Transforming LIS education for professionals in a global information world: digital inclusion, social inclusion and lifelong learning
This year the Library Theory and Research Section together with the Education and Training and Information Technology Sections, and collaborating with the Vatican School of Library Science and ASIS&T SIG Education, will be holding its Satellite meeting in Rome, 90 years after IFLA’s first conference in 1929, soon after the Athens WLIC.
We are honored to be hosted by the Vatican Library.
The difficulty of LIS education in this time of rapid change is to anticipate future education needs and the IFLA Global Vision Project is a perfect forum where LIS practitioners and educators can meet internationally and globally to discuss and coordinate their efforts in transforming LIS education for digital inclusion, social inclusion and lifelong learning.
The IFLA Satellite will discuss traditional and emergent roles in the LIS profession, based on the White paper realized by the BSLISE (Building Strong LIS Education) Working Group, focusing the conversation on diversity of skills and on teaching and learning research methods in the LIS curriculum.
Register at: https://www.ifla.org/node/35378 (by 17 August 2019)
Margaret Law, Canadian library consultant, presented on developing partnerships regionally and internationally. “What are the factors that need to be considered to determine whether or not an organization will be a good partner? As you develop the partnership, what are the critical success factors that need to be addressed, including how to promote the idea of partnership within your own organization, what documents are needed to set up a partnership, and how will you evaluate the success of the partnership? This session will answer these questions, as well as highlighting both the advantages and disadvantages of partnering with another organization. Examples from the international library community will be used to illustrate the session. Webinar sponsored by SIG ED and SIG III:. (ASIST, 2017)
Dr. Rajesh Singh and Dr. James Vorbach, both from St. John’s University, New York, presented on re-envisioning management education and training for information professionals. ” The evolving demand for workforce skills has often been a topic of discussion at various professional LIS conferences. Although LIS schools tend to highlight the goal of preparing future members of the LIS profession to be effective leaders, a curriculum gap still exists. Most LIS schools are still falling short when it comes to offering advanced management courses on a regular basis. Consequently, this lack of adequate management education and training in LIS Schools tends to contribute to the development of “accidental managers.” This webinar will demonstrate the current landscape of LIS education in relation to the demand for leadership and management skills and the increasing significance of these competencies for information professionals. Also discussed will be a 15-credit online Advanced Certificate in Management for Information Professionals (CMIP) that was developed in the Division of Library and Information Science at St. John’s University. This certificate program was created in response to the current and future needs for leadership and management skills in the LIS profession. The CMIP courses include project management, knowledge management, and marketing and advocacy. Students learn skills to produce highly relevant artifacts such as a strategic plan, a marketing plan, an advocacy campaign proposal, a change management plan, etc. It is vitally important for LIS schools to bridge the gaps existing in LIS education in order to meet professional demands for leadership and management skills, and this webinar will demonstrate one way in which LIS schools can accomplish this.” (ASIST, 2017). Sponsored by ASIST SIGED
Professor Heidi Julien, Chair of the Department of the Library and Information Studies at the University of Buffalo, presented the webinar on the role of information professionals and scholars in the era of fake news, misinformation, and propaganda. “In an era where fake news, misinformation, and propaganda are circulated rapidly via social media and destabilize traditional expertise and authority, information scholars and professionals are called upon to respond. We must engage in the public conversation about misinformation and its effects, and support those working to counteract it. Moreover, we need to educate future information professionals who can engage in these conversations and who can help others develop digital literacy skills. Perhaps now more than ever, digital literacy matters, not just as a skill set to enable citizens to analyze and evaluate the information they encounter; it is critical to many important social phenomena, including positive health outcomes (of particular importance when so much health information is now obtained online), workforce development, and participative governance. Increasingly, governments are delivering information and services only online, which requires citizens to be digitally literate in order to access that information. (ASIST, 2017)” Sponsored by ASIST SIGED
Patty Wong introduced the audience to the SJSU LIBR 282 Grant Writing and Alternative Funding Resources course, which she has taught for the School of Information during the past seven years. During the course, Wong guides students through a grant writing process, including preparing an environmental scan, listing funders, exploring grant writing tools, analysis of funder information, grant deconstruction, and writing an actual proposal to benefit a project and the client’s community. Presented by SJSU ASIS&T, Sponsored by SIG ED
Dr. Marcia Lei Zeng and Dr. Karen F. Gracy present this webinar as a starting point for discussions in an area that many of curriculums are considering and an area that needs further collective exploration. Cultural heritage informatics (CHI) stands at the intersection of access, preservation, and advocacy. It refers to the creative application of information, communication, and computing technology (broadly defined) to address the needs, challenges, and content of (and in) the domain of cultural heritage. CHI brings a comprehensive, cross-disciplinary approach to supporting the entire lifecycle of cultural information and documentation procedures for the benefit of the preservation, study, and promotion of cultural heritage while preparing students for careers focusing on or transcending libraries, archives, museums, and other memory institutions.
Jeremy L. McLaughlin and Marisa Martinez from SJSU ASIS&T shared best practices for planning, hosting, and archiving online programs and webinars. Karen Miller, current SIG ED Co-Chair, wrapped up the presentation with a review of her experiences producing ASIS&T webinars for SIG ED.
Paul T. Jaeger, Ursula Gorham, and Natalie Taylor discuss how the amount of information policy has proliferated from governments at all levels. Information access, storage, use, management, and other aspects are governed by an ever more complex set of laws, regulations, and other types of policy instruments. All information professionals need to be aware of information policy issues — including security, privacy, intellectual property, and access — and these issues can be explored through courses devoted to the subject or by incorporating them into education about other subjects.
Dr. Naresh Agarwal shares his 7 commandments in life and lead to a theoretical model of happiness. He will also explore the relationship between happiness and information and the place of happiness in information science research and in LIS education.
Pang Wei Koh, Head of Course Operations at Coursera, presented a webinar on the Coursera massive open online courses (MOOC) model.
Charles Curran presented this webinar on the teaching responsibilities of academic librarians is offered at the urgings of observers who note two things: academic librarians do lots of teaching and many academic librarians approach this task with little training in teaching. Therefore, this session will examine those aspects of Information Literacy (IL) that impact teaching responsibilities—the “so what?” of the Google Age, the proficiencies academic librarians must acquire in order to make IL happen, and the partnerships with faculty that academic librarians must forge.
Charles Curran presents a case study of a doctoral student mentoring program implemented by the School of Library & Information Science at the University of South Carolina during 2011. While designed to introduce students to academic life, the mentoring program emerged as a tool for developing doctoral student teaching skills. Participants will leave the session with a better understanding of mentoring programs as tools for developing teaching skills.
Charles Curran discusses teaching in the online environment and provide engaging instruction in the absence of synchronous feedback or assessment. This session introduces best practices for bringing the art of performance to online teaching, including the delivery of ideas through expression, symbols, and pictures. Participants will leave the session with heightened understandings about the importance of performance in teaching, plus a collection of specific tips for best practice.
Bill Wisser presents on the array of instructional technologies that are available to faculty when blending a course can be overwhelming. Too often, faculty lead with the tools without considering the outcomes that will be met with the tool. This presentation introduced participants to the decisions that need to be made regarding the utility of a tool for teaching a blended course. Participants were also introduced to several popular tools within the categories of presentation, collaboration, and communication.
Just as the design of a blended course differs from that of a face-to-face course, the delivery of a blended course entails the consideration of factors that are new to most classroom teachers. In this webinar, Bill Wisser builds on the concepts discussed in the course design presentation and introduce participants to major issues related to the prosecution of a blended course. The webinar will also include a discussion of the evaluative metrics that are available to assess the quality of a blended course. Participants will encounter strategies to help them develop an online presence and facilitate a blended course.
Bill Wisser continues to address blended/hybrid learning in this webinar, including popular models of designing a blended course including backwards design and the Communities of Inquiry model. Participants learn the steps to consider when blending a course and review examples of blended course maps. Participants also have access to an overall design template and a module template to complete on their own.
Bill Wisser defines the concept of blended or hybrid learning, displayed examples, and showcased faculty work. This session also included tips on best practices when approaching the blending of a course. Participants gained a better understanding of the challenges and advantages of blended learning and were given access to resources as they continue to explore this emerging modality.