Journal of Education for Library and Information Science最新文献_第7页

The Information Manifold: Why Computers Can’t Solve Algorithmic Bias and Fake News. By Antonio Badia 信息歧管：为什么计算机不能解决算法偏见和假新闻。安东尼奥·巴迪亚

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-2021-0049

M. Sullivan

引用次数: 1

The Importance of Soft Skills to LIS Education 软技能对英语教育的重要性

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-2020-0053

L. Saunders, Stephen Bajjaly

引用次数: 5

Collaborative Codebook Development Across Information Worlds: Intersections Between Pedagogy, Theory, and Method in Three Dissertations 跨信息世界的协同代码书开发：三篇论文中教育学、理论和方法的交叉

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-2020-0095

J. Hollister, G. Burnett, Jisue Lee, Julia Skinner

引用次数: 1

Libraries and Nonprofits: Collaboration for the Public Good. Edited by Tatiana Bryant and Jonathan O. Cain 图书馆与非营利组织：为公共利益而合作。Tatiana Bryant和Jonathan O.Cain编辑

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-2021-0026

Kerol Harrod

引用次数: 0

Statistics Training in Library Science: Comparing Approaches in Library and Information Science to Sociology Graduate Programs 图书馆学的统计训练:图书馆情报学与社会学研究生课程的比较

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-2020-0080

Jung Mee Park

{"title":"Statistics Training in Library Science: Comparing Approaches in Library and Information Science to Sociology Graduate Programs","authors":"Jung Mee Park","doi":"10.3138/jelis-2020-0080","DOIUrl":"https://doi.org/10.3138/jelis-2020-0080","url":null,"abstract":"Library and information science (LIS) research is becoming more quantitative. However, statistics is not extensively taught within LIS research methods courses, and statistics courses are uncommon within LIS programs. Previous research on statistics in LIS revealed that researchers have mainly relied on descriptive statistics in publications. This article argues that LIS’s partner disciplines, such as sociology, emphasize statistical training more so than do LIS programs at the master’s level. Sociology serves as an appropriate comparison to LIS because of its central status in the development of both qualitative and quantitative research methods and its relevance for library science. The author analyzed the curricular requirements of 109 master’s degree programs (47 sociology and 62 LIS programs) and 81 research methods syllabi (60 in sociology and 21 in LIS). The analysis of master’s in LIS (MLIS) and sociology MA curricula revealed that MLIS students took 0.6 research methods courses while sociology MA students took 2.7 methods courses. LIS programs typically required one methods course, whereas sociology MA programs required three. LIS methods courses spent on average 19% of instructional time on statistics, whereas 64% of sociology MA programs’ instruction in methods focused on statistical analysis. 86% of LIS research methods courses covered descriptive statistics and only 38% of LIS courses discussed inferential statistics. Statistical training in LIS programs remains limited. LIS departments could approach statistical training as sociology has done by teaching inferential statistics and other advanced techniques. Thereafter, information professionals can publish more widely and provide improved research support.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47933709","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

An Uneasy, Challenging, Yet Meaningful Experience: A Reflection on a Face-to-Face to Online Synchronous COVID-19 Course Transition 一个不安的，具有挑战性的，但有意义的经历:对面对面到在线同步COVID-19课程过渡的反思

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-2020-0100

Abigail Phillips

引用次数: 0

Transforming Young Adult Services (2nd ed.) By Anthony Bernier 《转变青年服务》（第二版）作者：Anthony Bernier

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-2021-0050

Kristie L. Escobar

引用次数: 0

Raspberry Pi and Rubber Ducks: Digital Pedagogy and Computer Anxiety in the LIS Classroom 树莓派和橡皮鸭:数字教学法和计算机焦虑在LIS课堂

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-2018-0062

Lindsay Kistler Mattock

{"title":"Raspberry Pi and Rubber Ducks: Digital Pedagogy and Computer Anxiety in the LIS Classroom","authors":"Lindsay Kistler Mattock","doi":"10.3138/jelis-2018-0062","DOIUrl":"https://doi.org/10.3138/jelis-2018-0062","url":null,"abstract":"The information professions demand digitally literate practitioners who can navigate the increasingly complex technological environments of libraries and archives. While basic literacy is presumed among graduate students, many students express fear and anxiety when approaching new technologies. These psychological barriers have not been addressed in the digital literacy discourse, yet they must be overcome if LIS educators are tasked with teaching future professionals to critically engage and evaluate the myriad technologies available for library systems and services. This article describes the introduction to computing course at University of Iowa that uses the Raspberry Pi (RPi) computer as a means for teaching critical digital literacy skills in the LIS curriculum. Designed to afford students opportunities to peer into the black box of the computer and build the confidence and knowledge to engage with unfamiliar technologies, the course adopts active learning pedagogy using the RPi. This article discusses the design and development of the course and presents the self-reported data from students regarding their perceived gain in experience and comfort with computing over the course of the term. While further research is required to fully understand the relationship between anxiety and computing, the findings suggest that adopting a critical digital pedagogy that focuses on the process over the end product provides space within the learning environment for students to take risks and develop heuristics for overcoming anxiety and building literacy skills.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42724005","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

“Librarianship as Citizenship”: The Promise of Community-Based Learning in North American Library and Information Science Education “作为公民的图书馆事业”:以社区为基础的学习在北美图书馆与信息科学教育中的前景

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-2020-0090

A. H. Poole, Denise E. Agosto, Xia Lin, E. Yan

{"title":"“Librarianship as Citizenship”: The Promise of Community-Based Learning in North American Library and Information Science Education","authors":"A. H. Poole, Denise E. Agosto, Xia Lin, E. Yan","doi":"10.3138/jelis-2020-0090","DOIUrl":"https://doi.org/10.3138/jelis-2020-0090","url":null,"abstract":"This article argues for the usefulness of experiential learning as a vehicle for democratic civic engagement in North American library and information science programs. First, we explore the literature on service learning, traditionally the primary type of experiential learning in LIS. We define and provide historical context and scrutinize service learning’s benefits and challenges for students, faculty, LIS programs, and parent institutions. Second, we trace the evolution of experiential learning from service learning to community-based learning (CBL); we underline the ways in which such an approach in its epistemology and its practice transcends the traditional service-learning model. Finally, we unpack the novel ways in which one iSchool’s LIS program is implementing community-based learning, namely by embracing data science and design thinking in its pedagogical approach to a new three-course, twelve-credit post-Bachelor’s certificate (PBC). We discuss the institutional context for the certificate, the project partners, the 12 PBC Fellows, and the curriculum, which includes three new courses (Design Thinking for Digital Community Service, Data Analytics for Community-Based Data and Service, and a capstone).","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42058305","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 JELIS Book Review Section has a New Editor! JELIS书评版有了新的编辑！

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI: 10.3138/jelis-63.2-0001

Kawanna Bright

引用次数: 0