ALISE Conference 2009 Panels Sessions
Title of Panel Discussion: A Town Hall Meeting: Transforming Digital Reference and Digital Reference Education
Dr. Lorri Mon
Dr. Soo Young Rieh
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.
Title of Panel Discussion: Educators Preparing Educators: ALISE and ACRL Collaboration on Information Literacy
ALISE-ACRL Working Group. The members (and panelists) are::
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.
Title of Panel Discussion: CREAT(ing) Effective Curriculum Review for LIS Education: Where Theory Meets Practice
Organizer & Panelist::
Dr. Marie L. Radford
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.
Title of Panel Discussion: Creative Uses of Story as Information
A Narrative Compass: How I-Stories Shape Us and Our Work - Betsy Hearne
Stories Within Stories Within Stories: Historical Methods in LIS - Melanie A. Kimball
I-Create, YouTube: Digital Storytelling for All - Tonyia Tidline
Storytelling as an Approach to Participatory Design Using the Voices of Children - Sarai Lastra
Title of Panel Discussion: Panel Presentation - Tunnel Vision and Blind Spots Revisited
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.
Title of Panel Discussion: Emerging Education Initiatives in Data Curation, Digital Information Management, and Digital Curation
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 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.
Title of Panel Discussion: Going Digital – Culture, Information and Preservation: IMLS Grants Support a New Vision for LIS Education
Organizer and Moderator::
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.
Title of Panel Discussion: Designing a PHD Program in Cultural Preservation
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.