Thursday, January 07, 2016

ALISE16 : Pedagogy - Three Presentations

Sheila Corrall, Univ. of Pittsburgh
  • Turning Professional Education Inside Out
  • Will focus on the extent of our need to make radical change.
  • Radical change is transformative.  It has great magnitude and takes a long time.
  • There are a number of well-known general trends that are impacting LIS education, including the "open" movement. Libraries are now a more complex landscape.
  • Corrall explained people who have multidisciplinary skills as T-shaped people.  I-shaped people have deep skills in one domain.  T-shaped can go deep in one domain, but also have skills that cross domains.  
  • Context, conduit and content experts, as well as people who intersect those areas.
  • Questions:
    • What are the competencies that will be required in 2020?
    • What subject matter should form the core curriculum?
    • How long should the program be?
    • How big should the core be?
    • To what extent should real world projects be part of the learning experience?
    • What should be the mode of delivery?
  • The practicum is one way of gaining experiential learning.  Pittsburgh is putting experiential learning in specific classes.  They also have a partners program which provides a quality assured partner site placement with a schedule of reflection and evaluation.

Rachel Ivy Clarke
  • Designing the future of librarianship
  • In the 20th century, librarianship was a social science.  Clarke believes it should be reimagined as a design discipline.
  • Science is a way of looking at the natural world. Observation.
  • Humanities re about rhe human experience.  Interpretation.
  • Design is concerned with the artificial world.  Problem solving, artifact creation. An artifact could be physical or digital or an event.
  • "Designerly ways of knowing"
  • Creation of problem solutions - wicked problems have more than one correct solution. In fact a solution could create more problems.
  • Generation of knowledge through making. This requires iteration and reflection. There should be reflection in action...constant reflection, which might not all be conscious.  Future design solutions require having a repertoire of past experiences and knowledge.  There is a relevant quote from Smith.
  • Design evaluation methods - you need to understand the rationale for what was done, in order to know how it should be evaluated.  Critique is a strong evaluative component.  
  • In design, the creation of the artifact also creates new knowledge.  It is not just about numbers but about the artifacts and our experience with those artifacts.  Could we foster critique sessions at conferences as a way of providing feedback?
  • Univ. of Washington is developing a course on design for its LIS students.  Elements of design should also be in other classes.  
  • Should we have teaching libraries, similar to teaching hospitals?
Lisa Zach and Prudence Dalrymple
  • Reaching across boundaries: A longitudinal look at how LIS faculty collaborate
  • What motivates faculty in times of collaboration?  What inhibits them?
  • Did a survey in 2010 and 2015.
  • What are people collaborating on?
  • What are the type of collaborations?
  • Type of communication across collaborators?
  • What factors affect collaboration?
  • What motivates people to collaborate?
  • What are the enablers, inhibitors and barriers to collaboration?
  • Collaborative research projects and writing have increased by 45% over the last five years.
  • Our collaboration can help us understand the collaborative effects of our students, including where those efforts go well and where they don't.

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