Journal of Education for Library and Information Science最新文献_第8页

Life with Google: LIS Educators, Generation Z, and the Transformation of the Information Age 《有b谷歌的生活:美国教育工作者、Z世代和信息时代的转型》

Journal of Education for Library and Information Science Pub Date : 2022-02-14 DOI: 10.3138/jelis-2021-0038

P. Marty

{"title":"Life with Google: LIS Educators, Generation Z, and the Transformation of the Information Age","authors":"P. Marty","doi":"10.3138/jelis-2021-0038","DOIUrl":"https://doi.org/10.3138/jelis-2021-0038","url":null,"abstract":"This article presents an overview of the iterative design and evolution of an undergraduate course at Florida State University that offers students the opportunity to explore how society’s increased reliance on information technology has changed the way in which we interact with each other and the world around us. Drawing upon course iterations covering a five-year period from 2015 to 2020, it explores what students need to know in order to question their assumptions about the use of information technology in modern society, discusses strategies for weighing the pros and cons of the socio-technical trade-offs we make as we work with information systems and services, and examines how LIS educators can help students become more responsible users and more informed consumers of information resources and technologies. The results provide insight into the effectiveness of different teaching approaches for encouraging undergraduate students to think critically about the information technologies they use every day, present key takeaways and lessons learned for students and faculty as they weigh the unintended consequences and socio-technical implications of information technologies, and explore our shared obligation to society as educators and students to prepare the next generation for life in the information age.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49252036","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

Self-Portraiture in the Information Classroom 信息课堂中的自画像

Journal of Education for Library and Information Science Pub Date : 2022-02-09 DOI: 10.3138/jelis-2020-0082

T. Gorichanaz

引用次数: 0

Prepared to Defend? Results of a Gap Analysis to Measure School Librarian Students’ Prior Knowledge and Learning of Intellectual Freedom Concepts 准备好防御了吗?学校图书馆员学生先验知识与知识自由概念学习的差距分析结果

Journal of Education for Library and Information Science Pub Date : 2022-01-17 DOI: 10.3138/jelis-2021-0046

A. Dawkins, Angela P. Branyon

引用次数: 0

Child Development Knowledge among New Children’s Librarians in US Public Libraries 美国公共图书馆新任儿童馆员的儿童发展知识

Journal of Education for Library and Information Science Pub Date : 2022-01-01 DOI: 10.3138/jelis.2020-0033

Jennifer Rice Sullivan

{"title":"Child Development Knowledge among New Children’s Librarians in US Public Libraries","authors":"Jennifer Rice Sullivan","doi":"10.3138/jelis.2020-0033","DOIUrl":"https://doi.org/10.3138/jelis.2020-0033","url":null,"abstract":"The role of the children’s librarian has evolved to include providing many services to children and their caregivers, requiring the children’s librarian to have a knowledge not only of children’s literature but also of children themselves. However, how well competencies related to child development are supported or are being met has not been well investigated. This quantitative descriptive study addresses this gap by investigating child development knowledge among new children’s librarians, including potential sources of such knowledge and the relevance to specific aspects of children’s librarianship. A survey relying on a convenience sampling of new children’s librarians in public libraries was distributed through two online social media groups, and a content analysis of MLIS program websites was also performed. The results indicate that child development knowledge is relevant to many aspects of children’s librarianship, and that while new children’s librarians do have some knowledge based primarily on practical experience, many lack a strong academic foundation, which may lead to knowledge gaps. These findings indicate a need for more support in this area, which could be provided by a more intentional inclusion of child development content in LIS curricula and continuing education opportunities post-employment.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48260731","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

Library and Information Science Curriculum in Pakistani Universities: A Comparison with Higher Education Commission Approved Curriculum 巴基斯坦大学图书馆与信息科学课程——与高等教育委员会批准课程的比较

Journal of Education for Library and Information Science Pub Date : 2022-01-01 DOI: 10.3138/jelis-2020-0034

S. Jan, Zakria Qasmi

{"title":"Library and Information Science Curriculum in Pakistani Universities: A Comparison with Higher Education Commission Approved Curriculum","authors":"S. Jan, Zakria Qasmi","doi":"10.3138/jelis-2020-0034","DOIUrl":"https://doi.org/10.3138/jelis-2020-0034","url":null,"abstract":"The main theme of this research article is to equate the library and information science curriculum taught at Bachelor of Studies (BS) level at the Pakistani schools of library and information science with curriculum designed by the Higher Education Commission of Pakistan. Efforts were made to dig out and download the required information from the websites of the Higher Education Commission (HEC) of Pakistan and schools of library and information science where the BS-LIS program is in functioning mode. In cases of non-availability of the desired information on the concerned university website, the authors consulted prospectuses and also approached the faculty/focal person of the concerned department for the requisite information. Seven out of fourteen LIS schools are offering BS-LIS programs in Pakistan. The majority of these schools follow the guidelines of the HEC in connection with BS-LIS programs in the country. Revision of LIS curriculum by the HEC is currently needed, as course revision has not taken place since 2014. The oldest schools of LIS are required to offer BS-LIS programs, as they have not yet initiated this program. This study is beneficial in designing a market-based curriculum for library science professionals in Pakistan. This attempt also helps the university authorities to make possible the compatibility of their BS-LIS program in line with the HEC curriculum. Uniformity in LIS curriculum at the national level is also a probable output of this study that can assist our professional bodies to achieve accreditation with international bodies.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43334831","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

Digital Humanities for Librarians. By Emma Annette Wilson 图书馆员的数字人文。Emma Annette Wilson

Journal of Education for Library and Information Science Pub Date : 2022-01-01 DOI: 10.3138/jelis-2020-0026

Spencer D. C. Keralis

引用次数: 0

Archives and Special Collections as Sites of Contestation. Edited by Mary Kandiuk 作为竞争场所的档案和特别收藏。Mary Kandiuk编辑

Journal of Education for Library and Information Science Pub Date : 2022-01-01 DOI: 10.3138/jelis-2020-0070

Joel A. Blanco-Rivera

引用次数: 0

Fostering Doctoral Student Socialization and Research Expertise through Writing Pedagogy 通过写作教学法培养博士生的社会化和研究能力

Journal of Education for Library and Information Science Pub Date : 2022-01-01 DOI: 10.3138/jelis-2020-0115

Africa S. Hands, Virginia M. Tucker

{"title":"Fostering Doctoral Student Socialization and Research Expertise through Writing Pedagogy","authors":"Africa S. Hands, Virginia M. Tucker","doi":"10.3138/jelis-2020-0115","DOIUrl":"https://doi.org/10.3138/jelis-2020-0115","url":null,"abstract":"In this article, we introduce a pedagogical exercise for doctoral writing and publication that aims to support students’ grounding in their research and to demonstrate concretized thinking throughout various stages of the research/writing/doctoral milestone process. We add to existing doctoral writing pedagogies with the contribution of the 7-Slide Update, which guides doctoral students to focus on key dissertation elements to support their socialization into and communication within academic discourse communities. This exercise creates a structure by which students can begin articulating their research, charting yearly progress, and developing as communicators of scholarship through written and oral means. The pedagogical exercise also supports socialization as doctoral students position their work in their respective disciplinary or academic discourse communities as it emphasizes developing research expertise and scholarly communication skills. The exercise is adaptable for use in doctoral and graduate-level programs. The article presents the original implementation of the exercise at a doctoral student residency and its modified version implemented a year later. Feedback from student and faculty participants is shared and implications are detailed.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41266302","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

Examining the Information Communication Technology Use of Rural Child Welfare Workers Using the Experience Sampling Method 基于经验抽样法的农村儿童福利工作者信息通信技术使用调查

Journal of Education for Library and Information Science Pub Date : 2022-01-01 DOI: 10.3138/jelis-2020-0012

M. Gross, C. Constantino, D. Latham, K. Randolph, Elliot Preshia, Mollie Rooney

{"title":"Examining the Information Communication Technology Use of Rural Child Welfare Workers Using the Experience Sampling Method","authors":"M. Gross, C. Constantino, D. Latham, K. Randolph, Elliot Preshia, Mollie Rooney","doi":"10.3138/jelis-2020-0012","DOIUrl":"https://doi.org/10.3138/jelis-2020-0012","url":null,"abstract":"The main goals of this article are to promote the use of the experience sampling method (ESM) in library and information science education and research, by describing its origin in flow theory and demonstrating its use in a study of information and communication technology (ICT) use (i.e., electronic record-keeping systems, email, text messaging, social media, online meeting tools, apps) among rural child welfare workers. This article reviews the methodological considerations of ESM and demonstrates, step by step, how to structure such a study and approach data analysis. Findings, conclusions, and implications of the rural child welfare worker study are also reviewed. This paper will be of use in courses on theory, research, information behavior, information practices, technology adoption and use, and the assessment of information programs and services. It can be used to further orient students to theory, to help them make the connection between theory and method, and to promote critical thinking about research findings and conclusions.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48572531","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

Thinking Beyond Library and Information Science: Interdisciplinary Inspiration for Children and Youth Services Curricula 超越图书情报学的思考：对儿童青少年服务课程的跨学科启示

Journal of Education for Library and Information Science Pub Date : 2022-01-01 DOI: 10.3138/jelis-2020-0079

Sarah C Barriage, Daniela K. Digiacomo, S. Greenhalgh

{"title":"Thinking Beyond Library and Information Science: Interdisciplinary Inspiration for Children and Youth Services Curricula","authors":"Sarah C Barriage, Daniela K. Digiacomo, S. Greenhalgh","doi":"10.3138/jelis-2020-0079","DOIUrl":"https://doi.org/10.3138/jelis-2020-0079","url":null,"abstract":"Scholars working in the area of children and youth services (CYS) have called for researchers and educators to look to disciplines outside of Library and Information Science (LIS) for inspiration in moving this area of the field forward. In this paper, we explore the opportunities provided by incorporating theoretical approaches and concepts from the fields of childhood studies, learning sciences, and educational technology in three separate special topics courses offered at the University of Kentucky. In these courses, we draw on our knowledge and expertise within fields external to LIS in order to encourage our students to think deeply and critically about how they think about, interact with, and provide services for children and youth. While two of the three courses are not solely focused on children and youth, all include content relevant to CYS professionals. In each section, we highlight the ways in which our different disciplinary expertise influences both the material we teach and the ways in which we teach. We then discuss the commonalities amongst our experiences and the potential that incorporating concepts and theories from these and other disciplines has for broadening CYS curricula more generally.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47227547","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