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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 • 10:30am - 12:00pm
Session 5.5 C Juried Paper: Impacting Schools and Communities through LIS Instruction on Action-Based Research

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Library educators are challenged to weave research experiences into pre-service coursework that afford a mutually beneficial exchange of knowledge designed to improve practice and impact change on the community. This study evaluates the current requirements of a Master’s paper and its place situated as the capstone experience in a program of study. Shared in this study are the process used for course redevelopment and findings of a semester using a redesigned course employing action research in libraries and communities to improve practice.

Speakers
avatar for Elizabeth A. Burns

Elizabeth A. Burns

Assistant Professor, Old Dominion University
avatar for Jeffrey DiScala

Jeffrey DiScala

PhD Candidate, University of Maryland, United States of America
SK

Sue Kimmel

Associate Professor, Old Dominion University
Ask me about earning a PhD in curriculum and instruction.


Thursday January 19, 2017 10:30am - 12:00pm
Atlanta 4

Attendees (12)