Juried Paper Sessions 1-3

 

Session 1
1.2-Learning in the Context of Community.
1.4-The Promise of Virtual Communities
Session 2
2.1-Theory into Practice
2.4-Modes of Inquiry
2.5-Service Learning
Session 3
3.4-Communities of Readers and Reading
3.5-Information Ethics
 
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If your abstract is missing please contact Kathleen Combs, Executive Director, at kcombs@alise.org.



 

1.2 Juried Papers 1: Learning in the Context of Community



Title: Fostering Community Engagement by Cohorts and Mentoring: The Librarians Serving the Public Project

Description: None
Author(s) : Michelle Kazmer, John Bertot, and Corinne Jrgenson, The Florida State University



Title: Communidad para nuestros Nios?: An Analysis of Public Library Services to Latino Children in South Carolina

Description: None
Author(s) : Jamie Campbell Naidoo, University of South Carolina



Title: Integrating Socially Relevant Projects and Achieving Meaningful Community Outcomes in Required Library and Information Science Courses: From a Service Model to Community Engagement

Description: None
Author(s) : Bharat Mehra, University of Tennessee



 

1.4-The Promise of Virtual Communities

 

Title: Users and Librarians Engaging in Virtual Spaces: Using Critical Incidents to Inform Practice and Education in Chat Reference

Description: This session highlights findings from the final phases of a two-year grant project comparing the perceptions of VRS users and librarians by means of the Critical Incident Technique.

Author(s) : Marie Radford (Rutgers) and Lynn Silipigni Connaway (OCLC Online Computer Library Center, Inc)

 

 

Title: Rights and Rites of Access to Virtual Communities

Description: Libraries supply books and they also support extended access to books through the provision of reading spaces, thus enabling the acquisition of both tacit and explicit reading skills.  Access to other media is not so well supported.  This session explores the importance of extensive exposure to digital media, through both work and play, as profoundly important for the development of full, rich literacies. 

Author(s): Margaret Mackey (Alberta)

 

 

Title: Second Life: Exploring the Immersive Instructional Venue in LIS Education

Description: This presentation discusses a two-stage study that examines how Second Life (SL) can be used in delivering Library and Information Science (LIS) education. At the first stage, the study surveyed the early adopters of SL from other disciplines in terms of their teaching practice in SL, and found that most educators used SL to create an environment for constructive and experiential learning as well as distance education; then the results were shared among the faculty at San Jose State University School of Library and Information Science. A following study was conducted among the faculty with regards to their intention of bringing their classes to SL. Findings indicated that there were interests in using SL to teach classes in areas like reference, library services for children and young adults, and library history.

Author(s): Lili Luio and Jeremy Kemp (San Jose State)


 

2.1-Theory into Practice

Title: Integrating Learning, Research, and Practice: Findings from a MLS Community Engagement Project on Public Library Services for Older Adults

Description: From our University of Maryland – College Park MLS course on Older Adult Information Use, this presentation is based on the findings, research and recommendations from three Maryland public libraries regarding information-seeking needs and behaviors of older adult patrons.

Author(s): David Piper, Rivka Yerushalmi, Serenity Palme, and Box Xie (Maryland)

 

 

Title: Community Engagement and Theoretical Knowledge: Teaching Students to Link Theory to Practice

Description: N/A

Author(s): Kim Thomsen (Missouri)

 

 

 

Title: Contextual Influences on the Information-Seeking Behavior of Reference Librarians.

Description: N/A

Author(s): Lydia Eato Harris (Rutgers)



 

2.4-Modes of Inquiry

Title: Survey Methods in Librarianship and Youth Services: 1882-1906

DescriptionThis paper explores a series of early surveys that were central to the historical origins of youth services librarianship and were early forerunners of contemporary action research.

Author(s): Kate McDowell

 

 

 

Title: Why We Do the Things We Do: Research Styles of LIS Educators

Description: N/A

Author(s): Mary Lynn Rice-Lively and Suellen Adams (Rhode Island)

 

 

 

Title: An Examination of the Collection of a Privately Managed Public Library System

DescriptionThis research explores how private management of public libraries may affect collections. The collection of a privately managed system is examined and compared to other systems of similar service size.

Author(s): Heather Hill (Missouri)

 

 

2.5 - Service Learning

Title: Applications of Community-Based Action Research in Elective Courses: Partnering Library and Information Science Students with Underserved Populations to Meet their Information Technology Needs

DescriptionThis paper presents applications of community-based action research in three graduate-level elective library and information science courses to identify how each course integrated learning, action, and research to meet the information technology needs of different underserved populations.

Author(s): Bharat Mehra and Robert Sandusky (Tennessee)

 

 

 

Title: The Complexity of Integrating Learning, Research, and Practice: An Analysis of the Service Learning Model

Description: Can LIS education models integrate research, learning and practice? We’ll present research about research, the history of service learning, and a contemporary program that incorporates a profession-wide community of practice.

Author(s): Lorna Peterson (Tennessee), Deborah Turner (Washington) and Mark Winston (UNC-Chapel Hill)

 

 

Title: Using Service Learning with Latino Students? Understanding of Latino Populations.

DescriptionThis paper reports on research using service learning in an LIS course on equity of access to provide students with “real world” experiences with diverse populations of library users.  

Author(s): Patricia Montiel Overall (Arizona)

 

 

 

3.4 - Communities of Readers and Reading

Title: Print Culture as a Lens on Community

Description

Author(s): Tonyia Tidline (Alabama)

 

 

Title: Effects of Age and Income Level on Online Reading: A survey of Library Users in Poorer Communities

DescriptionThis study surveyed 238 library users from a metropolis area in the Midwest and investigated how age and income level influence online reading. Younger readers believed that reading online is as easy as reading print books, while older users preferred print media. Books are still major reading media among poor-communities.

Author(s): Yunfei Du (North Texas)

 

 

Title: Engaging Students with Summer Reading: A Revealing Collaboration

DescriptionThis study addresses the need to provide high school students a collaborative summer reading program. The findings of this study found that students enjoyed the freedom to browse and select among a variety of booklists. They learned to deal with some personal and social challenges, they learned to find better websites, and they read and wrote with more confidence. This implies that collaboration is an important component of school library services and should be more fully explored and evaluated.

Author(s): Yaling Lu (Rutgers)

 

 

3.5 - Information Ethics

Title: Information Literacy as Professional Legitimation: A Critical Analysis and Recommendation for its Re conceptualization

Description: N/A

Author(s): Lisa O'Connor (Kentucky)

 

 

 

Title: Realizing the Democratic Ideal: Community College LIS Education as Transformative Experience

DescriptionDrawing on personal narratives from library workers and library students, this paper explores John Dewey's pragmatic notion of transformative experience as a lens to describe the community college's role in LIS education; in particular, how library technology assistant (LTA) programs serve Dewey's democratic ideal of the "Great Community" by addressing issues of equity, social change, and institutional community engagement.

Author(s): Sharon Comstock (University of Illinois, Urbana-Champaign) and Linda Slusar (College of DuPage)

 

 

Title: Education Simulation for Information Ethics: Connecting Education with Practice

Description: N/A

Author(s): Kenneth Fleishmann (Maryland), Russell Robbins (Marist College)

 and William Wallace (Rensselaer Polytechnic Institute)

 

 
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