Journal of Education for Library and Information Science最新文献_第5页

Borders and Belonging: Critical Examinations of Library Approaches toward Immigrants 边界与归属:图书馆对待移民的批判性考察

Journal of Education for Library and Information Science Pub Date : 2023-02-07 DOI: 10.3138/jelis-2022-0027

Mónica Colón-Aguirre

引用次数: 0

School Libraries Supporting Literacy and Wellbeing 学校图书馆支持扫盲和健康

Journal of Education for Library and Information Science Pub Date : 2023-02-07 DOI: 10.3138/jelis.2022-0030

R. Soulen

引用次数: 0

E-Support for E-Learning: A Tool to Empower Students in Online Courses 电子学习的电子支持:一种增强学生在线课程能力的工具

Journal of Education for Library and Information Science Pub Date : 2023-02-07 DOI: 10.3138/jelis.2021-0047

Rhiannon Bettivia, Rebecca O. Davis

引用次数: 1

The Library as Playground: How Games and Play are Reshaping Public Culture 图书馆作为游乐场:游戏和玩乐如何重塑公共文化

Journal of Education for Library and Information Science Pub Date : 2023-02-07 DOI: 10.3138/jelis.2022-0041

Noah Lenstra

引用次数: 1

Information Literacy Is a Social Practice: A Threshold Concept for Academic Instruction Librarians 信息素养是一种社会实践:学术教育馆员的门槛概念

Journal of Education for Library and Information Science Pub Date : 2022-10-18 DOI: 10.3138/jelis-2021-0067

L. Rath

引用次数: 1

The Attitude of Students in The Information and Documentation Degree Program toward Ethical Values 信息与文献专业学生对伦理价值观的态度

Journal of Education for Library and Information Science Pub Date : 2022-10-18 DOI: 10.3138/jelis-2022-0035

Margarita Pérez Pulido, Aurora González Teruel

{"title":"The Attitude of Students in The Information and Documentation Degree Program toward Ethical Values","authors":"Margarita Pérez Pulido, Aurora González Teruel","doi":"10.3138/jelis-2022-0035","DOIUrl":"https://doi.org/10.3138/jelis-2022-0035","url":null,"abstract":"In European universities, teaching ethics has acquired special relevance with the Bologna Process and changes in curriculum. In Spain, the White Book of the Degree in Information and Documentation incorporates ethics as a specific competence, through the combination of ethical, social, and legal content, as a transversal competence. In this context, this study aimed to detect whether changes in attitude toward ethical values occur in a group of LIS students as a consequence of the training received and to test a qualitative approach to identify these changes. A questionnaire based on the vignette technique was used, presenting students with cases of conflict or ethical dilemmas, in most cases in the context of an information unit. For each vignette, they were asked to assess the performance of the information professional and to explain what they would have done if they were in their place, before and after they received the training. The results obtained showed that the attitude of the students who received training changed from individual ethics to professional ethics. We can consider that the content used for the training was correct, although the knowledge about the different ethical theories and ethical reasoning models for decision making should have been deepened. To the theoretical content, we must add a teaching methodology based on the effective study of cases and scenarios in our work. On the other hand, the application of the vignette technique and content analysis as a methodological approach to the students’ discourse is very useful, since it was decisive in identifying the reasons that helped the students make a certain decision, before and after the training session, for checking to see whether this decision was made following their individual ethics or guided by normative ethics, and for knowing the degree of acceptance and depth of the training session.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46687067","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

The Role of Scholarly Communication in Combating Disinformation and Misinformation 学术交流在打击虚假信息和错误信息中的作用

Journal of Education for Library and Information Science Pub Date : 2022-10-18 DOI: 10.3138/jelis-2022-0017

Lai Ma

引用次数: 0

Ask, Listen, Empower: Grounding Your Library Work in Community Engagement 问，听，授权:将图书馆工作建立在社区参与基础上

Journal of Education for Library and Information Science Pub Date : 2022-09-01 DOI: 10.3138/jelis-2021-0036

Lenese Colson

引用次数: 0

Humanizing LIS Education and Practice: Diversity by Design 人文教育与实践:设计的多样性

Journal of Education for Library and Information Science Pub Date : 2022-09-01 DOI: 10.3138/jelis-2022-0031

P. Parkinson

引用次数: 3

Modeling Guided Inquiry and School Librarian Instructional Partnerships to Pre-Service Teachers Through Digital Video Production 通过数字视频制作建模引导探究和学校图书馆员对职前教师的教学伙伴关系

Journal of Education for Library and Information Science Pub Date : 2022-06-16 DOI: 10.3138/jelis-2022-0015

Lucy Santos Green, Karen D. Chassereau

{"title":"Modeling Guided Inquiry and School Librarian Instructional Partnerships to Pre-Service Teachers Through Digital Video Production","authors":"Lucy Santos Green, Karen D. Chassereau","doi":"10.3138/jelis-2022-0015","DOIUrl":"https://doi.org/10.3138/jelis-2022-0015","url":null,"abstract":"The last ten years in school library research reflect an expanded definition of information literacy along with a stronger emphasis on in-depth information literacy development, concluding that a fundamental shift in instruction provided by school librarians is needed; one that not only helps students find information, but develops students’ abilities to interact with, and learn from information, engaging with it in critical ways. Collaboratively designed and implemented through an instructional partnership between the school librarian and a classroom teacher, Guided Inquiry instruction helps students gain meaningful understanding and develop a personal perspective by exploring, comparing, and contrasting multiple information sources. Despite the frequently touted benefits of instructional partnerships between school librarians and classroom teachers, these structures are rarely, if ever, modeled by school library and pre-service teacher educators. This study examined the process and challenges inherit in designing and modeling Guided Inquiry units of instruction, through a school librarian instructional partnership model, in pre-service teacher education, exploring its impact on teacher candidate willingness to identify school librarians as co-teachers. Findings from the present study indicate Guided Inquiry units co-taught by school library educators and teacher educators help teacher candidates both successfully navigate the research process and develop a mental model of the school librarian as a co-teacher.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44707291","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