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Video Tutorials for Downloading eBooks From OverDrive

February 24, 2011 By

Digital books are here and patrons are clamoring for them. If your library offers content from OverDrive the big question at the information desk is, “How do I download to my device?”

The King County Library System has created a video tutorial to walk users through the process of downloading Adobe Digital Editions and transferring a title to their device. This is useful for staff to familiarize themselves with the process and patrons who can watch the video repeatedly until they successfully download a book on their machine.

Patrons can also watch video tutorials on downloading to Apple and Android portable devices or using NetLibrary. These can be found on the KCLS YouTube channel playlist Using the Library.

You can embed the video to your own site by using this code:

<object width="640" height="390"><param name="movie" value="http://www.youtube.com/v/RqeL27llxpA&hl=en_US&feature=player_embedded&version=3"></param><param name="allowFullScreen" value="true"></param><param name="allowScriptAccess" value="always"></param><embed src="http://www.youtube.com/v/RqeL27llxpA&hl=en_US&feature=player_embedded&version=3" type="application/x-shockwave-flash" allowfullscreen="true" allowScriptAccess="always" width="640" height="390"></embed></object>

Staff and patrons have reported that the video tutorials have helped them understand the process and be successful OverDrive users.

Angela Nolet

Angela Nolet received her master’s in Library and Information Science from the University of Washington’s iSchool in 2002. She has worked in libraries since 1996 and has been doing video editing since 2008. As a 2011 Library Journal Mover & Shaker she was recognized as a marketer for her work online.

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New Digital Supplement from American Libraries

February 24, 2011 By

E-Learning Comes to You

American Libraries Winter Digital Supplement is now available online!

This new American Libraries Digital Supplement features a look at the latest in cutting-edge delivery of online education to the library profession, a host of continuing-education opportunities available from the American Library Association regardless of where you practice your profession, and candid reactions from e-students about their experiences.

The Winter 2011 edition contains a feature article about e-learning written by by ALA Learning Contributing Author Paul Signorelli.

Here’s what you’ll find inside:

  • ONLINE @ ALA
    From regional institutes to online classes, ALA offers a wealth of continuing-education resources
  • REFLECTIONS OF CERTIFICATION CANDIDATES AND GRADUATES
    How the online learning experience has touched their lives and advanced their goals
  • E-LEARNING: THE PRODUCT OF A RISK IS A LESSON
    Online learning for library staff is taking shape and taking off
  • FROM THE EDITOR
    Investing in Your Staff with Online Learning, by Jenifer Grady

You can read this supplement in the easy-to-use Zmag web browser format, or download it as a PDF for offline reading. Just click here to get started.

Lori Reed

Lori Reed, Managing Editor of ALA Learning, has more than 15 years experience in training and is the Learning & Development Coordinator for the Charlotte Mecklenburg Library where she oversees the learning & development of a diverse group of staff at twenty libraries. Lori’s passions are performance consulting, learning strategies, and e-learning. Lori is coauthor, with Paul Signorelli, of Workplace Learning and Leadership: A Handbook for Library and Nonprofit Trainers. Lori also blogs at LoriReed.com and can be reached at lori[at]lorireed.com.

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Learning 2010: The Continuing Power of Collaboration

December 31, 2010 By

Looking back at what we learned this year produces some interesting conclusions—not the least of which is that it wasn’t so much a year of trying to create something entirely new, but, rather, a time to step back long enough to survey what surrounded us and learn more effectively how to use the collaborative resources we’ve been given: wikis. Shared document tools including Google Docs and Dropbox that are helping us incorporate cloud computing into our training-teaching-learning efforts. Web-conferencing tools ranging from WebEx, Dimdim, and TalkShoe to Google Talk and Skype for the delivery of just-in-time learning. And LinkedIn discussion groups and Twitter as a way of seeking and exchanging information that contributed to more effective learning for everyone involved rather than as a way to simply tell others where we were sitting and drinking coffee or waiting for a bus to arrive.

What remains at the heart of this learning process is the power of collaboration face to face as well as online, and what made 2010 so fruitful for so many of us was the way we managed to work together in a variety of often overlapping settings to the benefit of learners and our learning colleagues. If you haven’t yet hopped on the train, let’s take a ride together to see how these tools and how collaboration have been serving us and may well end up serving us even more effectively in the months and years to come.

The ALA Learning Round Table provides a natural starting point. In addition to providing an ongoing collaborative forum for face-to-face exchanges at American Library Association conferences to promote and support effective learning opportunities for members and prospective members, it has been developing a wiki where trainers can post as well as seek resources developed by their colleagues. The Round Table’s monthly online meetings further advance its mission of helping trainer-teacher-learners collaborate to produce resources and results that we would otherwise not enjoy. And ALA Learning—the blog where this piece is being posted—not only provides us impetus to collaborate through sharing articles but also contributes to the larger goal of drawing together trainers who are working within or working side by side with libraries rather than leaving all those one-person training offices and libraries without formal training programs in a frustrated state of isolation.

Another productive community of learners where collaboration is the order of the day is Maurice Coleman’s biweekly online T is for Training discussions. Interested regulars—the “usual suspects”—and guests frequently interact during these online hour-long free-ranging conversations via Talkshoe on a variety of topics of interest and importance to those involved in workplace learning and performance, and those discussions helped open doors this year to routes of exploration such as the possibility of helping promote the development of libraries as social learning centers. They also led to additional collaborations including the webinar Maurice and I designed and delivered in October 2010 to more than 400 participants for WebJunction—another great collaborative forum for trainer-teacher-learners in libraries. All of these tools and resources are easy to access and/or use, and they are well worth considering for workplace learning and performance programs.

The American Society for Training & Development (ASTD) remains yet another gathering place at the local, regional, and national levels face to face as well as online for many of us. Opportunities for productive collaborations abound at many levels: through membership on Chapter boards and collaboration at national conferences, through learning opportunities provided via webinars, through postings on LinkedIn discussion groups, and through groups including the National Advisors for Chapters which meet face to face and use a variety of online tools and posted online documents to do business throughout the year.

My own familiarity and comfort with collaboration via wikis took a quantum leap this fall when I was accepted onto the New Media Consortium’s 2011 Horizon Report Advisory Board; all 40 of us from countries all over the world did all our work asynchronously, online, via the wiki which leads to completion of the report; among the pleasant surprises, given the small number of people involved in this worldwide project, was the discovery that ALA Learning colleague Lauren Pressley was part of the group.

If anyone remains unsold on the powerful benefits provided by collaboration and the use of the social networking tools we’ve been exploring, Tony Bingham and Marcia Conner’s new release, The New Social Learning: A Guide to Transforming Organizations Through Social Media, may prove to be the tipping point. As James Surowiecki notes in The Wisdom of Crowds, those who engage in collaborations are often the most prolific and successful at what they do (pp. 162-163). And that, of course, remains a lesson well worth absorbing anytime—not solely in the year just ending.
N.B.: Those interested in exploring the theme of collaboration through a variety of tools and other resources will find plenty of options in “Community and Collaboration in an Onsite-Online World: An Annotated Bibliography.”

Paul Signorelli

Paul Signorelli is a writer, trainer, presenter, and consultant based in the San Francisco Bay Area. He works with clients to successfully facilitate the introduction of new technology into organizations; prepares and presents webinars and other online and onsite learning opportunities for a variety of clients; is actively involved in ALA and ASTD; continues to prepare articles for "American Libraries," the eLearning Guild's "Learning Solutions Magazine," and other publications; and co-wrote "Workplace Learning & Leadership" with Lori Reed for ALA editions. Paul can be reached at paul@paulsignorelli.com.

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What Did They Learn?

December 21, 2010 By

As the end of the year draws near, many librarians are taking pause to reflect on their professional and personal growth in 2010. However, this year, I’m more focused on what my patrons, high school students, learned through the library program at Creekview High and how their learnings reflect my own growth and insights while providing future directions for professional inquiry. Whatever your training/teaching/learning library environment, ask yourself these three sets of essential questions:

1.  What did they (your patrons or those you serve) learn through your library program and the conversations for learning you facilitated?  What do you hope they will learn in 2011?
2.  How do we know what they learned?  What tools did you use for assessment?  Did the patrons engage in metacognition and self-reflection on what they learned?
3.  How are you privileging and honoring what they learned?   Where are their stories of learning shared in your physical and virtual library spaces?

We use tools like Google Forms, video, blogging at WordPress, PollEverywhere, information dashboards created with Netvibes, multigenre elements, wikis, Google Docs, and digital portfolios as formative and summative assessment tools.  We share stories of learning through our library YouTube Channel, our student work SlideShare account, our library blog, class Wikispaces pages that we facilitated for teachers and students, and our mulitmedia monthly reports hosted at LibGuides to showcase student work and to share videos of students telling their stories of learning; in our physical space, students’ work was shared throughout the library through assorted displays and “walls” of hanging student work to showcase their learning artifacts.  I found that by focusing on what my students are learning, I learn from their insights—what is working and not working with my teaching methods, emerging patterns of gaps in understanding, student strengths, and new topics for exploration.

I have also discovered that by paying more attention to what students are learning, I have a clearer insight into how I’m applying the ideas and principles I’m reading about in journals, blogs, Tweets, and books as well as concepts I’m dwelling in more deeply like participatory librarianship-learning and transliteracy, In 2011, student work, learning artifacts, and stories of learning will take a more prominent place not only in our monthly multimedia reports but also in each research guide I create in collaboration with teachers and students (more coming soon on these ideas).

So what are some of the key learnings of Creekview High School students in 2010?  Here is a sampler:

  • How to effectively use social media tools, such as blogs, wikis, and social bookmarking to reflect, share, and collaboratively construct knowledge.
  • How to use cloud computing and social media tools to organize information resources, to collaborate with classmates, and to share their learning process within and outside of our school community.
  • How to create their own subject guides or “research pathfinders.”
  • How to represent key learnings through traditional texts and new media.
  • How to more thoughtfully and purposefully evaluate traditional and emerging authoritative information sources
  • How to use writing as a tool for reflection and metacognition through individual learning blogs.
  • How to demonstrate digital citizenship through the ethical use of information and through the use of tools like Creative Commons licensed media.
  • How to engage in inquiry based learning as a community of learners.
  • How to use ereaders and ebooks to support a love for reading
  • How to discover an expert on a topic, evaluate that person’s credentials, and conduct a professional interview with that expert.
  • How to create visually interesting presentations that are content rich and how to deliver those insights effectively to their peers.

What does this picture of learning look like in terms of the AASL Standards for 21st Century Learners?

  • 1.1.2: Use prior and background knowledge as a context for new learning
  • 1.1.4: Find, evaluate, and select appropriate sources to answer questions
  • 1.1.6: Read, view, and listen for information in any format in order to make inferences and gather meaning
  • 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
  • 1.1.9: Collaborate with others to broaden and deepen understanding
  • 2.1.1: Continue an inquiry based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
  • 2.1.2: Organize information so that it is useful
  • 2.1.4: Use technology and other information tools to analyze and organize information
  • 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems
  • 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings
  • 3.1.1: Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning
  • 3.1.2: Participate and collaborate as a member of a social and intellectual network of learners
  • 3.1.5: Connect learning to community issues
  • 3.1.6: Use information and technology ethically and responsibly
  • 4..1.2: Read widely and fluently to make connections with self, the world, and previous reading
  • 4.1.3: Respond to literature and creative expressions of ideas in various formats and genres.
  • 4.1.6: Organize personal knowledge in a way that can be called upon easily.
  • 4.1.7: Use social networks and network tools to gather and share information.
  • 4.1.8: Use creative and artistic formats to express personal learning.

This year, we helped our students create a learning environment larger than just our library; several students reflected, “…my learning environment is the world.”  Students learned ways of connecting and transacting with information through many modes and points of access as well as strategies for organizing those resources and creating content.  Students learned that the library is a place where questions and risk-taking are valued and that their contributions to conversations for learning are respected and valued.

What did your patrons learn in 2010, and how is this shaping your professional learning goals and endeavors for 2011?

Buffy Hamilton

Filed Under: The Training Life Tagged With: , ,

ALA Learning Authors Nominated for Nine Edublog Awards

December 9, 2010 By

The ALA Learning authors have been nominated for a total of nine Edublog awards!

Best Group Blog

  • Learning Round Table
  • Bobbi Newman, Libraries and Transliteracy

Most Influential Blog Post of 2010

Best Individual Tweeter

  • Buffy Hamilton, @buffyjhamilton

Best New Blog

  • Bobbi Newman, Libraries and Transliteracy Blog

Best Resource Sharing Blog

  • Sarah Houghton-Jan, Librarian in Black

Best Librarian Blog

  • Buffy Hamilton, The Unquiet Library
  • Bobbi Newman, Librarian by Day

Best Educational Podcast

  • Maurice Coleman, T is for Training

Please support our authors and vote. Voting ends at 12 pm EST Tuesday, December 14, 2010. Only one vote allowed per IP address.

To read the full list of Edublog nominations, visit: http://edublogawards.com/

The Edublog Awards is a community based incentive started in 2005 in response to community concerns relating to how schools, districts and educational institutions were blocking access of learner and teacher blog sites for educational purposes. The purpose of the Edublog awards is promote and demonstrate the educational values of these social media.

Lori Reed

Lori Reed, Managing Editor of ALA Learning, has more than 15 years experience in training and is the Learning & Development Coordinator for the Charlotte Mecklenburg Library where she oversees the learning & development of a diverse group of staff at twenty libraries. Lori’s passions are performance consulting, learning strategies, and e-learning. Lori is coauthor, with Paul Signorelli, of Workplace Learning and Leadership: A Handbook for Library and Nonprofit Trainers. Lori also blogs at LoriReed.com and can be reached at lori[at]lorireed.com.

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Participatory Professional Development

November 2, 2010 By

In August 2010, I reflected on my own blog how the Media 21 learning initiative has not only impacted student learning but has also sparked additional collaborative partnerships with faculty members that emphasize information, digital, and new media literacies while providing students the opportunity to think critically and create content to reflect their key insights and learning.   I’ve been brainstorming with teachers to help them find new ways of redesigning projects, learning activities, and assessment tools to emphasize inquiry, collaborative knowledge building, critical thought, and alternate ways of representing knowledge; consequently, I’ve had teachers in multiple content areas exploring how technology tools for learning like blogs, wikis, and multimedia web 2.0 applications can support these kinds of learning experiences.  Not only have I created research pathfinders and provided technical assistance to support these projects, but I’ve been providing hands on instruction to teachers and students in learning how to utilize these tools.   Even more exciting, teachers have gained confidence not only in the tools I’ve shown them, but they are exploring other resources for learning on their own and sharing how they are integrating those applications with me as well as fellow department faculty.

A few weeks ago, my principal, Dr. Bob Eddy, asked me to develop an hour-long workshop for our November 2 professional development day.  I decided to focus on blogs and wikis for the workshop since those have been the most popular platforms this fall; in addition, I decided it would be more powerful for the faculty to hear from their fellow teachers, my new experts in residence, than just me.

About a quarter of our faculty arrived at 10AM (some had other commitments to additional meetings today), including my principal, Dr. Bob Eddy!  I kicked off the workshop with a fifteen minute conversation about the principles of learning and today’s information landscape that are shaping today’s classrooms; rather than reinventing the wheel, I used Kim Cofino’s fantastic 21st Century Classroom slidedeck to facilitate that conversation with faculty this morning.

http://blogsandwikispd2010.wikispaces.com/

Blogs and Wikis for Engaged Learning – home via kwout

My focus was on how learning goals and benchmarks drive the instructional design in the collaboration process; rather than focusing on the “shiny” of technonlogy, I emphasized that curriculum and standards for learning drive technology integration.  The other focal point of my talk emphasized how traditional and emerging literacies speak to each other under the larger umbrella of transliteracy and how integrating these literacies into all content areas is a shared responsibility we all must take on to close the participation gap.

For the next forty-five minutes, the spotlight was on my five teachers who agreed to help lead the workshop as they shared their collaborative learning projects facilitated by the library, the positive outcomes, and the challenges they encountered.   Each teacher was passionate, honest, and eloquent as he/she shared the impact on student learning, tips for replicating or adapting their projects, ideas for future collaborative learning experiences supported by the library, and how they worked with me to implement new strategies for teaching and learning.  The workshop generated discussion and questions that led our session to last about an additional twenty minutes beyond the planned hour, but not a single attendee left early!

Learners as Participants and Leaders

These teachers articulating and sharing their processes is the ultimate hallmark of learning as they are now budding experts who can support other teachers who want to design innovative learning experiences for students that meld together project based learning, inquiry, collective knowledge building, and multiple literacies.  I have no doubt that the teacher perspective they brought to the table today was the most powerful testimonial I could provide other faculty members; in addition, I included student videos sharing their perspectives on our presentation wiki (today was a student holiday and they were not on campus to participate).   It was truly a pleasure to solicit the participation of my teachers and to share ownership of the workshop with these faculty members as their instructional leadership will help us, the library,  scale out these conversations for learning.  As the workshop ended, several teachers met with me to schedule planning time this week to get started on new projects to integrate the learning principles and tools we explored in today’s session!

In conclusion, I encourage you as trainers and instructional librarians to consider how you can invite participation from your learners and enlist their assistance in leading instruction as they gain skill, knowledge, insights, and confidence that can inspire others in the classes or workshops you lead.  What better demonstration of application, analysis, synthesis, and evaluation can you ask for when those you have taught can help you create new conversations for learning with others?

Buffy Hamilton

Filed Under: Professional Development Tagged With: , , ,

New Features of ALA Learning

November 1, 2010 By

Beginning this month you’ll notice some small changes to the ALA Learning Blog and other communication tools. To engage our members in more conversations we are introducing monthly themes. You will see posts on the blog, content on the wiki, emails on the discussion forum, posts in ALA Connect, Facebook, Twitter, etc. that all relate to one theme.

November’s theme is how is training/staff development done at your library. You’ll hear about how training happens at libraries across the country from our contributing authors and you’ll be prompted to contribute your own stories and ideas.

Additionally, if you are a member of the LearnRT email discussion list, you will begin receiving ALA Learning blog posts via email though the email list.

We hope that this new format provides ways for us to share more material and have more conversations among our membership. Feel free to send your comments or thoughts to me at webmaster@alalearning.org.

Lori Reed

Lori Reed, Managing Editor of ALA Learning, has more than 15 years experience in training and is the Learning & Development Coordinator for the Charlotte Mecklenburg Library where she oversees the learning & development of a diverse group of staff at twenty libraries. Lori’s passions are performance consulting, learning strategies, and e-learning. Lori is coauthor, with Paul Signorelli, of Workplace Learning and Leadership: A Handbook for Library and Nonprofit Trainers. Lori also blogs at LoriReed.com and can be reached at lori[at]lorireed.com.

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Libraries, Trainers, and Communities of Learning: When Fourth Place Is a Winner

September 8, 2010 By

Fourth place may be a lousy position in a marathon, but looks to be a winning place for trainers, libraries, and all they serve.

Let’s recap the initial places, as defined by Ray Oldenburg in his influential book, The Great Good Place: our first place is our home; our second place is where we work, and our third place is the treasured community meeting place where we, our friends, and colleagues come and go.

In listening to the comments made by a student who loves libraries, a group of us participating in one of Maurice Coleman’s recent biweekly T is for Training podcasts realized that libraries are poised to help define, create, and nurture a new concept for a fourth place: a community gathering place for social learning—a place onsite and online where communities of learning are developed and nurtured.

It makes so much sense, and speaks so well of the present and future of libraries, that a couple of us (including Jill Hurst-Wahl) immediately described the idea on two separate blogs within a few days of each other. And it didn’t stop there: after all, we’re trainers—we’re supposed to know how to get an idea across when we’re excited about it.

We have continued to think of all that this sort of fourth place means and could mean to libraries and library users. It builds off the existing pattern of library as third place—a community meeting place that is at the heart of communities and community. It acknowledges the library as a center of learning at a time when those who do not engage in learning are quickly left behind. It combines the wonderful information and entertainment resources libraries continue to provide with the growing dedication all members of library staff have to helping others learn to utilize the resources available to them. And best of all, it gives libraries a chance to be at the head of the pack in meeting onsite and online community members’ needs for first-rate lifelong learning rather than making the mistake we made years ago in not taking the leadership role which Google, bookstores, and others took while we were asleep at the wheel.

The idea of fourth places as gathering places for social learning seems to appeal to everyone who hears the concept. A colleague who runs a learning center here in the San Francisco Bay Area, for example, immediately expressed a great deal of enthusiasm for the concept and plans to write about it for the thousands of colleagues she has across the country. Which is both a tribute to the idea and a warning to those of us who hope that libraries will remain at the center of the concept. If we don’t grab and run with this concept which sprang out of a conversation among a small group of workplace learning and performance practitioners who happen to be affiliated with libraries across the country, we’ll only have ourselves to blame when the Google of social learning centers basks in the success of the vision we helped create.

Our choice here remains obvious: use it or lose it. I’m betting we can use it to help build community partnerships in ways we’re only starting to imagine.

Paul Signorelli

Paul Signorelli is a writer, trainer, presenter, and consultant based in the San Francisco Bay Area. He works with clients to successfully facilitate the introduction of new technology into organizations; prepares and presents webinars and other online and onsite learning opportunities for a variety of clients; is actively involved in ALA and ASTD; continues to prepare articles for "American Libraries," the eLearning Guild's "Learning Solutions Magazine," and other publications; and co-wrote "Workplace Learning & Leadership" with Lori Reed for ALA editions. Paul can be reached at paul@paulsignorelli.com.

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A Virtual Orientation Program—“one great webbie!”

September 3, 2010 By

Quoting one attendee, it was indeed a “great webbie” about the virtual orientation program that Baltimore County Public Library (BCPL) has created to onboard its new staff and volunteers. This webinar, jointly sponsored by WebJunction and the Learning Round Table, was another project outcome of LearnRT’s dynamic Emerging Leader Group N. They identified the topic and connected the presenters with the WebJunction webinar production staff.

Another attendee raved,
“the most useful, informative webinar I’ve ever attended!”

The superlatives are well deserved for the BCPL team. Even though you missed the live event, you can get plenty of the substance by watching the archive. Once you’ve launched the archive, listen to the first half to learn about the planning and design processes for the virtual orientation experience. The team’s deliberative and thoughtful approach is clearly reflected in the final product (even if you secretly wish they had chosen the vending machine interface).

If you’re in a hurry to see the real thing, skip down to the “App/Desktop Share Start” item in the Table of Contents window on the right. Although the actual site is part of the BCPL intranet, so not available to the public, the live tour gives you the flavor and range of ideas and strategies incorporated for orientation.

The landing page links to the five main sections, starting with “What to Expect”—an introduction to how to navigate through and use the functions of the site. Throughout the site, there is a creative combination of media that avoids over-reliance on high-tech. There are some embedded videos, but there are also more low-tech approaches of voice recorded over still photos or a photo slide show with explanatory text below. And when a simple text document is the most effective way to convey the information, that’s what you get.

The final section is “What’s Next” for the new staff member. It includes links to training opportunities and the library training calendar, an interactive quiz on the staff handbook with immediate feedback, and a list of “15 ways to shine as a new staff member.”

The 224 people who attended this webinar seemed to be itching to get back to their libraries to put some of these ideas to work. It’s likely you’ll feel the same way. Thanks Emerging Leader Group N! Thanks Learning Roundtable and WebJunction!

Betha Gutsche

Betha Gutsche has been a virtual librarian ever since receiving her MLIS from the University of Washington Information School. Immersed in the online community of WebJunction, she has cultivated community connections through forums, live online events, and writing stories about the library community. She has delved into e-learning design, curriculum development, needs assessment, and all things connected to social learning in the online world. Betha is the editor-in-chief of the Competency Index for the Library Field. She is now the manager of Project Compass, a program working with public libraries to augment their service to communities impacted by tough times. Underneath it all, Betha is an artist and loves to raise awareness of visual literacy and introduce people to the power of image.

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Learn how technology can transform your training sessions!

September 2, 2010 By

Using Technology in Library Training with Paul Signorelli

In these two ALA TechSource online workshops, Paul Signorelli provides hands-on, interactive instruction in using current web technology to enhance in-person training sessions or conduct remote training sessions for employees in multiple locations.

Session 1: Using Technology to Enhance In-Person Training

  • Incorporating YouTube, Google Docs, and SlideShare into onsite learning
  • Making PowerPoint effective and interesting
  • Using technology as a tool while focusing on learners

Session 2: Using Technology for Remote Training Sessions

  • Using Skype, Google Talk/Yahoo! Messenger, LinkedIn discussion groups, and other tools for learning
  • Adapting your onsite skills to provide effective online learning
  • Building online communities of learning

And much more!

Sign up today and engage in 90 minutes of discussion and interactive learning that you can’t get anywhere else!

About the Instructor
Paul Signorelli is a writer, trainer, and consultant who explores, uses, writes about, and helps others become familiar with Web 2.0 and smartphone technology to creatively facilitate positive change within organizations. He has participated in the ALA Learning Round Table, and written for ALA Learning blog, American Libraries magazine, and ALA Editions.

About ALA TechSource Workshops
ALA TechSource Workshops are focused, small-group online discussions that give you the opportunity to learn from experts who offer authoritative answers to your questions, as well as to interact with colleagues who have similar concerns. Workshops are recorded and, along with other materials, are made available to attendees for future reference.

Read more and register at ALA Tech Source.

Lori Reed

Lori Reed, Managing Editor of ALA Learning, has more than 15 years experience in training and is the Learning & Development Coordinator for the Charlotte Mecklenburg Library where she oversees the learning & development of a diverse group of staff at twenty libraries. Lori’s passions are performance consulting, learning strategies, and e-learning. Lori is coauthor, with Paul Signorelli, of Workplace Learning and Leadership: A Handbook for Library and Nonprofit Trainers. Lori also blogs at LoriReed.com and can be reached at lori[at]lorireed.com.

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