This article details the context and design considerations for an online course accompanying a field-based practicum for a school librarian certification program at a regional university in Texas. These strategies could be helpful to other library science educators designing learning experiences that support fieldwork. We conclude by discussing benefits to designing activities that scaffold fieldwork and prompt metacognitive reflection on learning in the field.
{"title":"Designing an Online Learning Experience to Scaffold a Field-Based Practicum for School Librarianship: Our Reflections and Student Responses","authors":"Mary Jo Dondlinger, Anjum Najmi","doi":"10.3138/jelis-2022-0008","DOIUrl":"https://doi.org/10.3138/jelis-2022-0008","url":null,"abstract":"This article details the context and design considerations for an online course accompanying a field-based practicum for a school librarian certification program at a regional university in Texas. These strategies could be helpful to other library science educators designing learning experiences that support fieldwork. We conclude by discussing benefits to designing activities that scaffold fieldwork and prompt metacognitive reflection on learning in the field.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204822","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}
"Fostering Wellness in the Workplace: A Handbook for Libraries." Journal of Education for Library and Information Science, 64(4), pp. 535–536
《在工作场所培养健康:图书馆手册》图书情报教育，64(4)，pp. 535-536
{"title":"Fostering Wellness in the Workplace: A Handbook for Libraries","authors":"Rajesh Singh","doi":"10.3138/jelis-2022-0081","DOIUrl":"https://doi.org/10.3138/jelis-2022-0081","url":null,"abstract":"\"Fostering Wellness in the Workplace: A Handbook for Libraries.\" Journal of Education for Library and Information Science, 64(4), pp. 535–536","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136206052","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 research explored how gamification addresses cataloguing and classification education difficulties in Nigeria. It illustrates how library schools may utilize gamification to improve students' teaching and learning experiences using technology. A comprehensive review of the literature was carried out. Literature discoveries were then utilized to build a gamification model suitable for the library school. The findings suggest that library schools should continue to plan through gamification in order to better position themselves for cataloguing and classification delivery.
{"title":"Gamification of Cataloguing and Classification Education in Nigeria Library and Information Science Schools: A Technology-Enhanced Approach","authors":"Adebowale Adetayo, Yetunde Oladipo, Olateju Adeleke, Abiodun Odunewu","doi":"10.3138/jelis-2022-0028","DOIUrl":"https://doi.org/10.3138/jelis-2022-0028","url":null,"abstract":"This research explored how gamification addresses cataloguing and classification education difficulties in Nigeria. It illustrates how library schools may utilize gamification to improve students' teaching and learning experiences using technology. A comprehensive review of the literature was carried out. Literature discoveries were then utilized to build a gamification model suitable for the library school. The findings suggest that library schools should continue to plan through gamification in order to better position themselves for cataloguing and classification delivery.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136206466","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 a political climate in which intellectual freedom and Critical Race Theory (CRT), among other concepts, are under attack, courses with diversity, equity, and inclusion (DEI) content are especially relevant. Examining Library and Information Studies (LIS) curriculum within the United States, scholars have repeatedly found DEI content, despite being foundational to the LIS profession, is insufficient in preparing future LIS professionals. Furthermore, once professionals are employed, opportunities for additional training are limited, given the one-shot nature of many professional development opportunities. This article describes one attempt to effectively integrate DEI content into a continuing education course in which participants can incorporate material into their professional activities via the Critical Incident Technique (CIT) and reflective journaling. The article examines existing scholarship regarding LIS education to establish the need for concerted efforts to implement useful and actionable approaches to DEI concepts. It then describes a continuing education course in which the CIT and reflective journaling can be utilized as effective ways to translate coursework into professional practice. The discussion focuses on the specific nature of this course within the context of continuing education and professional development, with suggestions for incorporating course content into required LIS curriculum, and outlines avenues for future research.
{"title":"Cultural Competence in Libraries: Utilizing the Critical Incident Technique and Reflective Journaling to Encourage Reflective Practice","authors":"Eric Ely","doi":"10.3138/jelis-2022-0059","DOIUrl":"https://doi.org/10.3138/jelis-2022-0059","url":null,"abstract":"In a political climate in which intellectual freedom and Critical Race Theory (CRT), among other concepts, are under attack, courses with diversity, equity, and inclusion (DEI) content are especially relevant. Examining Library and Information Studies (LIS) curriculum within the United States, scholars have repeatedly found DEI content, despite being foundational to the LIS profession, is insufficient in preparing future LIS professionals. Furthermore, once professionals are employed, opportunities for additional training are limited, given the one-shot nature of many professional development opportunities. This article describes one attempt to effectively integrate DEI content into a continuing education course in which participants can incorporate material into their professional activities via the Critical Incident Technique (CIT) and reflective journaling. The article examines existing scholarship regarding LIS education to establish the need for concerted efforts to implement useful and actionable approaches to DEI concepts. It then describes a continuing education course in which the CIT and reflective journaling can be utilized as effective ways to translate coursework into professional practice. The discussion focuses on the specific nature of this course within the context of continuing education and professional development, with suggestions for incorporating course content into required LIS curriculum, and outlines avenues for future research.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204821","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}
"Using Context in Information Literacy Instruction: Beyond Basic Skills." Journal of Education for Library and Information Science, 64(4), pp. 537–538
在信息素养教学中运用语境:超越基本技能图书情报教育，64(4)，pp. 537-538
{"title":"Using Context in Information Literacy Instruction: Beyond Basic Skills","authors":"Logan Rath","doi":"10.3138/jelis-2022-0084","DOIUrl":"https://doi.org/10.3138/jelis-2022-0084","url":null,"abstract":"\"Using Context in Information Literacy Instruction: Beyond Basic Skills.\" Journal of Education for Library and Information Science, 64(4), pp. 537–538","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136206047","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}
Interest in first-generation students (FGS) continues to rise, but literature on this group of students focuses primarily on undergraduate students. The programs, resources, and services that are provided by universities again focus on first-generation undergraduate students. Many universities have graduate programs, but there is little or no support for first-generation graduate students (FGGS) or understanding of their information needs. In the field of library and information science (LIS), there is a gap in research pertaining to first-generation graduate students and an opportunity to learn more about this group, their strengths, and why they need support. In this article, the authors discuss issues around defining FGS and provide an overview of the limited research regarding FGS in the LIS literature, the challenges that first-generation graduate students face, and why LIS professionals should care about this group of students. The article ends with a call to action for more intersectional research on the experiences of FGS with graduate education and highlights the benefits of such research for students, graduate programs, student support services, and academic libraries. The goal of this article is to bring more awareness about first-generation graduate students, in the hope of starting to think about ways to support these students, many of whom are in our classes.
{"title":"Who Are First-Generation Graduate Students and Why Should LIS Care?","authors":"Rebecca Stallworth, Danielle E. Maurici-Pollock","doi":"10.3138/jelis-2022-0046","DOIUrl":"https://doi.org/10.3138/jelis-2022-0046","url":null,"abstract":"Interest in first-generation students (FGS) continues to rise, but literature on this group of students focuses primarily on undergraduate students. The programs, resources, and services that are provided by universities again focus on first-generation undergraduate students. Many universities have graduate programs, but there is little or no support for first-generation graduate students (FGGS) or understanding of their information needs. In the field of library and information science (LIS), there is a gap in research pertaining to first-generation graduate students and an opportunity to learn more about this group, their strengths, and why they need support. In this article, the authors discuss issues around defining FGS and provide an overview of the limited research regarding FGS in the LIS literature, the challenges that first-generation graduate students face, and why LIS professionals should care about this group of students. The article ends with a call to action for more intersectional research on the experiences of FGS with graduate education and highlights the benefits of such research for students, graduate programs, student support services, and academic libraries. The goal of this article is to bring more awareness about first-generation graduate students, in the hope of starting to think about ways to support these students, many of whom are in our classes.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204824","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}
{"title":"Fostering Student Success: Academic, Social, and Financial Initiatives","authors":"Connie Siebold","doi":"10.3138/jelis-2022-0078","DOIUrl":"https://doi.org/10.3138/jelis-2022-0078","url":null,"abstract":"","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136203871","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}
{"title":"Information Services Today: An Introduction","authors":"Jason Alston","doi":"10.3138/jelis-2022-0032","DOIUrl":"https://doi.org/10.3138/jelis-2022-0032","url":null,"abstract":"","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49435636","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}
{"title":"Data-Driven Decisions: A Practical Toolkit for Library and Information Professionals","authors":"E. Sanders","doi":"10.3138/jelis-2023-0001","DOIUrl":"https://doi.org/10.3138/jelis-2023-0001","url":null,"abstract":"","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47713859","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}
{"title":"Front Matter","authors":"","doi":"10.3138/jelis.64.3.fm","DOIUrl":"https://doi.org/10.3138/jelis.64.3.fm","url":null,"abstract":"","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135762051","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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