Digital Media and Connected Learning in the Practice of School and Youth Librarians

• In Event: Research on Digital Media, Games, and Simulations in Teacher Education

Abstract

Purpose: The purpose of this poster is to explore how connected learning, implemented through youth participation in digital media, can change the practice of school and youth librarians.

Theoretical framework: Connected learning is a framework that strives to create stronger connections between areas of learning for youth. The framework envisions youth to have three larger spheres in which they learn: academic, peer, and interest. It attempts to link those spheres together to create the most cohesive learning ecology possible for youth, maximizing their learning and helping them explore potential career paths.

Mode of inquiry: This study uses interviews with youth from two 8 month ethnographies in digital communities, a month of public conversations with librarians about connected learning, and a literature review to create a model for youth and school librarians can do to foster connected learning.

Evidence: Building on the experience and advice of youth, a new approach to help school and youth librarians connect youth’s spheres of learning is given. The youth interviewed are active in their interest communities and many are using existing and developing new academic skills as part of their participation: writing, graphics, videography, leadership, communication, etc. However, they feel that the activities of their interest space are unvalued by their academic spaces and do not know how to make the the spheres work together. Librarians have been very interested in the model of connected learning but are still unsure of how to implement it in their practice.

Substantiated conclusions: Traditionally youth and school librarians have youth find resources when asked. This new approach encourages a more proactive and educationally driven method. Youth learn a variety of skills and practices in their interest communities with support of their peers but without guidance many youth fail to connect their interest learning with formalized academic or career-oriented settings. Librarians, being already available to youth, need to implement three practices to bridge the learning spaces. First, they need to make it known to youth that a library is a place to support all interests. Second, reinforce that librarians are there to help and support youth information seeking on any topic not just school related things. Third, after youth begin to see libraries as an approachable and open place, librarians need to be there as mentors for the youth, offering advice to youth on how to explore an interest more thoroughly, exposing them to related interests, and helping them identify career paths that are related to their interest. Connecting the interest sphere with the academic sphere through a librarian strengthens the youth’s overall learning ecology, offering them more opportunities and a more solid path for reaching their goals.

Scholarly significance: This research highlights the importance of librarians, taking an active role as mentors to help youth negotiate their multiple learning spheres. Helping youth connect interest-driven learning to an academic creates opportunity for youth to become more engaged learners and better prepared for their future.

Author

• Crystle Martin, University of California - Irvine