Stephens, Michael

English

San Jose State University

School of Information Student 
Research Journal 
Volume 1 Issue 2 Article 2 
December 2011 
Beyond the Walled Garden: LIS Students in an Era of Participatory 
Culture 
Michael Stephens 
San Jose State University, mstephens7@mac.com 
Follow this and additional works at: https://scholarworks.sjsu.edu/ischoolsrj 
 Part of the Library and Information Science Commons 
Recommended Citation 
Stephens, M. (2011). Beyond the walled garden: LIS students in an era of participatory culture. SLIS 
Student Research Journal, 1(2). Retrieved from http://scholarworks.sjsu.edu/slissrj/vol1/iss2/2 
This article is brought to you by the open access Journals at SJSU ScholarWorks. It has been accepted for 
inclusion in School of Information Student Research Journal by an authorized administrator of SJSU ScholarWorks. 
For more information, please contact scholarworks@sjsu.edu. 
  
Beyond the Walled Garden: LIS Students in an Era of Participatory Culture 
 
I recently participated in a meeting convened at the Salzburg Global Seminar in 
Austria. For five days, over 50 librarians and museum professionals from all over 
the world gathered to critically examine the impact of participatory culture on 
library and museum work. The event was sponsored by both the seminar and the 
Institute of Museum and Library Services. Participatory culture, defined by Henry 
Jenkins in Confronting the Challenges of Participatory Culture (2006), “is a 
culture with relatively low barriers to artistic expression and civic engagement, 
strong support for creating and sharing one’s creations, and some type of informal 
mentorship whereby what is known by the most experienced is passed along to 
novices” (p. 3). When barriers fall away, participation is possible. 
 The seminar included presentations, working groups, and discussions 
centered around how library and museum service should adapt to an environment 
in which participation is not only possible, but encouraged. The working group I 
joined developed curricula for new professionals in both arenas. One aspect we 
highlighted was the importance of engaging with technology. Within that area 
were three skills our group strongly believed future professionals should possess: 
the ability to engage and evolve with technology, the ability to impart technology 
to cross-generational communities, and the ability to create and maintain an 
effective virtual presence.  
 On breaks from the intensive work, I walked the grounds of the Schloss 
Leopoldskron, home of the Salzburg Global Seminar, beside a lovely lake. In the 
gardens of the Schloss, I considered the concept of the “walled garden.” This 
phrase has come to represent closed information technology systems or virtual 
spaces inaccessible to outsiders. The garden is safe from outside influences and 
those inside can flourish if tended. But the wall is also a barrier to outside 
participation. If students spend all of their time in a classroom or within the 
virtual walls of a closed learning management system (LMS), the potential 
benefits of accessing and experiencing their forthcoming professional 
environment will decrease. I also believe the skills and abilities detailed above 
flourish best when learners are participating directly with the wider community. 
There will always be a place for the classroom and the LMS, but balancing that 
environment with experience beyond the walled garden should be part of the 
learning process as well. 
 Jenkins (2006) notes that we have moved from the passivity of media 
spectatorship to a more engaged and inclusive environment because of the two-
way nature of communication technologies now available. I have argued that 
library and information science (LIS) students should be exposed to these open 
networks of sharing, discourse, and participation. Going beyond the walled 
garden affords students the chance to learn from others already established in our 
1
Stephens: Beyond the Walled Garden
Published by SJSU ScholarWorks, 2011
  
wide and diverse field. The potential is present as well to share burgeoning 
research and new ideas culled from scholarly pursuits. Considering LIS education 
through the lens of Jenkins’ concepts of participatory culture strengthens this 
argument. 
 
Artistic Expression and Civic Engagement 
 
The possibilities for artistic expression via digital technologies provide 
opportunities to those so inclined to create, remix, reuse, and mash up ideas of all 
kinds. The age of the YouTube “star” gives way to an environment where ideas 
and values can be questioned and explored; this transcends pop culture to 
something deeper. Witness the “It Gets Better” project videos (IOLA Foundation 
d/b/a It Gets Better Project, 2011) or the recent upload by a young, bullied, gay 
teen (Mowry, 2011). He holds a hand-lettered notecard up, tears streaming down 
his face: “I have a million reasons to be here.”  
 Information professionals must understand what this change means for the 
creation, authority, sharing, and dissemination of information throughout the 
networks. They may be called upon to create physical and virtual spaces for this 
type of conversation. They may be asked to teach users how these tools work and 
how to share. 
 Civic engagement with the profession as well as with the community of 
information users is also a reality before graduation. I am reminded of the virtual 
internship program at SJSU SLIS in which students can work and learn in any 
number of unique and entirely online situations. 
 
Sharing Creations 
 
The Web has changed everything. The possibilities for sharing via information 
technologies and social networking allow LIS students to put course deliverables 
online for evaluation and feedback by classmates, instructors, and those beyond 
the virtual walls of the school. Previously, and as I recall from my own MLS 
program at Indiana University, papers, essays, and test responses were only 
shared between instructor and student. Presentations given in classrooms 
disappeared as soon as class was over. Now, my students’ Prezis, audio 
recordings, Sliderocket talks, and other digital presentations live on to become 
part of their portfolios and serve as evidence of accomplishments for future 
employers. Student research shared openly can become part of the greater 
conversation. These possibilities for sharing enable everyone to play a role in 
moving our profession forward: practitioners, researchers, scholars, and students. 
 
 
2
School of Information Student Research Journal, Vol. 1, Iss. 2 [2011], Art. 2
https://scholarworks.sjsu.edu/ischoolsrj/vol1/iss2/2
  
Informal Mentorship 
 
As I have written in my Library Journal column, “Office Hours,” mentoring takes 
on new dimensions via participatory networks. Informal mentoring, in which 
practicing professionals engage with students via social tools, can be a catalyst for 
career success now and in the long term. For example, a strong mentor who shows 
students the best ways to navigate digital citizenship could help make or break an 
early career. 
 The other facet of informal mentoring is passing on knowledge to novices. 
Imagine an LIS student’s research project critiqued and evaluated by practicing 
professionals. Helping soon-to-be librarians further understand the intricacies of 
research methodologies and design through constructive commentary and 
suggestions may yield graduates who are stronger in these necessary skills. 
Imagine, too, the imparting of “in the trenches” knowledge via social tools, such 
as Twitter or librarians’ blogs, as another means to prepare future professionals. 
All those essential bits of information not learned in library school become 
available via this form of sharing. A cautionary note: There is no place for 
“snark,” personal attacks, or overwrought negativity in these participatory spaces. 
Criticism is only helpful when it moves everyone forward. 
 
Contributions Matter 
 
It makes me happy to see students, especially those who have taken my classes, 
lauded in the professional networks for their contributions. When an author has 
commented on a student’s blog post or a notable library figure “retweets” a 
student’s Twitter post, these actions prove that everyone can be a part of the 
discussion. Value is present from all who participate. The notion that only 
professional librarians’ opinions matter, for example, loses strength as everyone 
contributes.  
  The contributions of original research by graduate students can also be 
part of the ongoing, scholarly conversation within our field. A strong foundation 
in research methods prepares students - and not just those interested in academic 
libraries - for performing user studies, analysis of survey data, and other inquiries. 
  Consider, for example, the wide range of backgrounds LIS students bring 
to their graduate education. Many who are embarking on second careers may have 
insights and ideas that might benefit the greater community. Offering a 
mechanism for sharing and feedback, such as SRJ, gets their voices into the mix 
as soon as possible. 
 
 
 
3
Stephens: Beyond the Walled Garden
Published by SJSU ScholarWorks, 2011
  
Social Connections 
 
Finally, Jenkins (2006) notes that feeling connected to a larger group is a benefit 
and affordance of participatory culture. Establishing these connections during 
library school prepares graduates for future networking throughout their careers. 
It also creates the potential for success in finding a position. Not being connected, 
not participating, not having that understanding, I would argue, yields a negative 
result. How would this graduate respond in an interview when asked: “What 
social networks do you use professionally?” 
  Reviewing our proposed curriculum after the Salzburg program has led me 
to consider more ways in which I might encourage participation in the broader 
community for LIS students. It also helps to crystallize some ideas concerning the 
abilities noted above. I would argue that all graduating LIS students should 
prepare themselves for a participatory professional culture by nurturing a few 
essential qualities. 
 
A Willingness to Learn and Explore 
 
Transformative learning marks shifts in a learner’s ideas or views of the world as 
they encounter new knowledge or tools. The ability to engage and evolve with 
various forms of technology is key for all information professionals. Learning 
must always continue, long after graduate school and throughout a career. The 
creation of one’s personal learning network (PLN) should begin in graduate 
school and flourish throughout years of service. Social networks contribute to 
one’s PLN, as do the colleagues we interact with daily. Learn from everyone and 
everything. Give back by sharing new knowledge and new ideas. 
 This means constantly looking and scanning for the next “big thing” that 
will impact what we do. It means looking beyond LIS topics to other areas of 
inquiry, including other academic disciplines, business, popular culture, and more. 
It also means taking on the unknown as a means to grow and learn. Exploration 
and its companion, play, have been foundational to programs like Learning 2.0 in 
libraries. 
 In A New Culture of Learning: Cultivating the Imagination for a World of 
Constant Change, Thomas and Brown (2011) argue that play, innovation, and 
experimentation is critical for 21st century learning success. They also argue that 
the world is changing faster than ever and acquired skill sets have a much shorter 
lifespan in this new landscape. This is a concern for many information 
professionals, because technologies change so quickly. New forms of learning 
such as play and experimentation can ameliorate this problem. 
 
 
4
School of Information Student Research Journal, Vol. 1, Iss. 2 [2011], Art. 2
https://scholarworks.sjsu.edu/ischoolsrj/vol1/iss2/2
  
A Willingness to Share 
 
Creating new knowledge, synthesizing current research, and implementing unique 
solutions to problems should be shared for the benefit of the profession. Sharing, 
begun in graduate schools in the pages of this journal, for example, sets up our 
future professionals to continue the process of paying it forward. I am reminded 
of the Library 2.011 WorldWide Virtual Conference, held in November 2011, that 
offered free access to virtual presentations and sharing from librarians from all 
over the world. 
 
A Willingness to Teach 
 
Just as an attitude of learning should always be present, so should an emphasis on 
teaching and instruction be part of the information professional’s abilities. The 
realm of the instruction librarian or trainer has evolved to include more people 
than has historically been the case. I would argue that almost every position these 
days will include some form of imparting knowledge to others. Teaching 
information and technology skills to various communities across generations via 
various methods (e.g., in person, virtually, “just in time,” etc.) could be 
characterized as part of the new normal. 
 
A Willingness to Participate 
 
Most importantly, the ability to create and maintain an effective virtual presence 
over time sets up future professionals to adapt and evolve as the networks do. As 
the tools change from blogging to Twitter, and from MySpace to Facebook, the 
ever present information professional keeps current and participates. 
 This participation should be framed within a humanist approach to user 
services, technology, research, and decision making. The focus on the heart that I 
often write about should propel libraries, museums, and information environments 
of all kinds.  
 Learning leads to sharing which leads to teaching which leads to more 
learning. Moving beyond the walled garden and into the constant streams of 
conversation enables an understanding of participation that cannot be imparted 
within a closed environment. Finding balance between participation and personal 
reflection becomes key as well for professionals and the people we serve. 
  Exploration and critical thinking about the possibilities of participatory 
culture should begin during graduate education and set professionals up to 
contribute successfully and with heart throughout their careers. 
 
 
5
Stephens: Beyond the Walled Garden
Published by SJSU ScholarWorks, 2011
  
References 
 
IOLA Foundation d/b/a It Gets Better Project. (2011). It gets better project: Give 
 hope to LGBT youth. Retrieved from http://www.itgetsbetter.org/ 
 
Jenkins, H. (2006). Confronting the challenges of participatory culture. Chicago: 
 MacArthur Foundation. 
 
Mowry, J. (2011, August 10). Whats goin on.. [Video file]. Retrieved from 
 http://www.youtube.com/watch?v=TdkNn3Ei-Lg 
 
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the 
 imagination for a world of constant change [Kindle version]. Retrieved 
 from http://www.amazon.com 
6
School of Information Student Research Journal, Vol. 1, Iss. 2 [2011], Art. 2
https://scholarworks.sjsu.edu/ischoolsrj/vol1/iss2/2


Beyond the Walled Garden: LIS Students in an Era of Participatory Culture

SJSU ScholarWorks

School of Information Student Research Journal Volume 1 Issue 2 Article 2 December 2011 Beyond the Walled Garden: LIS Students in an Era of Participatory Culture Michael Stephens San Jose State University, mstephens7@mac.com Follow this and additional works at: https://scholarworks.sjsu.edu/ischoolsrj  Part of the Library and Information Science Commons Recommended Citation Stephens, M. (2011). Beyond the walled garden: LIS students in an era of participatory culture. SLIS Student Research Journal, 1(2). Retrieved from http://scholarworks.sjsu.edu/slissrj/vol1/iss2/2 This article is brought to you by the open access Journals at SJSU ScholarWorks. It has been accepted for inclusion in School of Information Student Research Journal by an authorized administrator of SJSU ScholarWorks. For more information, please contact scholarworks@sjsu.edu.   Beyond the Walled Garden: LIS Students in an Era of Participatory Culture  I recently participated in a meeting convened at the Salzburg Global Seminar in Austria. For five days, over 50 librarians and museum professionals from all over the world gathered to critically examine the impact of participatory culture on library and museum work. The event was sponsored by both the seminar and the Institute of Museum and Library Services. Participatory culture, defined by Henry Jenkins in Confronting the Challenges of Participatory Culture (2006), “is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one’s creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices” (p. 3). When barriers fall away, participation is possible.  The seminar included presentations, working groups, and discussions centered around how library and museum service should adapt to an environment in which participation is not only possible, but encouraged. The working group I joined developed curricula for new professionals in both arenas. One aspect we highlighted was the importance of engaging with technology. Within that area were three skills our group strongly believed future professionals should possess: the ability to engage and evolve with technology, the ability to impart technology to cross-generational communities, and the ability to create and maintain an effective virtual presence.   On breaks from the intensive work, I walked the grounds of the Schloss Leopoldskron, home of the Salzburg Global Seminar, beside a lovely lake. In the gardens of the Schloss, I considered the concept of the “walled garden.” This phrase has come to represent closed information technology systems or virtual spaces inaccessible to outsiders. The garden is safe from outside influences and those inside can flourish if tended. But the wall is also a barrier to outside participation. If students spend all of their time in a classroom or within the virtual walls of a closed learning management system (LMS), the potential benefits of accessing and experiencing their forthcoming professional environment will decrease. I also believe the skills and abilities detailed above flourish best when learners are participating directly with the wider community. There will always be a place for the classroom and the LMS, but balancing that environment with experience beyond the walled garden should be part of the learning process as well.  Jenkins (2006) notes that we have moved from the passivity of media spectatorship to a more engaged and inclusive environment because of the two-way nature of communication technologies now available. I have argued that library and information science (LIS) students should be exposed to these open networks of sharing, discourse, and participation. Going beyond the walled garden affords students the chance to learn from others already established in our 1Stephens: Beyond the Walled GardenPublished by SJSU ScholarWorks, 2011  wide and diverse field. The potential is present as well to share burgeoning research and new ideas culled from scholarly pursuits. Considering LIS education through the lens of Jenkins’ concepts of participatory culture strengthens this argument.  Artistic Expression and Civic Engagement  The possibilities for artistic expression via digital technologies provide opportunities to those so inclined to create, remix, reuse, and mash up ideas of all kinds. The age of the YouTube “star” gives way to an environment where ideas and values can be questioned and explored; this transcends pop culture to something deeper. Witness the “It Gets Better” project videos (IOLA Foundation d/b/a It Gets Better Project, 2011) or the recent upload by a young, bullied, gay teen (Mowry, 2011). He holds a hand-lettered notecard up, tears streaming down his face: “I have a million reasons to be here.”   Information professionals must understand what this change means for the creation, authority, sharing, and dissemination of information throughout the networks. They may be called upon to create physical and virtual spaces for this type of conversation. They may be asked to teach users how these tools work and how to share.  Civic engagement with the profession as well as with the community of information users is also a reality before graduation. I am reminded of the virtual internship program at SJSU SLIS in which students can work and learn in any number of unique and entirely online situations.  Sharing Creations  The Web has changed everything. The possibilities for sharing via information technologies and social networking allow LIS students to put course deliverables online for evaluation and feedback by classmates, instructors, and those beyond the virtual walls of the school. Previously, and as I recall from my own MLS program at Indiana University, papers, essays, and test responses were only shared between instructor and student. Presentations given in classrooms disappeared as soon as class was over. Now, my students’ Prezis, audio recordings, Sliderocket talks, and other digital presentations live on to become part of their portfolios and serve as evidence of accomplishments for future employers. Student research shared openly can become part of the greater conversation. These possibilities for sharing enable everyone to play a role in moving our profession forward: practitioners, researchers, scholars, and students.   2School of Information Student Research Journal, Vol. 1, Iss. 2 [2011], Art. 2https://scholarworks.sjsu.edu/ischoolsrj/vol1/iss2/2  Informal Mentorship  As I have written in my Library Journal column, “Office Hours,” mentoring takes on new dimensions via participatory networks. Informal mentoring, in which practicing professionals engage with students via social tools, can be a catalyst for career success now and in the long term. For example, a strong mentor who shows students the best ways to navigate digital citizenship could help make or break an early career.  The other facet of informal mentoring is passing on knowledge to novices. Imagine an LIS student’s research project critiqued and evaluated by practicing professionals. Helping soon-to-be librarians further understand the intricacies of research methodologies and design through constructive commentary and suggestions may yield graduates who are stronger in these necessary skills. Imagine, too, the imparting of “in the trenches” knowledge via social tools, such as Twitter or librarians’ blogs, as another means to prepare future professionals. All those essential bits of information not learned in library school become available via this form of sharing. A cautionary note: There is no place for “snark,” personal attacks, or overwrought negativity in these participatory spaces. Criticism is only helpful when it moves everyone forward.  Contributions Matter  It makes me happy to see students, especially those who have taken my classes, lauded in the professional networks for their contributions. When an author has commented on a student’s blog post or a notable library figure “retweets” a student’s Twitter post, these actions prove that everyone can be a part of the discussion. Value is present from all who participate. The notion that only professional librarians’ opinions matter, for example, loses strength as everyone contributes.    The contributions of original research by graduate students can also be part of the ongoing, scholarly conversation within our field. A strong foundation in research methods prepares students - and not just those interested in academic libraries - for performing user studies, analysis of survey data, and other inquiries.   Consider, for example, the wide range of backgrounds LIS students bring to their graduate education. Many who are embarking on second careers may have insights and ideas that might benefit the greater community. Offering a mechanism for sharing and feedback, such as SRJ, gets their voices into the mix as soon as possible.    3Stephens: Beyond the Walled GardenPublished by SJSU ScholarWorks, 2011  Social Connections  Finally, Jenkins (2006) notes that feeling connected to a larger group is a benefit and affordance of participatory culture. Establishing these connections during library school prepares graduates for future networking throughout their careers. It also creates the potential for success in finding a position. Not being connected, not participating, not having that understanding, I would argue, yields a negative result. How would this graduate respond in an interview when asked: “What social networks do you use professionally?”   Reviewing our proposed curriculum after the Salzburg program has led me to consider more ways in which I might encourage participation in the broader community for LIS students. It also helps to crystallize some ideas concerning the abilities noted above. I would argue that all graduating LIS students should prepare themselves for a participatory professional culture by nurturing a few essential qualities.  A Willingness to Learn and Explore  Transformative learning marks shifts in a learner’s ideas or views of the world as they encounter new knowledge or tools. The ability to engage and evolve with various forms of technology is key for all information professionals. Learning must always continue, long after graduate school and throughout a career. The creation of one’s personal learning network (PLN) should begin in graduate school and flourish throughout years of service. Social networks contribute to one’s PLN, as do the colleagues we interact with daily. Learn from everyone and everything. Give back by sharing new knowledge and new ideas.  This means constantly looking and scanning for the next “big thing” that will impact what we do. It means looking beyond LIS topics to other areas of inquiry, including other academic disciplines, business, popular culture, and more. It also means taking on the unknown as a means to grow and learn. Exploration and its companion, play, have been foundational to programs like Learning 2.0 in libraries.  In A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, Thomas and Brown (2011) argue that play, innovation, and experimentation is critical for 21st century learning success. They also argue that the world is changing faster than ever and acquired skill sets have a much shorter lifespan in this new landscape. This is a concern for many information professionals, because technologies change so quickly. New forms of learning such as play and experimentation can ameliorate this problem.   4School of Information Student Research Journal, Vol. 1, Iss. 2 [2011], Art. 2https://scholarworks.sjsu.edu/ischoolsrj/vol1/iss2/2  A Willingness to Share  Creating new knowledge, synthesizing current research, and implementing unique solutions to problems should be shared for the benefit of the profession. Sharing, begun in graduate schools in the pages of this journal, for example, sets up our future professionals to continue the process of paying it forward. I am reminded of the Library 2.011 WorldWide Virtual Conference, held in November 2011, that offered free access to virtual presentations and sharing from librarians from all over the world.  A Willingness to Teach  Just as an attitude of learning should always be present, so should an emphasis on teaching and instruction be part of the information professional’s abilities. The realm of the instruction librarian or trainer has evolved to include more people than has historically been the case. I would argue that almost every position these days will include some form of imparting knowledge to others. Teaching information and technology skills to various communities across generations via various methods (e.g., in person, virtually, “just in time,” etc.) could be characterized as part of the new normal.  A Willingness to Participate  Most importantly, the ability to create and maintain an effective virtual presence over time sets up future professionals to adapt and evolve as the networks do. As the tools change from blogging to Twitter, and from MySpace to Facebook, the ever present information professional keeps current and participates.  This participation should be framed within a humanist approach to user services, technology, research, and decision making. The focus on the heart that I often write about should propel libraries, museums, and information environments of all kinds.   Learning leads to sharing which leads to teaching which leads to more learning. Moving beyond the walled garden and into the constant streams of conversation enables an understanding of participation that cannot be imparted within a closed environment. Finding balance between participation and personal reflection becomes key as well for professionals and the people we serve.   Exploration and critical thinking about the possibilities of participatory culture should begin during graduate education and set professionals up to contribute successfully and with heart throughout their careers.   5Stephens: Beyond the Walled GardenPublished by SJSU ScholarWorks, 2011  References  IOLA Foundation d/b/a It Gets Better Project. (2011). It gets better project: Give  hope to LGBT youth. Retrieved from http://www.itgetsbetter.org/  Jenkins, H. (2006). Confronting the challenges of participatory culture. Chicago:  MacArthur Foundation.  Mowry, J. (2011, August 10). Whats goin on.. [Video file]. Retrieved from  http://www.youtube.com/watch?v=TdkNn3Ei-Lg  Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the  imagination for a world of constant change [Kindle version]. Retrieved  from http://www.amazon.com 6School of Information Student Research Journal, Vol. 1, Iss. 2 [2011], Art. 2https://scholarworks.sjsu.edu/ischoolsrj/vol1/iss2/2

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Beyond the Walled Garden: LIS Students in an Era of Participatory Culture

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