Joyce Yukawa

Co-Reflection in Online Learning: Collaborative Critical Thinking as Narrative

This article presents findings from a comparative case study of the learning experiences of two graduate students in an online action research course. The key roles played by reflection and co-reflection, an emerging concept, are identified through the use of narrative analysis. Co-reflection is a collaborative critical thinking process mediated by language, broadly construed to include all meaningful signs. Two types of co-reflection are proposed: tacit and active. Regardless of type, the evidence shows that co-reflection involves cognitive and affective interactions in synergy with relationship building. To the study of group cognition, this study contributes evidence of the potential of co-reflection as a core process. The simple, flexible software tools used in the course (wiki-style collaborative software and simple email and chat programs) effectively supported inquiry learning and co-reflection by allowing learners to freely and easily create their own web pages and to adapt the tools for their different communication and learning styles.

Searching Emergent Vocabularies: Exploring Methods to Reduce Cognitive Load during Web Navigation and Resource Contribution

This paper presents a differential usage study of a web-based resource database that provides both search and associative browsing functionality. The associative browsing is based on emergent meta-data: meta-data that is derived from the terms that users associate with resources they have contributed to the system. We argue that this approach provides a low cognitive load information seeking mechanism, and can also reduce the effort required by the user to enter meta-data when contributing resources. In this paper we concentrate on a three-month study of student librarians using the system, with analysis of their activities and other data collected by questionnaire. The results suggest that associative browsing was at least as popular as search, and that providing perspectives on emerging meta-data during the contribution process may have helped the community self-organize a vocabulary.

Preparing for Complexity and Wicked Problems through Transformational Learning Approaches

As the information environment becomes increasingly complex and challenging, Library and Information Studies (LIS) education is called upon to nurture innovative leaders capable of managing complex situations and “wicked problems.” While disciplinary expertise remains essential, higher levels of mental complexity and adaptive capabilities are also needed to manage complexity. This article reviews three transformational learning approaches with the potential to effectively guide student growth toward these higher levels: (1) overcoming immunity to change, (2) threshold concepts and variation theories, and (3) transformative learning theory. All three approaches aim at transforming high-level meanings that are limiting into understandings that empower in order to achieve pragmatic goals, comprehend foundational disciplinary concepts, and generate new frames of reference for social justice.

Using Evidence Based Practice in LIS Education: Results of a Test of a Communities of Practice Model

Objective - This study investigated the use of a communities of practice (CoP) model for blended learning in library and information science (LIS) graduate courses. The purposes were to: (1) test the model’s efficacy in supporting student growth related to core LIS concepts, practices, professional identity, and leadership skills, and (2) develop methods for formative and summative assessment using the model. Methods - Using design-based research principles to guide the formative and summative assessments, pre-, mid-, and post-course questionnaires were constructed to test the model and administered to students in three LIS courses taught by the author. Participation was voluntary and anonymous. A total of 34 students completed the three courses; response rate for the questionnaires ranged from 47% to 95%. The pre-course questionnaire addressed attitudes toward technology and the use of technology for learning. The mid-course questionnaire addressed strengths and weaknesses of the course and suggestions for improvement. The post-course questionnaire addressed what students valued about their learning and any changes in attitude toward technology for learning. Data were analyzed on three levels. Micro-level analysis addressed technological factors related to usability and participant skills and attitudes. Meso-level analysis addressed social and pedagogical factors influencing community learning. Macro-level analysis addressed CoP learning outcomes, namely, knowledge of core concepts and practices, and the development of professional identity and leadership skills. Results - The students can be characterized as adult learners who were neither early nor late adopters of technology. At the micro-level, responses indicate that the online tools met high standards of usability and effectively supported online communication and learning. Moreover, the increase in positive attitudes toward the use of technology for learning at the end of the course may indicate that an effective balance between face-to-face and online media was achieved. At the meso-level, students valued learning in community for developing mutual respect, confidence building, risk taking, deeper and more varied learning, learning with and from their peers, and greater enjoyment in the classes. Students found that the online environments were useful for organizing the class objectives and subject matter, “staying connected” between classes, sharing ideas, keeping track of their work, and preparing them for future work in blended environments. At the macro-level, the findings of the effects on student growth related to core LIS concepts, practices, professional identity and leadership skills were inconclusive. However, students’ expressed a high regard for the value of collaboration, and there were indications that the model supported differentiated learning of professional knowledge and skills. Conclusion - The findings strongly suggest that the use of the CoP model had positive effects on the learning process. Students’ high regard for the value of collaboration appears to be a clear effect of using the CoP model. The assessment methods were sufficient for testing the efficacy of most aspects of the model under the limited conditions of this study. Student responses led to refinements in both the model and methods. This study contributes to social constructivist learning approaches and LIS curricular development by presenting an innovative model for supporting professional growth among adult learners, as well as a conceptual framework to guide evidence -based practice. Further testing and refinement of the model in other contexts and by other educators are needed to ensure that the model is robust and broadly applicable.

Librarian-Teacher Partnerships for Inquiry Learning: Measures of Effectiveness for a Practice-Based Model of Professional Development

Objective – This study analyzed the effects of a practice-based model of professional development on the teaching and collaborative practices of 9 teams of librarians and teachers, who created and implemented units of inquiry-focused study with K-12 students during a yearlong course. The authors describe how the collection and analysis of evidence guided the development team in the formative and summative evaluations of the outcomes of the professional development, as well as the long-term results of participation in this initiative. Methods – The authors used an interpretive, participative approach. The first author was the external reviewer for the project; the second author headed the development team and served as a participant-observer. Triangulated data were collected from participants in the form of learning logs, discussion board postings, interviews, questionnaires, and learning portfolios consisting of unit and lesson plans and student work samples with critiques. Data were also collected from the professional development designers in the form of meeting notes, responses to participants, interviews, and course documents. For two years following the end of the formal course, the authors also conducted follow-up email correspondence with all teams and site visits with six teams to determine sustained or expanded implementation of inquiry-focused, collaborative curriculum development. Results – The practice-based approach to professional development required continual modification of the course design and timely, individualized mentoring and feedback, based on analysis and co-reflection by the developers on the evidence gathered through participant logs, reports, and school site visits. Modeling the inquiry process in their own course development work and making this process transparent to the participating community were essential to improvement. Course participants reported beneficial results in both immediate and long-term changes in practice. The summative evaluation identified significant changes in practice in three areas: (1) the design of inquiry-focused learning, (2) the roles of the teacher and librarian in collaborative development of instruction, and (3) the impact on student performance. Two years after the yearlong professional development course, most participants indicated that they continued to incorporate inquiry-based approaches, and over half of the participants were involving other colleagues at their schools in inquiry-focused practices. Six of the librarians assumed major curricular roles in their respective schools. Conclusion – The practice-based model of professional development appears to be effective and sustainable. It has been tested and modified by other development teams in the last two years. More extensive use of the model in other contexts with further testing and refinement by other developers is needed to ensure that the model is robust and widely applicable.