IOPN Journals (Illinois Open Publishing Network)
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Indigenizing research methods: making research outcomes better for all
Get PDFIn the context of Indigenizing academic practices and promoting cultural inclusivity within library and information institutions, this paper explores the significance of incorporating Indigenous approaches to research within LIS research methods courses. It argues that Indigenous research methods can be adapted and applied to other contexts, especially where research is being done in Diversity Equity and Inclusion (DEI) communities, who also have a history of being marginalized in research. This paper advocates for research methods to be transformed by incorporating Indigenous approaches into research methods education and empowering students to become culturally competent researchers. The paper will demonstrate how the use of Indigenous methodologies provides students with an understanding of alternative paradigms informed by indigenous ways of knowing
Fallacy as Foundation of Post-Truth Knowledge and Knowing in LIS
Get PDFHow can library and information science (LIS) better promote epistemic vigilance and critical ethics toward post-truth (i.e., harmful; false; mis/dis/mal) information? This preliminary critical philosophical investigation argues LIS must go beyond considering mis/dis/mal information, and instead examine how post-truth shapes the process of producing mis/dis/mal epistemology through fallacies. Drawing from insights related to epistemicide and epistemic injustice in LIS, we reconsider post-truth and the modes of justification validating false beliefs as knowledge. We operationalize Fallacy 1 (“deceptively bad arguments”) and Fallacy 2 (“false popular belief”) to consider post-truth knowledge production. LIS faces an immediate pedagogical imperative of preparing information professionals to equitably mitigate fallacious harms inflicted by fake news proliferation, wavering information literacy, and the largely uncritical popularization of AI systems and tools which forcefully facilitate knower interactions with post-truth information. The evolving notions of post-truth information requires a critical ethical revolution for LIS
Information Science Advancing while Library Retreating: An Exploratory Study with LIS Education in Mainland China
Get PDFThe aim of this study is to highlight the evolving trend of \u27delibrarization\u27 in LIS school education in mainland China and to explore the underlying reasons for its emergence. To achieve this, the study employs discourse analysis to examine the nomenclatures and objectives of undergraduate degree programs at the top five LIS schools in mainland China. Furthermore, a critical analysis of the social background and academic evaluation system was conducted to further identify some contributing factors. The study concludes that the trend of \u27delibrarization\u27 in LIS education is driven by a combination of factors: the self-imposed perception of library science as \u27restricted to library\u27 and interdisciplinary, as constructed by some scholars in the field; the unfavorable nature of the current academic evaluation system; and the diminishing influence of library science within LIS schools
Learning From Community-Based Efforts Toward Shared Responsibility for Climate and Environmental Justice
Get PDFIn this exploratory inquiry, the research team investigates community-based data practices in climate and environmental justice initiatives. We set out to learn from the long history and current activities of communities seeking to hold corporate and government actors responsible to enact care for the climate and environment (e.g., monitoring air quality and waterways affected by petrochemical industries). Through a critical intersectional care ethics lens, we follow how groups respond to harms to ecosystems and seek healing, positioning their epistemic authority as they work with data (e.g., Ottinger, 2023; Puig de la Bellacasa, 2017). This work draws insights from inquiries which have examined how communities engage with climate action and efforts toward environmental sustainability (e.g., dos Santos et al., 2024; Kaczmarek, 2023; Nathan, 2012).
Through a poster reporting on preliminary research, we share early analyses highlighting communities’ labor of resisting corporate delay, denial, and other dis- and mal-information practices, which slow or block urgently needed action and truth-telling. Methods involve analysis of archival records created by and about communities affected by the Love Canal toxic waste crisis in Western New York. The project aims to appreciate differences and similarities in community-based data practices, identifying further possibilities for information professionals and libraries, archives, and museums to uphold these data practices and associated knowledge and memory work, research, and storytelling. In turn, the team proposes future work to trace the development of community-based practices with climate and environmental data over time
Toward Governance Best Practices for Open Educational Resources
Get PDFOpen educational resources (OER) constitute a form of digital media that have received growing interest and adoption. Infrastructures are becoming more widely available to support OER authorship and adaptation. However, this article argues that infrastructures for the ongoing governance of OER have been lacking, despite the medium’s possibilities as “evolutionary media.” The article provides a review of existing literature on OER and their governance, in conversation with the governance of other kinds of software commons. It then offers an auto-ethnographic reflection on the authors’ experience with the challenges of OER maintenance in the context of a specific textbook on social media, and the resulting need for taking governance seriously. Finally, the article proposes strategies for improving support for OER governance through collaborative processes among their stakeholders
Student Perceptions of Academic Misconduct in the Age of Generative AI
Get PDFIn the contemporary landscape of academia, the integration of artificial intelligence (AI) has significantly altered the dynamics of academic research and writing. This study delves into the perceptions of academic misconduct among university students in the age of AI. Through a structured online survey, participants will articulate their perspectives on various activities and their classification as academic misconduct, as well as the severity of such transgressions. By probing into students\u27 beliefs and attitudes, the research seeks to uncover potential disparities in the understanding and interpretation of academic misconduct within higher education settings. The advent of AI technologies has revolutionized the academic environment, providing students with unparalleled access to information and writing assistance. However, this paradigm shift has also brought forth heightened concerns surrounding academic integrity, particularly with regards to plagiarism. Moreover, the widespread adoption of grammar-checking tools such as Grammarly adds further layers of complexity, as the outputs sometimes resemble those generated by AI, blurring the lines between original work and automated assistance. Utilizing quantitative research methods, this study employs an online survey platform to collect data on student perceptions of academic misconduct. The insights collected from this investigation aim to contribute to a nuanced understanding of the multifaceted nature of academic integrity in the era of AI. Ultimately, the findings seek to inform educational policies and practices, fostering a cohesive and informed approach to upholding academic standards across diverse higher education institutions
Forward Together: Working with the New Standards for Accreditation
Get PDFThe American Library Association Committee on Accreditation (COA) will host an interactive session on working with the newly approved Standards for Accreditation of Master’s Programs in Library and Information Science (2023).
The 2023 Standards were adopted by approval of the Council of the American Library Association (the Council) on November 30, 2023. These revised Standards eliminate redundancies, improve clarity, and infuse concepts of Equity, Diversity, and Inclusion throughout the standards. The collaborative process that supported this work will ensure that these revised standards support a responsive, 21st century library and information education rooted in the fundamental principles of the profession as espoused by the American Library Association. The 2023 Standards take effect for all programs with comprehensive review visits scheduled for Spring 2026 or afterward, and programs with comprehensive review visits in 2025 may choose to respond to the new standards if they wish.
COA members will discuss the structure and intent of the 2023 Standards and how those can be applied across diverse programs. Panelists will discuss how programs with reviews after 2025 might transition from the 2015 to 2023 standards. Additionally, the panel will share their thoughts on types of evidence sufficient to meet the needs of the new standards and reporting expectations for those standards in program statistical reports, biennial narrative reviews, and comprehensive reviews.
Finally, attendees and panelists will discuss opportunities and challenges in responding to the new standards. Attendees and panelists will discuss strategies for reporting on the standards to demonstrate that the program embraces the values of the LIS professions while also taking into account those programs’ local and regional contexts.
No Evolution Without Revolution: Historical Revelations for LIS Education
Get PDFAs the field evolves and adapts to emerging technologies and societal changes, the rich historical context and radical changes that have shaped libraries and information systems risks being overshadowed. This SIG panel presentation will feature presentations ranging from understanding the role of caucuses in the LIS field, using creative storytelling to illuminate LIS history, and how AI will impact our ability to tell, know, and make history. Following the presentations, we expect to have a conversation about how we preserve and share LIS history in the face of technological change.
National Associations of Librarians of Color Provides Historical Context to Teach Social Justice Work - Long
Before DEI and social justice were integrated into statements, core principles, standards, or competencies for LIS education, there were efforts conducted by BIPOC library leaders who moved the needle in the profession by establishing professional associations that represented their communities. This presentation makes the connection between diversity efforts in LIS history and LIS pedagogy, by proposing the use of the specific historical context of social movements to substantiate and inform the social justice work that current LIS graduates will encounter.
Demystifying the Past to Examine the Present and Shape the Future: Historical Research and Creative Storytelling in LIS Education - Ely-Ledesma
Unpacking the complicated history of libraries in the United States, and recognizing historical threads that connect past to present, is vital as the profession continually adapts to emerging technologies and societal changes. When considering implementing historical perspectives into LIS education, we must ask a basic question: How can we infuse historical perspectives into LIS courses in an effective way? Historical research and creative storytelling are one way to address this question. To this end, I propose a three-step process for a project suitable for foundational courses or courses on library history.
Teaching the History and the Evolution of the Information and Knowledge Profession - Hawamdeh
According to Marcus Garvey “A person without the knowledge of their past history, origin, and culture is like a tree without roots." Understanding the LIS history, evolution and the radical changes is a key to the continued transformation of the information and knowledge profession. The continued expansion, evolution, and the emergence of concepts such as knowledge management, data science and generative AI are raising questions like how these concepts are related to LIS, how can they be woven into LIS curriculum, and how historical perspectives can be used to shape the future of the information and knowledge profession
A Qualitative Investigation into Students’ Learning Experience with ChatGPT
Get PDFThe emergence of ChatGPT, a generative artificial intelligence (AI) tool, has sparked interest in its potential applications within the education sector. Despite extensive research on ChatGPT’s performance, there is a lack of understanding regarding students’ attitudes and perceptions towards this AI technology. This exploratory study aims to gain a deeper understanding of ChatGPT’s role and use in educational settings, ultimately contributing to its constructive integration into teaching and learning methodologies. A qualitative study was conducted using semi-structured interviews with 20 undergraduate students from South Korea, exploring their learning experiences, usage patterns, and concerns surrounding ChatGPT.
A thematic analysis of the students’ responses revealed five key themes related to the purposes of using ChatGPT: (1) writing and language support, (2) educational and research assistance, (3) programming and coding aid, (4) idea generation and brainstorming, and (5) general knowledge acquisition. Despite the wide range of applications, some respondents acknowledged limitations and expressed skepticism regarding the information provided by ChatGPT, emphasizing the need for caution when relying on AI-generated content for educational purposes.
The findings offer valuable insights into the current usage of ChatGPT and the potential challenges associated with its integration into educational settings. By leveraging the advancing capabilities of ChatGPT in teaching and learning and fostering AI literacy, educators can enhance their practices. This involves developing the necessary skills and competencies to effectively utilize AI technologies and applications, allowing them to more effectively support students’ learning needs and better prepare them for the rapidly changing landscape of education.
LIS Curriculum Coverage of Sustainability
Get PDFThe Association for the Advancement of Sustainability in Higher Edcuation calls for higher education to be effective change agents and drivers of sustainability innovation. The International Federation of Library Associations and Institutions has advocates for libraries’ unique and important contributions to the global sustainable development efforts (2016). In 2019, the American Library Association added sustainability as a core value of librarianship. Under this environment, LIS publications on libraries and sustainable development identified a lack of the awareness and knowledge of sustainability among librarians and called for it to be covered in LIS curriculum. This study explores the coverage of sustainability in LIS curriculum and aims to explore how LIS profession understands sustainability, whether sustainability should be in LIS curriculum, and what competences it develops in LIS students. Findings from this study will further the discussion on libraries’ roles in society and how to equip LIS professionals with needed knowledge and skills to act on those roles