ethanporcaro/eric-fulltext-meta huggingface dataset:
People-First and Competence-Oriented Language
Author: West, Elizabeth A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Stereotypes,Disabilities,Language Usage,Social Bias,Interaction,Guidelines,Empowerment,Special Education,Educational Environment,Educational History,Philosophy,Competence

A plethora of political volleyball regarding the use of specific derogatory terms (e.g., &quot;the retarded&quot;) recently made headlines throughout the United States. Often movies are made without concern for their portrayal of persons with disabilities using stereotypes and stigma supporting language in the script. Many of those in special education, as well as individuals with disabilities, are dismayed at the lack of sensitivity surrounding the use of such terminology and might be wondering whatever happened to the &quot;people-first language&quot; movement. Competence-oriented based language is aligned to the people-first language movement. Smith, Salend, and Ryan (2001) defined competence-oriented language and interactions as &quot;...positive language that shows acceptance of students with disabilities and provides a classroom environment where they can flourish&quot; (p. 21). Competence-oriented language and interactions promote the use of language that focuses on the abilities and skills of a person instead of his or her disability or deficits. It is having positive interactions with, or about, persons with disabilities instead of negative ones. This article reviews people-first language, its beginnings, its current status, and how it can be promoted and the use of competence-oriented language. It also provides guidelines to promote the effective use of people-first and competence-oriented language. The hope is to educate others so they use language that empowers students with disabilities.
Women in STEM and Human Information Behavior: Implications for LIS Educators
Author: Davis, Rebecca
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Females,Library Science,Library Education,Scholarship,Information Needs,Disproportionate Representation,Information Seeking

This paper reports preliminary data from research that seeks to inform the readers about the way that human information behavior and the use of scholarly resources impacts on women in the STEM fields. By focusing on the information behavior and information needs of women in STEM, this could lead to an increased use of academic library resources and services and even the development of specific services to meet the needs of women in STEM. The primary goal of this paper is to provide some preliminary findings on why there are so few women in the STEM fields. As a secondary goal this paper discusses the way that human information behavior can impact on the research behavior of male and female scientists in STEM and how this influences their use of libraries and research resources. Implications for LIS educators are suggested. LIS educators teaching future LIS practitioners are provided with some ideas to consider in terms of working with women in STEM and considering their information needs.
Changing Course: Collaborative Reflections of Teaching/Taking &quot;Race, Gender, and Sexuality in the Information Professions&quot;
Author: Noble, Safiya U.
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Science,Information Science Education,Ethnocentrism,Race,Sex,Sexuality,Course Evaluation,Intervention,Literature Reviews,Norms,Student Diversity,Inclusion,Instructional Design,Multicultural Education,Cultural Pluralism,Program Effectiveness,Interdisciplinary Approach,Equal Education,Higher Education,Educational Benefits,Elective Courses

This article is an attempt to reflect on the institutional and disciplinary context of a course on &quot;Race, Gender and Sexuality in the Information Professions&quot; from the perspective of instructors and students. It examines the effectiveness of a course like this as an intervention to the normative landscape of the Library and Information Science (LIS) field that often privileges White, male, middle-class, heterosexual, U.S.-based values and interests. In this article we provide a brief background for the re-establishment of this course, offer a literature review defining the normative landscape of LIS, and discuss the positive aspects and pitfalls of injecting this course into the curriculum as a &quot;diversity&quot; intervention. Finally, we offer recommendations for how to further make visible and shift the hegemonic landscape in LIS toward an inclusivity that actively deals with how race, gender, class, and sexuality deeply informs our profession.
A Study of Information-Seeking Behaviors and Processes of New Zealand Men during Periods of Life-Stress
Author: Wellstead, Peta
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Seeking,Stress Variables,Males,Research Projects,At Risk Persons,Behavioral Science Research,Investigations,Access to Information,Access to Health Care,Well Being,Barriers,Help Seeking,Daily Living Skills,Health Needs,Information Needs,Change Strategies,Attitude Measures,Foreign Countries

New Zealand men have poor health outcomes in a range of domains compared to women. They also report barriers (both personal and structural) in their information-seeking behaviors and processes to improve health and wellbeing. This paper reports a research project in progress that is investigating the information-seeking behaviors and processes of New Zealand men during episodes of life-stress that may place them at risk. The project is investigating the ways that information can be provided to encourage men to engage in information-seeking in a more timely way to improve their health and wellbeing. Results from a pilot study for the current project conducted in 2013 (n = 307) suggest that New Zealand men face considerable barriers accessing information and support, and the pathways to care are often unclear or absent. The findings from the current nationwide study will present opportunities for service providers to be better informed about ways to engage men with information and support in ways that appeal to them. Greater appeal and applicability of information may result in more timely uptake by men experiencing life-stress and result in improved health outcomes. The information-seeking behaviors and processes of men and women across the lifespan needs to be acknowledged more readily by LIS practitioners and supported by appropriate curriculum innovations.
Mapping the Infoscape of LIS Courses for Intersections of Health-Gender and Health-Sexual Orientation Topics
Author: Mehra, Bharat
Date: 2014-00-00
Type: Journal Articles
Subjects: Library Science,Information Science,Health,Sexual Orientation,Access to Information,Minority Groups,Sexual Identity,Social Attitudes,Social Bias,Content Analysis,Bibliographies,Graduate Study,Library Education,Gender Issues,Access to Health Care,Foreign Countries,Courses,Higher Education

The article explores the information landscape (i.e., infoscape) of library and information science (LIS) courses for intersections of health-gender and health-sexual orientation topics, concerns, and issues. This research was considered important because health information support services essential in today's society must include marginalized gender and sexual orientation-related content that is deemed taboo in an all-pervasive patriarchal and heterosexist culture. Research methods involved a content analysis of bibliographic course descriptions available on the homepages of graduate programs in Canada and the United States that are accredited by the American Library Association. Syllabi for LIS courses on health information support services, gender, and sexual orientation were also studied. Findings map the existing infoscape surrounding the teaching of health information support services in LIS and identify future directions for inclusion of gender and sexual orientation topics in the LIS curriculum.
Enabling Gender-Inclusivity in LIS Education through Epistemology, Ethics, and Essential Questions
Author: Fox, Melodie J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Library Science,Information Science Education,Library Education,Gender Differences,Epistemology,Questioning Techniques,Concept Formation,Ethics,Gender Issues,Gender Bias,Teaching Methods,Higher Education,Inquiry

Epistemology, or the study of knowledge and knowing, is foundational for Library and Information Science (LIS) programs, as the recognition of different conceptions of how people &quot;know&quot; can help LIS professions handle diversity, especially gender diversity. The incorporation of epistemology can provide LIS students with more sophisticated sense of how knowledge and information are generated, but can be intimidating to students and instructors alike. Epistemology can be more smoothly incorporated into the LIS classroom using essential questions--overarching, debatable questions that provide context and consequences in learning specific concepts. Brown (2012) recommends essential questions, along with focused conversations, as components of inquiry-based learning in LIS. This article builds on Brown's approach by focusing specifically on how essential questions can be effectively used to teach relevant epistemological concepts that inform gender-related ethical dilemmas students will encounter in professional practice.
Using Etherpads as Platforms for Collaborative Learning in a Distance Education LIS Course
Author: Pymm, Bob
Date: 2014-00-00
Type: Journal Articles
Subjects: Library Education,Distance Education,Cooperative Learning,Computer Uses in Education,Undergraduate Students,Foreign Countries,Teamwork,Synchronous Communication,Instructional Effectiveness,Content Analysis

Distance education, by definition, creates a number of challenges for lecturer and student in building and maintaining connection and commitment. The challenges that need to be overcome include communication difficulties, lack of student motivation, high drop out from courses, provision of support at a distance and a sense of isolation or lack of student community. The use of collaborative technologies such as wikis or document sharing platforms is one way in which these challenges can be addressed. This paper looks at the application of a specific document sharing platform, Etherpad, in order to assess its effectiveness in building connections between distance education (DE) students enrolled in a library and information studies course in an effort to create the sense of a learning community amongst them. In addition, the research also looked at the effectiveness of Etherpad as a tool to help develop students' capacity to meet a number of the University's graduate attribute outcomes. Content analysis of the online conversations of nearly 400 undergraduate students was undertaken and the results evaluated. From these, the researchers concluded that the nature of the task, together with the technology employed, made a considerable positive impact on those involved, increasing their sense of being part of a cohort, encouraging a questioning, supportive environment and making them feel more at ease with group work as DE learners.
RDA: Training and Continuing Education Needs in Academic Libraries
Author: Tosaka, Yugi
Date: 2014-00-00
Type: Journal Articles
Subjects: Cataloging,Academic Libraries,Continuing Education,Training,Educational Needs,Metadata,Surveys,Knowledge Level,Library Personnel,Training Methods,Preferences

This study aims at gaining a better understanding of the current state and needs of RDA training among cataloging and metadata practitioners. Using nationwide survey data focusing on the academic library sector, this study finds that while training activities since RDA's release in 2010 show a positive correlation with catalogers' levels of RDA knowledge, it also finds an alarmingly low level of reported familiarity with a broad range of RDA topics even on the eve of U.S. national RDA implementation. The most consistent finding is the existence of a substantial divide in professional preparation for RDA between practitioners in research universities and 4-year colleges and universities. This indicates that it is particularly important to develop effective training programs that will meet the needs of practicing professionals in smaller cataloging and metadata departments and units so that the same training opportunities are offered regardless of their institutional affiliations and local resources available. In terms of future training needs, a clear emphasis is placed on practical RDA topics and questions such as RDA core elements, new and changed instructions in RDA, RDA vocabularies and concepts, and RDA in relation to MARC 21. The results also indicate that convenience, cost, or flexibility is among the most important factors determining preferred modes of delivering professional training for RDA.
Improving the Leadership Skills of Pre-Service School Librarians through Leadership Pre-Assessment
Author: Smith, Daniella
Date: 2014-00-00
Type: Journal Articles
Subjects: Leadership Training,School Libraries,Capacity Building,Library Education,Information Science Education,Curriculum Implementation,Curriculum Enrichment,Mixed Methods Research,Student Certification,Skill Development,Teacher Leadership,Student Surveys,Mail Surveys,Pretests Posttests,Correlation,Transformational Leadership,College Students,Minimum Competencies

School librarian guidelines encourage active leadership in schools. Two ways school librarian educators can encourage school librarians to be leaders are to embed the standards into the certification curriculum and to assess the leadership potential of pre-service school librarians in order to adapt the curriculum to their needs. This mixed-method study examines how a pre-assessment of leadership potential was implemented in a school librarianship certification program that emphasized leadership skills. The results of the study indicate that the leadership pre-assessment implemented during the program application process effectively identified teacher leaders with the potential to be exceptional school librarians. This signifies that leadership pre-assessments can enable school librarian educators to help pre-service school librarians to improve their leadership skills.
Diversity in Literary Response: Revisiting Gender Expectations
Author: Brendler, Beth M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Gender Differences,Expectation,Language Arts,Teacher Attitudes,College Faculty,Adolescent Literature,Ethnography,Reader Response,Social Theories,Group Discussion,Gender Bias,Sex Stereotypes,Library Education,Information Science Education,Reading Materials,Reader Text Relationship

Drawing on and reexamining theories on gender and literacy, derived from research performed between 1974 and 2002, this qualitative study explored the gender assumptions and expectations of Language Arts teachers in a graduate level adolescent literature course at a university in the Midwestern United States. The theoretical framework was structured around a social constructionist lens, including reader response and gender theories. The methodology employed ethnographic methods, as well as critical discourse analysis. This study explored the ways participants identified with or resisted gender expectations in their book discussion groups. It looked at the kind of discourses that were maintained and disrupted in the groups and within their personal blogs and written responses. The participants showed diversity within gender, which calls into question the use of gender as a major consideration for making reader's advisory, collection development, programming, or pedagogical decisions. It indicates that preservice librarians should be offered a variety of opportunities to examine and redefine our current strategies for motivating readers and recommending library materials. As library educators it is essential that we offer librarians lenses beyond gender in which to view their clients.
Real Learning Connections: Questioning the Learner in the LIS Internship
Author: Bird, Nora J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Internship Programs,Library Education,Supervisors,College Faculty,Graduate Students,Case Studies,Learning Experience,Experiential Learning,Librarians,Role

The focus of literature on the role of internship has been on whether and how such activity benefits the student. A model is proposed that examines what happens for both the practitioner supervisor and the LIS educator during an internship experience. Is it possible that all participants learn from the experience and how can that learning be characterized? The results from a three year-long case study are shared.
If Not Us, Who? Social Media Policy and the Ischool Classroom
Author: Nathan, Lisa P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Networks,School Policy,Educational Technology,Online Courses,Information Policy,Surveys,Teacher Role,College Faculty,Technology Uses in Education,Privacy,Intellectual Property,Copyrights,Professional Identity,Student Records,Guides,Information Science,Graduate Study,Graduate Students,Coding,Teacher Student Relationship,Power Structure,Administrator Attitudes,Teacher Attitudes,Policy Formation,Foreign Countries

Social networking tools offer opportunities for innovative, participative pedagogical practice within traditional institutional frameworks. However, tensions continue to develop within this space: between creativity and security, personal and professional identity, privacy and openness. We argue that iSchools are uniquely positioned to create proactive, adaptive policies guiding the pedagogical use of social media and offer initial recommendations toward the crafting of such policies. If we expect information school graduates to be proficient and critical users of perpetually evolving social media technologies, we need to create learning environments that support the ethical, reflective and effective use of these tools. As an initial step in that direction, we report on three explorations we conducted to identify the challenges and opportunities that are part of today's educational social media landscape. Informed by these investigations we put forward initial guidelines for developing a &quot;Social Media &amp; the iSchool Classroom&quot; policy for other schools to appropriate, modify and enhance.
Community Informatics Studio: Designing Experiential Learning to Support Teaching, Research, and Practice
Author: Wolske, Martin
Date: 2014-00-00
Type: Journal Articles
Subjects: Information Science,Experiential Learning,Library Education,Information Science Education,Case Studies,College Instruction,Graduate Students

This paper introduces a model of experiential learning to support teaching, research, and practice in library and information science (LIS). The concept we call &quot;Community Informatics (CI) Studio&quot; uses studio-based learning (SBL) to support enculturation into the field of CI. The SBL approach, closely related to John Dewey's inquiry-based learning, is rooted in the apprenticeship model of learning in which students study with master designers or artists to develop their craft. Our paper begins with a review of literature to frame our research before introducing our analysis of the CI Studio course. Using the first three semesters of the course as case studies, the goal of the paper was to present three related investigations that emerged from our over-arching research question: How can the CI Studio be understood as a model of experiential learning to support LIS teaching, research, and practice?
Drawing Information in the Classroom
Author: Hartel, Jenna
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Information Science Education,Art Activities,Freehand Drawing,College Students,Concept Formation,Creative Teaching,Foreign Countries

Information lies at the center of information studies, the information professions, and information education. Yet there are few agreed upon pedagogical strategies for engaging students in our central concept. In many educational programs the nature of information is assumed to be obvious and therefore left uninterrogated. Alternatively, students may be asked to read articles, such as &quot;Information as Thing&quot; (Buckland, 1991), in conjunction with a lecture, class discussion, or writing assignment. To expand the available options, this brief communication offers educators in information studies a new, arts-based, participatory approach for teaching about information itself.
Student Chapters: Meeting Expectations and Providing High Quality Experiences
Author: Davis, Casey E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Expectation,Student Experience,Student Surveys,Graduate Surveys,Multiple Choice Tests,Library Associations,Group Membership,Student Attitudes,Etiology,Attribution Theory,Skill Development,Leadership Training,Delivery Systems,Demography,Change Strategies,College Students,College Graduates,Foreign Countries

Why do students join student chapters? What do they hope to gain from joining them? The Louisiana State University (LSU) chapter of the Society of American Archivists (SAA) conducted a research project that addresses these questions. The SAA-LSU chapter surveyed LIS students and recent graduates from the 61 ALA accredited LIS programs in the United States and Canada. The survey consisted of 31 multiple-choice questions and one open-ended question asking for students' thoughts about why they joined, or didn't join, the student chapter of the professional association of their chosen specialization--archives, public, academic, special, and/or school libraries. It also addressed what they hoped to get from their membership. The goal of this research project was to gain an understanding of how to recruit new students into student chapters as well as how to provide a more enriching experience for those who join.
Faculty Opinions on the Use of Master's Degree End of Program Assessments
Author: Burke, Susan K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Masters Degrees,Teacher Attitudes,Evaluation Methods,Use Studies,Program Evaluation,Preferences,Teacher Surveys,Course Evaluation,Information Science Education,Portfolio Assessment,Exit Examinations,Theses,Academic Rank (Professional),Teacher Characteristics,Field Studies,Student Evaluation

Library and Information Studies (LIS) faculty members responded to a survey of their opinions on the use, advantages, and disadvantages of a variety of end of program assessments (EPAs) in LIS master's programs. Portfolio was the most widely preferred top choice for EPAs, but opinions ranged from preference for no EPA to preference for a combination of more than one type. In discussing types of EPAs, respondents were concerned with the value of the experience for students, the impact on faculty workload, and the assessment aspect of different types of EPAs. As programs continually revise their master's degree requirements, these data may provide useful professional opinions across the discipline.