IOPN Journals (Illinois Open Publishing Network)
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Competency-Based Education/Training (CBE/CBT) in Data Services: Data Service Continuing Professional Education (DSCPE) and Learning Outcomes
Get PDFIn this paper, we report the findings of the evaluation data from the Data Services Continuing Professional Education (DSCPE) program. Using the Competency-Based Education/Training (CBE/CBT) approach, the DSCPE program fills a much-needed gap in data services training of working librarians. Our analysis focuses on the Knowledge, Skills, and Abilities (KSAs) as learning outcomes expressed by students via a pre-program survey and personal statement, and learning outcomes achieved based on students’ post-program survey, the focus group session, and their capstone presentation. Seventeen KSAs identified by participants pre-program matched the KSAs that participants reported they obtained through DSCPE. There were four matched items between mentors’ feedback and students expected or achieved KSAs. The focus on competencies is one of the key factors that led to the success of DSCPE, and specific program evaluation data zero in on KSAs also helped to highlight the matched learning outcomes and identify areas where the DSCPE can improve for future cohorts. 
Teaching social work concepts to LIS students
Get PDFWhile there has been tremendous growth in the number of partnerships between social work and public libraries in the last fifteen years, an educational gap exists in teaching students about social work concepts within library and information science (LIS) graduate curricula. Recent scholarship does speak to the importance of integrating social work skills and knowledge into LIS coursework, yet little has been written about what this instruction looks like in practice. This thought piece demonstrates an originality of ideas by describing the content, structure, and goals of a cross-disciplinary graduate course entitled Library Social Work. In doing so, the author aims to illustrate the significance of incorporating concepts and themes into LIS curricula to better prepare students for the field of public librarianship and ultimately to benefit library patrons and librarians themselves
More Than One Kind: Different Strands of Grounded Theory Used in Library and Information Science
Get PDFTo examine how different strands or versions of grounded theory have been used in LIS, we focus on three high-profile LIS journals (i.e., Journal of Documentation, Journal of the Association for Information Science and Technology, and Library & Information Science Research) known for their high impact and wide coverage of qualitative research. Literature searches were conducted on the Web of Science in February 2023, and research articles using grounded theory were included for analysis. Qualitative content analysis was used for data analysis. A coding protocol was developed, consisting of the following methodological elements: (1) versions of grounded theory being used; (2) levels of grounded theory (i.e., macro level, micro level); (3) data collection methods (e.g., interviews, focus groups); (4) data analysis methods (e.g., constant comparative analysis, open coding, and selective coding); and (5) overall characteristics of grounded theory (e.g., simultaneous data collection and analysis, inductive analysis, and emergent design). During the pilot coding session, each author coded ten randomly selected papers independently. The pilot coding results show that Charmazian (constructivist) grounded theory approach was the most popular version, and grounded theory was predominantly used as a research design or methodology, with interviews as the most frequently employed data collection method and constant comparative analysis being the most commonly used data analysis technique
There\u27s No L in Management, But There Should Be
No full textAnecdotally, library science management classes focus on basic supervisory and management concepts to prepare graduates for management responsibilities in the future. What could be missing is the leadership aspects of future roles, especially in today’s environment of change and political infusion.
This poster shows the gap, between skills related to management and supervision and those needed to demonstrate leadership and vision. Gleamed from professional associations ongoing development programs, that usually occur post-graduation, this process will show the impact of incorporating skill sets more defined as leadership versus traditional supervisory theory and skill development. Examples include emotional intelligence, project management, presentation skills as well as advanced level hard skills such as grant writing and business writing.
This poster will “Bridge the Gap” on skills traditionally included in the core management curriculum with those determined by assessment to be more useful for those students who aspire to leadership positions.
The learning outcome is to expand the awareness of course design to talent needs for successful employment of graduating students in a changing and dynamic employment market
The Importance of Learning the Difference Between Copyright and Wrong: Empowering Programs to Teach Copyright Education
Get PDFCopyright impacts all aspects of librarianship and most aspects of the wider information professions, yet courses that specifically address the legal rights and limitations of U.S. Federal Copyright law are not well represented in Library and Information Science (LIS) curriculum (Cross & Edwards, 2011; Schmidt & English, 2015). Studies have found a lack of copyright familiarity let alone literacy among librarians and LIS students surrounding many important copyright topics regarding open licensing, orphan works, and digital institutional repositories (Estell & Saunders, 2016; Saunders & Estell, 2019). The recent update to ALA’s Core Competencies has added additional copyright focused language to note that librarians should have foundational skills to “Understand the legal framework in which libraries operate, including laws relating to copyright and fair use…” (ALA, 2023). The need for this material is quite clear and yet many library and LIS programs have not addressed this notable gap in their curriculum.
This panel of copyright experts, researchers, and course instructors is designed to help identify the roadblocks that have led to a dearth of copyright focused courses, and to opportunities for change using existing resources. The aim of this panel is to inspire all in attendance to work with in their institutions to advocate for more copyright focused instruction throughout LIS.
The panel will consist of five brief five-minute talks from all panelists followed by a moderated discussion with the audience to map out the limitations and opportunities of copyright education for already existing LIS curriculum. The panel will close with a presentation of resources that can be used to improve copyright education including open educational resources and other no-cost material. Closing the session, the panelists will ask audience members to share their contact information, to provide continued support in bringing curricula change to their home programs or departments. We hope this panel will help create a community around this topic and become a regular topic at ALISE and similar conferences
Integrating the New ALA Core Competences of Librarianship into the LIS Curriculum
Get PDFThe ALA Core Competences of Librarianship (ALACCs) codifies the essential skills, knowledge and abilities expected of professional librarians and allied professionals in a set of nine competencies. The ALACCs were significantly revised and updated over a period of five years, and were approved by ALA Council in January 2023. The goal of this session is to bring together LIS faculty from across the curriculum to discuss how they are either currently incorporating the new competences into their courses or how they envision they could do this
The Contested Nature of the Public in Policy: Implications for Educators
Get PDFCo-sponsored by the Information Policy and Information Ethics special interest groups (SIGs), this proposal is for a pair of traditional 90-minute speaker panels, facilitated by the respective SIG convenors and supporting interlocutors, which will address the contested nature of the public in policy and implications for educators, including the ALISE community.
The first co-sponsored panel explores the past decade’s ramped-up effort among activists to defund or use punitive measures against public institutions that support and enact diversity, equity, inclusion, and decolonization (DEID) efforts. For example, many libraries have purposefully endeavored to increase the diversity of their collections and programs with respect to BIPOC and LGBTQ+ authors, speakers, and themed displays. Many school systems have invested in DEID curriculum and resources to better serve their students, and universities have invested in staff and faculty development to support students, staff, and faculty of color. However, some community members and politicians are opposed to any DEID efforts and thus seek to eliminate them, using either legal or punitive financial means. This panel will give attention to the historical context of DEID efforts and current implications for public institutions; lobbying; advocacy work in public institutions; and legislation and states/provincial/territory rights and federalism. The Information Policy SIG convenor, with the support of interlocutors, guides the audience in a critical discussion of implications for multiple constituent groups (e.g., library users, people working within library and information institutions, trustees, mayors, legislators, police and security workforce, journalists). At the close, participants are encouraged to surface connecting topics and potential conversationalists for ongoing engagement co-hosted by the Information Policy and Information Ethics SIGs.
The second co-sponsored panel pivots attention to instances of censorship and self-censorship among some of the people who work in higher education and K-12 public educational institutions and their libraries therein in various national contexts. The topics covered in this panel include the effect of censorship and self-censorship on teaching, learning, and curriculum; the contested nature of intellectual freedom, represented through specific cases of censorship, challenge and critique; implications for ethical AI in research and higher education; workplace expression, and employer; rights and responsibilities of academic freedom; and the use and abuse of civility codes. The Information Ethics SIG convenor, with the support of interlocutors, will guide the audience in a discussion of implications for the education of library and information professionals and those individuals who are engaged in teaching them. This includes critical discussion with respect to: employees and scholars at risk (e.g., equity deserving, precariously employed or under-employed, international work); threats on tenure and tenured members of academic staff (e.g. faculty, archivists, librarians); bargaining and job action; curtailing of academic freedom; declining collegial/shared governance in higher education; the importance of strong administrative and trustee support in our educational institutions; and related legislative priorities. At the close, participants are encouraged to surface connecting topics and potential conversationalists for ongoing engagement co-hosted by the Information Policy and Information Ethics SIGs
Bridging the Gap Between Designers and Users: Co-designing Health-Related Voice User Interface Experiences with Older Adults
Get PDFIn this paper, we describe our approach to bridging the designer-user gap by engaging 20 older adults in codesign workshops to generatively re-imagine health-related voice agent (VA) design for voice user interfaces (VUI) for older adults, by older adults. Drawing on recent research in Library and Information Science (LIS), we describe codesign as a method, as well as how the 20 older adults perceived codesign in our two case studies of health-related VA design for health learning and exercise. Older adult codesigners perceived codesign as transformative, enjoyable, educational, and useful. We also share specific experiential recommendations of strategies for conducting codesign, including strategies for transitioning from expert to facilitator, creating experience-based questions, probing for deeper design ideation and priorities, and ways of approaching codesign through humility and care. We describe the codesign method’s generative benefits in our two case studies and encourage LIS researchers to consider including codesign methods in their research
Teaching research methods in LIS programs in Latin America and the United States: A comparison of professional preparation models
Get PDFThis panel will compare curricular models and approaches to teaching research methods in professional preparation programs in the United States and select Latin American countries based on questionnaires and interviews with LIS educators. In most Latin American countries, students begin their LIS education in undergraduate programs and are required to take several research methods classes. In the United States, LIS students usually take a single research method course as a core or an elective as part of a Master’s program. The panelists will discuss the differences and similarities in professional preparation models between the United States and Latin American countries
Introduction: The Afterlives of Data
Get PDFGuest edited by scholars Brian Michael Murphy (Bennington College) and Kris Paulsen (The Ohio State University), this special issue entitled Afterlives of Data features articles, interview, artist projects, and reviews that address the ways the material conditions of data and art are shifting, and how thinkers, artists, and scholars can offer crucial scaffolding for understanding how we arrived here. The issue presents prehistories of data models we take for granted and provides historical contexts that clarify what is new and what is not, helping us to see where we now might be headed. NFTs, DNA data, the sensuous traces of e-waste, facial recognition software trained on marginalized subjects, and the institutionalized processes of dispossessing human subjects from their colonial contexts all present ways in which data comes to have an afterlife that haunts our present and potential futures