Since beginning last week’s readings, I’ve been thinking carefully about how each change model might apply to my current professional undertakings. I am currently an instruction librarian at a small university and have been at the front lines of what I consider to be a significant disruption that is unsurprisingly gradual.
My current work directly relates to Everett Roger’s Diffusion Model as well as the facilitative conditions of Don Ely. The impact of technology on education runs concurrently to numerous other changes in colleges and universities such as shrinking budgets, increased enrollment (nationally), more first year students than ever before, and the rise of competency-based degrees. All of these factors, when combined with the impact of technology on education (online, 24×7 learning, new media, etc.), present a wonderful opportunity to my profession. Academic librarians all over the world are striving to be the campus leaders in educational change and expanding the concepts of the information literacy framework (Links to an external site.)Links to an external site. in the classroom. Specifically, we hope to demonstrate relevancy and transform the way we are incorporated into the curriculum. We wish to coordinate our class visits and maintain a presence in the research classroom to promote the skills outlined in the framework. The older model for how we conducted instruction involved somewhat uncoordinated visits to any class that would have us. In order to demonstrate the value of our services, we need to prove that coordinating classroom library instruction with specific assignments and creating a culture of promoting and embracing technological change in the classroom has an “observable result” (Robinson, 2009, 1).
The primary issue that stands in the way of our achieving the spread of our innovations is the plethora of different groups involved and the too-often-present lack of “shared decision making” as well as “endorsement and continuing support of the innovation” (Ely, 2007, 108). In simpler terms, it is tough to get faculty and administrative buy-in. In such a context (or any other), new technology must be promoted because it goes hand in hand with educational innovation.