“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

Q2 Social Sciences
A. H. Poole, Denise E. Agosto, Xia Lin, E. Yan
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引用次数: 0

摘要

本文论证了体验式学习作为民主公民参与北美图书馆和信息科学项目的工具的有用性。首先,我们探索了关于服务学习的文献,这是传统上LIS中体验式学习的主要类型。我们定义并提供历史背景,仔细审查服务学习对学生、教师、LIS项目和家长机构的好处和挑战。其次,我们追溯了体验式学习从服务学习到社区学习的演变过程;我们强调了这种方法在其认识论和实践中超越传统服务学习模式的方式。最后,我们揭示了iSchool的LIS项目实施社区学习的新颖方式,即在其新的三门课程、十二个学分的学士学位证书(PBC)的教学方法中融入数据科学和设计思维。我们讨论了证书的机构背景、项目合作伙伴、12名PBC研究员和课程,其中包括三门新课程(数字社区服务的设计思维、基于社区的数据和服务的数据分析,以及一门顶点课程)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“Librarianship as Citizenship”: The Promise of Community-Based Learning in North American Library and Information Science Education
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).
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来源期刊
Journal of Education for Library and Information Science
Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences
CiteScore
1.70
自引率
0.00%
发文量
46
期刊介绍: The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.
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