ALISE Conference 2009 Panels Sessions

 

Session 1
A Town Hall Meeting: Transforming Digital Reference and Digital Reference Education
Session 2
Educators Preparing Educators: ALISE and ACRL Collaboration on Information Literacy
Session 3
CREAT(ing) Effective Curriculum Review for LIS Education: Where Theory Meets Practice
Session 4
Creative Uses of Story as Information
Session 5
Panel Presentation - Tunnel Vision and Blind Spots Revisited
Session 6
Emerging Education Initiatives in Data Curation, Digital Information Management, and Digital Curation
Session 7
Going Digital – Culture, Information and Preservation: IMLS Grants Support a New Vision for LIS Education
Session 8
Designing a PHD Program in Cultural Preservation

 

 

Session 1

 

Title of Panel Discussion: A Town Hall Meeting: Transforming Digital Reference and Digital Reference Education

 

Organizer:
Dr. Eileen G. Abels
Drexel University
Telephone: 215-895-6274
E-mail: eabels@drexel.edu

 

Panel Members:
Dr. Denise Agosto
Drexel University
Telephone: 215-895-1930
E-mail: Denise.agosto@ischool.drexel.edu

 

Dr. Lorri Mon
Florida State University
Telephone: 850-645-7281
E-mail: lmon@ci.fsu.edu

 

Dr. Soo Young Rieh
University of Michigan
Telephone: 734-647-8040
E-mail: rieh@umich.edu

 

Abstract: This town hall style panel session will focus on LIS education for digital reference services which poses a challenge to educators due to the rapidly changing nature of information technology and communication styles. The objective of this session is to understand issues in delivering effective digital reference education, identify needs related to digital reference education from the perspective of both students and LIS faculty, and propose actions that will ensure the success of digital reference education in the future. The session will begin with brief presentations from the panelists who are partners on an IMLS grant to transform the Internet Public Library (IPL) into a virtual learning laboratory. Panelists will discuss the state of remote reference services in libraries, identify issues related to digital reference instruction, describe innovative course assignments that present new ways to teach digital reference, and demonstrate the use of new technologies in teaching digital reference. Following the brief presentations, the audience will engage in discussions about current curriculum for digital reference, barriers and obstacles to teaching digital reference, new and existing technologies that need to be considered in digital reference education, the future direction of digital reference services and how this can be reflected in LIS education. The discussion will be captured through note takers and summarized at the end of the session. This will result in concrete actions that can be implemented to improve digital reference education. The conversation will continue via blogs and file sharing on the IPL’s Learning Community.

 


 

Session 2

 

Title of Panel Discussion: Educators Preparing Educators: ALISE and ACRL Collaboration on Information Literacy

 

ALISE-ACRL Working Group. The members (and panelists) are::
John M. Budd
Lisa Hinchliffe
Sheril Hook
Heidi Julien
Kathy L. Magarrell

 

Abstract: A working group on preparing graduates to succeed at instruction in academic libraries is building on strengths that ALISE and ACRL have. Information literacy has the potential to enhance undergraduate student learning; the goal shared by the group’s members builds upon work that faculty and professionals have done, and their knowledge can be complementary. A desired outcome of the project is to create ways by which the complementary knowledge can be effectively unified. The potential contribution that this collaboration can make to both LIS education and professional practice is great. A panel comprised of members of the group will share the progress on collaboration and will engage the audience in exploring ideas that can further the work towards preparing graduates for instructional positions in academic libraries.

 

An essential element of emergent curricular models, recognized by members of the working group, is assisting developing students in thinking through, and with, the technological mediation between the speaker/writer/performer/presenter and the student. Transcending technology qua technology, the panelists’ presentations and the conversation with the audience will emphasize learning, especially integrating learning informationally into students’ programs (that is, integrating what others say, write, and show into students’ cognitive spheres). The proposed Conference program will be relatively short on presentation and long on conversation, so that a dynamic exchange can optimize the sharing of ideas. Partnership between educators and practicing professionals in this creative endeavor is essential to accomplishing our goals; this program can help build the partnership.

 


 

Session 3

 

Title of Panel Discussion: CREAT(ing) Effective Curriculum Review for LIS Education: Where Theory Meets Practice

 

Organizer & Panelist::
Dr. Lisa M. Given
Associate Professor, School of Library and Information Studies
Director, International Institute for Qualitative Methodology
University of Alberta, Edmonton AB, Canada T6G 2J4
Ph: 780-492-2033
Email: lisa.given@ualberta.ca

 

Panel Members::
Dr. John Budd
Professor and Associate Director, School of Information Science & Learning Technologies
University of Missouri-Columbia, Columbia, MO 65211
Ph: 573-882-3258
E-mail: BuddJ@missouri.edu

 

Dr. Marie L. Radford
Associate Professor, School of Communication, Information & Library Studies
Rutgers, the State University of New Jersey
4 Huntington St.
New Brunswick, NJ 18901-1071
Ph: 732-932-7500 ex.8233
E-mail: mradford@scils.rutgers.edu

 

Abstract: Ongoing curricular review is vital to the development of effective education practices in Library and Information Studies. For accredited programs, and for those programs that are extending the philosophical and practical boundaries of LIS, strategies for effective curriculum review are central to student achievement. However, many programs rely on point-of-need approaches (e.g., to inform accreditation review) rather than ongoing, holistic and systematic review of curricular content. This trend is particularly problematic given the diversity of contemporary LIS course content, new technologies, changes in pedagogical practices, and current employer-driven trends. This program will address such questions as: What are the implications of “core competencies” for curriculum review? What can LIS educators learn from the Education research and practice of curriculum review? How can mixed research methods guide curriculum review? How is LIS crossing disciplinary boundaries in program development and what are the implications for curriculum review? This program addresses these complex issues through three complementary papers: 1) Dr. John Budd will explore the philosophical underpinnings of curriculum review for professional degree programs, as informed by Education theory and with a particular focus on the Gardner-Shulman constitutive elements of a profession; 2) Dr. Lisa M. Given will examine appropriate research methods for ongoing curricular review, with an emphasis on balancing quantitative and qualitative approaches; 3) Dr. Marie Radford will examine curricular review in the context of interdisciplinary program planning, with a focus on the integration of new programs that extend the reach of LIS theory and practice alongside traditional LIS.

 


 

Session 4

 

Title of Panel Discussion: Creative Uses of Story as Information

 

Panel Members::
Betsy Hearne
Melanie A. Kimball
Tonyia Tidline
Sarai Lastra

 

Abstracts:

 

A Narrative Compass: How I-Stories Shape Us and Our Work - Betsy Hearne
Most of us have a narrative compass, a story that has guided our lifework, either from childhood or at some later stage. Hearne describes a book project entitled A Narrative Compass: Stories that Guide Women’s Lives in which 20 women scholars from a variety of disciplines identify and examine the stories that motivated them and shaped their research. Telling the “story of her story” led each of the essayists to insights about her own methods of analysis and to a deeper, often surprising, understanding of the connective power of imagination. This process of storytelling about the stories that have inspired and haunted us brings to the surface the structures, themes, and language that have seeded our work. An interactive web site where readers can respond with their own stories extends the forum for collecting and analyzing information that often remains local or even “invisible” in the oral tradition.

 

Stories Within Stories Within Stories: Historical Methods in LIS - Melanie A. Kimball
Historians examine documents in all formats to find evidence of the past: what happened, where it happened, who was involved, how it happened and, most elusive, why. Such evidence provides facts upon which historians construct an interpretation of past events and lives. Utilizing historiography—the methods and disciplines applied when studying history—Kimball posits that the evidence historians collect is often itself a story, whether found in an annual report, a work diary, correspondence, or photographs. Moreover, she draws some of her evidence from research on librarians’ own storytelling as a mission of literacy and culture. These stories within stories tell us much about who we were, which in turn is valuable in demonstrating who we are as a profession.

 

I-Create, YouTube: Digital Storytelling for All - Tonyia Tidline
Contemporary forums like Second Life and YouTube tempt us to focus on the technological expansion of human ingenuity and forget the underlying purpose of communication – to share information, ideas, and experience. According to Fisher’s Narrative Paradigm, communication is best understood as story. Tidline describes the coincidence of narrative and technology in the form of Digital Storytelling and prompts discussion of its logical fit within the sphere of LIS. Drawing on lessons learned from our cognate field of Education, she reviews best practices (be they theoretical principles that move story from individual to shared experience or practical techniques like using storyboards to organize and reveal narrative tools) and offers tips for evaluating the finished product. This presentation emphasizes methods of transferring story to the digital environment in a way that retains its power as a device for knowledge creation, assimilation, and sharing.

 

Storytelling as an Approach to Participatory Design Using the Voices of Children - Sarai Lastra
The field of participatory design has successfully explored the value of storytelling as a way to augment the design of spaces that are appropriated as meaningful places of collaboration and sharing. Inspired by her dissertation research at Paseo Boricua in Chicago, where she first saw toddlers using computers, Lastra describes a project, “Mi Ventana al Mundo Global" (“My Window to a Global World”) that involves the design of a computer lab for 0-5 year olds at Universidad del Turabo. The lab was inaugurated during the summer of 2008 and has been a success, the first of its kind in Puerto Rico. Typically in these kinds of technological spaces, children are limited to being strictly users, rather than participant designers. In this case, however, stories from children, parents, and staff provided a useful framework for participatory design from the perspective of the voices of children as principal designers.

 


 

Session 5

 

Title of Panel Discussion: Panel Presentation - Tunnel Vision and Blind Spots Revisited

 

Organizer::
Penelope A. Grant, PhD
San Jose State University
grantpa@telus.net

 

Panel Members::
Gary Radford, Fairleigh Dickenson - gradford@fdu.edu
Marie Radford, Rutgers) mradford@rci.rutgers.edu
Anthony Bernier, SJSU) abernier@slis.sjsu.edu
James Elmborg, Iowa, James-elmborg@iowa.edu

 

Abstract: In his 1999 article, "Tunnel Vision and Blind Spots: What the Past Tells us about the Present; Reflections on the Twentieth-Century History of American Librarianship." (The Library Quarterly 69), Wayne A. Wiegand noted "at the end of the twentieth century the ubiquitous library . . . remains one of the most understudied of American institutions. Currently we lack a solid body of scholarship that critically analyzes the multiple roles that libraries of all types have played and are playing in their host communities." Panel members, with a wide variety of backgrounds and experience, will present individual papers on how LIS has changed since this statement was first made a decade ago. We will also look critically at where LIS education may be heading in a world that is becoming increasingly more interactive, participatory and porous. The purpose of the panel will be raise awareness of the usefulness and challenges of applying ideas from “continental philosophy” to contemporary LIS education and scholarship. We hope the outcome will be to broaden our LIS discourse beyond the practicalities of libraries and library education in Web 2.0 landscape - toward a deeper understanding of how libraries support or could support our diverse cultures and contexts.

 


 

Session 6

 

Title of Panel Discussion: Emerging Education Initiatives in Data Curation, Digital Information Management, and Digital Curation

 

Organizer::
Carole L. Palmer, Associate Professor and Director of the Center for Informatics Research in Science and Scholarship (clpalmer@illinois.edu, 217-244-0653)

Melissa Cragin, Project coordinator, Data Curation Education Program and doctoral student (cragin@illinois.edu, 217-244-5574) Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign.

 

Moderator::
Joyce Ray, Associate Deputy Director for Library Services (ray@imls.gov, 202-653-4660) Institute of Museum and Library Services (IMLS)

 

Panel Members::
Helen Tibbo, Professor (tibbo@email.unc.edu, 919-962-8063) SLIS, University of North Carolina at Chapel Hill

Jana Bradley, Professor and Director (janabrad@email.arizona.edu, 520-621-5217)

Peter Botticelli, Assistant Professor of Practice (pkb@email.arizona.edu, 520-621-3565)

 

Abstract: For the last three years, IMLS has been funding new LIS education initiatives that address emerging demand for information professionals trained in data curation, digital information management, and digital curation. What are these initiatives, and what are the differences among them? What problems are they addressing, and how do they fit into the IMLS vision for 21st century librarianship? This panel represents three of the first programs funded in this area under the Laura Bush 21st Century Librarian Program:

  • The Data Curation Education Program (DCEP) at the University of Illinois at Urbana-Champaign offers a concentration within their MSLIS degree. This curriculum prepares students to create, maintain, and preserve research data collections across domains and in various research environments.

  • SIRLS at the University of Arizona offers an online graduate certificate program in Digital Information Management (DigIn). DigIn provides hands-on experience and focused instruction for people seeking new careers or skills for digital archives, digital libraries, and digital document repositories.

  • SILS at the University of North Carolina at Chapel Hill is partnering with NARA on DigCCurr I on an openly accessible graduate-level curriculum to prepare students to work in the field of digital curation. SILS is developing a certificate in digital curation and conducting international conferences related to this grant.

The presenters will discuss how their respective initiatives differ in rationale, development, and current status. Following this overview of programs, the moderator will engage the ALISE community in a discussion of future directions for professional education in these areas of specialization.

 


 

Session 7

 

Title of Panel Discussion: Going Digital – Culture, Information and Preservation: IMLS Grants Support a New Vision for LIS Education

 

Organizer and Moderator::
Tula Giannini, Dean, Pratt-SILS, tgiannini1@optonline.net

 

Panel Members::
Dr. Helen R. Tibbo,
Professor, SILS - 202 Manning Hall CB#3360
UNC - Chapel Hill 27599-3360
Tel: 919-962-8063
Fax: 919-961-8071
Email: tibbo@email.unc.edu

Dr. Megan Winget, iSchool, UT, Austin, (512)471-3969, megan@ischool.utexas.edu

Dr. Kari Kraus, Assistant Professor, College of Information Studies, Dept. of English, University of Maryland: (301)405-7459, karimkraus@gmail.com

Dr. Allen Renear, GSLIS, UI, Urbana-Champagne, renear@uiuc.edu; (217)265-5216

Dr. Elizabeth Yakel Associate Professor (734)763-3569; yakel@umich.edu

 

Abstract: In a true spirit partnership, LIS schools with the Institute for Museum and Library Services are playing a leadership role in bringing new vision to LIS education and to libraries, museums and archives as key cultural institutions in today’s world of global digital culture and communication and where information and education take center stage as a force for change. As the materiality of digital information transforms the physicality of place mirrored in the “virtuality” of Internet space, we are challenged to integrate and make meaningful these dynamic states of being across disciplines in ways that serve our culturally diverse society and our mission of teaching and learning.

This panel features five 2008 IMLS grants that define new areas for LIS education and research from digital humanities and curation to museums libraries in the digital world.

  • University of Illinois at Urbana-Champaign - Champaign, IL
    Award Amount: $892,028; Matching Amount: $600,349
    Contact: Dr. Allen Renear
    Project Title: "Extending Data Curation to the Humanities: Curriculum Development & Recruiting" - The University of Illinois at Urbana Champaign will extend its work in data curation in the sciences to include the humanities by developing a model humanities curation graduate curriculum and a related continuing education institute.  The university will also widely disseminate curricular and continuing education materials. The project will recruit, provide scholarships, and fund internships for master’s students interested in careers in humanities data curation. By creating more professionals with the right skill sets and knowledge base, this project helps address the nation’s need to better manage the cultural record, an increasing amount of which is digital.

  • University of Maryland - College Park, MD
    Award Amount: $591,554; Matching Amount: $513,961
    Contact: Dr. Kari Kraus
    Project Title: "Digital Humanities Model Internship Program" - The College of Information Studies at the University of Maryland and the schools of information at the University of Michigan and the University of Texas at Austin will partner with three digital humanities centers—the Maryland Institute for Technology in the Humanities at the University of Maryland, the Center for Digital Research in the Humanities at the University of Nebraska, and MATRIX, the Center for Humane Arts, Letters, and Social Sciences at Michigan State University—to create eighteen internships for master’s of library science students interested in careers in digital humanities centers or digital libraries. This project will strengthen the relationship between digital humanities centers and the library and information science professions by providing opportunities for collaborative research between the digital humanities centers’ staffs and library and information science faculty, while providing practical, cutting-edge learning experiences for graduate students.

  • Regents of the University of Michigan - Ann Arbor, MI
    Award Amount: $631,816; Matching Amount: $177,036
    Project Title: "Engaging Communities to Foster Internships for Preservation and Digital Curation"
    Dr. Elizabeth Yakel
    Associate Professor
    (734)763-3569; yakel@umich.edu
    The University of Michigan School of Information, along with its partners—the Center for Research Libraries, the Florida Center for Library Automation, the LOCKSS program at Stanford University, the Northeast Document Conservation Center, OCLC, Smithsonian Institution Archives, Safe Sound Archive, the Inter-university Consortium for Social and Political Research (ICPSR),  the University of Michigan Libraries and the Internet Archives—will provide 30 digital curation/preservation administration summer internships to master’s in library science students over three years, and  perform curriculum development to encourage the ongoing exchange between real-world practice and the classroom. This project seeks to address the growing need for more professionals to manage and preserve the nation’s ever-increasing amounts of digital information

  • University of North Carolina at Chapel Hill, Office of Sponsored Research
    Award Amount: $878,634; Matching Amount: $848,176
    Contact: Dr. Helen Tibbo
    Project Title: "DigCCurr II: Extending an International Digital Curation Curriculum to Doctoral Students and Practitioners" Building upon an earlier funded project, the University of North Carolina at Chapel Hill, partnering with the National Archives and Records Administration and the University of Glasgow, will develop an international, doctoral-level curriculum and educational network in the management and preservation of digital materials across their life cycle. If cultural heritage, science, commerce, health, education, and government sectors are to have long-term access and re-use of meaningful  and authentic digital resources, graduate education programs must produce PhD-level faculty in digital curation. This project will prepare future faculty to perform research and teach in this area, as well as provide summer institutes for cultural heritage information professionals already working in this arena.

  • University of Texas at Austin, Office of Sponsored Projects - Austin, TX
    Award Amount: $255,040; Matching Amount: $88,081
    Contact: Dr. Megan Winget
    Project Title: "Video Games and the Cultural Record: Studying the Creation Processes and Artifacts of the Video Game Industry for the Purpose of Collection and Preservation"
    This Early Career Development grant will provide support for Assistant Professor Megan Winget to study the collection and preservation of “massively multiplayer online” (MMO) games. Currently, preservation models for many types of digital creations focus on the end product, resulting in the loss of most of the artifacts from the creative process. This becomes especially problematic as an increasing number of digital products have no definite completion. Using ethnographic research techniques, Dr. Winget will seek to better understand the video game industry’s methods, behaviors, and attitudes for the purpose of building more meaningful models of collection and preservation of complex, community-built digital creations. This research carries the promise of informing a wide array of issues in digital preservation, from digital media art to immersive learning environments.

 


 

Session 8

 

Title of Panel Discussion: Designing a PHD Program in Cultural Preservation

 

Panel Members::
Ellen Cunningham-Kruppa
Director, Kilgarlin Center for Preservation of the Cultural Record
Lecturer
School of Information, University of Texas at Austin
e.cunnk@mail.utexas.edu
512.471.8287

Craig Blaha
Doctoral Preservation Fellow, School of Information
Assistant Director, Information Technology Services
University of Texas at Austin
c.blaha@its.utexas.edu
512.471.2763

Sarah Kim
Doctoral Preservation Fellow, School of Information
University of Texas at Austin
srhkim@gmail.com
512.471.2763

Snowden Becker
Doctoral Preservation Fellow, School of Information
University of Texas at Austin
snowdenbecker@gmail.com
512.471.2763

Philip Doty
Associate Professor, School of Information
University of Texas at Austin
pdoty@ischool.utexas.edu
512.471.3746

 

Abstract: In fall 2006, the School of Information at the University of Texas at Austin began its innovative doctoral fellowship program in preservation, admitting a first cohort of three students.  The proposed panel will describe the fellowship program, generously sponsored by the Institute for Museum and Library Studies, how the fellowships articulate with the educational mission of the iSchool and its general PhD program, and share with the audience the results of the program thus far.

 

The panel will include two of three faculty principals in the fellowship program and all three students in this initial cohort, now in their third year of doctoral study.  The PI will begin with a description of the IMLS proposal and plan for the fellowship program while the students are in school and as they take faculty, research, and administrative positions after graduation; continue with the three students reporting on specific components of the program that have been completed and are innovative from a curricular perspective (a six-week summer internship, organization of a professional conference, and mentoring of master's students in the iSchool MS program); and conclude with a faculty member discussing recruitment of the students for this cohort and others funded by IMLS for subsequent years.

 

Depending upon the audience's interests and questions, the students will discuss their inter-disciplinary coursework, the regular brown bag meetings of the three faculty advisers and students, and interaction with other PhD students in the iSchool and elsewhere.  Audience members will leave with a greater understanding of preservation education, particularly at the doctoral level, of IMLS grant programs, and of how preservation study can be more successfully integrated into library and information science education.

 
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