Data visualization literacy is “the ability and skill to read and interpret visually represented data in and to extract information from data visualizations” and is an emerging literacy type. Even though support exists for data literacy and data visualization use within the academic professions, limited research assessing data visualization literacy skills has been published. This study surveys participants recruited from the 56 institutions with ALA-accredited information programs using Visualization Literacy Assessment Tool (VLAT) content directly from the original test instrument. The results of this study indicate that information science students may possess data visualization literacy skills but have gaps in relation to specific types of data visualizations.
{"title":"Data Visualization Literacy Skills of Information Science Students","authors":"Monica Rogers, SaBrina Jeffcoat","doi":"10.3138/jelis-2023-0024","DOIUrl":"https://doi.org/10.3138/jelis-2023-0024","url":null,"abstract":"Data visualization literacy is “the ability and skill to read and interpret visually represented data in and to extract information from data visualizations” and is an emerging literacy type. Even though support exists for data literacy and data visualization use within the academic professions, limited research assessing data visualization literacy skills has been published. This study surveys participants recruited from the 56 institutions with ALA-accredited information programs using Visualization Literacy Assessment Tool (VLAT) content directly from the original test instrument. The results of this study indicate that information science students may possess data visualization literacy skills but have gaps in relation to specific types of data visualizations.","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"2 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141834283","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}
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.
{"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}
Michelle Caswell, Sumayya Ahmed, G. Brilmyer, Marika Cifor, Jennifer Douglas, Jamie Ann Lee, James Lowry, Vanessa Reyes, Cecilia Salvatore, Tonia Sutherland, Thuy Vo Dang
This article provides background on community archiving as it relates to a group of faculty members currently working together to address the challenge of reimagining archival education to center non-dominant archival traditions and the restructuring of internship programs to provide financial compensation, by asking how MLIS programs might transform to better serve both minoritized communities and minoritized students. We focus on MLIS Education and Dominant Archival Theories and Practices, to explore the challenges of and possibilities for a large-scale North American effort to support paid internships at community archives.
{"title":"Envisioning a Paid Community Archives Internship Program: Challenges and Opportunities","authors":"Michelle Caswell, Sumayya Ahmed, G. Brilmyer, Marika Cifor, Jennifer Douglas, Jamie Ann Lee, James Lowry, Vanessa Reyes, Cecilia Salvatore, Tonia Sutherland, Thuy Vo Dang","doi":"10.3138/jelis-2023-0032","DOIUrl":"https://doi.org/10.3138/jelis-2023-0032","url":null,"abstract":"This article provides background on community archiving as it relates to a group of faculty members currently working together to address the challenge of reimagining archival education to center non-dominant archival traditions and the restructuring of internship programs to provide financial compensation, by asking how MLIS programs might transform to better serve both minoritized communities and minoritized students. We focus on MLIS Education and Dominant Archival Theories and Practices, to explore the challenges of and possibilities for a large-scale North American effort to support paid internships at community archives.","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141835215","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":"Social and Emotional Learning for Picture Book Readers","authors":"Stephanie E. Mahar","doi":"10.3138/jelis-2022-0088","DOIUrl":"https://doi.org/10.3138/jelis-2022-0088","url":null,"abstract":"","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141710622","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":"Concise Guide to Information Literacy","authors":"Cindy Goode","doi":"10.3138/jelis-2023-0046","DOIUrl":"https://doi.org/10.3138/jelis-2023-0046","url":null,"abstract":"","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"11 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141698629","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":"Foundations of Intellectual Freedom","authors":"Jennifer Luetkemeyer","doi":"10.3138/jelis-2022-0080","DOIUrl":"https://doi.org/10.3138/jelis-2022-0080","url":null,"abstract":"","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"2001 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141707596","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":"Student-Created Media: Designing Research, Learning, and Skill-Building Experiences","authors":"Victoria Longfield","doi":"10.3138/jelis-2023-0007","DOIUrl":"https://doi.org/10.3138/jelis-2023-0007","url":null,"abstract":"","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"105 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141694852","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 : 2024-04-09DOI: 10.3138/jelis-2023-0021-01
Anthony W. Dunbar, Rebekah McFarland, Elizabeth Grauel
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.
{"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}
Pub Date : 2024-04-09DOI: 10.3138/jelis-2023-0021-02
Anthony W. Dunbar, Rebekah McFarland, Elizabeth Grauel
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.
{"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}
{"title":"Metadata","authors":"V. Reyes","doi":"10.3138/jelis-2022-0082","DOIUrl":"https://doi.org/10.3138/jelis-2022-0082","url":null,"abstract":"","PeriodicalId":508771,"journal":{"name":"Journal of Education for Library and Information Science","volume":"60 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140759312","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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