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?
Big Data has arrived in college campuses and classrooms by way of learning analytics (LA) initiatives. LA is the “measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Siemens, 2012, p. 4). To date, LA advocates have tracked and analyzed student behaviors in data-heavy environments, such as online courses in learning management systems (LMS). As proponents ask new questions about the uses of LA, academic libraries are considering their role in tracking and acting on analyzable flows of student data. However, LA comes with moral and ethical problems related to students’ intellectual privacy and intellectual freedom. LA may also create unfair benefits for intellectual property creators, harming students as consumers. Libraries must therefore consider how particular LA initiatives contradict ethical principles set forth in the American Library Association’s (2008) “Code of Ethics.”
Faculty Associate, University of Wisconsin - Madison
Salo teaches organization of information, library technology, scholarly communication and library publishing, and research-data management for the ALA-accredited iSchool at the University of Wisconsin-Madison. She is also a librarian specializing in research-data management, digital preservation, and scholarly communication.
Thursday January 19, 2017 8:30am - 10:00am