Journal of Education for Library and Information Science最新文献_第10页

By the Book: A Pedagogy of Authentic Learning Experiences for Emerging Makerspace Information Professionals 本书:新兴创客空间信息专业人士的真实学习经验教学法

Journal of Education for Library and Information Science Pub Date : 2021-10-11 DOI: 10.3138/jelis-2020-0046

Marijel Melo, Laura March

{"title":"By the Book: A Pedagogy of Authentic Learning Experiences for Emerging Makerspace Information Professionals","authors":"Marijel Melo, Laura March","doi":"10.3138/jelis-2020-0046","DOIUrl":"https://doi.org/10.3138/jelis-2020-0046","url":null,"abstract":"Can LIS curricula dedicated to makerspaces provide an authentic learning experience for future librarians interested in makerspace-adjacent careers? This article presents a case study in which an authentic learning framework is applied to a newly developed LIS graduate-level course on makerspaces. We detail how one class project—entitled “Bibliocircuitry: Old Books, New Ideas”—challenged students to use their newly learned skills to upcycle a hardcover book into a personalized artifact. This article outlines emerging patterns and themes from an analysis of survey responses from 13 of the 15 students in the course. Findings reveal the project readily maps to authentic learning standards, encourages learning, and facilitates reflection (including the negotiation of uncertainty, overcoming debilitating perfectionism, and transformative joy). The study broadens curricular design interventions for LIS educators, highlights the need for deep learning with technologies, and offers an opportunity to narrow the preparation gap between information professionals and the technical and social competencies required in makerspaces. The implications of these findings for the field of LIS pedagogy emphasize the importance of an authentic learning project both to disrupt the absence of LIS maker curricula and to reimagine current one-shot, pressured, makerspace training.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44721995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Publication Output of Lecturers in Library Schools, Nigeria 尼日利亚图书馆学校讲师的出版物产出

Journal of Education for Library and Information Science Pub Date : 2021-10-07 DOI: 10.3138/jelis-2020-0068

M. A. Igere

{"title":"Publication Output of Lecturers in Library Schools, Nigeria","authors":"M. A. Igere","doi":"10.3138/jelis-2020-0068","DOIUrl":"https://doi.org/10.3138/jelis-2020-0068","url":null,"abstract":"In recent times, there has been an observed stagnation of lecturers in terms of academic level growth and non-promotion, which is linked with publication output. This necessitated the investigation of LIS lecturers’ publication output in universities in Nigeria. The descriptive design was adopted using an online questionnaire, which yielded 86 responses. Data generated were analyzed using simple percentages, Tukey HSD tests, and ANOVA. The study revealed that the productivity of LIS lecturers is based on their area of specialty and interest. Factors such as promotion, contribution to knowledge, peer recognition, salary improvement, and staying current (consistency/complete involvement in research activities) were the major reasons that they publish. Time constraints, poor interpretation skills, exorbitant publication fees by journal editorials, and the high rejection rate of manuscripts by journals hinder publications. Statistical significance was observed in the number of publications of LIS lecturers from library schools in various geopolitical areas. The study therefore recommends that financial support from both government and non-governmental organizations should be made available to lecturers. Such funds should be accessible with the provision that there be appropriate feedback on research progress. Departments and institutions can also organize seminars or symposia on the need to collaborate in research, and outline steps on the preparation of manuscripts suitable for publication in reputable journals to avoid rejection by journal editorial boards. There should also be a reduction of workload for lecturers through the provision of work leave/vacation for some period of time to ease work and research tension.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46504941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interrogating Shortcomings in Instructional Librarianship Preparation: A Comparison of Perspectives of Employers, LIS Educators, and Instructional Librarians 质疑教学图书馆工作准备中的缺陷:雇主、教育工作者和教学图书馆人员的观点比较

Journal of Education for Library and Information Science Pub Date : 2021-10-05 DOI: 10.3138/jelis-2020-0038

Brady D. Lund, Ting Wang, M. Widdersheim, Brenda Fay

引用次数: 3

Race, Privilege, and Intersectionality: Navigating Inconvenient Truths through Self-Exploration 种族、特权和交叉性:通过自我探索导航难以忽视的真相

Journal of Education for Library and Information Science Pub Date : 2021-09-27 DOI: 10.3138/jelis-2021-0005

R. Singh

引用次数: 1

The Course-Integrated Unconference: A Pedagogy of Courage and Mutual Trust 课程整合式会议:一种勇气与互信的教学法

Journal of Education for Library and Information Science Pub Date : 2021-09-23 DOI: 10.3138/jelis-2020-0096

Anne C. Barnhart

{"title":"The Course-Integrated Unconference: A Pedagogy of Courage and Mutual Trust","authors":"Anne C. Barnhart","doi":"10.3138/jelis-2020-0096","DOIUrl":"https://doi.org/10.3138/jelis-2020-0096","url":null,"abstract":"Many Library and Information Science (LIS) educators focus on real-world applications of complex theories and philosophies. LIS students are simultaneously being prepared for positions in the field as well as for active participation in professional discourse so they can be involved in identifying issues and offering solutions to new and old problems in the profession. Within a course, students engage with problems that the instructor has identified and included in the syllabus; often there is little time to discuss current social and political events that impact libraries and library services. This article describes how incorporating an Unconference into a graduate-level LIS course encourages the students to identify issues in the profession that matter to them as individuals and future practitioners. An Unconference is a meeting model in which the participants determine and take responsibility for the content. A course-integrated Unconference builds flexibility into the course’s structure and schedule. It creates intentional space for meaningful conversations about issues that interest the students, elevating their voices and experiences while inverting typical classroom power dynamics. Participating in planning and conducting the Unconference gives graduate students valuable professional experience and empowers them to take control over their education. The Unconference described in this article is part of an online course and, as such, the model presented will also be useful to professional organizations as they consider other ways to move meetings, conferences, and idea-sharing into online environments.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44348611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultivating Imagination: A Case for Teaching Information Ethics with Works of Fiction 想象力的培养——以小说作品教学信息伦理学为例

Journal of Education for Library and Information Science Pub Date : 2021-09-22 DOI: 10.3138/jelis-2020-0035

Iulian Vamanu

引用次数: 0

Exploring Ways of Knowing: Teaching the Skill of Health Literacy to Refugee and Immigrant Women 探索认识方式：向难民和移民妇女传授健康素养技能

Journal of Education for Library and Information Science Pub Date : 2021-09-22 DOI: 10.3138/jelis-2019-0083

M. Zimmerman, B. Rodgers

{"title":"Exploring Ways of Knowing: Teaching the Skill of Health Literacy to Refugee and Immigrant Women","authors":"M. Zimmerman, B. Rodgers","doi":"10.3138/jelis-2019-0083","DOIUrl":"https://doi.org/10.3138/jelis-2019-0083","url":null,"abstract":"Refugees and immigrants have adverse health outcomes after arriving in the United States. These negative outcomes tend to be disproportionate to those of the general population, regardless of the person’s health status upon entry to the country. Research has shown that strong health literacy skills can improve health outcomes in this group. This article reports the results of a pilot in which Library and Information Science Master’s students deliver health literacy training to refugee and immigrant women. This training was created in consultation with experts and community partners. The participants were pre- and post-tested with the Short Test of Functional Health Literacy for Adults (STOFHLA) to assess the efficacy of this intervention. Following the completion of the course, the participants were interviewed and asked for comprehensive feedback on the relevance and helpfulness of the program to satisfy their health-related information needs. Their feedback was substantial and will be the basis of a future iteration of this pilot. The pre- and post-test scores of the group showed a statistically significant improvement, providing evidence that the course was effective in raising STOFHLA scores. This article provides insight into providing health literacy instruction for a highly vulnerable group that may be invaluable to library and information science professionals. The purpose of this work is to create a replicable curriculum targeting immigrant and refugee women to be delivered at libraries—and a program in which LIS students can get involved to prepare for dynamic community engagement.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47211328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Global Competency and International Mindedness in LIS Education LIS教育中的全球能力与国际意识

Journal of Education for Library and Information Science Pub Date : 2021-09-18 DOI: 10.3138/jelis-2020-0104

Ellen Engseth

引用次数: 0

Social Justice Design and Implementation: Innovative Pedagogies to Transform LIS Education 社会公正的设计与实施:创新教学法改造LIS教育

Journal of Education for Library and Information Science Pub Date : 2021-09-01 DOI: 10.3138/jelis-62-4-2020-0094

Bharat Mehra

{"title":"Social Justice Design and Implementation: Innovative Pedagogies to Transform LIS Education","authors":"Bharat Mehra","doi":"10.3138/jelis-62-4-2020-0094","DOIUrl":"https://doi.org/10.3138/jelis-62-4-2020-0094","url":null,"abstract":"The article discusses an instructor’s critical pedagogies and reflective practices in three graduate library and information science (LIS)-related courses on topics of social justice and inclusion advocacy, diversity leadership in information organizations, and community-engaged scholarship that were taught at the University of Alabama since spring 2019. Until recently, mainstream American LIS education has resisted adopting social justice vocabularies and implementation in its teaching, learning, and research owing to a professional cultural inertia of discarding outdated concepts (e.g., academic or library neutrality and passivity, solely Anglo-/Eurocentric research roots, privileged position assigned to post-positivistic paradigms, etc.). The article contextualizes three applications of innovative pedagogies in the LIS classroom that centralized social justice, diversity and inclusion, and community engagement by providing a glimpse of student learning outcomes, assignment requirements, tangible deliverables, student evaluations, and course opportunities and challenges. The courses explore a new theory- practice-impact discourse that is deliberate, systematic, rigorous, impact-driven, and action-oriented. Students’ “community-immersive” course projects integrated social justice contexts of learning, scholarship, engagement, and action. Responding to urgencies of moving beyond diversity lip-service and tokenism in LIS education, they disrupt traditional pedagogies and embrace critical information-applied activism in the white-privileged LIS academy. This is relevant, especially as we learn to aggressively confront racism in our ranks, re-establish cultural credibility situated in the recent epistemic waves protesting racially motivated police hostilities (e.g., Black Lives Matter movement), and confront political lethargy in redressing past wrongs.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44114224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Shaping LIS Education for Blended Professionals in a Pluralist Information Environment: Global Reflections 在多元信息环境中塑造混合型专业人才的LIS教育:全球反思

Journal of Education for Library and Information Science Pub Date : 2021-09-01 DOI: 10.3138/jelis-62-4-2020-0024

J. Raju

{"title":"Shaping LIS Education for Blended Professionals in a Pluralist Information Environment: Global Reflections","authors":"J. Raju","doi":"10.3138/jelis-62-4-2020-0024","DOIUrl":"https://doi.org/10.3138/jelis-62-4-2020-0024","url":null,"abstract":"Technological innovations have led to an increase in demand for information technology (IT) skills in contemporary library and information agencies. This in turn has created an increased need for pedagogical skills on the part of library and information science (LIS) professionals for them to empower users with knowledge and skills to navigate a complex digital information terrain. Hence LIS professionals with both technology and pedagogical skills have become increasingly critical in a digitized information environment. In the context of this confluence of knowledge and skills requirements for the LIS professional, this article draws early findings from a global phenomenological probe into curriculum design and development directed at the blended or hybrid LIS professional located in a pluralist information environment and requiring cross-disciplinary competencies spanning LIS, IT, teaching and learning, and perhaps even other cognate areas. It explores, in this context, challenges, ideas, and thinking in LIS education from preliminary empirical findings from parts of Africa, Asia, and South America (representing the Global South) and from parts of Europe and North America (representing the Global North), with a view to stimulating debate and discourse on the repositioning of the LIS discipline toward staking an intellectual claim on the broadening of its disciplinary space resulting from a natural evolution of the LIS discipline in response to a technology-driven information environment. Shank and Bell’s concepts of “disruptive innovations” and the blending of traditional librarian skills with information technology and pedagogical skills, together with Corrall’s “content, conduit, and context” approach to educating for a pluralist digital information environment, are used to frame this reflection.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48555319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1