, 2020). Positioning ‘knowledge’ as a basis for the profession highlights other processes of inquiry, such as critical reflection, that help support the application of knowledge and ethics to practice. This requires we are deriving new knowledge from research while acknowledging those other processes that I hope will facilitate curiosity and interest in 'doing research' and going beyond routine as a profession.<br /><b><br /></b><span style="font-size: x-small;"><b>References</b><br />Howard, K. (2022, August 28). Are we a profession? ALIA LARK. <a href="https://lark-kollektive.blogspot.com/2022/08/are-we-are-profession.html">https://lark-kollektive.blogspot.com/2022/08/are-we-are-profession.html</a></span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="font-size: x-small;"><br />Juznic, P., & Urbanija, J. (2003). Developing research skills in library and information science studies. Library Management, 24(6/7), 324-331. <a href="https://doi.org/10.1108/01435120310486048">https://doi.org/10.1108/01435120310486048</a></span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="font-size: x-small;"><br />McGregor, R. (2021, November 6). Reflective practice. Is this the library?. <a href="https://rowenamcgregor.com/2021/11/06/reflective-practice/">https://rowenamcgregor.com/2021/11/06/reflective-practice/</a></span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="font-size: x-small;"><br />Young, S. W. H. (2020). On ethical assessment: Locating and applying the core values of Library and Information Science. Library Assessment Conference. <a href="https://www.libraryassessment.org/wp-content/uploads/2021/06/87-Young-On-Ethical-Assessment.pdf">https://www.libraryassessment.org/wp-content/uploads/2021/06/87-Young-On-Ethical-Assessment.pdf</a></span></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-76298610656115607522022-08-29T13:58:00.005+10:002022-08-30T11:57:34.479+10:00LARK 2022 Symposium grants<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTsmddyo7s2GZ2-7EyvoIbZDNzBGa_-N_5fJ0pnAlX7-ttKZVPjKJDwwcwCsff9GPhT2Uw7Ub2HyO6DuOO_CMTnqul22iChgcvdTVyV6o6Xj5bJv-HehuK4PFFtXoerGvfIEF5k22XTNNXKp_EZUq99rtJsO1O3JxpHbrKxOJc0ZaKCynmZkAgl1Qm/s600/LARK10thAnniv_symposium-grants%20sml.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTsmddyo7s2GZ2-7EyvoIbZDNzBGa_-N_5fJ0pnAlX7-ttKZVPjKJDwwcwCsff9GPhT2Uw7Ub2HyO6DuOO_CMTnqul22iChgcvdTVyV6o6Xj5bJv-HehuK4PFFtXoerGvfIEF5k22XTNNXKp_EZUq99rtJsO1O3JxpHbrKxOJc0ZaKCynmZkAgl1Qm/w320-h320/LARK10thAnniv_symposium-grants%20sml.png" width="320" /></a></div><p></p><p><span style="background-color: white; color: #1d1d1d; font-family: verdana; white-space: pre-wrap;">LARK wishes to encourage attendance by library and information students, and colleagues outside Sydney. We offer two grants to cover the registration cost and contribute to traveling expenses. </span></p><p><span face="verdana, sans-serif" style="background-color: white; color: #1d1d1d; font-family: verdana; white-space: pre-wrap;">Applications are invited for </span></p><p></p><ol style="text-align: left;"><li><span face="verdana, sans-serif" style="color: #1d1d1d;"><span style="background-color: white; font-family: verdana; white-space: pre-wrap;">registration grant or</span></span></li><li><span face="verdana, sans-serif" style="color: #1d1d1d;"><span style="background-color: white; font-family: verdana; white-space: pre-wrap;">traveling grant to a person who lives outside Sydney. It includes $300 support for expenses and free registration.</span></span></li></ol><p></p><p><span style="background-color: white; color: #1d1d1d; font-family: verdana; white-space: pre-wrap;">The priority will be given to: </span></p><p></p><ul style="text-align: left;"><li><span face="verdana, sans-serif" style="background-color: white; color: #1d1d1d; font-family: verdana; white-space: pre-wrap;">Professionals from rural and remote areas</span></li><li><span face="verdana, sans-serif" style="color: #1d1d1d;"><span style="background-color: white; font-family: verdana; white-space: pre-wrap;">Full-time library and information students</span></span></li><li><span face="verdana, sans-serif" style="color: #1d1d1d;"><span style="background-color: white; font-family: verdana; white-space: pre-wrap;">Indigenous library and information workers and students</span></span></li></ul><p></p><p><span face="verdana, sans-serif" style="background-color: white; color: #1d1d1d; font-family: verdana; white-space: pre-wrap;">Applicants need to </span></p><p style="text-align: left;"></p><ul style="text-align: left;"><li><span face="verdana, sans-serif" style="color: #1d1d1d;"><span style="background-color: white; font-family: verdana; white-space: pre-wrap;">indicate for which grant they are applying</span></span></li><li><span style="font-family: verdana;"><span face="verdana, sans-serif" style="color: #1d1d1d;"><span style="background-color: white; white-space: pre-wrap;">include p</span></span>roof of regional or remote address and/or current full-time student status</span></li><li><span face="verdana, sans-serif" style="background-color: white; color: #1d1d1d; font-family: verdana; white-space: pre-wrap;">letter of recommendation: </span></li><ul><li><span face="verdana, sans-serif" style="color: #1d1d1d;"><span style="background-color: white; font-family: verdana; white-space: pre-wrap;">STUDENTS - from an academic staff who taught the applicant during their current course of library and information studies</span></span></li><li><span face="verdana, sans-serif" style="background-color: white; color: #1d1d1d; font-family: verdana; white-space: pre-wrap;">EMPLOYED APPLICANTS - from the current supervisor</span></li><li><span face="verdana, sans-serif" style="background-color: white; color: #1d1d1d; font-family: verdana; white-space: pre-wrap;">INDEPENDENT PROFESSIONALS - from an academic staff or former work supervisor.</span></li></ul></ul><p></p><p><span face="verdana, sans-serif" style="background-color: white; color: #1d1d1d; font-family: verdana; white-space: pre-wrap;">Please send applications to lark.kollektive(at)gmail.com by <b>Friday, 9 September 2022 COB.</b></span></p><p><span face="verdana, sans-serif" style="color: #1d1d1d;"><span style="background-color: white; font-family: verdana; white-space: pre-wrap;">Successful candidates will be informed by Monday, 12 September.</span></span></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-12285601144802993802022-08-28T16:51:00.008+10:002022-09-01T12:17:43.103+10:00Are we a profession?<div style="text-align: left;"><span style="font-family: verdana;"><i>Dr Katherine Howard</i></span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;">I recently had the privilege of working on the ARC funded Library and Information Science Research in Australia (LISRA) project. When preparing a literature review for on aspect of the project, I came across a quote that I have not been able to get out of my head (emphasis added):<br /><blockquote>Library and information science (LIS) has emerged, not only as a profession and the educational programme that supports it, but also as a research discipline. Research is needed to create new knowledge and thereby contribute to the growth of LIS as a profession or discipline. <b>If research is absent, non-existent or even scarce, there is no profession, but only an occupation</b> grounded in techniques, routine and common sense (Juznic and Urbanija, 2003).</blockquote></span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Further, if we consider that the Australian Council of Professions defines (in part) a<br />profession as:<br /><blockquote>a disciplined group of individuals who [...] are accepted by the public as possessing special knowledge and skills in <b>a widely recognised body of learning derived from research</b>, education and training at a high level [...] (2003, emphasis added) ...</blockquote></span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />... do we really have a profession?</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />From my experience, and what I have observed, my answer would have to be ‘no.’ Now please don’t think I am ‘dissing’ my own sector – quite the opposite. If I didn’t love this sector and care about its future, I would just stay quiet. But I do care. I care that there seems to be very little research undertaken, published, shared, questioned, and debated.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />Perhaps more worrying is that there seems to be very little interest in even finding out what it means <b><i>to do</i></b> research – proper, actual, rigorous research. I understand the constraints: there’s no time, there’s no support, there’s no recognition – all factors that have been written about in the literature and largely supported by findings from the LISRA project. But if we think we are already “doing research” and therefore we are “a profession” and nothing needs to change ... I beg to differ.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br />“Research” – sometimes incorrectly referred to as “academic research” - is a<br />methodologically sound investigation into a ‘thing.’ Ironically, the people who understand what I am talking about in the previous sentence are those who have undertaken research themselves. On reflection, perhaps it is not so ironic – it the difference between sympathy and empathy. You can’t empathise with something you have never empirically experienced, no matter how much you know about the topic or situation. </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;">So – I’d love to know what other people think. Within the bounds of the two quotes above, are we a profession? Why/why not?</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;"><a href="https://forms.gle/Xs9g2DXqWtmTtc1R8" target="_blank"><b>Send us your responses</b></a> and we will share them on this blog and Twitter.</span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><br /></div><br /></div><div style="text-align: left;"><span style="font-family: verdana;"><div style="font-size: small;"><b>References</b></div><div style="font-size: small;">Australian Council of Professions (2003). What is a Profession?</div><div style="font-size: small;"><a href="https://www.professions.org.au/what-is-a-professional/">https://www.professions.org.au/what-is-a-professional/</a></div><div style="font-size: small;"><br /></div><div style="font-size: small;">Juznic, P., & Urbanija, J. (2003). Developing research skills in library and information science studies. <i>Library Management</i>, 24(6/7), pp. 324-331. </div><div style="font-size: small;"><br /></div><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzX7oU37k-IqkRr2HIjHY7ZH5pfiyskzJIhiRtXjHHJL0Uyt3dtljFadxKg6gnpILG52KoccP8LACuSaF2wO-rPU5roeIwdAQA5YO_ZQ8vN3lMksaRB-FNJ0QJ_ImKCmT29oiN7_fAeMI9FhvQyRgSyrGmxVJIZPj19jqYrSbRMSjhUdZz02sinmTt/s192/LARK%20logo%20fb.png" style="font-family: "Times New Roman"; font-size: medium; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="174" data-original-width="192" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzX7oU37k-IqkRr2HIjHY7ZH5pfiyskzJIhiRtXjHHJL0Uyt3dtljFadxKg6gnpILG52KoccP8LACuSaF2wO-rPU5roeIwdAQA5YO_ZQ8vN3lMksaRB-FNJ0QJ_ImKCmT29oiN7_fAeMI9FhvQyRgSyrGmxVJIZPj19jqYrSbRMSjhUdZz02sinmTt/w200-h181/LARK%20logo%20fb.png" width="200" /></a>Dr Katherine Howard, <span style="background-color: white; color: #1d1d1d;"><span style="color: #222222;">eResearch Analyst, Intersect</span></span></div></span><span style="font-family: verdana;"><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><br /><div><br /></div></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-3575871761587675162022-08-16T10:49:00.004+10:002022-08-16T17:11:55.309+10:00 Breaking: LARK 2022 Symposium Program Now Available<div class="separator" style="clear: both; text-align: center;"><a href="hhttps://lark-kollektive.blogspot.com/2022/08/lark2022-program.html" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="1251" data-original-width="1251" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhMu6PhapUMz91iqw1PW5anvRI1JRYB_yUvnjMgkVMt36qTzM2f3aL44kWKesMwHZdZUM3V1f1YJ0rv0LPc_sJA0zllZPq2r0cVxH-54d5FhJOGb98S87L8vkcYItT3P54g8507Itjnfr5f5r6hHPqgmONrlv78ba7mI4z0BfIl7fjLL8c3ybpygMt/w320-h320/LARK10thAnniv_symposium-program.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div style="text-align: left;"><span style="font-family: verdana;">As part of our 10 year celebrations, your LARK committee is proud to be hosting #LARK2022 Research for Library and Information Practice Symposium in September at the University Technology Sydney. Great news is that the program is <a href="https://lark-kollektive.blogspot.com/2022/08/lark2022-program.html" target="_blank">now available here</a>.<br /> <br />We are very excited to have Professor Lisa Given from RMIT University delivering the keynote titled <i>The power of evidence-based practice: fostering social change through library and information research</i>. Lisa has a wealth of experience and knowledge in multi-disciplined research methods, and will provide practical advice about research for those in the information professions. Lisa’s talk will focus on how information workers can enact social change through engaging with user data and a plethora of varied research projects. <br /> <br />As well as our keynote, on the agenda are a number of presentations and lightning talks covering innovative research projects and studies into academic libraries and non-university library/information sectors. Presentations will cover a great mix of topics on blended learning, online tours, art galleries in the digital environment, makerspaces, evidence-based practice, a school-based reading scheme action research, and study of Saudi Arabian female academics and their research experience. The symposium finishes with two sessions aimed at providing; firstly, insights into a study of the educative role of academic librarians, and then the final session of the day will highlight the challenges and opportunities for practice-based researchers.<br /> <br />As we prepare for the symposium, LARK is inviting anyone who wishes to share some research reflections, and results of their finished research or a work in progress on our blog. You can contact us on Twitter <span style="background-color: white; white-space: nowrap;">@LARKollektive or by email (lark.kollektive_at_gmail.com)</span><span style="background-color: white; color: #536471; white-space: nowrap;">. </span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="background-color: white; color: #536471; white-space: nowrap;"><br /></span></span></div><div style="text-align: left;"><span style="font-family: verdana;"><span style="background-color: white; color: #536471; white-space: nowrap;"><a href="https://www.alia.org.au/EventDetail?EventKey=LARK22" target="_blank">Registrations</a> are open on the ALIA website.</span></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-33928900057344408532022-08-16T10:25:00.011+10:002022-09-26T17:44:34.200+10:00LARK2022 Symposium Program<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRefT31I5SeL6f9ggAwJ3hfLbiLMuteyJ_uWJgcIrxScAj1SWtHP8w9wpBk1CGUOmJdPb_v-Z2CYWy3MkAep8M8ETpKUuAsuu6kxt7_2JVKHgo3-gZb8of2e3J1LYQa-As0vCQmAURw4kQErQU0pT5cEa5sTBmeJfkc2RqxIElyEZ02i8031SA_AhH/s2728/LARK%20Program%20header.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1086" data-original-width="2728" height="159" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRefT31I5SeL6f9ggAwJ3hfLbiLMuteyJ_uWJgcIrxScAj1SWtHP8w9wpBk1CGUOmJdPb_v-Z2CYWy3MkAep8M8ETpKUuAsuu6kxt7_2JVKHgo3-gZb8of2e3J1LYQa-As0vCQmAURw4kQErQU0pT5cEa5sTBmeJfkc2RqxIElyEZ02i8031SA_AhH/w400-h159/LARK%20Program%20header.png" width="400" /></a></div><span id="docs-internal-guid-1b5847cf-7fff-f147-ef76-c864622e6c78"><span style="background-color: white; color: #002060; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><div><span><span style="background-color: white; color: #002060; font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span></div></span></span><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;"><br /></span></div><span style="background-color: #45818e; color: white; font-family: verdana;"><b>FULL PROGRAM</b></span><div><span style="color: white; font-family: verdana;"><b><br /></b></span><div><div class="separator" style="clear: both; text-align: left;"><a href="https://drive.google.com/file/d/1V7CPXM0s0MRyGqV8EIahBdfN6YyfgN6J/view?usp=sharing" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" data-original-height="100" data-original-width="90" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1miQ-wcD7NBCZpUY8G7dyIoyMWA3WvGLlmfBFVPF-wAB8fGys1AnOBl2G1-Xh9G6-JXFKSiq2gzt_QiO-ZjXkIy3P_v4qGy6LAKwbhGEsnJ0Ygo2cBTL1u3NrSTH0pRWvp6DceY9fM-2yFyOhdsOCqZ05yUBcnwvdepiuZ8NHiUKQ_yrKE6Q9MJQJ/s16000/pdf-thumb-sml.jpg" /></a></div><span style="font-family: verdana;"><span style="background-color: white; color: #002060; font-family: Arial; font-size: 14.6667px; font-weight: 700; white-space: pre-wrap;">ROOM: UTS CB08.05.002</span><br /><br /></span></div><div><span style="font-family: verdana;"><table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1024;">
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<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><a name="_Hlk111476953"><span style="font-size: x-small;">9.00 am – 9.30 am</span></a></div>
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<div><span style="font-size: x-small;">Welcome
and acknowledgement of Country</span></div><div><span style="font-size: x-small;"><br /></span></div><div><span style="font-size: x-small;">10
YEARS OF LARK</span></div><p class="Table-Sessiontitle-darkgrey"><span style="font-size: x-small;"><o:p></o:p></span></p>
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<div><span style="font-size: x-small;">Dr Bhuva Nararyan</span></div><div><span style="font-size: x-small;"><br /></span></div><div><span style="font-size: x-small;">Dr Suzana
Sukovic</span></div>
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<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">9.30 am – 10.30 am</span></div>
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<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">KEYNOTE<br /><b>Prof
Lisa Given </b>(RMIT
University)<br />The power of evidence-based practice: fostering social
change through library and information research</span></div>
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<div><span style="font-size: x-small;"><u>Session Chair<br /></u>Dr Suzana
Sukovic</span></div>
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<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">10.30 am – 11.00 am</span></div>
</td>
<td style="background: rgb(224, 251, 252); border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">Morning break</span></div>
</td>
<td style="background: rgb(224, 251, 252); border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div><span style="font-size: x-small;"> </span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">11.00 am – 12.30 pm</span></div>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; margin-bottom: 6pt; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">SESSION
1<br /><b>Ms
Patricia Mariel Velasquez </b>(Univ. of
Auckland)<b>,
Prof Anne Goulding and A/Prof Chern Li Liew</b> (Univ. of Wellington)<br />
Designing blended library space to support students’ need post-lockdown</span></div><div style="border: none; margin-bottom: 6pt; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><b>Mrs
Emilia Bell</b> (Univ. of
Southern Queensland)<br />User experiences in
a regional university library makerspace</span></div><div style="border: none; margin-bottom: 6pt; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><b>Ms Gabrielle Mace and Ms Merrilyn Lean </b>(Queenwood School)<br />'Just Read' - A school-based action
research project</span></div><p class="Table-Sessiontitle-green"><span style="font-size: x-small;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><u>Session Chair<br /></u>Edward Luca</span></div>
</td>
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<td style="background: rgb(224, 251, 252); border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">12.30 pm – 1.15 pm</span></div>
</td>
<td style="background: rgb(224, 251, 252); border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">Lunch</span></div>
</td>
<td style="background: rgb(224, 251, 252); border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div><span style="font-size: x-small;"> </span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">1.15 pm – 2.15 pm</span></div>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; margin-bottom: 6pt; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">SESSION
2 – Lightning talks<br /><b>Miss Reham Alsuhaibani, Dr Huan Vo-Tran </b>(RMIT)<b>, Dr Elizabeth Tait </b>(Charles Sturt University), <b>Dr Naomi Whiteside</b> (RMIT)<br />
The role of information practices in
research capacity building: perspectives from Saudi female academics who
studied at home and abroad</span></div><div style="border: none; margin-bottom: 6pt; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><b>Dr Erin Roga, Ms Karen Pruis and Dr Myles Strous </b>(<span style="background: white; color: #202124; letter-spacing: 0.15pt;">Federation
University Australia)<br /></span>A library and lecturer collaboration:
Evidence-based practice and foundational research skills in undergraduate
nursing students</span></div><div style="border: none; margin-bottom: 6pt; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><b>Mr Stephen V. Graham </b>(Univ. of South Australia)<br />Art Online: transformations in
digitisation and discoverability of University Art Museum collections</span></div><div style="border: none; margin-bottom: 6pt; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><b>Dr Helen Cheung, Ms Yoko Hirose Nagao, Dr Mary Carroll </b>(HKSKH Ming Hua Theological College<b>, </b>Rapidswide Company, Charles Sturt Univ)<br />Visible importance of libraries and
librarians: Worldwide ‘live’ online tours</span></div><p class="Table-Sessiontitle-green"><span style="font-size: x-small;"><o:p></o:p></span></p>
</td>
<td rowspan="2" style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><u>Session Chair<br /></u>Dr Bhuva Narayan</span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">2.15 pm – 2.30 pm</span></div>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div><span style="font-size: x-small;">OPEN Q&A</span></div><p class="Table-Sessiontitle-darkgrey"><span style="font-size: x-small;"><o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="background: rgb(224, 251, 252); border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">2.30 pm –<br />
3 pm</span></div>
</td>
<td style="background: rgb(224, 251, 252); border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">Afternoon break</span></div>
</td>
<td style="background: rgb(224, 251, 252); border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div><span style="font-size: x-small;"> </span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">3 pm – 4pm</span></div>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">SESSION 3<br /><b>Ms
Romany Manuell </b>(Australian
Council for Educational Research)<br />The education and training role of
Australian academic librarians: A variety of conceptions</span></div><div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><b><br /></b></span></div><div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><b>Dr Bhuva Narayan </b>(Univ. of
Technology, Sydney)<br />Research-practice nexus in LIS: issues
and opportunities</span></div><p class="Table-Sessiontitle-green"><span style="font-size: x-small;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;"><u>Session Chair<br /></u>A/Prof Tina Du</span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">4 pm – 4.30 pm</span></div>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">OPEN FORUM DISCUSSION<br /><b>Next
10 years of LARK: Supporting research in LIS practice</b><br /></span></div><p class="Table-Sessiontitle-green"><span style="font-size: x-small;"><o:p></o:p></span></p>
<p class="MsoNormal" style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;">
<!--[if !supportLineBreakNewLine]-->
<!--[endif]--><b><span style="font-size: x-small;"><o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div><span style="font-size: x-small;"><u>Facilitator</u>:<br />Dr Mary Anne
Kennan</span></div><p class="Table-text"><span style="font-size: x-small;"><o:p></o:p></span></p>
<p class="Table-text"><span style="font-size: x-small;"><o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">4.30 pm</span></div>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div><span style="font-size: x-small;">CLOSE</span></div><p class="Table-Sessiontitle-darkgrey"><span style="font-size: x-small;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div><span style="font-size: x-small;">Dr Suzana
Sukovic</span></div><p class="Table-text"><span style="font-size: x-small;"><o:p></o:p></span></p>
</td>
</tr>
<tr>
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div style="border: none; mso-border-shadow: yes; mso-padding-alt: 31.0pt 31.0pt 31.0pt 31.0pt;"><span style="font-size: x-small;">From 4.30 pm</span></div>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div><span style="font-size: x-small;">DRINKS <a href="https://ginlanesydney.com.au/">GIN LANE</a></span></div><p class="Table-Sessiontitle-darkgrey"><span style="font-size: x-small;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt;" valign="top">
<div><span style="font-size: x-small;"> </span></div>
</td>
</tr>
</tbody></table></span></div><div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana; font-size: x-small;"><i>PDF thumb image by vecteezy.com</i></span></div><br /><span style="font-family: verdana;"><br /></span></div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-40984077564813901672022-06-08T16:17:00.005+10:002022-08-15T15:09:28.436+10:00Symposium registrations & extended CfP<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv9Iqy-z0nyce8HxDupn8wpuCMwdlJZYuIui3GEbYj1HrddmTE-POnFvyGBr-Lf7aF2GSo2mkmY5JfYSD9R4CffMOnJ_ecd1_OafWhP8CP5OM9BdKqTH_LsAKB80FeanG4C03MslRGFcBqoCn3xV5Aqp_KrEoyUe7f27YuuGpYp0udkt6G8FO4hkbx/s1251/LARK10thAnniv_symposium-registrations-cfp.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1251" data-original-width="1251" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv9Iqy-z0nyce8HxDupn8wpuCMwdlJZYuIui3GEbYj1HrddmTE-POnFvyGBr-Lf7aF2GSo2mkmY5JfYSD9R4CffMOnJ_ecd1_OafWhP8CP5OM9BdKqTH_LsAKB80FeanG4C03MslRGFcBqoCn3xV5Aqp_KrEoyUe7f27YuuGpYp0udkt6G8FO4hkbx/w400-h400/LARK10thAnniv_symposium-registrations-cfp.png" width="400" /></a></div><br /><div style="text-align: left;"><span style="font-family: verdana;">LARK is delighted to announce that the Symposium registrations are now open on the <a href="https://www.alia.org.au/EventDetail?EventKey=LARK22" target="_blank"><b>ALIA website</b></a>.<br /><ul style="text-align: left;"><li><span style="font-family: verdana;">$120 ALIA members, students and speakers</span></li><li><span style="font-family: verdana;">$150 Non-ALIA members</span></li></ul></span><span style="font-family: verdana;">A call for papers has been extended to 15 July. If you wish to share your research or a great workplace initiative, you still have time to submit a proposal for your chance to join a line-up of great presenters.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span><span style="font-family: verdana;">Register now to hear from our fantastic <a href="https://lark-kollektive.blogspot.com/2022/04/keynote-speaker-prof-lisa-m-given.html">keynote speaker, Dr Lisa Given</a>, learn about interesting research in practice, and spend a day networking with like-minded colleagues. We have no doubt there will be something inspiring and thought-provoking for us all.</span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixKQdRWqvbD8AvuzM_0l91kQOR8lhn4Gddr4WQcug4DOepuysBHM3ct6fq2zKJ2xJfZFH_WnvepD6lxI55l0vosopU1edtuFQGv_pITHPZUpN9MNDTNslPathOEpQSHurBiabpkQvUf-nLIJc0QUoxb75NJuRX2wnxm3wOkcUNA1tH0z01FIWMNME_/s192/LARK%20logo%20fb.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="174" data-original-width="192" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixKQdRWqvbD8AvuzM_0l91kQOR8lhn4Gddr4WQcug4DOepuysBHM3ct6fq2zKJ2xJfZFH_WnvepD6lxI55l0vosopU1edtuFQGv_pITHPZUpN9MNDTNslPathOEpQSHurBiabpkQvUf-nLIJc0QUoxb75NJuRX2wnxm3wOkcUNA1tH0z01FIWMNME_/w200-h181/LARK%20logo%20fb.png" width="200" /></a></div><br /><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><p></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-78431463536270428722022-05-27T12:20:00.002+10:002022-08-15T15:04:08.585+10:00LIS Research in Practice - Twitter chat<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4e8UraWsG8oA3UvmFkGHOUbw9BOx3fFNW6yUUd4XaArkiz0-lcpJrHgaR2UsHmsCs4sabvD6Xbqu2pOP9ISAJUsOHXeNaQZIlHPAMJBdv8sA2y-WClcdq08acHePhu5sZ15oLpj9XwzPnJE8na1cImxmgUjyow5g0Cu08j46GMyXOTIoWmW-G6Rq5/s680/LARK%20Auslibchat.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="680" data-original-width="680" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4e8UraWsG8oA3UvmFkGHOUbw9BOx3fFNW6yUUd4XaArkiz0-lcpJrHgaR2UsHmsCs4sabvD6Xbqu2pOP9ISAJUsOHXeNaQZIlHPAMJBdv8sA2y-WClcdq08acHePhu5sZ15oLpj9XwzPnJE8na1cImxmgUjyow5g0Cu08j46GMyXOTIoWmW-G6Rq5/s320/LARK%20Auslibchat.jpg" width="320" /></a></div><br /><p></p><p><span style="font-family: verdana;">This year LARK is celebrating 10 years of advocating and supporting research in practice. Our main event will be a day-long Research for Library and Information Practice: LARK 2022 Symposium at UTS </span><span style="font-family: verdana;">(University of Technology Sydney) with some fabulous guest speakers and an opportunity to learn more about research in the Library and GLAM profession.</span></p><p><span style="font-family: verdana;">While we eagerly await our #LARK2022 symposium in September the LARK organising team were keen to keep the research conversation buzzing. Therefore, we have joined forces with ALIA New Graduates Group and will be hosting the next #AusLibChat Twitter chat on 7th June. #AusLibChat is an awesome safe space for everyone to join in and share their research stories or just tune in to listen and learn. The theme for the chat will be broadly looking at research in the library GLAM sector.</span></p><p><span style="font-family: verdana;">Would you like to get involved in research? Can you share some tips on research projects you know about from your reading or workplace? This will be a great chance to harness your personal learning network and connect with others who are at many different stages of the research ladder. Maybe you’ll be inspired with a new research idea? Maybe you’ll meet someone to collaborate with? Or maybe you’ll learn how to take </span><span style="font-family: verdana;">the next step for your research project?</span></p><p><span style="font-family: verdana;">Please join us to discuss these questions:</span></p><p><span style="font-family: verdana;">1. Do you have any research projects going on in your workplace or any inspiring practice-based research project you have heard or read about?</span></p><p><span style="font-family: verdana;">2. Have you ever considered doing a research project? What have been the barriers or what has been helpful to working on a research project?</span></p><p><span style="font-family: verdana;">3. Do you think your library or information degree prepared you for doing research as part of your professional practice? What else would assist this?</span></p><p><span style="font-family: verdana;">4. For those who have undertaken LIS-based research, what factors made your research a reality? Did you get your work published or have any other outcomes? Don’t forget to share links so we can all take a look at your research!</span></p><p><span style="font-family: verdana;">5. Do you have any plans for future research? What are the issues in your practice or GLAM in general that require investigation?</span></p><p><span style="font-family: verdana;"><br /></span></p><p><span style="font-family: verdana;">We look forward to joining everyone on the 7th June. If you aren't sure how to join in, ALIA NGG has some <a href="https://alianewgrads.wordpress.com/library-research-in-practice-7-6-2022/" target="_blank">good tips</a>.</span></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpmYalweas89CkV8-Gpo2sA8exBuap-nZfstLAjQkLZEPj1weYf-Kpq2nDPpwsC6v4IaaMBuKg2HL4Htat9vshZKJUHAGfHgmGRY4ql_plOmjhX0lFEd_6DuN1DcZCsRy8H-mdIaG9jH9UCsAjAXs0lyafCWoThxw-ccWlx2Mtk3Hy_NN9fCtq3GFI/s1024/June%20Auslibchat%20Promo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="1024" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpmYalweas89CkV8-Gpo2sA8exBuap-nZfstLAjQkLZEPj1weYf-Kpq2nDPpwsC6v4IaaMBuKg2HL4Htat9vshZKJUHAGfHgmGRY4ql_plOmjhX0lFEd_6DuN1DcZCsRy8H-mdIaG9jH9UCsAjAXs0lyafCWoThxw-ccWlx2Mtk3Hy_NN9fCtq3GFI/s320/June%20Auslibchat%20Promo.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixWTE-le9HKMlw8yZ9RBj13HPfCfxYTASZU7yzQzQpAMdjJyMnvGzIjxOusDEvrZhEIxuqT0OZPAX0wSo26V7bblIkzMkZEm25c-UIbWSTMXDprWAlu5QemxXKXOOl0RJrOfNhTUnccu8BvGpS6uWJaUzEdRAf6PUgkxNDoKzfda5rpqcbRMR34Idd/s800/lark_banner.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="326" data-original-width="800" height="81" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixWTE-le9HKMlw8yZ9RBj13HPfCfxYTASZU7yzQzQpAMdjJyMnvGzIjxOusDEvrZhEIxuqT0OZPAX0wSo26V7bblIkzMkZEm25c-UIbWSTMXDprWAlu5QemxXKXOOl0RJrOfNhTUnccu8BvGpS6uWJaUzEdRAf6PUgkxNDoKzfda5rpqcbRMR34Idd/w200-h81/lark_banner.png" width="200" /></a></div><p></p></blockquote><p><br /></p><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><span style="font-family: verdana;"><br /></span><p></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-51267774136143124252022-04-11T13:19:00.002+10:002022-08-15T15:04:20.295+10:00Keynote speaker: Prof Lisa M. Given<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3C5QbUyknfAHfu8Dfy3oRmimL8rm7GhgI2sufkuhRXozo_-ave2BefazQAzikQP_s_HOrD1R47BOFPH8rrgP2IKhg8HHilqWZWJmZ12tNkniYhjOdBd3XC2kq44A0IO-rvLRB4_zc2Q_BpEgYDGd6NpfBJsWm9Ibi3nptJ_1opQJc0aVHbwtCm1Nb/s1251/LARK10thAnniv_symposium-tile.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1251" data-original-width="1251" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3C5QbUyknfAHfu8Dfy3oRmimL8rm7GhgI2sufkuhRXozo_-ave2BefazQAzikQP_s_HOrD1R47BOFPH8rrgP2IKhg8HHilqWZWJmZ12tNkniYhjOdBd3XC2kq44A0IO-rvLRB4_zc2Q_BpEgYDGd6NpfBJsWm9Ibi3nptJ_1opQJc0aVHbwtCm1Nb/s320/LARK10thAnniv_symposium-tile.png" width="320" /></a></div><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheuKgzog7WyrjtyR77SeA_4rmdC3cl_XGww0bm20RjtF_i5ex_OO2JMl3_3x4zu2fwSJdo8GJ2TRGKHNgjbnNGGQ5XzLpY1E9Ky9-pTutHBMfdLq7PlRy01flMaUFjrc9pX6edaHkFKh2ZLDNbXBrppWaurDVbAEe257bOf8DvsRZp9oguD_mVDQVR/s3174/GivenPic2018.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="3174" data-original-width="2381" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheuKgzog7WyrjtyR77SeA_4rmdC3cl_XGww0bm20RjtF_i5ex_OO2JMl3_3x4zu2fwSJdo8GJ2TRGKHNgjbnNGGQ5XzLpY1E9Ky9-pTutHBMfdLq7PlRy01flMaUFjrc9pX6edaHkFKh2ZLDNbXBrppWaurDVbAEe257bOf8DvsRZp9oguD_mVDQVR/s320/GivenPic2018.jpg" width="240" /></a></div><p><span style="font-family: verdana;">LARK is delighted to announce </span></p><p><span style="font-family: verdana;"><b>Professor Lisa M. Given</b> as </span><span style="font-family: verdana;">the keynote speaker at the LARK 2022 symposium</span></p><p><span style="background-color: white; color: #222222; font-family: verdana; font-size: small;">Lisa M. Given, PhD, is Director, Social Change Enabling Capability Platform, and a Professor of Information Sciences at RMIT University (</span><span style="background-color: white; font-family: verdana; font-size: small;">Melbourne). </span><span style="background-color: white; font-family: verdana; font-size: small;">Lisa’s interdisciplinary research in human information behaviour brings a critical, social research lens to studies of technology use and user-focused design. Her studies embed social change, focusing on diverse settings and populations, and methodological innovations across disciplines. </span><span style="background-color: white; font-family: verdana; font-size: small;">A former President of the As</span><span style="background-color: white; color: #222222; font-family: verdana; font-size: small;">sociation for Information Science and Technology, Lisa has served on the Australian Research Council’s (ARC’s) College of Experts. She holds numerous grants funded by ARC, Canadian Institutes for Health Research, and Canada’s Social Sciences and Humanities Research Council, working with university and community partners across disciplines. She is lead author of the forthcoming 5</span><sup style="background-color: white; color: #222222; font-family: verdana;">th</sup><span style="background-color: white; color: #222222; font-family: verdana; font-size: small;"> edition of </span><i style="background-color: white; color: #222222; font-family: verdana; font-size: small;">Looking for Information: A Survey of Research on Information Seeking, Needs and Behavior, author of 100 Questions (and Answers) about Qualitative Research</i><span style="background-color: white; color: #222222; font-family: verdana; font-size: small;"> (2016), and editor of </span><i style="background-color: white; color: #222222; font-family: verdana; font-size: small;">The Sage Encyclopedia of Qualitative Research Methods </i><span style="background-color: white; color: #222222; font-family: verdana; font-size: small;">(2008).</span></p><p><span style="font-family: verdana;">The Symposium Organising Committee is looking forward to inspiring conversations with Prof Given and our presenters. Please note that a <a href="https://lark-kollektive.blogspot.com/p/lark-symposium-2022.html"><b>call for papers</b></a> is currently open. </span></p><p><span><br /></span></p><p><span><br /></span></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-84690604339330173362021-12-19T16:51:00.004+11:002021-12-19T16:58:22.304+11:00 Sharing and communicating – a necessary addition LIS evidence based practice model<div style="text-align: left;"><i><span style="font-family: verdana;">By Clare Thorpe</span></i></div><div style="text-align: left;"><i><span style="font-family: verdana;"><br /></span></i></div><div><span style="font-family: verdana;"><i>Earlier this year, Library and Information Science Research Australia held a <a href="http://lisresearch.org.au/sharing-practitioner-research-a-panel-discussion/" target="_blank">panel discussion</a> 'to consider the opportunities, issues and challenges for library and information professionals in sharing and disseminating Australia’s emerging body of LIS practice-based research'. Clare Thorpe has recently expanded on her presentation in a commentary article in the journal <a href="https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/30044" target="_blank">Evidence Based Library and Information Practice</a>. She summarises her thoughts about why library and information professionals should share their outcomes and results widely.</i></span></div><div><span style="font-family: verdana;"><br />The Evidence Based Library and Information Practice (EBLIP) model provides a structured approach to decision making and problem solving in workplaces. Colloquially known as “The 5As” (Koufogiannakis, 2013), it is a cyclical process that guides library and information professionals through five steps - Articulate, Assemble, Assess, Agree and Adapt. The model can be applied by individuals and in teams, providing a practical, guided approach that incorporates critical reflective practice and evidence-informed decision making. However, the model fails to explicitly identify a step to prompt the LIS practitioner to communicate their evidence based practice to their stakeholders, clients, or peers.<br /><div style="text-align: center;"><span style="font-family: verdana;"><a center="" href="https://blogger.googleusercontent.com/img/a/AVvXsEjoC528z4FiPcnBtvjFY2tETC4zm8NyY_-QOnoqy3viVt3jHvzsQE37PkQL79fIC41keJhmSbS_E9vVZ8bJERJatMHqi_qr-NOdjWDbsi_xf0cQVR5miRLPpYBaEgJ1UaEmCiexfM58pqeSOJUWVXh3ZFO4ayYc6mh5KPkQ-emF5PiA9vRTj1azA2B7=s1280" style="clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em;" text-align:="center"><img alt="Figure 1: The five step EBLIP model (Koufogiannakis & Brettle, 2016, p. 14)." border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/a/AVvXsEjoC528z4FiPcnBtvjFY2tETC4zm8NyY_-QOnoqy3viVt3jHvzsQE37PkQL79fIC41keJhmSbS_E9vVZ8bJERJatMHqi_qr-NOdjWDbsi_xf0cQVR5miRLPpYBaEgJ1UaEmCiexfM58pqeSOJUWVXh3ZFO4ayYc6mh5KPkQ-emF5PiA9vRTj1azA2B7=w640-h360" title="Figure 1: The five step EBLIP model (Koufogiannakis & Brettle, 2016, p. 14)" width="640" /></a></span><span style="font-size: small; text-align: center;">Figure 1: The five step EBLIP model (Koufogiannakis & Brettle, 2016, p. 14)</span></div></span></div><div><span style="font-family: verdana;"><br />Writing, publishing, disseminating and sharing the completed work is the final step in the research process (Hallam, 2018, p. 457). Communicating research findings is a critical and often required stage of the research process, particularly when publishing research findings is mandated by funding bodies. Crumley and Koufogiannakis (2004) argued that: </span></div><div><span style="font-family: verdana;"><blockquote>“Dissemination of research results is vital to the progress of the profession as well as helping to improve practice. It involves not only making your research available, but also ensuring that it is accessible to others and presented in a manner that is easy to understand. (p. 127)”</blockquote>They promoted communication within the library, to its parent organization, and externally to the profession via informal and formal methods of dissemination, such as conference presentations, journal clubs, scholarly publication, reports to management, and personal networking (Crumley & Koufogiannakis, 2004).<br /> <br />So, if EBLIP is accepted as a form of practitioner research, then it follows that communicating findings and results should be a requirement of being evidence based LIS practitioners.<br /><div style="text-align: center;"><img border="0" data-original-height="720" data-original-width="1280" height="360" src="https://blogger.googleusercontent.com/img/a/AVvXsEiBK0xmJvP6ufXJ85WOQpLY1czZK6Z5wpEdhYdkClohNvfE8N--n4eQTdApR_t9jGMISKjF_lumKEZDNDWiqKJl83ZVZrrCDC37TYhA1Vo8gqmXKMONUn5OyQSEqt54lTNYfj08vaHXwwBJWdiUivF9jWsVOWWbXrl6kcZa0H7ogdTvz_caoQI3DbHT=w640-h360" width="640" /><span style="font-size: small;">Figure 2: The six step EBLIP model (Thorpe, 2021, p. 121)</span></div></span><span style="font-family: verdana;"><div style="text-align: center;"><br /></div></span></div><div><span style="font-family: verdana;">Why should announcing, advocating, and communicating be made an explicit part in the EBLIP model? In my writing, I proposed four benefits that may apply to individuals, libraries, and the profession: <br /><ul style="text-align: left;"><li><span style="font-family: verdana;">To advocate and influence </span></li><li><span style="font-family: verdana;">To contribute to the profession’s evidence base </span></li><li><span style="font-family: verdana;">To demonstrate professional expertise </span></li><li><span style="font-family: verdana;">To build organizational capacity and maturity. </span></li></ul>During the LISRA webinar, panellists Suzana Sukovic and Daniel McDonald also highlighted additional benefits to LIS practitioners, such as writing as a form of professional development and as a source of professional pride. </span></div><div><span style="font-family: verdana;"><br />I try to practice to what I preach and tell stories of the work that I do in my library in a range of different forums. For example, in 2021, I have published four journal articles, presented at two conferences, spoken at four webinars and now, written one blog post. Taking time to reflect on the work that I have done with colleagues over the past year, has challenged me to think about how I explain my work to different audiences and to communicate with a purpose, whether that is share findings, to advocate for my library and my team, or to influence and inspire others into action. </span></div><div><span style="font-family: verdana;"><br />In a profession that values access to information and knowledge sharing, sharing of work based projects and practitioner research should be a normal expectation and behaviour of our work. I argue that the EBLIP model would be strengthened with an explicit step that promotes actively contributing to the evidence base for the betterment of libraries and the profession.</span></div><div><span style="font-family: verdana;"><br />If a generation of LIS professionals learns to engage in EBLIP without sharing and communicating their work, then criticisms of the validity of our profession’s evidence base will endure. Communicating in an evidence based way should be an explicit part of the LIS professional’s identity. </span></div><div><span style="font-family: verdana;"><br /><span style="font-size: x-small;"><b>References</b><br />Crumley, E., & Koufogiannakis, D. (2004). Disseminating the lessons of evidence based practice. In A. Booth & A. Brice (Eds.), Evidence-based practice for information professionals: A handbook (pp. 138–143). Facet Publishing.</span></span></div><div><span style="font-family: verdana;"><span style="font-size: x-small;"><br />Hallam, G. (2018). Being evidence based makes sense! An introduction to Evidence Based Library and Information Practice (EBLIP). Bibliothek Forschung und Praxis, 42(3), 453–462. <a href="https://doi.org/10.1515/bfp-2018-0067">https://doi.org/10.1515/bfp-2018-0067</a> </span></span></div><div><span style="font-family: verdana;"><span style="font-size: x-small;"><br />Koufogiannakis, D. (2013). How academic librarians use evidence in their decision making: Reconsidering the Evidence Based Practice Model [Doctoral dissertation, Aberystwyth University]. Aberystwyth Research Portal. <a href="http://hdl.handle.net/2160/12963">http://hdl.handle.net/2160/12963</a></span></span></div><div><span style="font-family: verdana;"><span style="font-size: x-small;"><br />Koufogiannakis, D., & Brettle, A. (Eds.). (2016). Being evidence based in library and information practice. Facet Publishing.</span></span></div><div><span style="font-family: verdana;"><span style="font-size: x-small;"><br />Thorpe, C. (2021). Announcing and advocating: The missing step in the EBLIP model. Evidence Based Library and Information Practice, 16(4), 118–125. <a href="https://doi.org/10.18438/eblip30044 ">https://doi.org/10.18438/eblip30044 </a></span><a href="https://doi.org/10.18438/eblip30044 "><br /></a><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjjaC6nnhCh-6pBeTRhf5zMlLrF4qR_sUmMAGUaRrh6WCYkK9JlfOw6CnuWo0CYpc8XfQ_GtqRyGHTn90LPUqKQ53XsnbsphEjOhB4lP0EWrPiI1W1LSk3fsaPuyJrZGo0btXeqSmZmTEfdAODdbM8NxEOQf11EevhKGA5THhAqMEKRiSg8GmKGl_b2=s192" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="174" data-original-width="192" height="174" src="https://blogger.googleusercontent.com/img/a/AVvXsEjjaC6nnhCh-6pBeTRhf5zMlLrF4qR_sUmMAGUaRrh6WCYkK9JlfOw6CnuWo0CYpc8XfQ_GtqRyGHTn90LPUqKQ53XsnbsphEjOhB4lP0EWrPiI1W1LSk3fsaPuyJrZGo0btXeqSmZmTEfdAODdbM8NxEOQf11EevhKGA5THhAqMEKRiSg8GmKGl_b2" width="192" /></a></div><br /><i><b>Clare Thorpe</b> is an award-winning library leader, research-practitioner, and board director. She is Director, Library Services at Southern Cross University and serves on the Board of the Australian Library and Information Association.<br />Clare.Thorpe@scu.edu.au<br />@thorpe_clare</i></span><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><br /><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><br /></div><br /></div><br /></div><div><br /></div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-2405843247704647976.post-42380117259816980292021-12-08T17:19:00.002+11:002021-12-08T17:28:41.096+11:00LARK webinar recording<p> </p><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiC3I89CUxY5FZXgJsq50WukM7Rl_LwDc3lFf-baS3Zej08P-GoVMU2fobnwDm5RmY1jNOn0D35YrMgoSC_kkqSqtfe-roqivnP60M7U8br4Wr92lKjjsgWPm_FRwb4b90mRo_yt18Zs7VePmJkl6DnTgDyfse7_3ZT6QV0mTIiYm6Hh4WW0hUVeAxT=s671" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="451" data-original-width="671" height="215" src="https://blogger.googleusercontent.com/img/a/AVvXsEiC3I89CUxY5FZXgJsq50WukM7Rl_LwDc3lFf-baS3Zej08P-GoVMU2fobnwDm5RmY1jNOn0D35YrMgoSC_kkqSqtfe-roqivnP60M7U8br4Wr92lKjjsgWPm_FRwb4b90mRo_yt18Zs7VePmJkl6DnTgDyfse7_3ZT6QV0mTIiYm6Hh4WW0hUVeAxT=s320" width="320" /></a></div><div style="text-align: left;"><span style="font-family: verdana;">The last LARK's event this year was a great success. It was well attended and our audience was engaged in interesting conversations with the guest speakers who discussed their doctoral trajectories. Dr Katherine Howard facilitated discussions. We also re-launched LARK's <a href="http://lark-kollektive.blogspot.com/2021/11/you-dont-need-phd-to-this-job-in.html" target="_blank">South Australian Chapter.</a> </span></div><div style="text-align: left;"><span style="font-family: verdana;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana;">Many people were interested in the webinar, but unable to attend, so we are now pleased to share a <a href="https://www.youtube.com/watch?v=Dc8IrdvgiEA" target="_blank"><b>RECORDING</b></a> from the event. Many thanks to ALIA for posting it for LARK.</span></div></div><div class="separator" style="clear: both; text-align: left;"><br /></div><span style="font-family: verdana;">As always, we tweeted during the webinar. See #LARK2021 on Twitter</span><br /><p></p>
<iframe allow="autoplay" class="wakeletEmbed" height="760px" src="https://embed.wakelet.com/wakes/HCj4E3uJw8Q49QtZtgLz1/list" style="border: none;" width="100%"></iframe><!--Please only call https://embed-assets.wakelet.com/wakelet-embed.js once per page--><script charset="UTF-8" src="https://embed-assets.wakelet.com/wakelet-embed.js"></script>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-9163252908262552212021-11-14T19:23:00.002+11:002021-11-14T19:23:28.061+11:00Webinar: Why do library practitioners do PhDs?<p></p><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p></p><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-L588wkVd-sUgaPO9bWIYXKfWPZMEpVnXXz41muR7z7X3ps5XATYcCEktuwd8tUvi9hlsrMuMvSXINSZNLpsnbTXdIcZA3D2eai1dkU97RF0SuzL8Oupk2NaJqo1w3FzfdAg8naoe-Ec/s671/Dec+Webinar+%2528with+speaker+names%2529.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="451" data-original-width="671" height="430" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-L588wkVd-sUgaPO9bWIYXKfWPZMEpVnXXz41muR7z7X3ps5XATYcCEktuwd8tUvi9hlsrMuMvSXINSZNLpsnbTXdIcZA3D2eai1dkU97RF0SuzL8Oupk2NaJqo1w3FzfdAg8naoe-Ec/w640-h430/Dec+Webinar+%2528with+speaker+names%2529.png" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana;">LARK is finishing this year on a high note by re-launching our South Australian Chapter. Join our great guest speakers to celebrate this achievement and consider why library practitioners do PhDs. </span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana;"><br /></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana;">Find out more about the re-launch of LARK's SA Chapter from our <a href="http://lark-kollektive.blogspot.com/2021/11/you-dont-need-phd-to-this-job-in.html" target="_blank">conversation</a> with Dr Katherine Howard who will facilitate panel discussions on 1 December. </span></div></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana;"><br /></span></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;">It is a free online event. Join us via Zoom</span></div><div class="separator" style="clear: both; text-align: left;"><div style="-webkit-font-smoothing: antialiased; box-sizing: border-box; margin: 0px 0px 1em; text-align: left; text-rendering: optimizelegibility; text-shadow: none;"><div style="text-align: center;"><a href="https://us02web.zoom.us/j/82593642241?pwd=WUdsaHFDZm0zOGJCR1RZNHlFMjdHQT09" style="-webkit-font-smoothing: antialiased; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; box-sizing: border-box; color: black; font-family: verdana; text-rendering: optimizelegibility; text-shadow: none;" target="_blank">https://us02web.zoom.us/j/82593642241?pwd=WUdsaHFDZm0zOGJCR1RZNHlFMjdHQT09</a></div><span style="font-family: verdana;"><div style="text-align: center;">Meeting ID: 825 9364 2241</div><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; text-rendering: optimizelegibility; text-shadow: none;"><div style="text-align: center;">Passcode: 946063</div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMU7q1-1VOnLZ_77blEY0tJKgBr63y948SCfXc5IBQ262hiZ75WEqXHM98xX8LvfdfhiuqcqNbnj41ZRnsmiJRb8gAotmcNoL2wSsEFKOx4KKJcYCy6jxjpi65eQeLWkBOKCkQkihcXos/s180/photo.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="180" data-original-width="180" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMU7q1-1VOnLZ_77blEY0tJKgBr63y948SCfXc5IBQ262hiZ75WEqXHM98xX8LvfdfhiuqcqNbnj41ZRnsmiJRb8gAotmcNoL2wSsEFKOx4KKJcYCy6jxjpi65eQeLWkBOKCkQkihcXos/s0/photo.jpeg" width="180" /></a></div><b>Fiona Salisbury</b> is the Executive Director Library and University Librarian La Trobe University. Fiona is an experienced library leader and before being appointed to her current role worked in senior library roles at La Trobe University and the University of Melbourne. Fiona serves on the boards of the Council of Australian University Librarians (CAUL) and CAVAL Ltd. and is currently the Program Director of the CAUL ‘Enabling a Modern Curriculum’ program. Fiona is a PhD candidate in the School of Education and Social Work at the University of Sydney. She is interested in keeping academic libraries at the heart of the university through conversation, collaboration and transformative cultural change.</div><br /><div style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg419R0rOGitrCX0ZoEOwWbdjAuc37kW11O3ymmwtaCmTquehF-94iZe_rkMQ4HX_Yov5tTF4wNXoXFej2ZHohDwtJK-ocsztFKXc6eRnr24ZsrLDc4sTkKUNNUAHGonHkpMqpt6is4jC0/s200/Edward+Luca.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="200" data-original-width="200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg419R0rOGitrCX0ZoEOwWbdjAuc37kW11O3ymmwtaCmTquehF-94iZe_rkMQ4HX_Yov5tTF4wNXoXFej2ZHohDwtJK-ocsztFKXc6eRnr24ZsrLDc4sTkKUNNUAHGonHkpMqpt6is4jC0/s0/Edward+Luca.jpeg" width="200" /></a></div><b>Edward Luca</b> is a library practitioner and researcher. He is currently Associate Director, Academic Services at the University of Sydney Library. Prior to this, Edward led a team of liaison librarians providing research and teaching support to the Faculty of Medicine and Health. Edward writes and speaks on topics including design thinking, academic librarianship and scholarly publishing. He is undertaking his PhD in the discipline of Business Information Systems at the University of Sydney Business School.</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyjSOWDtpQglp18hTbKNYKaW_3AEOAX6SNKPmzbbnG_7sbUJuwRZlyo8_kAuHtjsqXsx-KRfMMdGYrH4G6X73d7A3dGdTmZgbwZ7jv3qyLP4Jg-E_QwT2A2V3ai098U_qGzR19dN4gke4/s768/download.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="768" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyjSOWDtpQglp18hTbKNYKaW_3AEOAX6SNKPmzbbnG_7sbUJuwRZlyo8_kAuHtjsqXsx-KRfMMdGYrH4G6X73d7A3dGdTmZgbwZ7jv3qyLP4Jg-E_QwT2A2V3ai098U_qGzR19dN4gke4/w200-h200/download.jpeg" width="200" /></a></div>Dr Jo Kaeding</b> is Children’s Librarian with the Adelaide Hills Council. She is the Programs Team Leader, responsible for children’s, youth and adult programs throughout the library service. Jo has a PhD from the University of South Australia, where she also lectures into the Information Management program. Her research focus is inclusive public libraries for children with disability and their families. She is a past recipient of the following awards: South Australian Catherine Helen Spence Scholarship, Public Libraries of South Australia Rod East Memorial Award and the Australian Library and Information Association Twila Ann Janssen Herr Award. Jo is a current member of the Public Libraries of South Australia Executive committee.</div><div style="text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpEk7XIryN7X9-0_AiuD4XNVCtPdXw6Jlac8w-A4UZRtEX0PqB6b1_LoPm-ORK17NBMin-4lyeiT2gLg2HE0usibUhPpZX1HkdMbttGagcJU2vaJEJL35lqveeq5XF8Hj0U48PRz0lKok/s192/LARK+logo+fb.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="174" data-original-width="192" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpEk7XIryN7X9-0_AiuD4XNVCtPdXw6Jlac8w-A4UZRtEX0PqB6b1_LoPm-ORK17NBMin-4lyeiT2gLg2HE0usibUhPpZX1HkdMbttGagcJU2vaJEJL35lqveeq5XF8Hj0U48PRz0lKok/w200-h181/LARK+logo+fb.png" width="200" /></a></div><br /><div style="text-align: left;"><br /></div></span></span></div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-46073371903897487792021-11-06T18:00:00.007+11:002021-11-06T18:06:49.444+11:00"You don't need a PhD to this job": in conversation with Dr Katherine Howard<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDB2L2mvnMyZwSlOSSQC0Chk19bepg0-MPqRECbHEOATPgedEi-zRHf8iQtzLqnqf7gXyVQXY2jE2bgjb8aBfepi7c5g52K5Q7GP0Mj3ucKjrO55gp58sDMisRtTEARHYyKnUCs5OholU/s671/Dec+Webinar+%2528with+speaker+names%2529.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="451" data-original-width="671" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDB2L2mvnMyZwSlOSSQC0Chk19bepg0-MPqRECbHEOATPgedEi-zRHf8iQtzLqnqf7gXyVQXY2jE2bgjb8aBfepi7c5g52K5Q7GP0Mj3ucKjrO55gp58sDMisRtTEARHYyKnUCs5OholU/s16000/Dec+Webinar+%2528with+speaker+names%2529.png" /></a></div><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana; font-size: x-small;">Online via Zoom</span></div><p></p><div style="-webkit-font-smoothing: antialiased; box-sizing: border-box; margin: 0px 0px 1em; text-align: left; text-rendering: optimizelegibility; text-shadow: none;"><div style="text-align: center;"><a href="https://us02web.zoom.us/j/82593642241?pwd=WUdsaHFDZm0zOGJCR1RZNHlFMjdHQT09" style="-webkit-font-smoothing: antialiased; background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; box-sizing: border-box; color: black; font-family: verdana; font-size: small; text-rendering: optimizelegibility; text-shadow: none;">https://us02web.zoom.us/j/82593642241?pwd=WUdsaHFDZm0zOGJCR1RZNHlFMjdHQT09</a></div><span style="font-family: verdana; font-size: x-small;"><div style="text-align: center;">Meeting ID: 825 9364 2241</div><span style="-webkit-font-smoothing: antialiased; box-sizing: border-box; text-rendering: optimizelegibility; text-shadow: none;"><div style="text-align: center;">Passcode: 946063</div></span></span></div><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLCKXEoPiXLazcT_MKWm7KJsvD45ohc-sneXG49Oa_Br0MXUNAUFBdBBk5JPzF1-T5WHC8S4cd6oni9Y88If6SuTpvcte-fIL82Qg5Qyng3ek0uaCbRDIaJFKSThuVS5hLM_4FuGtD0Js/s269/KH2.png" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="269" data-original-width="184" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLCKXEoPiXLazcT_MKWm7KJsvD45ohc-sneXG49Oa_Br0MXUNAUFBdBBk5JPzF1-T5WHC8S4cd6oni9Y88If6SuTpvcte-fIL82Qg5Qyng3ek0uaCbRDIaJFKSThuVS5hLM_4FuGtD0Js/w137-h200/KH2.png" width="137" /></a></div><span style="font-family: verdana;"><div><br /></div><div>LARK is finishing this challenging year on a high note. Our last event this year will be an opportunity to participate in interesting discussions with our excellent guest speakers, and celebrate the re-launch of LARK's South Australian Chapter. You will also have a chance to meet Dr Katherine Howard, LARK's new Treasurer and Chair of SA Chapter, who will facilitate this event. Warming up for the webinar, we invited Katherine for a chat to introduce herself and tell us something about her plans.</div></span><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;"><br /></span></div><div><i style="font-family: verdana;">Katherine, please </i><i style="font-family: verdana;">tell us something about yourself.</i></div><div><p><span style="font-family: verdana;">Like many people in librarianship, I came to the sector needing a career change after being a </span><span style="font-family: verdana;">Business Analyst for 7 years. I liked the idea that after completing my qualification I could </span><span style="font-family: verdana;">work in archives or records management, as well as libraries. I was lucky enough to have </span><span style="font-family: verdana;">amazing lecturers who were inclusive of many of the information professions, and that has </span><span style="font-family: verdana;">really shaped how I see the field – that librarianship is just one part of the broader i</span><span style="font-family: verdana;">nformation professions. I strongly believe we need to join forces with all the other </span><span style="font-family: verdana;">information professions – including the computer scientists! – in order for us to gain a more </span><span style="font-family: verdana;">holistic understanding of the field. And the computer scientists could learn a thing or two </span><span style="font-family: verdana;">about us!</span></p><p><i><span style="font-family: verdana;">Why did you decide to join LARK?</span></i></p><p><span style="font-family: verdana;">It was another opportunity for me to highlight and promote the importance of research to </span><span style="font-family: verdana;">the profession. I have been on the ALIA Research Advisory Committee for a number of </span><span style="font-family: verdana;">years, and have presented workshops with other committee members at ALIA National </span><span style="font-family: verdana;">conferences.</span></p><p><span style="font-family: verdana;">Working on the LISRA project, a phrase kept coming up again and again – “You don’t need a </span><span style="font-family: verdana;">PhD to do this job.” I thought it was just me on the receiving end of such comments, but </span><span style="font-family: verdana;">apparently not – it's common the world over! There appears to be limited recognition of the </span><span style="font-family: verdana;">value of research or a research degree to library practice. This doesn’t mean that I think </span><span style="font-family: verdana;">every librarian needs a PhD, or even a research masters, but having one certainly brings </span><span style="font-family: verdana;">another level of skill and insight to the way you approach your role. Those skills and insights </span><span style="font-family: verdana;">are largely intangible, so it was only when I started reading the literature in this space that I </span><span style="font-family: verdana;">realised I wasn’t alone. But how do we change that mindset? It’s for this reason that I </span><span style="font-family: verdana;">wanted to explore why library practitioners do PhDs, which is the topic of our next webinar.</span></p><p><span style="font-family: verdana;">Another phrase I came across in my LISRA work was from Juznic and Urbanija (2003) –</span></p><p><span style="font-family: verdana;"></span></p><blockquote><span style="font-family: verdana;"><b>“If research is absent [...] there is no profession, but only an occupation[...]”</b>*</span></blockquote><p></p><p><span style="font-family: verdana;">I think that bears reflecting on ...</span></p><p><i><span style="font-family: verdana;">You are relaunching LARK's SA Chapter. Could you tell us more about your hopes and </span></i><i><span style="font-family: verdana;">plans?</span></i></p><p><span style="font-family: verdana;">I hope to create a community of practice amongst South Australian librarians – and anyone </span><span style="font-family: verdana;">else who is interested – to recognise the importance of research to our profession, and to </span><span style="font-family: verdana;">learn from each other what it means to do research. “Research” in this sense is more than a </span><span style="font-family: verdana;">lit review or a systematic review – although they are both aspects of research. I think that is </span><span style="font-family: verdana;">also a common misperception – what do we mean when we say “research”? (a view that is </span><span style="font-family: verdana;">also supported by the literature!). So hopefully these ideas will go some way to ensuring </span><span style="font-family: verdana;">that we don’t become “only an occupation.”</span></p><p><span style="font-family: verdana;"><br /></span></p><div style="text-align: left;"><span style="font-size: x-small;"><span style="font-family: verdana;">*Juznic, P. and Urbanija, J. (2003), Developing research skills in library and information science studies, <i>Library </i></span><span style="font-family: verdana;"><i>Management,</i> 24 (6/7), pp. 324-331. <a href="https://doi.org/10.1108/01435120310486048">https://doi.org/10.1108/01435120310486048</a></span></span></div></div><div style="text-align: left;"><span style="font-size: x-small;"><br /></span></div><div style="text-align: left;"><span style="font-size: x-small;"><br /></span></div><div style="text-align: left;"><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana; font-size: x-small;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpEk7XIryN7X9-0_AiuD4XNVCtPdXw6Jlac8w-A4UZRtEX0PqB6b1_LoPm-ORK17NBMin-4lyeiT2gLg2HE0usibUhPpZX1HkdMbttGagcJU2vaJEJL35lqveeq5XF8Hj0U48PRz0lKok/s192/LARK+logo+fb.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="174" data-original-width="192" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpEk7XIryN7X9-0_AiuD4XNVCtPdXw6Jlac8w-A4UZRtEX0PqB6b1_LoPm-ORK17NBMin-4lyeiT2gLg2HE0usibUhPpZX1HkdMbttGagcJU2vaJEJL35lqveeq5XF8Hj0U48PRz0lKok/w200-h181/LARK+logo+fb.png" width="200" /></a></div><br />Dr Katherine Howard currently works as <span style="background-color: white; color: #1d1d1d;">Research Fellow, Swinburne University of Technology</span></span></div><br /><span style="font-size: x-small;"><br /></span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-2405843247704647976.post-70014810979132764042021-09-26T15:37:00.006+10:002021-09-26T18:39:34.465+10:00Translational research: where is LIS bedside?<p><span style="font-family: verdana;"><i><b> By Suzana Sukovic</b></i></span></p>
<p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfSeiCCKeE3hyH2LhawzGXB8OkNqF8bZ2JQC6uQUWZxG6JxeJShV1cUPyAdpA2n45H_gnjB43LuOenzXwS1AmaHCN4eZJfW-ej-n01glomVbQyNN3L-9MQT0iUbgDnUhamKBe02UeBmGs/s800/tr-infographic.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="774" data-original-width="800" height="310" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfSeiCCKeE3hyH2LhawzGXB8OkNqF8bZ2JQC6uQUWZxG6JxeJShV1cUPyAdpA2n45H_gnjB43LuOenzXwS1AmaHCN4eZJfW-ej-n01glomVbQyNN3L-9MQT0iUbgDnUhamKBe02UeBmGs/s320/tr-infographic.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana;"><span style="font-family: verdana;">Last month I had a pleasure to participate in LISRA’s webinar, </span><i><a href="http://lisresearch.org.au/sharing-practitioner-research-a-panel-discussion/" target="_blank">Sharing practitioner-research: a panel discussion</a>. </i><span style="font-family: verdana;">In my opening talk, I mentioned a need to engage with ‘translational research’ in LIS. In response to a question from the audience, I promised to share some resources, and here is my answer.</span></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana;"><span style="font-family: verdana;"><br /></span></span></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: verdana;">Translational research originates in health and is still predominantly used to advance health outcomes. It is often described as ‘bench to bedside research’. ‘Translational research’, ‘research translation’ and ‘knowledge translation’ are the terms often used interchangeably, but there is some difference in meaning (see <a href="https://sydneyhealthpartners.org.au/research-translation-or-translational-research/" target="_blank">explanation</a> of terminology by Sydney Health Partners). </span></div></div><p></p><p><span style="font-family: verdana;">So, what is it? </span></p><p><span style="font-family: verdana;"></span></p><blockquote><span style="font-family: verdana;">'Translational research makes engagement with practitioners and the wider community its priority. It seeks to “translate” research in ways that enable that research to be applied. It also “closes the circle” by allowing practitioners to provide feedback to researchers based on their experience’, explains Pru Mitchell in her article <i><a href="https://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=professional_dev#:~:text=Translational%20research" target="_blank">From concept to classroom: what is translational research?</a></i> </span></blockquote><p></p><p><span style="font-family: verdana;">Mitchell’s article is about translational research in education, one of the areas outside health in which this type of research is gaining prominence. A/Prof Elaine Wethington <a href="https://evidencebasedliving.human.cornell.edu/2010/08/18/what-is-translational-research/" target="_blank">explains</a> reasons why social sciences are later adopters, and outlines some benefits of translational research. </span></p><p><span style="font-family: verdana;">So far, librarians have been described as supporters of translational research in health, and the support role was discussed in the literature. However, the library and information sector hasn’t applied translational research in its own practice in any substantial way. Once again, our field needs to decide how to move beyond research support to develop our discipline and practice.</span></p><p><span style="font-family: verdana;">Writing this post, I remembered another LARK blog post about lessons from health. This <a href="http://lark-kollektive.blogspot.com/2015/07/" target="_blank">older post </a>is about my conference presentation <i>Towards a teaching library: connecting academia and the profession </i>presented at EBLIP8 (see <a href="https://drive.google.com/file/d/12miFADx_2HHuSEet7R9KifO5ZTNq7K12/view?usp=sharing" target="_blank">slides</a>). Since then, I worked in education research in health, and now believe more than ever in the concept of a ‘teaching library’. Furthermore, I now think that the model of a ‘teaching library’ may be a way to introduce translational research into LIS. Some food for thought while we think what ‘bench to bedside’ means in our field.</span></p><h4 style="text-align: left;"><span style="font-family: verdana;">For further exploration</span></h4><p><span style="font-family: verdana;">ACER, <a href="https://www.acer.org/au/epp/translational-research " target="_blank">Translational Research </a></span></p><p><span style="font-family: verdana;">Choi P J, Tubbs R, Oskouian R J (March 19, 2018) <a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5959726/pdf/cureus-0010-00000002340.pdf" target="_blank">The Current Trend of the Translational Research Paradigm</a>. <i>Cureus </i>10(3): e2340. DOI 10.7759/cureus.2340</span></p><p><span style="font-family: verdana;">CQUniversity Library, <a href="https://libguides.library.cqu.edu.au/c.php?g=881139&p=6330563" target="_blank">Knowledge Translation</a> </span></p><p><span style="font-family: verdana;">Lowitja Institute, <a href="https://www.lowitja.org.au/page/research/knowledge-translation" target="_blank">Knowledge Translation </a></span></p><p><span style="font-family: verdana;">USC Library, <a href="https://libguides.usc.edu.au/c.php?g=925431&p=6683911" target="_blank">Research Knowledge Translation Defined</a></span></p><p><br /></p><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj9PSLOH4wrrihQy2iZafnjfbdtIciPKaW17YP1feFKMuF0SQnBRCUrQBA5s5qj0DRIjStGYfChoao7outSMVXQAUjgpX7igDsax8G3nhw3lJkwsMfI6Abaltzb7_3KXuan_NwjGvxiNw/s800/lark_banner.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="326" data-original-width="800" height="130" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj9PSLOH4wrrihQy2iZafnjfbdtIciPKaW17YP1feFKMuF0SQnBRCUrQBA5s5qj0DRIjStGYfChoao7outSMVXQAUjgpX7igDsax8G3nhw3lJkwsMfI6Abaltzb7_3KXuan_NwjGvxiNw/s320/lark_banner.png" width="320" /></a><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;">Dr Suzana Sukovic is Director of Research and Library Services, PLC Sydney</span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><br /></span></div><div style="text-align: left;"><span style="font-family: verdana; font-size: x-small;"><i>Translational research </i>image source: </span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj9PSLOH4wrrihQy2iZafnjfbdtIciPKaW17YP1feFKMuF0SQnBRCUrQBA5s5qj0DRIjStGYfChoao7outSMVXQAUjgpX7igDsax8G3nhw3lJkwsMfI6Abaltzb7_3KXuan_NwjGvxiNw/s800/lark_banner.png" style="clear: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><span style="color: #0000ee; font-family: verdana; font-size: x-small; text-align: left;"><u>https://bctr.cornell.edu/</u></span></a></div></div></div>Unknownnoreply@blogger.com0