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Community Informatics Studio Community Informatics Studio: Designing Experiential Learning to Support Teaching, Research, and Practice Martin Wolske Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, 501 E. Daniel St., Champaign, IL 61820 Email: [email protected] Colin Rhinesmith Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, Email: [email protected] Beth Kumar University of Colorado Colorado Springs, Email: [email protected] This paper introduces a model of experiential learning to support teaching, research, and practice in library and information science (LIS). The concept we call Community Informatics (CI) Studio uses studio-based learning (SBL) to support enculturation into the field of CI. The SBL approach, closely related to John Dewey’s inquiry-based learn- ing, is rooted in the apprenticeship model of learning in which students study with mas- ter designers or artists to develop their craft. Our paper begins with a review of literature to frame our research before introducing our analysis of the CI Studio course. Using the first three semesters of the course as case studies, the goal of the paper was to pres- ent three related investigations that emerged from our over-arching research question: How can the CI Studio be understood as a model of experiential learning to support LIS teaching, research, and practice? Keywords: community informatics, studio-based learning, experiential learning, com- munity engagement, popular education Introduction 1999). In this paper, we argue that the CI Studio provides a novel research approach his paper introduces a model of expe- for examining LIS-led community en- Triential learning to support teaching, gagement by modeling actual learning en- research, and practice in library and infor- vironments where future LIS professionals mation science (LIS). The concept we call can develop meaningful CI projects. Community Informatics (CI) Studio uses The paper begins with a review of the studio-based learning (SBL) to support en- “community informatics” and “studio- culturation into the field of “Community based learning” literature to provide a Informatics” (Campbell & Eubanks, 2004; foundation for our research. We then brief- Gurstein, 2003; Keeble & Loader, 2001; ly consider the research sub-questions, Stoecker, 2005; Williams & Durrance, methodological approaches and findings 2009). The SBL approach is rooted in the from our three mini-case studies of the CI apprenticeship model of learning in which Studio course offered over three semesters. students study with master designers or The study presents and discusses three re- artists to learn their craft. This pedagogical lated investigations that emerged from our technique is closely related to John Dew- overarching research question: How can ey’s inquiry-based learning (Lackney, the CI Studio be understood as a model of J. of Education for Library and Information Science, Vol. 55, No. 2—(Spring) April 2014 166 ISSN: 0748-5786 © 2014 Association for Library and Information Science Education Community Informatics Studio: Designing Experiential Learning 167 experiential learning to support LIS teach- the impacts of CI projects fall into five key ing, research, and practice? The goal of areas,” including strong democracy, social the paper was to provide an instructional capital, individual empowerment, sense of model that can prepare future LIS-profes- community and economic development sionals to lead meaningful community and opportunities (pp. 78–79). Other scholars civic engagement projects. have argued that CI can help support com- This study is significant because federal munity organizing projects and social jus- agencies and foundations have recently tice goals. For instance, one area of study called for public libraries to address com- for CI, which served as a project focus for munity information needs by leading com- each of the case studies in this paper, looks munity engagement efforts. “The Promise at the ways community institutions such as of Libraries Transforming Communities” public libraries, community centers, social (Institute for Museum and Library Ser- service agencies and churches can utilize vices, 2012), IMLS & The MacArthur public computing centers (PCCs) and digi- Foundation’s “Learning Labs” (Institute tal media literacy workshops as interven- for Museum and Library Services, 2011), tions for addressing the “digital divide,” and The Knight Foundation’s (2009) “In- or the gap between the “information haves formation Needs of Communities in a De- and have-nots” (National Telecommuni- mocracy” are three recent examples rec- cations and Information Administration, ognizing the unique abilities that public, 1999, p. xiii). academic and school libraries offer to ad- Stoecker (2005) described CI as an ef- vance local community and civic engage- fort to use “technology to support commu- ment. In this paper, we argue that the CI nity development goals.” Stoecker (2013) Studio can provide LIS teachers, research- also explained that scholars often discuss ers and practitioners with a theoretical and community development within two con- methodological framework for advancing texts. The first perspective is defined as a LIS-led community engagement initiatives. top-down approach where elites determine the goals and manage the implementa- Theoretical Framework tion of information and communication technology (ICT) development projects We begin the paper by introducing the often in poor or underserved areas around CI and SBL literature as the foundation the world. The second perspective advo- upon which we suggest a model for cou- cates for a more participatory approach. pling these practices as a useful approach Scholars and activists informed by this for advancing LIS teaching, research and perspective argue that those most direct- practice with community members. ly impacted by ICT projects should or- ganize themselves and decide their own Community Informatics terms by which ICTs are used (or not) to advance shared community development Community Informatics examines goals. Stoecker (2005) described this sec- how people in geographic locations inter- ond perspective as a community organiz- act with information and communication ing approach to community development technology (Williams & Durrance, 2009) and argued that it can often be useful as and its application to enable and empower a way to get people involved in and ex- community processes (Gurstein, 2007). cited about CI projects. Bishop, Bruce, & Community Informatics researchers view Jeong (2009) further refine the concept “informatics” as the digitization of society, of participation through a “community particularly as people’s lives move online inquiry” approach to community engage- from physical to virtual spaces. O’Neil ment that recognize students and school as (2002) argued that “theories for measuring vital parts of the community and collec- 168 JOURNAL OF EDUCATION FOR LIBRARY AND INFORMATION SCIENCE tive knowledge building as something per- iterative design process, as described by formed of, for and by communities as liv- Brocato (2009), relies heavily on desk cri- ing social organisms. As they explained, tiques and feedback from instructors and “Knowledge is found in the community as outside experts to provide students with well as the school and is constructed anew guidance and support. by all participants. In this way, the borders Studio-based learning reflects Dewey’s between school and community are not ac- approach in 1938 to experiential learning cepted as fixed, only to be crossed under (Lackney, 1999). For instance, Dewey special circumstances” (p. 22). emphasized the importance of helping Community informatics has also been students shape their purpose for a given described as “a sustainable approach to activity by constructing a plan based on community enrichment that integrates their impulses, past experiences and com- participatory design of information tech- munity knowledge to maximally shape the nology resources, popular education and current learning environment. In this way, asset-based development to enhance citi- teachers act more like “guides” to assist zen empowerment and quality of life” students in developing and implement- (Campbell & Eubanks, 2004). In her ing their design choices. Students and work developing “popular technology” instructors work together within a studio workshops with low-income women at space that serves as a model of profes- a YWCA in upstate New York, Eubanks sional practice, incorporating field visits (2007) detailed how participatory design, to inform work. Regular student reflec- popular education and participatory action tions also help students think more deeply research can provide “alternative articula- about the paths that lead them to their fi- tions of digital equity” and opportunities nal project designs. The community-based to develop “powerful strategies of resis- studio in particular provides an oppor- tance” in the information age (p. 1). We tunity for students to participate in real- believe the participatory perspectives de- world design projects through engagement scribed by Stoecker, Bishop et al. and Eu- with community partners (Lawson, et al., banks provide insightful examples of how 2011; National Endowment for the Arts, the lines between CI education, research 2002). Community-based studios not only and practice intersect and provide a way teach critical knowledge regarding how to forward for LIS professionals
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