I had actually planned on writing a post about informal networking this week. But then I was distracted. That distraction came in the form of an invite to Google’s new, Google+ platform. A great deal has already been written about the platform so I won’t get into the details of the actual program. What I want to discuss is down a different path.
Because I tend to think in library terms a great deal these days. I started wondering how libraries and librarians and information professionals may start to use this service, if it actually does catch on (which is an issue for discussion as well!)
It seems that over the last few years there has been a lot of discussion regarding how libraries can use Facebook pages and Twitter feeds to engage and communicate with their users. But what happens when another social media platform comes along? How do libraries adapt? Should they adapt? How do you decide when you should implement new technologies and/or social media platforms?
These questions then had me thinking about curriculum, especially in LIS programs, and how these types of changes and development affect what is being taught in the classroom. I’ve never worked in an academic environment but now after attending two different institutions of higher education, I have witnessed the obstacles that come in the way of change; especially in terms of changing curriculum. I do not necessarily say this as a criticism. I think it is just that things can take a long time to change in an academic environment.
Since it is not really plausible to necessarily have classes change on the drop of a Google announcement, how should curriculum in LIS adopt to changing technologies? Does this mean that classes should be more theoretical? Should courses teach us to know how to deal with the idea of changing technologies but maybe not necessarily the technologies themselves? Are some programs in LIS better at adapting to changing times than others? How should these new technologies be integrated in LIS curriculum. What are you doing to make sure your professors know about these types of issues? I would imagine you could apply these types of questions to changes going on in cataloging (RDA, etc) and other developments in the LIS field, also as they relate to conference presentations.
How do we, as students, ensure that our courses are relevant? And how do you know when it is time to adapt and change?