ethanporcaro/eric-fulltext-meta huggingface dataset:
Igniting Diversity: Actionable Methods and Ideas for Advancing Diversity in LIS Education in the US
Author: Lee, Shari A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Cultural Pluralism,Cultural Awareness,Introductory Courses,Research Papers (Students),Assignments,Bias,Library Research,Intercultural Communication,College Faculty,Service Learning

The Association for Library and Information Science Education (ALISE) appointed a five-member Taskforce in 2011 to pursue the development of an ALISE Statement on Diversity. Two years later, the ALISE membership voted unanimously to adopt the statement. In an effort to move the statement from mere words on paper, the Taskforce provided actionable models and ideas in an &quot;ignite&quot; session on diversity. In this collaborative piece, four members of the ignite diversity panel share their ideas, experiences, and methods for advancing diversity in the classroom and beyond. Professors Renate Chancellor, Clara Chu, Howard Rodriguez-Mori, and Loriene Roy provide ideas and real world examples that can be readily implemented in the classroom, in research, and at the institutional level. While the United States provides the context for these discussions, many of these methods and ideas are readily adaptable to countries across the globe.
Participatory and Transformative Engagement in Libraries and Museums: Exploring and Expanding the Salzburg Curriculum
Author: Lankes, R. David
Date: 2015-00-00
Type: Journal Articles
Subjects: Libraries,Museums,Librarians,Professional Personnel,Job Skills,Participation,Cultural Context,Continuing Education,Library Education,Curriculum,Foreign Countries

During a program titled &quot;Libraries and Museums in an Era of Participatory Culture,&quot; co-sponsored by the Salzburg Global Seminar (SGS) and the Institute of Museum and Library Services (IMLS), one of the discussion groups developed recommendations for skills needed by librarians and museum professionals in today's connected and participatory world. The group focused on the concepts, knowledge, and processes that both librarians and museum professionals need to understand and know, realizing that participatory culture has ramifications both for traditional functions and emerging skills. The initial framework was an overview. This paper expands on the work started in Salzburg and calls for further discussion. By opening the conversation to the library and museum worlds, it is proposed that the two systems of education and continuing education will experience positive and possibly unexpected synergistic benefits.
The Teaching of Reference in American Library Schools. Historical Paper 4
Author: Cheney, Frances Neel
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Graduate Study,Reference Services,Library Services,Library Schools,College Instruction,College Faculty,Teacher Characteristics,Teaching Methods

In this article, the author proposes to present a superficial view of what is being taught in the 32 American Library Association accredited graduate library schools. She briefly discusses and answers the following three questions: (1) Who is teaching reference?; (2) What is being taught?; and (3) How is it being taught? [For the commentary on this article, &quot;Who, What and How? Commentary on Cheney, F. N. (1963) the Teaching of Reference in American Library Schools&quot;, see EJ1073539. This article was originally published in the &quot;Journal of Education for Librarianship.&quot;]
Reflecting on Reflection as a Critical Component in Service Learning
Author: Bloomquist, Catherine
Date: 2015-00-00
Type: Journal Articles
Subjects: Service Learning,Reflection,Transformative Learning,Information Science Education,Course Descriptions,Student Attitudes,Experiential Learning,Educational Practices,Training Methods,Learning Theories,Higher Education

Despite the popularity of service learning, it is sometimes criticized for its lack of academic rigor. This piece provides a counterpoint to that argument by describing a LIS service-learning course from the student's perspective. I focus particularly on the role of reflection, a key component in service-learning courses that helps to differentiate service learning from other types of experiential learning. I describe how the structured reflection opportunities in this course acted as an essential learning catalyst, helping to forge not only course-based learning but also learning related to larger LIS theory.
Who, What and How? Commentary on Cheney, F. N. (1963) the Teaching of Reference in American Library Schools. (Journal of Education for Librarianship, 3(3), 188-198)
Author: Smith, Linda C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Graduate Study,Reference Services,Library Services,Library Schools,College Instruction,College Faculty,Teacher Characteristics,Teaching Methods

Cheney's paper was the first major article on the subject of teaching reference in American library schools. In the article, she addressed three questions: (1) Who is teaching reference?; (2) What is being taught?; and (3) How is it being taught? In this article, Linda Smith discusses how the teaching of reference has changed in the more than 50 years since Cheney offered her assessment of the state of the field in 1963. Cheney focused on the 32 library schools with ALA-accredited programs; that number has grown to 58, several of which also identify as Information Schools (&quot;iSchools&quot;). [For the historical paper, &quot;The Teaching of Reference in American Library Schools,&quot; see EJ1073536.]
The Education of a Librarian and Educator: Professor Satoru Takeuchi of Japan
Author: Williams, Robert V.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Library Education,Librarians,Biographies,Educational Development

The early life and professional career of Dr. Satoru Takeuchi, a noted Japanese librarian, educator, and author, are explored here within the context of Japanese library education since World War II. Professor Takeuchi, now retired from the University of Library and Information Science (ULIS) in Tsukuba, Japan, has been an influential educator, administrator, and author in Japan for well over 40 years. He has written and translated books on children's literature, storytelling, library architecture, ethics, and comparative study of libraries and librarianship. His recent analyses of the work of S. R. Ranganathan have been very influential among library education faculty and students throughout the world. This article provides a brief look at a different cultural situation for LIS education, one that is both similar to but still different from the North American centric view. It shows how one individual was greatly influenced by the North American model but made his own adaptations based on Japanese traditions and culture.
Information Behaviors and Information Literacy Skills of LIS Students: An International Perspective
Author: Saunders, Laura
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Information Literacy,Student Behavior,Student Surveys,Graduate Students,Undergraduate Students,Foreign Countries

Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist and educate their future patrons, yet there is relatively little research into the information literacy and behaviors of librarians and library students. Using a survey on information behaviors, this study addresses this gap in the literature by examining how LIS students in 18 countries search for, evaluate, and use information in various contexts, and on whom they rely for help. The results of this study demonstrate library science students' information literacy skills within an international context. Faculty in LIS programs will be interested to see how their students approach information problems, and might use this understanding to develop or strengthen courses and inform curricular decisions.
&quot;Mr. Dewey Is Crazy and Katharine Sharp Hates the University of Chicago:&quot; Gender, Power, and Personality and the Demise of the University of Chicago Course in Library Science 1897-1903
Author: Stauffer, Suzanne M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational History,Gender Issues,Power Structure,Gender Bias,Library Instruction,Library Science,Library Education,Philosophy,Librarians,College Libraries

In 1897, the University of Chicago Extension Division began offering what we today would call &quot;bibliographic instruction&quot; under the aegis of the Bureau of Information of the Illinois State Library Association. The program was expanded under university librarian Zella Allen Dixson, and by 1900 was designed to train librarians and library assistants. The program was severely criticized by Melvil Dewey in 1902 and by the American Library Association's Committee on Library Training in 1903. In several letters of rebuttal, Dixson accused him and Katharine Sharp of conspiring to close the program for their own personal and professional reasons. This study examines the interactions among the three principals, and of gender, ego, and power in the demise of the program, as well as the ALA's attempts to construct librarianship as a masculine profession.
Multi-Cultural Graduate Library Education. Historical Paper 5
Author: Carter, Jane Robbins
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Graduate Students,Minority Group Students,Enrollment Influences,Barriers,Student Recruitment,Educational History,Disproportionate Representation,Foreign Students,Educational Change,Paying for College,Access to Education,Cultural Influences,Student Diversity

This paper examines factors influencing the number of minority students enrolling in library schools during the 10 years prior to 1978. Robbins notes that there are four categories of barriers likely obstructing recruitment of students of color into LIS programs: financial, educational, psychosocial, and cultural. [For the commentary on this article, &quot;Diversity: Then Is Now. Commentary on Carter, J. R. (1978) Multicultural Graduate Library Education,&quot; see EJ1073549. This article was originally published in the &quot;Journal of Education for Librarianship.&quot; This article was originally published in the &quot;Journal of Education for Librarianship.&quot;]
International Perspectives in LIS Education: Global Education, Research, and Collaboration at the SJSU School of Information
Author: Hirsh, Sandra
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Global Education,College Curriculum,Educational Cooperation,Library Research,Outreach Programs,Global Approach,Internship Programs,Active Learning,Student Projects,College Faculty,Faculty Development,International Cooperation,Graduate Study,Doctoral Programs,Distance Education,Foreign Countries,Conferences (Gatherings)

The IFLA Trend Report identified five trends that will impact the information environment (IFLA, 2015), such as access to information with new technologies, online education for global learning, hyper-connected communities, and the global information environment. The faculty at San José State University (SJSU) School of Information (iSchool) is engaged in a wide range of activities that focus on these trends--benefiting students, enhancing faculty professional development, and extending the school's impact on the global information environment. The importance of incorporating global perspectives in the curriculum to reflect changes in the way that communities around the world access and share information is the focus of numerous studies. The SJSU iSchool has been an early adopter of various practices to increase the range of international education, outreach, and research initiatives. This article provides examples of curricular, research, and collaborative projects that our faculty has developed, both for our students and for the global community of information professionals. Key initiatives presented include virtually abroad global projects, globalization of LIS curriculum, international LIS internships, international project-based learning, faculty professional development, and international collaborations. Collectively, these initiatives demonstrate the diverse ways the iSchool is addressing the need in higher education to reach across national borders, especially in the information field.
Diversity: Then Is Now. Commentary on Carter, J. R. (1978) Multicultural Graduate Library Education. (Journal of Education for Librarianship, 18(4), 295-314)
Author: Roy, Lorienne
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Graduate Students,Minority Group Students,Enrollment Influences,Barriers,Student Recruitment,Disproportionate Representation,Paying for College,Cultural Influences,Access to Education,Student Diversity

Robbins Carter's portrait of the librarian workforce is still true. According to the latest American Library Association (ALA) demographics, the profile of today's librarian is that of a white (87.1 percent) woman (80.7 percent) of middle age (57.1 percent, age 45 or older) (ALA, 2013). Despite these data, support for increased diversity is strongly present among LIS faculty and within professional organizations, &quot;motivating certain initiatives such as site-specific funding, site-specific curricular foci, and national accreditation standards.&quot; Robbins noted that there were four categories of barriers likely obstructing recruitment of students of color into LIS programs: financial, educational, psychosocial, and cultural. The author briefly discusses these areas, comparing now and then. [For the historical paper, &quot;Multi-Cultural Graduate Library Education,&quot; see EJ1073546.]
A Mixed-Methods Inquiry into the Intimate Practices of Partnered Mature Students and Influences on Relationship, Sexual, and School Satisfaction
Author: van Rhijn, Tricia M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,College Students,Regression (Statistics),Child Rearing,Family Influence,Interpersonal Relationship,Intimacy,Sexuality,Predictor Variables,Satisfaction,Age Differences,Time,Fatigue (Biology),Stress Variables,Online Surveys,Foreign Countries,Adult Students,Nontraditional Students

Through the use of mixed qualitative and quantitative methods, the current study explored the impact of postsecondary study on the intimate relationships and school experiences of partnered mature students. Quantitative regression analyses indicated that parental status, family support, partner support, and sexual desire significantly predicted relationship satisfaction, while family support and partner support significantly predicted sexual satisfaction. Age and sexual desire predicted school satisfaction for women only. Through qualitative thematic analysis it was determined that not having enough time, feeling too tired, and being stressed negatively impacted sexual satisfaction, while experiencing personal growth was described as both beneficial and problematic. Some participants reported using sex to aid in their academic success by way of offering a distraction or reducing stress. We discuss possible ways that postsecondary institutions, through their campus programs, can better address the impact school may have on mature students' intimate relationships.
Preparing for Complexity and Wicked Problems through Transformational Learning Approaches
Author: Yukawa, Joyce
Date: 2015-00-00
Type: Journal Articles
Subjects: Transformative Learning,Information Science Education,Leadership Training,Learning Strategies,Student Development,Learning Theories,Cognitive Development,Concept Formation,Capacity Building,Social Justice,Educational Practices,Educational Strategies,Professional Development,College Programs

As the information environment becomes increasingly complex and challenging, Library and Information Studies (LIS) education is called upon to nurture innovative leaders capable of managing complex situations and &quot;wicked problems.&quot; While disciplinary expertise remains essential, higher levels of mental complexity and adaptive capabilities are also needed to manage complexity. This article reviews three transformational learning approaches with the potential to effectively guide student growth toward these higher levels: (1) overcoming immunity to change, (2) threshold concepts and variation theories, and (3) transformative learning theory. All three approaches aim at transforming high-level meanings that are limiting into understandings that empower in order to achieve pragmatic goals, comprehend foundational disciplinary concepts, and generate new frames of reference for social justice.
Challenges and Concerns for Library and Information Science (LIS) Education in India and South Asia
Author: Kaur, Trishanjit
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Library Science,Information Science,Higher Education,Distance Education,Accreditation (Institutions),College Curriculum,College Faculty

This paper presents some of the challenges and concerns for library and information science (LIS) education in India. In order to provide context for these challenges, the paper begins with a brief overview of higher education in India in general and then discusses the beginning of LIS education. It briefly summarizes LIS education in South Asia to provide additional context. The paper discusses concerning issues, including curriculum, accreditation, program delivery through distance education, and research in LIS. The paper goes on to highlight some of the challenges that LIS educators face in India. It concludes with suggestions about how some of these challenges might be addressed including implementation of the Recommendations of National Knowledge Commission. The need for a Model Curriculum in order for LIS to fill the gap between needs of the users and skills of library professionals is also discussed.
Preparing Students in Professional Programs for Rural Practice: A Case Study
Author: Brook, Julia
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Rural Areas,Professional Education,Interprofessional Relationship,Epistemology,Course Descriptions,Course Evaluation,Interviews,Student Projects,Teamwork,College Faculty,Participant Observation,Student Journals,College Students

Understanding the supports and constraints available in rural communities is integral to the education of professionals who choose to practise in rural settings. Previous research has indicated that many professionals do not have an accurate understanding of rural contexts and how rural settings impact personal life and professional practice. To address this gap, an interprofessional course centring on professional practice in rural and remote communities was developed. This course was designed to be reflective of rural practice, not only in content but also in the way the course was delivered. Findings from this case study indicated that students' understanding of the complexity of rural settings was enhanced on multiple levels. The interactive and experiential nature of the course allowed students to develop working relationships that increased both their understanding of the value of interprofessional collaboration as well as the professional opportunities that are available in rural areas.
Anatomy of a Tuition Freeze: The Case of Ontario
Author: Rexe, Deanna
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Tuition,Case Studies,Educational Policy,Educational Change,Policy Formation,Politics of Education,Postsecondary Education,Decision Making,Stakeholders,Public Opinion,Elections,Educational History

Using two conceptual frameworks from political science--Kingdon's (2003) multiple streams model and the advocacy coalition framework (Sabatier &amp; Jenkins-Smith, 1993)--this case study examines the detailed history of a major tuition policy change in Ontario in 2004: a tuition freeze. The paper explores the social, political, and economic factors that influenced policymakers on this particular change to shed light on the broader questions of the dynamics of postsecondary policymaking. The study found that the Liberal Party's decision to freeze postsecondary tuition fees was a function of stakeholder relations, public opinion, and brokerage politics, designed for electoral success. The policy implementation strategy was intended to facilitate the cooperation and interests of the major institutions. Within the broader policy community, student-organized interest groups and other policy advocates were aligned in a policy preference, a critical component for successful change.
The Gender Gap in Library Education. Historical Paper 6
Author: Harris, Roma M.
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Gender Differences,College Faculty,Specialization,Graduate Study,Role Models,Sex Role,Disproportionate Representation,Statistical Analysis

Five directory issues of the &quot;Journal of Education for Librarianship&quot; covering a span of 18 years were examined in order to determine whether there are gender-related differences in teaching specialties within graduate programs of library and information science. The results of this inquiry revealed strong support for the gender-linked nature of teaching specialties within the discipline. Specifically, women tend to specialize in the teaching of services for children and young adults, cataloging, and classification, where men have tended to specialize in information science, research methods, library automation, and the history of books, printing, and libraries. These patterns parallel those found in the courses selected by male and female students and in the career paths of M.L.S. degree graduates. The results are discussed in terms of their implications for library educators as sex-role models. (A list of references and notes is included.) [For the commentary on this article, &quot;A Response to Ages Past. Commentary on Harris, R. M., Michell, B.G. &amp; Cooley. C. (1985) The Gender Gap in Library Education&quot;, see EJ1073561.]
A Response to Ages Past. Commentary on Harris, R. M., Michell, B.G. &amp; Cooley. C. (1985) The Gender Gap in Library Education. (Journal of Education for Library and Information Science, 25(3), 167-176)
Author: Wellstead, Peta
Date: 2015-00-00
Type: Journal Articles
Subjects: Library Education,Gender Differences,College Faculty,Graduate Study,Disproportionate Representation,Influence of Technology,Social Change,Employment Patterns

Much has changed in the information environment since the years of Harris' review. It is important to mention the significance of the impact of technology that has rendered the work of librarians and information workers almost unknowable to those teaching in the period 1965-1983. As a result of these reviews and technological changes, many universities have renamed their Schools of Library Education as iSchools or Schools of Information. In this commentary, the author briefly discusses where sociological and technological changes have led over the last 30 years in terms of employment patterns. [For the historical paper, &quot;The Gender Gap in Library Education,&quot; see EJ1073559.]