When students have trouble grasping the subject matter, intuitively we work to make it as clear as possible. New research suggests actually promoting some confusion may work better. If that’s true, how would it change library instruction?
If Confusion Helps Students Learn, Shouldn’t They Be Information Literate By Now? | From the Bell Tower
Last month I enjoyed the distinct privilege of keynoting the Conference for Law School Computing (also known as “CALIcon”), a gathering of legal educators, law librarians, and IT professionals in law put together by the Center for Computer-Assisted Legal Instruction (CALI). I can’t say enough in praise of the ever-present spirit of sly spirited fun at this conference.
In 2012, I wrote about the San Jose State University (SJSU) School of Library & Information Science’s (SLIS) evaluation of its core courses. We’re currently putting the finishing touches on a reimagined LIBR 200 class called “Information Communities.” While colleagues reworked other core courses, I’ve partnered with Debra Hansen, one of our senior faculty and a library historian, to create an evolving, modern course that presents students with our foundations as well as an overview of information users and the social, cultural, economic, technological, and political forces that shape their information access.
The editors of Library Journal and the leadership of ALISE (Association for Library and Information Science Education) are proud to announce a partnership to create the new LJ/ALISE Excellence in Teaching Award. The new award, sponsored by ProQuest, will be given annually to the top LIS educator of an ALISE-member program or an ALA-accredited master’s program.
Summer lets me teach my favorite course, the run-down of what’s going on with several publishing industries and how libraries are riding the rapids. (It’s actually a course in environmental awareness and handling change, but such skills are much easier to teach given a concrete context in which to exercise them.) As I tore through syllabus and lecture revisions earlier this month to clear time for other necessary work, I found a few spare milliseconds to wonder whether the serials crisis, which hasn’t felt like an immediate all-hands-on-deck crisis in some time, might finally be heating up into one. Into many, really; the localized nature of serials pricing means that crises hit consortia and individual libraries at varying times, not all of academic librarianship at once.
Throughout the United States and Canada, there are more than 63 ALA-accredited programs offering advanced degrees in library and information science. While the number of programs has grown over the years, the field has yet to develop any significant, rigorous measures of evaluation to assess them. Even as interest in LIS education grows, the tools for determining which programs will match a student’s goals or establishing a hierarchy of quality remain stuck in neutral.
With 63 accredited programs to choose from, assessing which is best is far from clear cut. To would-be librarians, the field offers a challenge in information gathering, assessment, and data-driven decision-making right off the bat: finding the facts about the different master’s degrees in library and information science and choosing the one that best fits their needs. Below, LJ offers an actionable checklist for today’s applicants.
Reading the new HORIZON Report for Higher Education 2014, I’m inspired as usual by the work of Educause and the New Media Consortium (NMC). This year’s study continues the direction. In fact, a new framework for presenting challenges and trends accelerating technology adoption and the key technologies for higher education makes the report even more useful for anyone and everyone involved in teaching and learning.
Could we talk about skill and competency lists, please? They’re everywhere, inescapable as change. Professional organizations have made dozens. Dozens more come from the LIS literature, as content analyses of collections of job ads or position descriptions. Whatever job you do or want to do in libraries, someone’s made a list of the skills you must supposedly have mastered.
With my co-instructor Kyle Jones, who is currently working toward his doctorate at the University of Wisconsin-Madison’s iSchool, I am mining the survey data from the Hyperlinked Library massive open online course (MOOC) that we taught last fall for 363 LIS professionals. With support from the San José State University School of Library and Information Science, feedback on the broad professional development opportunity we offered is providing some unique views of how models of online learning for library staff continue to evolve.