本书:新兴创客空间信息专业人士的真实学习经验教学法

Marijel Melo, Laura March
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引用次数: 2

摘要

致力于创客空间的LIS课程能否为未来对创客空间相关职业感兴趣的图书馆员提供真实的学习体验?本文介绍了一个案例研究,其中一个真实的学习框架被应用于一个新开发的LIS研究生级别的makerspaces课程。我们详细介绍了一个题为“书目电路:旧书,新思想”的课堂项目如何挑战学生利用他们新学到的技能,将精装书升级为个性化的作品。本文通过对该课程15名学生中13名学生的调查结果的分析,概述了新出现的模式和主题。研究结果表明,该项目很容易映射到真实的学习标准,鼓励学习,并促进反思(包括协商不确定性,克服使人衰弱的完美主义和变革的快乐)。该研究拓宽了LIS教育工作者的课程设计干预措施,强调了利用技术进行深度学习的必要性,并为缩小信息专业人员与制造商空间所需的技术和社会能力之间的准备差距提供了机会。这些发现对LIS教育学领域的影响强调了一个真实的学习项目的重要性,它既可以打破LIS制造商课程的缺失,也可以重新构想当前的一次性、有压力的制造商空间培训。
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By the Book: A Pedagogy of Authentic Learning Experiences for Emerging Makerspace Information Professionals
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.
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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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