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首页> 外文期刊>Evidence Based Library and Information Practice >Public Youth Librarians Use Technology in Ways that Align with Connected Learning Principles but Face Challenges with Implementation
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Public Youth Librarians Use Technology in Ways that Align with Connected Learning Principles but Face Challenges with Implementation

机译：公共青年图书馆员以与互联学习原则相一致的方式使用技术，但在实施方面面临挑战

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Objective – To understand how public youth librarians use technology in their programming and what challenges and opportunities they face incorporating connected learning into their programming. Design – Qualitative study Setting – Phone calls and three library conferences (the Young Adult Library Services Association Symposium, the American Library Association Midwinter Meeting, and the Maryland/Delaware Library Association Conference) in the United States. Phone calls; in-person interviews; focus groups at the Young Adult Library Services Association (YALSA) Symposium, the American Library Association (ALA) Midwinter Meeting, and the Maryland/Delaware Library Association Conference. Subjects – A total of 92 youth-serving librarians and library staff in rural, urban, and suburban public libraries across the United States. Methods – Subjects were recruited via social media, partner librarians, the project website, an association e-newsletter, and printed materials. The researchers conducted 66 semi-structured interviews between December 2015 and May 2016 and 3 focus groups between November 2015 and May 2016. The transcripts of the interviews and focus groups were coded using a thematic analysis approach informed by a connected learning framework. Main Results – A total of 98% (65) of interview participants said they use technology in their youth programming; 69% (18) of focus group participants mentioned using technology in their youth programming. Many youth-serving librarians use technology in ways that align with connected learning. Youth-serving library workers are successful in finding community partners to help plan technology-enabled programming, they strive to develop connected learning programming based on the interests of their youth patrons, and they often take on the role of “media mentor” by exploring technology collaboratively with their patrons. Youth-serving library workers face several challenges in implementing connected learning. These include difficulties with openly networked infrastructures, struggling to create learning environments that align with the hanging out, messing around, and geeking out (HOMAGO) stages of connected learning, and lack of confidence and experience in mentoring youth patrons on how to use technology. Conclusion – The authors recommend that library administrators improve access to openly networked technology both within and outside the library, and loosen overly-restrictive social media policies to give youth-serving library workers more flexibility and control. They also recommend that library administrators implement more training for library staff in skills relating to connected learning. The authors are creating a professional development toolkit to help public youth library workers to incorporate digital media and connected learning into their work with young patrons.
机译：目标–了解公共青年图书馆员如何在编程中使用技术，以及将互联学习纳入编程中面临的挑战和机遇。设计–定性研究的设置–在美国召开电话和三个图书馆会议（青年成人图书馆服务协会专题讨论会，美国图书馆协会仲冬会议和马里兰/特拉华图书馆协会会议）。电话;面试;青年图书馆服务协会（YALSA）座谈会，美国图书馆协会（ALA）仲冬会议和马里兰/特拉华图书馆协会会议的焦点小组。主题–在美国农村，城市和郊区的公共图书馆中，共有92位青年服务图书馆员和图书馆工作人员。方法–通过社交媒体，合作图书馆管理员，项目网站，协会电子通讯和印刷材料招募受试者。研究人员在2015年12月至2016年5月之间进行了66次半结构化访谈，并在2015年11月至2016年5月之间进行了3个焦点小组访谈。访谈和焦点小组的笔录均采用基于主题的分析方法进行编码，并采用相互联系的学习框架。主要结果–共有98％（65）的受访者表示他们在青年编程中使用了技术; 69％（18）的焦点小组参与者提到在青年编程中使用技术。许多服务青年的图书馆员以与互联学习相适应的方式使用技术。为青年服务的图书馆工作人员成功地找到了社区合作伙伴，以帮助规划以技术为基础的节目，他们根据青年读者的利益努力开发关联的学习节目，他们经常通过探索技术来扮演“媒体导师”的角色。与他们的顾客合作。为青年服务的图书馆工作者在实施互联学习方面面临若干挑战。其中包括开放网络基础设施的困难，难以创建与环环相扣的学习，学习和探索（HOMAGO）阶段相适应的学习环境，以及在指导青年读者如何使用技术方面缺乏信心和经验。结论–作者建议图书馆管理员改善对图书馆内部和外部开放网络技术的访问，并放宽过度限制的社交媒体政策，以为服务青年的图书馆工作者提供更大的灵活性和控制力。他们还建议图书馆管理员对图书馆工作人员进行更多与互联学习有关的技能培训。作者正在创建一个专业开发工具包，以帮助公共青年图书馆工作人员将数字媒体和学习联系起来，与年轻赞助者一起工作。

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