Journal of Education for Library and Information Science最新文献_第9页

Facilitating Student Co-Authored Papers in LIS Education Research: A Case Study from the LIS Classroom 促进LIS教育研究中的学生合著论文——来自LIS课堂的案例研究

Journal of Education for Library and Information Science Pub Date : 2022-01-01 DOI: 10.3138/jelis-2020-0076

Davin L. Helkenberg

引用次数: 0

Teaching Reference Interview Skills with Improv 用Improv教授参考访谈技巧

Journal of Education for Library and Information Science Pub Date : 2022-01-01 DOI: 10.3138/jelis-2020-0098

E. Vardell, S. B. Nelson

引用次数: 0

Impacts of the COVID-19 Pandemic on Experiential Learning: Development of a Community-Grounded Online Internship Program 新冠肺炎大流行对体验式学习的影响：社区综合在线实习计划的开发

Journal of Education for Library and Information Science Pub Date : 2021-12-21 DOI: 10.3138/jelis.2020-0108

Didar Bayir

{"title":"Impacts of the COVID-19 Pandemic on Experiential Learning: Development of a Community-Grounded Online Internship Program","authors":"Didar Bayir","doi":"10.3138/jelis.2020-0108","DOIUrl":"https://doi.org/10.3138/jelis.2020-0108","url":null,"abstract":"After spreading quickly around the world and causing the declaration of a pandemic by the World Health Organization on March 11, 2020, COVID-19 has also forced educational institutions into lockdown around the world. They had to continue their activities through distance learning and online courses to cope with this pandemic outbreak. One of the areas of higher education that was most affected by this unexpected situation was internship programs, and alternative ways began to be sought instead of face-to-face internships. The aim of this study is to introduce the first online internship program developed in lieu of an in-person internship program as a response to nationwide lockdowns due to the pandemic. The program was conducted between June 29 and July 24, 2020, via the Zoom platform and designed in five modules, with the detailed content information provided under each module. A total of 21 sessions were held, and 32 library and archive specialists contributed to the program. The study also provides information on the results of a survey applied to 61 students at the end of the program. The analysis of the survey results demonstrates that the majority of the interns who participated in the program preferred to have a face-to-face internship. But also, they explained that this program was a valuable contribution to their theoretical learning as it was run by professionals from different information organizations. Also, the sustainability of the program is reviewed by taking into account its advantages and disadvantages. Overall, this study provides an international perspective on an alternative model of internship programs which supports theoretical education in the library and information science field.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45303593","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

How MLIS Programs Prepare Students to Serve Diverse Populations: The North American Context MLIS项目如何让学生做好为不同人群服务的准备：北美背景

Journal of Education for Library and Information Science Pub Date : 2021-12-15 DOI: 10.3138/jelis-2021-0021

Xiaoai Ren, Nicole D. Alemanne, Lenese Colson

{"title":"How MLIS Programs Prepare Students to Serve Diverse Populations: The North American Context","authors":"Xiaoai Ren, Nicole D. Alemanne, Lenese Colson","doi":"10.3138/jelis-2021-0021","DOIUrl":"https://doi.org/10.3138/jelis-2021-0021","url":null,"abstract":"According to the American Library Association (ALA), organizational sustainability requires social equity, and serving diverse populations is mandated in the ALA Library Bill of Rights and its Policy Manual on Diversity. Preparation to serve diverse and marginalized populations is a key ingredient in creating the type of resilient leaders needed to promote and sustain systematic and lasting changes in LIS. Although the field promotes services to diverse populations through recruitment and retention of librarians, staff, faculty, and students from diverse backgrounds, there is still much work to do, and LIS programs must support students in obtaining the knowledge and skills they will need to develop inclusive library collections, services, and programs that reflect diverse patrons’ lives and needs and understanding of the experiences of people whose lived experience differs from their own. This study analyzed courses that prepare students in North American ALA-accredited Master’s of Library and Information Science (MLIS) programs to serve diverse populations. All programs’ websites were examined to identify relevant courses, and 28 syllabi were analyzed for the study. The researchers employed descriptive statistics and content analysis to describe course offerings and identify course topics through themes emerging from the syllabi. Overall, the study found that course offerings and rotations vary considerably across programs and that the courses focus on how information organizations serve diverse users’ information needs in the context of access, equity, and diversity and professionalism in LIS. The findings from this study add to previous research on this topic and provide data that can inform MLIS curriculum development.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45471449","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: 7

“Like Putting Broccoli in a Quiche”: Instructors Talk about Incorporating Theory into Reference Courses “就像把花椰菜放进乳蛋饼里”:教师谈论将理论融入参考课程

Journal of Education for Library and Information Science Pub Date : 2021-12-02 DOI: 10.3138/jelis-2021-0022

A. VanScoy, Heidi E. Julien, Alison Harding

引用次数: 2

Graduate Students’ Perception of a New Online Library and Information Science Program at a Regional Library School in the Caribbean: A Preliminary Investigation 研究生对加勒比地区图书馆学院新在线图书馆与信息科学课程的看法:初步调查

Journal of Education for Library and Information Science Pub Date : 2021-12-02 DOI: 10.3138/jelis-2020-0101

Ruth Baker-Gardner

{"title":"Graduate Students’ Perception of a New Online Library and Information Science Program at a Regional Library School in the Caribbean: A Preliminary Investigation","authors":"Ruth Baker-Gardner","doi":"10.3138/jelis-2020-0101","DOIUrl":"https://doi.org/10.3138/jelis-2020-0101","url":null,"abstract":"Online education is gaining momentum as technology continues to have an impact on the teaching and learning process. As a result, many library schools are currently offering library and information science (LIS) education in blended and online modes. This preliminary research is an examination of graduate students’ perception of a new online program implemented at a regional library school in the Caribbean. Fourteen participants were interviewed. The majority of the students enrolled in the programs were females between the ages of 30 and 49. Their primary reasons for studying online were distance from the university, family responsibilities, and work commitment. Students had a positive perception of most components of the program. They indicated a willingness to recommend the program to others however, they were not satisfied with quality and timeliness of feedback provided for some courses and the availability of resources. To improve the experience of online students, necessary resources need to be procured and strategies employed to provide timely and quality feedback.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46416935","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

Integration of Information Behavior into Reference and Information Services Education: A Syllabus Study 信息行为与参考咨询与信息服务教育的整合研究

Journal of Education for Library and Information Science Pub Date : 2021-12-02 DOI: 10.3138/jelis-2021-0008

A. VanScoy, Heidi E. Julien, Alison Harding

引用次数: 4

Toward a Conceptual Model of Online Collaborative Learning: A Multi-Phased Investigation into Experiences and Perceptions of Online MLIS Students 迈向线上合作学习的概念模式:一项针对线上MLIS学生经验与认知的多阶段调查

Journal of Education for Library and Information Science Pub Date : 2021-11-29 DOI: 10.3138/jelis-2021-0039

S. Shahvar, Rong Tang

{"title":"Toward a Conceptual Model of Online Collaborative Learning: A Multi-Phased Investigation into Experiences and Perceptions of Online MLIS Students","authors":"S. Shahvar, Rong Tang","doi":"10.3138/jelis-2021-0039","DOIUrl":"https://doi.org/10.3138/jelis-2021-0039","url":null,"abstract":"Even though online teaching and learning in the LIS field is not new, in-depth research efforts specifically addressing the relationship between social presence and its value to the success of online collaborative learning (OCL) for students in Master of Library and Information Science (MLIS) programs in the United States has seldom been conducted. This article focuses on the impact of demographic factors, technological skills, and past online experiences on OCL, as well as the affective and social variables that influence the success of OCL. In addition, the article reports on the participants’ perceptions and experiences with regard to their OCL performance. Furthermore, it explores the opportunities and obstacles that participants identify as associated with the OCL experience in general. It was hypothesized that demographic factors, technological skills, and past experiences would have a significant impact on OCL performance and perception. The study employed a mixed-methods approach with a sequential explanatory design that involved two phases. While Phase I featured an online survey with 457 respondents from ALA-accredited MLIS programs, Phase II consisted of follow-up interviews with 29 respondents who completed their Phase I survey. Statistically significant differences were found among demographic variables, technology usage, and OCL experiences with respect to respondents’ agreement ratings of performance/behavior and perception statements. The qualitative analysis uncovered constructs of group composition, group environment, and group collaboration. The triangulation of data resulted in an OCL conceptual model, which provides a comprehensive understanding of the role of social presence in the OCL process and offers guidance toward the operationalization of key factors that help to facilitate and enhance success and positive OCL experience among online learners.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47258649","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

Information Science Students’ Emotional Response to Copyright 信息科学专业学生对版权的情感反应

Journal of Education for Library and Information Science Pub Date : 2021-10-29 DOI: 10.3138/jelis-2020-0086

Sara Rachel Benson, Melissa G. Ocepek

{"title":"Information Science Students’ Emotional Response to Copyright","authors":"Sara Rachel Benson, Melissa G. Ocepek","doi":"10.3138/jelis-2020-0086","DOIUrl":"https://doi.org/10.3138/jelis-2020-0086","url":null,"abstract":"Copyright intersects with every field of Library and Information Science (LIS) from archival and preservation practices to reference services and academic librarianship. However, copyright instruction is still lacking in many Information Science programs across the country ( Cross & Edwards, 2011 ; Schmidt & English, 2015 ). The sudden move to remote online education in the spring of 2020 due to a global pandemic highlighted the importance of understanding copyright exceptions and, especially, the power of fair use to quickly provide resources to a wide variety of patrons with novel needs. The need for accessible copyright education for all information professionals has never been stronger. However, engaging with copyright often provokes cognitive as well as affective uncertainty, likely due to the fear and anxiety that can come from the threat of serious financial and reputational consequences. Logically, it seems that librarians might feel less anxious about copyright if they had participated in formalized training about copyright focused on legal issues impacting library and information professionals. To understand this likely correlation, the researchers queried students using a qualitative survey both before and after taking an eight-week intensive copyright course that paired legal expertise with an everyday approach to material designed to demystify the law. Using phenomenographic methodology, the investigators asked their information science students how they attempt to answer copyright questions and how they feel about doing so. The results provide evidence supporting the need for more robust copyright education in schools of information science, as such training to help future librarians to feel more prepared to answer copyright questions and less anxious about intersections between copyright and their field of librarianship before they enter the workforce.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49482686","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

A Systematic Literature Review of Online Learning Spanning 26 Years (1993–2018) 跨越26年的在线学习系统文献综述（1993-2018）

Journal of Education for Library and Information Science Pub Date : 2021-10-14 DOI: 10.3138/jelis-2020-0107

Vandana Singh, Alexander C. Thurman

引用次数: 0