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Owing to the scope and pace of change, society has become increasingly knowledge-based so that higher learning and research now act as essential components of cultural, socio-economic and environmentally sustainable development of individuals, communities and nations. In this environment, it is essential that higher learning and knowledge creation involve effective partnerships among academic and non-academic learning institutions and communities to create and apply learning and knowledge with stakeholders that are managing and creating sustainable development initiatives. Growing concern regarding the importance of the contribution that higher education institutions make to society has aroused increasing debate about their relevance and credibility amid escalating social problems. An underlying premise of community engagement is the understanding that not all knowledge and expertise resides in the academy, and that both expertise and great learning opportunities in teaching and scholarship also reside in non-academic settings.

This conference will explore how LIS educators and researchers can develop curricula, programs, and research activities that enable active partnerships with communities and civil society to manage and create change. How can LIS programs increase opportunities for experiential, service oriented, and community engaged student learning? How can we develop further collaboration between LIS programs and their larger communities (local, regional/ state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity?

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Thursday, January 19 • 8:30am - 10:00am
Session 4.3 A Juried Paper: This is What Democracy Looks Like: Analyzing the Tweets of Teachers with a Deweyan Lens

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As education reform in the US continues to make headlines, researchers work toward understanding how these changes impact the lives of teachers, students, and society. This paper outlines the findings of an interdisciplinary study conducted by information scientists, educators, and computer scientists that explores how the tweets of teachers are contributing to this conversation. Using a dataset comprised of almost one million tweets, we explore whether and how teachers are using Twitter as a space to discuss the profession and politics of teaching. To explore these questions using “big data”, we employ a Deweyian lens developed through a reading of his seminal work, Democracy and Education (1997/1916) that outlines a vision for educational practice for social change. Specifically, we explore the following questions:

  • Are teachers developing community on Twitter, per Dewey?

  • How can teachers’ use of Twitter be read through Dewey’s joint concepts of democracy and education?

  • What are some challenges to democratic discussion of educational issues on Twitter?



Thursday January 19, 2017 8:30am - 10:00am
Atlanta 2

Attendees (7)