Journal of Education for Library and Information Science最新文献

Data Visualization Literacy Skills of Information Science Students 信息科学专业学生的数据可视化素养技能

Journal of Education for Library and Information Science Pub Date : 2024-07-12 DOI: 10.3138/jelis-2023-0024

Monica Rogers, SaBrina Jeffcoat

引用次数: 0

Guest Speakers as Mentors: What Classroom Experiences Mean to Them 作为导师的客座演讲者：课堂经历对他们的意义

Journal of Education for Library and Information Science Pub Date : 2024-07-11 DOI: 10.3138/jelis-2024-0019

Keren Dali, Ashlyn Velte, Stephanie Anderson, Michelle Ganz, John Lindaman, Miriam Tuliao

{"title":"Guest Speakers as Mentors: What Classroom Experiences Mean to Them","authors":"Keren Dali, Ashlyn Velte, Stephanie Anderson, Michelle Ganz, John Lindaman, Miriam Tuliao","doi":"10.3138/jelis-2024-0019","DOIUrl":"https://doi.org/10.3138/jelis-2024-0019","url":null,"abstract":"Resulting from the collaboration between five practicing professionals and an LIS faculty member, this article illuminates the experiences of librarians and archivists who engage with LIS students on a continuous basis as guest speakers in LIS classrooms. The phenomenological approach helps to elicit first-hand accounts that encapsulate practitioners’ priorities and concerns. The free-floating narratives are combined with an extensive literature review related to mentorship practices in professional fields; they are used to produce a blended viewpoint-analytical article that places empirical data in the context of the three-pronged framework of mentorship motivations, focusing on outcome-oriented, student-oriented, and personal-learning-oriented motivations. These types of mentorship motivations focus on transmitting professional knowledge, socializing LIS students to become responsible professional citizens, and learning about the state of the field and the workforce from students themselves. The article provides suggestions for future empirical research into the motivation of LIS professionals who choose to mentor LIS students through classroom engagements and other avenues.","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"81 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141834414","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}

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Envisioning a Paid Community Archives Internship Program: Challenges and Opportunities 社区档案馆带薪实习计划的设想：挑战与机遇

Journal of Education for Library and Information Science Pub Date : 2024-07-11 DOI: 10.3138/jelis-2023-0032

Michelle Caswell, Sumayya Ahmed, G. Brilmyer, Marika Cifor, Jennifer Douglas, Jamie Ann Lee, James Lowry, Vanessa Reyes, Cecilia Salvatore, Tonia Sutherland, Thuy Vo Dang

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Social and Emotional Learning for Picture Book Readers 图画书读者的社交与情感学习

Journal of Education for Library and Information Science Pub Date : 2024-07-01 DOI: 10.3138/jelis-2022-0088

Stephanie E. Mahar

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Concise Guide to Information Literacy 信息素养简明指南

Journal of Education for Library and Information Science Pub Date : 2024-07-01 DOI: 10.3138/jelis-2023-0046

Cindy Goode

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Foundations of Intellectual Freedom 知识自由的基础

Journal of Education for Library and Information Science Pub Date : 2024-07-01 DOI: 10.3138/jelis-2022-0080

Jennifer Luetkemeyer

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Student-Created Media: Designing Research, Learning, and Skill-Building Experiences 学生创作的媒体：设计研究、学习和技能培养体验

Journal of Education for Library and Information Science Pub Date : 2024-07-01 DOI: 10.3138/jelis-2023-0007

Victoria Longfield

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CRiTical Race Information Theory as Innovative Pedagogy, Act One: Harder Than You Think, It's a Beautiful Thing 作为创新教学法的 CRiTical Race 信息论，第一幕：比你想象的更难，这是一件美好的事情

Journal of Education for Library and Information Science Pub Date : 2024-04-09 DOI: 10.3138/jelis-2023-0021-01

Anthony W. Dunbar, Rebekah McFarland, Elizabeth Grauel

{"title":"CRiTical Race Information Theory as Innovative Pedagogy, Act One: Harder Than You Think, It's a Beautiful Thing","authors":"Anthony W. Dunbar, Rebekah McFarland, Elizabeth Grauel","doi":"10.3138/jelis-2023-0021-01","DOIUrl":"https://doi.org/10.3138/jelis-2023-0021-01","url":null,"abstract":"This first act of a two-act counterstory introduces CRiTical Race information Theory (CRiT) as a rapidly developing iteration of Critical Race Theory (CRT) applied within information settings. Act one offers a detailed introduction of CRiT, which includes the articulation of the CRiT framework and tenets, most notably the CRT seminal tenets and tools along with information-specific tenets. CRiT also has a three-dimensional infrastructure consisting of CRiT as Pedagogy, CRiT as Praxis, and CRiT as Theory (including the process and nuances of theory building). Therefore, this first part includes an explanation of the pedagogical, praxis, and theoretical dimensions. Thus, the first act provides the teaching philosophy, learning theories, and delivery method of the pilot CRiT-designed course. What is equally important is that both acts of CRiT as Innovative Pedagogy meet the responsibility of sharing authentic reflections in a manner that respects the critical race counterstory legacy, thus also documenting the journey of lived experiences that go with actively engaging in CRT-based scholarship. Both acts assist those looking to design similar curricular content.","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"12 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140722861","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

CRiTical Race Information Theory as Innovative Pedagogy, Act Two: Still Harder Than You Think, and It Remains a Beautiful Thing 作为创新教学法的 CRiTical Race 信息论第二幕：仍然比你想象的要难，但它仍然是一件美好的事情

Journal of Education for Library and Information Science Pub Date : 2024-04-09 DOI: 10.3138/jelis-2023-0021-02

Anthony W. Dunbar, Rebekah McFarland, Elizabeth Grauel

{"title":"CRiTical Race Information Theory as Innovative Pedagogy, Act Two: Still Harder Than You Think, and It Remains a Beautiful Thing","authors":"Anthony W. Dunbar, Rebekah McFarland, Elizabeth Grauel","doi":"10.3138/jelis-2023-0021-02","DOIUrl":"https://doi.org/10.3138/jelis-2023-0021-02","url":null,"abstract":"This counterstory began with “CRiTical Race Information Theory as Innovative Pedagogy, Act One: Harder Than You Think, It's a Beautiful Thing.” In the first act, the authors introduced Critical Race information Theory (CRiT) as a rapidly developing iteration of Critical Race Theory (CRT) applied within information settings. The first act also introduced the CRiT frameworks and tenets as well as the CRiT's three-dimensional infrastructure: CRiT as pedagogy, CRiT as praxis, and CRiT as theory (including the process and nuances of theory building). In this article, the authors transition from the first act's “What is CRiT?” discussion to the second act's discussion of how to “Make it CRiT.” Whereas act one covered an approximately 15-year period, this second act moves at a more rapid pace, primarily because it covers a shorter period of time (2021–2023). In act two, the CRiT as pedagogy setting changes from the context of the pilot course launched within the Department of Information Studies at the University of California, Los Angeles to CRiT as pedagogy providing two offerings to Dominican University's School of Information Studies foundational course electives in its ALA-accredited curriculum. Before concluding, the second act offers inspiration and encouragement both to those who offer their critical race work as expressions of transformative, difference-making contributions and to those who aspire to develop and then offer their critical race creations.","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"116 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140724329","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

Metadata 元数据

Journal of Education for Library and Information Science Pub Date : 2024-04-01 DOI: 10.3138/jelis-2022-0082

V. Reyes

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