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The Global Library Framework by Richard C Close Blog White Paper

The Global Library Framework by Richard C Close Blog White Paper

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Published by: Richard Close on Jan 11, 2010
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Copyright 2009 Chrysalis Campaign, Inc.
1 |Page 
New Milford, CT 0776 USA
.
The Global Learning Framework 
How Libraries are Becoming Web-basedCollaborative Community Publishing Houses
 A Global Learning Framework - White Paper  December 21, 2009
 
By Richard C. Close, CEOThe Chrysalis Campaign
 
AChrysalis CampaignOpinion White PaperThe Global Learning Framework© For Comments:
 
 [Copyright Chrysalis Campaign 2009]
Libraries - The Global Learning Framework
 © 
 
How Libraries are Becoming Web-based Collaborative Community Publishing Houses
 
December 30, 2009 
 
By Richard C. Close, CEO 
The Chrysalis Campaign13 Geiger Rd., New Milford, CT 06776rclose@richardclose.info
Abstract
The introduction of the Internet and Web 2.0 into urban andrural libraries transforms their fundamental purpose into aGlobal Learning Framework. First they will evolve fromhandling knowledge in an indexed system into a relationalsystem. Second, libraries are moving from purchasingknowledge into publishing knowledge. And third, libraries arealready becoming micro learning communities-of-interest.
 
Key Words
Library, Web 20, Publishing, Global, Learning, Framework 
1
 
Introduction
Once upon a time, when I needed to buy a book, I could stop bya phone booth, flip up a thick book of the New York YellowPages, open up to the index, and then run my finger down thepages to find a store. I would then call the store, find the rightdepartment, and ask if they had the item. This is a clean set of indexed and sequenced processes developed to acquire a book.Now I talk to my Blackberry, search for related books, see howothers
feel
about them, and order it on Amazon, all whiledriving home.The phone booth, yellow pages book, and even the person on theother end of the phone are all gone. Stopping is gone, indexingis gone and the phone wires are gone. The format of the book isnow digitized or print on demand. Sites like Amazon evenremember who I am and what my preferences are.
Fig. 1 Libraries are now collaboratively connectedtogether as publishing based communities of interest.
The library will not go the way of the phone booth. Instead,libraries have the opportunity of becoming the cultural hubs of our
community’
s thirst for working collaboratively with othersand publishing local content. If we can grasp how ourrelationship to knowledge has changed, we will envision a futurefor our little library that can realize massive growth right alongside its new partner, the global Web.
2
 
Purpose of This Article
As a learning strategist, I have watched and participated in thedebate on the nature of industrial eLearning strategies,Knowledge Management and the bypass learning behaviors of Web 2.0. We have transformed the way we search, explore,adopt, collaborate and share global knowledge. From a strategicpoint of view,
we can say that the library’s market is being eaten
away by cyber cafes, Amazon Kindles, Google and even web-based cell phones. In order to accept this bleak assumption, wewould have to ignore some basic human motivators: we aresocial and tribal and all seek some personal significance in thisworld. Oddly, the librar
y’s
ability to have volumes of information is no longer of primary strategic importance. The
library’s
ability to guide knowledge within the local communityis key in its next phase of massive growth and funding.The next point is that the library is moving into its second life asa publishing and community house. Who would have imaginedit? Yet to come to this conclusion, we must understand how theweb has changed a human
s relationship and behaviors withglobal knowledge.This Global Library Framework is a subset of the GlobalLearning Framework©. It is the framework of explosive, globallearning and collaboration that we are now experiencing via theglobal Web. The small and large urban libraries have anopportunity to either ride this wave to new shores or drown in itsinevitability.
 
3
 
Knowledge Was Indexed
In industrial authoritarian instruction the teacher is at the head of the class as the king/queen and goes through the indexedchapters of the curriculum text, to be followed by a test at theend of the week. Of course, after the test, we can forget about allwhat we memorized.Most of us learned that way. The library was the same indexed-sequence way of doing research. In this sequence mode of learning, over the years we have managed large blocks of information such as books, databases and courses.The irony of this is that most of what is learned in life is on-demand and at the moment, such as changing a diaper or a flattire. It turns out that the reality is the reverse of how we learned
 
 
Copyright 2009 Chrysalis Campaign, Inc.
2 |Page 
in school as an educational process. Life-long learning is mostlystarting with a problem
then learning, not learning and thenfinding a problem.
3.1
 
Knowledge is Relational in Nature
On the Web, most learning (with the exception of the eLearning
course) is done on a “Search Learning” basis for small “chunks”
 of knowledge to either complete the task at hand or satisfy acuriosity. We start with a relational search and explore other bitsof information and images that have some type of linked ortagged relationship, i.e. use Google.
3.2
 
Web learning is billions of Micro Learning Paths©
Search learning is also taking place at the same time as otherpeople on a global collaborative basis. We start with a problem,search, explore other questions and solutions, adopt the bestidea, collaborate with the real world, and if it works, do it orshare it. These over-lapping processes are called Micro LearningPaths. Each time a person publishes the global knowledge basechanges, this is a profound change in the human condition.
Fig. 2 Micro Learning Paths integrate both learners andknowledge in a mosaic of context tags.
4
 
Knowledge Was Once a One-Way Street
Library knowledge used to trickle down from great writers,artists and photographers. The state, school or library wouldselect what is best in the budget to use in the community. Entirecountries, states and locales dictated what information was to beplaced inside the
community’
s hearts and minds.You would never think of arguing with an author, teacher orlibrarian. You would not even conceive of writing your ownthoughts
inside the pages of an author’s
book and then placing itback on the library shelf, but this is what we now do in blogs.Writing in the author
s book for the entire world to see is anoutrageous idea, yet
it’s exciting,
because the author can alsowrite back to us.Knowledge is no longer a colonial trickle-down set of dictates; itis a mosaic flood in every direction. Look in any library with aPC, and someone is publishing local ideas out into a globalknowledge-base of the world.This is the huge shift in the purpose of a library and the reasonwhy we go to a library. If you went to the executive board of your library and asked for printing presses, they would laughstating,
“T
hat is not our business.
But it is too late. Every PC isa global printing press. Every picture and video is the eveningnews. Libraries are now global distributers of volumes of original media. Libraries are global production houses of original
thought. Colonial trickle down has a competitor.
Can you help me find 
?
at the front desk has now evolved into
 , “Can you
help me
 publish?”
 
5
 
The Book Once Stood Alone
Books neatly separated by categories, stacks, covers and dust sitin great halls. Exceptional colleges can afford extensivecollections and only those students who can afford expensiveschools will have access to them. Soon everyone will haveaccess to the same knowledge as wealthy people do. Already,the courses at MIT are available for free to anyone with a laptopin any slum and anywhere in the world
.
5.1.1 Knowledge is everywhere
While not on shelves, knowledge is being scattered all over theplanet along with people publishing information and the Web2.0 tools being used to share this knowledge. Our access toknowledge is much larger than any set of physical librarybuildings or data centers, no matter how big the organization orcountry. Knowledge is now outside of the building, out of control.
5.1.2 Knowledge is collaborative
Knowledge on the Web is blurred, blended, sliced, diced andfused with other bodies of knowledge and communities of interest. We now pick and choose the key points from
inside
 the
 book’s
pages and from anywhere in the world.We search by how things are related to one another. Even oursearches run through collaborative algorithms. Often times theoriginal question of the search is changed with each additionalsearch from other people resulting in global relationalrecommendations. Even our questioning is now collaborative.
Fig. 4 Knowledge that was once on the racks is nowfound scattered around the world.ig. 5 Human collaboration that was one across a desk isnow scattered across the world.

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