Resumes/CVs and job descriptions are available both online and in binders located at the Placement Services area located in Rooms 121, 123, 125, 127. A message board, and schedule of interview room assignments will also be available in the Placement Services area. Arrangements for interviews should be made directly between candidates and recruiters using the message board. Please check the board often.
In January 2015, a diverse group of professionals, drawn from a broad spectrum of information sectors, came together at an Institute of Museum and Library Services (IMLS)-funded National Planning Forum to set a framework for re-visioning LIS education. Within the context of “Envisioning Our Information Future and How to Educate for It”, participants proposed a number of proofs of concept which could be explored, field tested, and refined prior to being incorporated in a White Paper Report to IMLS and the information community. Informed by the discussion at the Planning Forum, the ALISE 2016 conference included a workshop introducing design thinking as a concept and process.
This ALISE 2017 interactive workshop will focus on one proof of concept involving innovative pedagogy. Following a recap of design thinking principles and applications presented at ALISE 2016, participants will be introduced to a case study exemplar of innovative pedagogy developed and delivered within a design framework. The interactive segment of the workshop will engage small groups in discussing and assessing a prototype syllabus with reference to design criteria of desirability, feasibility, and viability. The final plenary will offer an opportunity for groups to share their evaluations, and to summarize opportunities to innovate in the design of course content and pedagogy with the goal of enabling those interested to implement such a course.
The 2017 ALISE Academy focuses on the strategies that educators can develop as they engage with their community and in social responsibility. Three presenters, who are at different stages of their career lifecycle, share issues and solutions that emerge from their experience as they engage with their community and in social responsibility. They address questions that include: 1) How does one engage in social justice during a tenuous and early stage in her or his career? 2) What are the means to capitalizing one's work later in her or his career? And 3) How does one leave a legacy of community engagement and social responsibility? The Academy provides an opportunity for participants to contribute to developing strategies and solutions to challenges.
This session will be limited to 125 participants, first-come, first-served. Be sure to register for this complimentary session during conference registration.
Resumes/CVs and job descriptions are available both online and in binders located at the Placement Services area located in the Rooms 121, 123, 125, 127. A message board, and schedule of interview room assignments will also be available in the Placement Services area. Arrangements for interviews should be made directly between candidates and recruiters using the message board. Please check the board often.
How are women engaged in technology in their daily personal lives and in the workplace? What efforts by education effective recruit women into information technology? Get the inside stories – and recommendations -- in this two-presentation session.
1) “Technology Tamers: The influence of women in ICT adoption, use and enjoyment”
This presentation will focus on the results of a qualitative study in India and Australia that explores ways in which middle-class, well-educated females use ICT for everyday use and the influences they have on extending that adoption, use and enjoyment of technology into their family units. The focus will include discussion of how libraries can best meet the needs of such users to forge digital inclusion ICT pathways.
2) “STEMing information studies: Exploring educational opportunities to enhance gender equity”
This presentation reports the results of a discourse and content analysis of STEM gender equity websites and IS publications that identify opportunities for IS programs and research activities to more proactively reduce gender inequities in the field.
We talk and teach a lot about collaboration and outreach, assuming that everyone has a shared definition of these terms and a shared vision of how they look in praxis. Rather than focus on providing best practices for teaching community engagement and/or social responsibility, or more examples of empowering youth as change agents, this session is designed to provide LIS educators with alternative ways of conceptualizing these terms. By thinking about frameworks rather than instances or examples, we invite LIS educators to re-think how they model and teach these concepts to the next generation of practitioners.
We propose a panel of four invited guest speakers, from within and outside of our field, who have their own interpretations of engagement, collaboration, and outreach. They will each present a 10-minute overview of their framework and then the attendees will participate in a brainstorming session to discuss how one or more of these frameworks can best serve them in their pedagogy.
Panel Proposal
Congruence with Conference Theme
School librarians are learning community partners with significant social responsibility to improve students’ future preparedness—and to provide evidence of that impact. In support of the ALISE conference theme’s contention that “…higher learning and research now act as essential components of cultural, socio-economic and environmentally sustainable development of individuals, communities and nations,” the proposed panel will explore documenting the nature and extent of school librarians’ contributions to student outcomes. Panel content will be relevant to many information professionals’ preparation and practice.
Relevance to Current and Emerging Issues in LIS Education
Recently ACRL published a report of academic librarians’ efforts to build evidence for positive connections between library services and student success[1]. Researchers found that student outcomes improved with library instructional services, library research consultation, library instruction, and library space use.
ACRL’s focus on assessing student engagement suggests that LIS concerned with providing evidence that professionally prepared librarians have a causal impact on student success and that there is ample opportunity to examine similar phenomena in other library contexts.
School library researchers have already been working in this space. In 2014, IMLS supported a convening of 50 school library and related researchers for Causality: School Libraries and Student Success (CLASS), a national forum on causal research in school libraries. A panel of reputed researchers, anchored by Thomas Cook, an eminent scholar in causal research design, led the forum. Forum discussions culminated in a white paper[2] that outlines an ambitious ten-year agenda to move from exploratory to causal research that reflects the National Science Foundation and U.S. Department of Education’s Common Guidelines (2013).[3] The agenda’s ultimate goal is to determine causal relationships between effective school librarians’ work and student learning.
The CLASS project led to CLASS II, a current IMLS research project in which teams of researchers from FSU, ODU, and the UNT are executing the white paper. In Phase One’s first stage, the research teams are conducting a mixed research synthesis (MRS)[4] of research on causal relationships between student learning and learning activities that occur within and beyond school. The research outcomes will influence LIS curriculum content and contribute to the knowledge base relating to librarian effectiveness.
Archival/Preservation Education
Doctoral Students
Distance Education
Gender Issues
Information Ethics
Part-Time and Adjunct Faculty
Assistant/Associate Deans & Directors
School Library Media
Research
Resumes/CVs and job descriptions are available both online and in binders located at the Placement Services area located in the Rooms 121, 123, 125, 127. A message board, and schedule of interview room assignments will also be available in the Placement Services area. Arrangements for interviews should be made directly between candidates and recruiters using the message board. Please check the board often.
This panel will discuss how libraries promote active community engagement through Makerspaces. A Makerspace is a place for community members to engage in creative making activities in a range of domains, offering access to fabrication technologies and social opportunities with other Makers. Community engagement is the key to success. Several library Makerspaces are currently practicing innovative approaches to engaging their communities. However, there seems to be a lack of consensus regarding what social responsibilities library Makerspaces must assume in today’s society. The panel proposes the following overarching questions:
The five research projects featured in this panel answer these questions, presenting innovative approaches to community engagement. The presentations will explore how Makerspaces meet the needs of community members regardless of location through mobile Makerspaces, methods for reaching out and supporting underserved populations, including court-involved teens, as well as the development of young people’s social responsibilities and critical technical practices. The panel also includes suggestions for LIS researchers and educators regarding a research approach to engaging communities and competencies for Makerspace professionals that must be cultivated in LIS higher education.
The panel will begin with a brief introduction connecting practices in Makerspaces to this year’s conference theme (5 minutes). A presentation on each project will follow (10 minutes per project). During the final 35 minutes the presenters will engage with the audience, opening the floor to questions and discussions about the implications for LIS educators and researchers.
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?
The community of information professionals represents a broad range of identities, abilities, and talents. While they may still be underrepresented in the profession, librarians from diverse groups should still be contributing their perspective to theory development and best practices. To complement existing research in reference and information service (RIS) that focuses on the behavioral aspects of RIS, it is important to conduct research on the practitioner perspective of RIS to identify the thoughts and feelings that motivate these behaviors. Study of the practitioner perspective must include a diverse group of professionals in order to develop an inclusive understanding of RIS for practitioners. However, professionals representing diverse racial/ethnic groups can be difficult to access because they represent a minority of professionals -- making up only 12% of library professionals in the United States (American Library Association, 2012). As such, all of the voices of the diverse community of practitioners are not often heard.
The aims of the study are
This study specifically focuses on the experience of RIS for librarians of color. Through a qualitative, phenomenological study, the voice of professionals that have not yet contributed to an understanding of RIS will be heard. This study is an effort to reach beyond librarians from the majority group and to create an inclusive understanding of RIS.
There is widespread desire for extended longevity, provided it coincides with healthy, youthful years (Donner, Fortney, Calimport, Pfleger, Shah, & Betts-LaCroix, 2016; Lang, Baltes, & Wagner, 2007). Socially responsible strategies promoting public encourage community engagement. A recent public/private partnership approach began as a National Geographic expedition to find the longest living cultures evolved into a recipe for living longer (Blue Zones, 2014; 2016). Blue Zones (BZs) project is an organized social movement in select American communities to replicate BZs healthy lifestyle principles and longevity. Three states (Hawaii, Iowa, and Oregon) and four communities in California, Florida, Minnesota, and Texas have committed to become a target BZ (Buettner, 2008; 2015). Aside from the BZ infrastructure, what is the role of the public library in community engagement and adoption of a healthy lifestyle in planned community health initiatives?
Government involvement in personal health issues has been met with resistance (Leonard, 2011; Mor, 2015; Palmer, 1999). The involvement of local government in the BZ initiative opens the door to criticism and speculation by community members (Leonor, 2015). Despite its governmentally funded status, public libraries are socially responsible to their communities for providing unbiased information, space for gathering, and a commitment to engaging citizens from all walks of the community. Collections alone pose problems as information overload poses challenges to community engagement in planned healthy communities. Services such as information sessions, project demonstrations, and subject-specific resources add to the information overload phenomenon. Lankes (2012) statement calls for building communities through libraries. Despite the increasing popularity of BZs in the research and practice of public health promotion and social policy, no research has been conducted by LIS scholars to examine the effect of information provision and use in the context of the five BZs, specifically as it relates to the role of the public library.
While it is recognized that library and information graduates are still required to be taught core theories, knowledge, and skills while at university, employers are increasingly demanding them to have additional skills to enable them to function as competent information professionals (Stephens & Hamblin, 2006, p. 224). A study on perceived preparedness of recent graduates by Creel and Pollicino (2012) still supports this. They surveyed both recent MLS graduates and practitioners. It revealed that there are still larger gaps between the two sides and suggested service learning projects and course work may need to be reexamined within the curriculum.
In a panel discussion at the ALISE 2016 Conference, Abbas, Garnar, Kennedy, Kenney, Luo, and Stephens (2016) concluded that research is necessary to inform LIS education and practice but that numerous barriers place constraints on this process (p. 94). One of those barriers is that there is a need to establish relationships with practitioners and to involve them in the research. Because they are not frequently involved in research, the focus may not be on issues important to practitioners.
New Faculty
Historical Perspectives
Multicultural, Ethnic, and Humanistic Concern
Technical Services Education
Curriculum
Development and Fundraising
Information Policy
International Library Education
Innovative Pedagogies
Youth Services
Resumes/CVs and job descriptions are available both online and in binders located at the Placement Services area. A message board, and schedule of interview room assignments will also be available in the Placement Services area. Arrangements for interviews should be made directly between candidates and recruiters using the message board. Please check the board often.
This research employs socio-cultural approaches to LIS in examining the information practices of cultural outsiders – lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals. It explores how insider/outsider status is assigned within LGBTQ+ communities and its impact on members’ information practices. Chatman (1999) defines community as a “world in which ways of looking at things are in accordance with agreed-upon standards” and suggests the potential of community in fostering one’s sense of self (p. 211). However, the functions of community can also yield negative outcomes by limiting possibilities and perspectives of what constitutes legitimate information and information practices (Chatman, 1999). Along with examining the multivalent influences of community on the information practices of LGBTQ+ individuals, this research also explores implications for the social responsibility of libraries in fostering communities inclusive of LGBTQ+ individuals. The study addresses the following research questions:
RQ1. What are the information practices of LGBTQ+ individuals within communities?
RQ2. How do insider/outsider dynamics affect LGBTQ+ information practices within communities?
RQ3. Based on the effect of insider/outsider community dynamics on the information practices of LGBTQ+ individuals, how can libraries promote inclusivity as socially responsible institutions?
In the United States there is still a considerable deficit in the reproductive health of poor women. This deficit manifests in many ways that negatively affect both women and their children. Despite the profound amount of literature detailing both the lack and the consequences of the disparity of reproductive healthcare suffered by low-income women, there exists a gap in the research deciphering the root cause.
Research suggests that a digital divide exists and that women of socioeconomic status are often at a disadvantage by the consequences of this divide. One repercussion of this chasm is a lack of adequate information; particularly of accurate and accessible reproductive health information which has been found to be related to poor reproductive health. This research will employ a quantitative approach by means of adapting a previously validated assessment tool of pregnancy-related information seeking behavior to gauge reproductive health information-seeking in low-income women.
This paper discusses a community engaged model of scholarship in archival studies that encompasses research, teaching, and service. It reports on the initial development and implementation of a community engaged model of scholarship using the author’s community-centered research in Boston, Massachusetts with a local immigrant Latino population.
The community-centered research project uses the testimonio (testimony) as a narrative device to record the life histories of the Latino population who bear witness to and are experiencing displacement as a result of urban renewal and gentrification phenomena. In Latin America, the testimonio is symbolically powerful as it dates back to pre-Columbian societies through oral traditions, to national liberation movements, to the more recent formation of truth and reconciliation commissions as sites for human rights victims and violators to bear witness. Therefore, using the testimonio is epistemologically meaningful and warranted given the political nature of the phenomena.
