Can LIS curricula dedicated to makerspaces provide an authentic learning experience for future librarians interested in makerspace-adjacent careers? This article presents a case study in which an authentic learning framework is applied to a newly developed LIS graduate-level course on makerspaces. We detail how one class project—entitled “Bibliocircuitry: Old Books, New Ideas”—challenged students to use their newly learned skills to upcycle a hardcover book into a personalized artifact. This article outlines emerging patterns and themes from an analysis of survey responses from 13 of the 15 students in the course. Findings reveal the project readily maps to authentic learning standards, encourages learning, and facilitates reflection (including the negotiation of uncertainty, overcoming debilitating perfectionism, and transformative joy). The study broadens curricular design interventions for LIS educators, highlights the need for deep learning with technologies, and offers an opportunity to narrow the preparation gap between information professionals and the technical and social competencies required in makerspaces. The implications of these findings for the field of LIS pedagogy emphasize the importance of an authentic learning project both to disrupt the absence of LIS maker curricula and to reimagine current one-shot, pressured, makerspace training.
{"title":"By the Book: A Pedagogy of Authentic Learning Experiences for Emerging Makerspace Information Professionals","authors":"Marijel Melo, Laura March","doi":"10.3138/jelis-2020-0046","DOIUrl":"https://doi.org/10.3138/jelis-2020-0046","url":null,"abstract":"Can LIS curricula dedicated to makerspaces provide an authentic learning experience for future librarians interested in makerspace-adjacent careers? This article presents a case study in which an authentic learning framework is applied to a newly developed LIS graduate-level course on makerspaces. We detail how one class project—entitled “Bibliocircuitry: Old Books, New Ideas”—challenged students to use their newly learned skills to upcycle a hardcover book into a personalized artifact. This article outlines emerging patterns and themes from an analysis of survey responses from 13 of the 15 students in the course. Findings reveal the project readily maps to authentic learning standards, encourages learning, and facilitates reflection (including the negotiation of uncertainty, overcoming debilitating perfectionism, and transformative joy). The study broadens curricular design interventions for LIS educators, highlights the need for deep learning with technologies, and offers an opportunity to narrow the preparation gap between information professionals and the technical and social competencies required in makerspaces. The implications of these findings for the field of LIS pedagogy emphasize the importance of an authentic learning project both to disrupt the absence of LIS maker curricula and to reimagine current one-shot, pressured, makerspace training.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44721995","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}
In recent times, there has been an observed stagnation of lecturers in terms of academic level growth and non-promotion, which is linked with publication output. This necessitated the investigation of LIS lecturers’ publication output in universities in Nigeria. The descriptive design was adopted using an online questionnaire, which yielded 86 responses. Data generated were analyzed using simple percentages, Tukey HSD tests, and ANOVA. The study revealed that the productivity of LIS lecturers is based on their area of specialty and interest. Factors such as promotion, contribution to knowledge, peer recognition, salary improvement, and staying current (consistency/complete involvement in research activities) were the major reasons that they publish. Time constraints, poor interpretation skills, exorbitant publication fees by journal editorials, and the high rejection rate of manuscripts by journals hinder publications. Statistical significance was observed in the number of publications of LIS lecturers from library schools in various geopolitical areas. The study therefore recommends that financial support from both government and non-governmental organizations should be made available to lecturers. Such funds should be accessible with the provision that there be appropriate feedback on research progress. Departments and institutions can also organize seminars or symposia on the need to collaborate in research, and outline steps on the preparation of manuscripts suitable for publication in reputable journals to avoid rejection by journal editorial boards. There should also be a reduction of workload for lecturers through the provision of work leave/vacation for some period of time to ease work and research tension.
{"title":"Publication Output of Lecturers in Library Schools, Nigeria","authors":"M. A. Igere","doi":"10.3138/jelis-2020-0068","DOIUrl":"https://doi.org/10.3138/jelis-2020-0068","url":null,"abstract":"In recent times, there has been an observed stagnation of lecturers in terms of academic level growth and non-promotion, which is linked with publication output. This necessitated the investigation of LIS lecturers’ publication output in universities in Nigeria. The descriptive design was adopted using an online questionnaire, which yielded 86 responses. Data generated were analyzed using simple percentages, Tukey HSD tests, and ANOVA. The study revealed that the productivity of LIS lecturers is based on their area of specialty and interest. Factors such as promotion, contribution to knowledge, peer recognition, salary improvement, and staying current (consistency/complete involvement in research activities) were the major reasons that they publish. Time constraints, poor interpretation skills, exorbitant publication fees by journal editorials, and the high rejection rate of manuscripts by journals hinder publications. Statistical significance was observed in the number of publications of LIS lecturers from library schools in various geopolitical areas. The study therefore recommends that financial support from both government and non-governmental organizations should be made available to lecturers. Such funds should be accessible with the provision that there be appropriate feedback on research progress. Departments and institutions can also organize seminars or symposia on the need to collaborate in research, and outline steps on the preparation of manuscripts suitable for publication in reputable journals to avoid rejection by journal editorial boards. There should also be a reduction of workload for lecturers through the provision of work leave/vacation for some period of time to ease work and research tension.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46504941","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}
Brady D. Lund, Ting Wang, M. Widdersheim, Brenda Fay
This study compares the perspectives of academic library administrators, library school educators, and academic librarians with respect to academic instructional librarianship. A nine-item questionnaire was administered to 14 educators, 10 library administrators, and 13 instructional librarians. The survey included items related to important qualities/traits of instructional librarians, job preparation, library school training, job duties, assessment, and challenges. Responses indicate a general agreement among the three populations regarding desirable skills/traits, but some disagreement exists between administrators and others regarding assessment. Results also suggest that further consideration is needed about the role and necessity of instructional librarian training in graduate library schools.
{"title":"Interrogating Shortcomings in Instructional Librarianship Preparation: A Comparison of Perspectives of Employers, LIS Educators, and Instructional Librarians","authors":"Brady D. Lund, Ting Wang, M. Widdersheim, Brenda Fay","doi":"10.3138/jelis-2020-0038","DOIUrl":"https://doi.org/10.3138/jelis-2020-0038","url":null,"abstract":"This study compares the perspectives of academic library administrators, library school educators, and academic librarians with respect to academic instructional librarianship. A nine-item questionnaire was administered to 14 educators, 10 library administrators, and 13 instructional librarians. The survey included items related to important qualities/traits of instructional librarians, job preparation, library school training, job duties, assessment, and challenges. Responses indicate a general agreement among the three populations regarding desirable skills/traits, but some disagreement exists between administrators and others regarding assessment. Results also suggest that further consideration is needed about the role and necessity of instructional librarian training in graduate library schools.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45247144","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}
Preparing culturally competent information professionals requires experiential approaches that would challenge them to navigate their own cultural landscape though introspective lenses. However, for information professionals, the tricky business of investigating oneself remains largely unacknowledged and unstudied. This study demonstrates how information professionals discover and come to understand the meaning of race, privilege, and intersectionality between them by navigating their own cultural identity. A qualitative content analysis of 33 personal identity exploration narratives reveals the importance of self-awareness in cultivating a culturally responsive mindset. This study addresses an approach to LIS education that calls for intentional efforts in cultivating self-reflexive information professionals for bringing sustainable change in a culturally diverse society.
{"title":"Race, Privilege, and Intersectionality: Navigating Inconvenient Truths through Self-Exploration","authors":"R. Singh","doi":"10.3138/jelis-2021-0005","DOIUrl":"https://doi.org/10.3138/jelis-2021-0005","url":null,"abstract":"Preparing culturally competent information professionals requires experiential approaches that would challenge them to navigate their own cultural landscape though introspective lenses. However, for information professionals, the tricky business of investigating oneself remains largely unacknowledged and unstudied. This study demonstrates how information professionals discover and come to understand the meaning of race, privilege, and intersectionality between them by navigating their own cultural identity. A qualitative content analysis of 33 personal identity exploration narratives reveals the importance of self-awareness in cultivating a culturally responsive mindset. This study addresses an approach to LIS education that calls for intentional efforts in cultivating self-reflexive information professionals for bringing sustainable change in a culturally diverse society.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48072754","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}
Many Library and Information Science (LIS) educators focus on real-world applications of complex theories and philosophies. LIS students are simultaneously being prepared for positions in the field as well as for active participation in professional discourse so they can be involved in identifying issues and offering solutions to new and old problems in the profession. Within a course, students engage with problems that the instructor has identified and included in the syllabus; often there is little time to discuss current social and political events that impact libraries and library services. This article describes how incorporating an Unconference into a graduate-level LIS course encourages the students to identify issues in the profession that matter to them as individuals and future practitioners. An Unconference is a meeting model in which the participants determine and take responsibility for the content. A course-integrated Unconference builds flexibility into the course’s structure and schedule. It creates intentional space for meaningful conversations about issues that interest the students, elevating their voices and experiences while inverting typical classroom power dynamics. Participating in planning and conducting the Unconference gives graduate students valuable professional experience and empowers them to take control over their education. The Unconference described in this article is part of an online course and, as such, the model presented will also be useful to professional organizations as they consider other ways to move meetings, conferences, and idea-sharing into online environments.
{"title":"The Course-Integrated Unconference: A Pedagogy of Courage and Mutual Trust","authors":"Anne C. Barnhart","doi":"10.3138/jelis-2020-0096","DOIUrl":"https://doi.org/10.3138/jelis-2020-0096","url":null,"abstract":"Many Library and Information Science (LIS) educators focus on real-world applications of complex theories and philosophies. LIS students are simultaneously being prepared for positions in the field as well as for active participation in professional discourse so they can be involved in identifying issues and offering solutions to new and old problems in the profession. Within a course, students engage with problems that the instructor has identified and included in the syllabus; often there is little time to discuss current social and political events that impact libraries and library services. This article describes how incorporating an Unconference into a graduate-level LIS course encourages the students to identify issues in the profession that matter to them as individuals and future practitioners. An Unconference is a meeting model in which the participants determine and take responsibility for the content. A course-integrated Unconference builds flexibility into the course’s structure and schedule. It creates intentional space for meaningful conversations about issues that interest the students, elevating their voices and experiences while inverting typical classroom power dynamics. Participating in planning and conducting the Unconference gives graduate students valuable professional experience and empowers them to take control over their education. The Unconference described in this article is part of an online course and, as such, the model presented will also be useful to professional organizations as they consider other ways to move meetings, conferences, and idea-sharing into online environments.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44348611","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}
This article argues that the MLIS curriculum should offer information ethics courses that enable future information professionals to develop their imaginative powers through close study and discussion of fiction. LIS students reading ethical theory and fiction bring the two into conversation and as a result reach a better understanding of both. Crucially, this process presupposes the exercise of empathetic imagination, a mental capacity that helps us inhabit other perspectives and modes of being in the world. The paper supports this discussion with evidence from an instructional intervention implemented during an information ethics course within an LIS program at a large public research university.
{"title":"Cultivating Imagination: A Case for Teaching Information Ethics with Works of Fiction","authors":"Iulian Vamanu","doi":"10.3138/jelis-2020-0035","DOIUrl":"https://doi.org/10.3138/jelis-2020-0035","url":null,"abstract":"This article argues that the MLIS curriculum should offer information ethics courses that enable future information professionals to develop their imaginative powers through close study and discussion of fiction. LIS students reading ethical theory and fiction bring the two into conversation and as a result reach a better understanding of both. Crucially, this process presupposes the exercise of empathetic imagination, a mental capacity that helps us inhabit other perspectives and modes of being in the world. The paper supports this discussion with evidence from an instructional intervention implemented during an information ethics course within an LIS program at a large public research university.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46633851","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}
Refugees and immigrants have adverse health outcomes after arriving in the United States. These negative outcomes tend to be disproportionate to those of the general population, regardless of the person’s health status upon entry to the country. Research has shown that strong health literacy skills can improve health outcomes in this group. This article reports the results of a pilot in which Library and Information Science Master’s students deliver health literacy training to refugee and immigrant women. This training was created in consultation with experts and community partners. The participants were pre- and post-tested with the Short Test of Functional Health Literacy for Adults (STOFHLA) to assess the efficacy of this intervention. Following the completion of the course, the participants were interviewed and asked for comprehensive feedback on the relevance and helpfulness of the program to satisfy their health-related information needs. Their feedback was substantial and will be the basis of a future iteration of this pilot. The pre- and post-test scores of the group showed a statistically significant improvement, providing evidence that the course was effective in raising STOFHLA scores. This article provides insight into providing health literacy instruction for a highly vulnerable group that may be invaluable to library and information science professionals. The purpose of this work is to create a replicable curriculum targeting immigrant and refugee women to be delivered at libraries—and a program in which LIS students can get involved to prepare for dynamic community engagement.
{"title":"Exploring Ways of Knowing: Teaching the Skill of Health Literacy to Refugee and Immigrant Women","authors":"M. Zimmerman, B. Rodgers","doi":"10.3138/jelis-2019-0083","DOIUrl":"https://doi.org/10.3138/jelis-2019-0083","url":null,"abstract":"Refugees and immigrants have adverse health outcomes after arriving in the United States. These negative outcomes tend to be disproportionate to those of the general population, regardless of the person’s health status upon entry to the country. Research has shown that strong health literacy skills can improve health outcomes in this group. This article reports the results of a pilot in which Library and Information Science Master’s students deliver health literacy training to refugee and immigrant women. This training was created in consultation with experts and community partners. The participants were pre- and post-tested with the Short Test of Functional Health Literacy for Adults (STOFHLA) to assess the efficacy of this intervention. Following the completion of the course, the participants were interviewed and asked for comprehensive feedback on the relevance and helpfulness of the program to satisfy their health-related information needs. Their feedback was substantial and will be the basis of a future iteration of this pilot. The pre- and post-test scores of the group showed a statistically significant improvement, providing evidence that the course was effective in raising STOFHLA scores. This article provides insight into providing health literacy instruction for a highly vulnerable group that may be invaluable to library and information science professionals. The purpose of this work is to create a replicable curriculum targeting immigrant and refugee women to be delivered at libraries—and a program in which LIS students can get involved to prepare for dynamic community engagement.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47211328","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}
This article discusses the role of the global competency framework within library and information studies professional education, explores the relevant literature, and places the framework in context of equity, diversity, and inclusion as well as other relevant areas of the field. The author posits that the knowledges, skills, and attitudes of the global competency framework contribute through international mindedness to equity-centered education within library and information studies.
{"title":"Global Competency and International Mindedness in LIS Education","authors":"Ellen Engseth","doi":"10.3138/jelis-2020-0104","DOIUrl":"https://doi.org/10.3138/jelis-2020-0104","url":null,"abstract":"This article discusses the role of the global competency framework within library and information studies professional education, explores the relevant literature, and places the framework in context of equity, diversity, and inclusion as well as other relevant areas of the field. The author posits that the knowledges, skills, and attitudes of the global competency framework contribute through international mindedness to equity-centered education within library and information studies.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48876940","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}
Pub Date : 2021-09-01DOI: 10.3138/jelis-62-4-2020-0094
Bharat Mehra
The article discusses an instructor’s critical pedagogies and reflective practices in three graduate library and information science (LIS)-related courses on topics of social justice and inclusion advocacy, diversity leadership in information organizations, and community-engaged scholarship that were taught at the University of Alabama since spring 2019. Until recently, mainstream American LIS education has resisted adopting social justice vocabularies and implementation in its teaching, learning, and research owing to a professional cultural inertia of discarding outdated concepts (e.g., academic or library neutrality and passivity, solely Anglo-/Eurocentric research roots, privileged position assigned to post-positivistic paradigms, etc.). The article contextualizes three applications of innovative pedagogies in the LIS classroom that centralized social justice, diversity and inclusion, and community engagement by providing a glimpse of student learning outcomes, assignment requirements, tangible deliverables, student evaluations, and course opportunities and challenges. The courses explore a new theory- practice-impact discourse that is deliberate, systematic, rigorous, impact-driven, and action-oriented. Students’ “community-immersive” course projects integrated social justice contexts of learning, scholarship, engagement, and action. Responding to urgencies of moving beyond diversity lip-service and tokenism in LIS education, they disrupt traditional pedagogies and embrace critical information-applied activism in the white-privileged LIS academy. This is relevant, especially as we learn to aggressively confront racism in our ranks, re-establish cultural credibility situated in the recent epistemic waves protesting racially motivated police hostilities (e.g., Black Lives Matter movement), and confront political lethargy in redressing past wrongs.
{"title":"Social Justice Design and Implementation: Innovative Pedagogies to Transform LIS Education","authors":"Bharat Mehra","doi":"10.3138/jelis-62-4-2020-0094","DOIUrl":"https://doi.org/10.3138/jelis-62-4-2020-0094","url":null,"abstract":"The article discusses an instructor’s critical pedagogies and reflective practices in three graduate library and information science (LIS)-related courses on topics of social justice and inclusion advocacy, diversity leadership in information organizations, and community-engaged scholarship that were taught at the University of Alabama since spring 2019. Until recently, mainstream American LIS education has resisted adopting social justice vocabularies and implementation in its teaching, learning, and research owing to a professional cultural inertia of discarding outdated concepts (e.g., academic or library neutrality and passivity, solely Anglo-/Eurocentric research roots, privileged position assigned to post-positivistic paradigms, etc.). The article contextualizes three applications of innovative pedagogies in the LIS classroom that centralized social justice, diversity and inclusion, and community engagement by providing a glimpse of student learning outcomes, assignment requirements, tangible deliverables, student evaluations, and course opportunities and challenges. The courses explore a new theory- practice-impact discourse that is deliberate, systematic, rigorous, impact-driven, and action-oriented. Students’ “community-immersive” course projects integrated social justice contexts of learning, scholarship, engagement, and action. Responding to urgencies of moving beyond diversity lip-service and tokenism in LIS education, they disrupt traditional pedagogies and embrace critical information-applied activism in the white-privileged LIS academy. This is relevant, especially as we learn to aggressively confront racism in our ranks, re-establish cultural credibility situated in the recent epistemic waves protesting racially motivated police hostilities (e.g., Black Lives Matter movement), and confront political lethargy in redressing past wrongs.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44114224","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}
Pub Date : 2021-09-01DOI: 10.3138/jelis-62-4-2020-0024
J. Raju
Technological innovations have led to an increase in demand for information technology (IT) skills in contemporary library and information agencies. This in turn has created an increased need for pedagogical skills on the part of library and information science (LIS) professionals for them to empower users with knowledge and skills to navigate a complex digital information terrain. Hence LIS professionals with both technology and pedagogical skills have become increasingly critical in a digitized information environment. In the context of this confluence of knowledge and skills requirements for the LIS professional, this article draws early findings from a global phenomenological probe into curriculum design and development directed at the blended or hybrid LIS professional located in a pluralist information environment and requiring cross-disciplinary competencies spanning LIS, IT, teaching and learning, and perhaps even other cognate areas. It explores, in this context, challenges, ideas, and thinking in LIS education from preliminary empirical findings from parts of Africa, Asia, and South America (representing the Global South) and from parts of Europe and North America (representing the Global North), with a view to stimulating debate and discourse on the repositioning of the LIS discipline toward staking an intellectual claim on the broadening of its disciplinary space resulting from a natural evolution of the LIS discipline in response to a technology-driven information environment. Shank and Bell’s concepts of “disruptive innovations” and the blending of traditional librarian skills with information technology and pedagogical skills, together with Corrall’s “content, conduit, and context” approach to educating for a pluralist digital information environment, are used to frame this reflection.
{"title":"Shaping LIS Education for Blended Professionals in a Pluralist Information Environment: Global Reflections","authors":"J. Raju","doi":"10.3138/jelis-62-4-2020-0024","DOIUrl":"https://doi.org/10.3138/jelis-62-4-2020-0024","url":null,"abstract":"Technological innovations have led to an increase in demand for information technology (IT) skills in contemporary library and information agencies. This in turn has created an increased need for pedagogical skills on the part of library and information science (LIS) professionals for them to empower users with knowledge and skills to navigate a complex digital information terrain. Hence LIS professionals with both technology and pedagogical skills have become increasingly critical in a digitized information environment. In the context of this confluence of knowledge and skills requirements for the LIS professional, this article draws early findings from a global phenomenological probe into curriculum design and development directed at the blended or hybrid LIS professional located in a pluralist information environment and requiring cross-disciplinary competencies spanning LIS, IT, teaching and learning, and perhaps even other cognate areas. It explores, in this context, challenges, ideas, and thinking in LIS education from preliminary empirical findings from parts of Africa, Asia, and South America (representing the Global South) and from parts of Europe and North America (representing the Global North), with a view to stimulating debate and discourse on the repositioning of the LIS discipline toward staking an intellectual claim on the broadening of its disciplinary space resulting from a natural evolution of the LIS discipline in response to a technology-driven information environment. Shank and Bell’s concepts of “disruptive innovations” and the blending of traditional librarian skills with information technology and pedagogical skills, together with Corrall’s “content, conduit, and context” approach to educating for a pluralist digital information environment, are used to frame this reflection.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48555319","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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