SIGs Sessions 1-4
1.5-Technical Services SIG Title: Building a Metadata Education and Research Community through MERIC (Metadata Education and Research Information Commons): Demo and Stakeholder Input Background: MERIC is a portal based commons for the metadata community that facilitates collaboration in teaching and researching metadata issues. It serves as a digital repository for sharing teaching materials, information on pedagogy and instructional design, and research efforts. Given the enormous amount of digital and analog resources and the rapid growth of these resources, the need for a virtual environment in which to share expertise is apparent. MERIC originated from the work of Dr. Ingrid Hsieh-Yee in response to a Library of Congress initiative to educate catalogers and metadata specialists for the control of digital resources in the 21st century. After a proof-of-concept project completed by Dr. Anita Coleman, the MERIC Advisory Board enriched the design and worked with Dr. Bill Moen and his students to develop a prototype. Purpose: The program will highlight the current status of MERIC, provide a demonstration of its resources, and hold breakout sessions for those involved in cataloging and metadata education to provide input on building MERIC. Structure and Content: The program will consist of a 10-minute presentation, a 20-minute demo of the prototype, and four 30-minute breakout sessions, followed by a 15-minute group discussion and a short survey. Sherry Vellucci will summarize the progress of MERIC since 2005, including the contents of MERIC and the rationale for its design. Bill Moen will give a demo of MERIC and discuss areas for further development. The breakout sessions will focus on barriers for participation in MERIC and strategies for building a MERIC community. Bill Moen, Barbara Marson, Kathy Wisser, and Ingrid Hsieh-Yee will lead breakout sessions and report input from the sub-groups. Sherry Vellucci will lead the group discussion on major issues confronting MERIC, such as content recruitment, community building, governance structure and licensing. We will use a short survey at the end of the session to gather data for future planning. Outcome: The audience will leave this presentation with an understanding of the purposes and design of MERIC and how they can contribute, individually and collectively, to metadata and cataloging education. The program is a major step in engaging metadata stakeholders—educators, trainers, practitioners, and researchers—in the development of MERIC. Through breakout discussions, group discussion and a short survey we hope to give participants a sense of community and encourage them to take part in building MERIC. Participants: Dr. William (Bill) Moen, Associate Professor [Demo, Breakout discussion leader] Director, Texas Center for Digital Knowledge University of North Texas Dr. Ingrid Hsieh-Yee, Professor [Breakout discussion leader] School of Library and Information Science Catholic University of America Dr. Barbara Marson, Assistant Professor [Breakout discussion leader] Department of Library Science and Instructional Technology East Carolina University Kathy Wisser, NC ECHO Metadata Coordinator [Breakout discussion leader] University of North Carolina, Chapel Hill 2.3-Distance Education SIG Final Paper Title: Experiential Learning in Virtual Environments : The Internet Public Library, Second Life, and Web 2.0 Names and Full Contact Information: Eileen Abels Denise E. Agosto Lydia Harris Lorri Mon Joe Sanchez, Ph.D. "New" 30 word mini-abstract suitable for conference publicity: Presenters from four universities discuss research, teaching, and experiential learning in online environments where LIS students build Web 2.0 and virtual worlds resources, and provide information services to the community. "Final" abstract to a maximum of 500 words: ALISE Distance Education SIG presents this session on the theory and practice of hands-on experiential learning in online environments and virtual communities. Internships and practica are the traditional methods for community involvement and experiential learning for LIS students. This panel will discuss the theories, practices and research needs for students when the learning medium or the community medium is online or virtual. Participants in this session will gain insights into how to design LIS experiential learning projects that allow students to connect with and participate in serving the community in virtual settings. Presentations and discussions explore research and teaching in experiential learning environments, in which students directly engage in building information resources and providing services to the online community. Lydia Harris (Rutgers University) discusses experiential learning within LIS education, and Denise Agosto (Drexel University) examines experiential learning using the IPL (Internet Public Library). Lorri Mon (Florida State University) discusses implementations supporting experiential learning, showing “behind the scenes” of the IPL, Second Life, Sloodle/Moodle, and Web 2.0. Joe Sanchez (U. of Texas-Austin) describes experiential learning in immersive pedagogy through virtual environments in undergraduate LIS education. Eileen Abels (Drexel University) leads faculty and students in discussion of best practices and future directions for experiential learning in virtual learning environments. Student posters within the room showcasing experiential learning projects present a vibrant backdrop facilitating discussion with viewpoints from both teachers and learners. 3.3-Gender SIG Title: Gender Research and Its Role in Understanding the Community of Library Users Moderator: Presenter: 4.2-Curriculum SIG Title: 21st Century Library Curriculum: Developing Learning, Research, and Practice Mini Abstract: The curriculum special interest group (SIG) will discuss three areas of library school curriculum, learning, research, and practice and changes needed in these areas to address 21st century needs of library and information science professionals. Abstract: The ALISE Curriculum SIG convener and panelist is Patricia Montiel Overall (School of Information Resources and Library Science, University of Arizona). Other panel members include Carol Gordon (School of Communication, Information and Library Studies Department of Library and Information, Rutgers University), Linda Lillard (Emporia State University), and Larry Nash White & Elizabeth Briggs (College of Education Department of Library Science and Instructional Technology, East Carolina University). The curriculum special interest group (SIG) will discuss three areas of library school curriculum (learning, research, and practice) and changes needed in these areas to address 21st century needs of library and information science professionals. The panelists will draw from experiences gained in their university settings to discuss these areas. The panel will begin with a discussion of what 21st century learning is and will identify gaps, omissions, and anachronisms of present library and information science graduate school curricula. Panelists will identified areas that need to be addressed based on an examination of current curricula and what 21st century learning study groups have articulated about the type of curriculum needed for information professionals. Panelists will discuss current and proposed curriculum in light of the changing work world of libraries. The curriculum of Rutgers University’s Library and Information Science School Library Program will be used as an example of best practices. The school has been rated first in the nation in the school library speciality two successive times. The discussion will include an overview of the LIS program at Rutgers, methods of diversifying course offerings, unique features of the MLIS program, outcome based assessment and how it affects the construction of syllabi, and the development of the online program. This will be followed by a discussion of Emporia State University's distance delivery program in which faculty travel to distance sites for face-to-face deliver in a new model called the 70/30 program. The discussion will focus on the impact new program models in distance education have on existing curriculum review processes and on faculty research and practice. Two panelists from East Carolina University will discuss another new model being used at ECU. This is a 100% online program of instruction. The model, MLS 2.0, is designed to provide curriculum within three academic tiers which tracks student academic achievement through e-portfolios. The panel discussion will close with a discussion of pedagogy for teaching and learning with an emphasis on addressing diversity issues. Issues addressed include the need to incorporate diversity issues into the curriculum, considerations in teaching students from diverse backgrounds, and including diversity issues into research carried out by LIS faculty. The Knowledge River model at the University of Arizona School of Information Resources and Library Science which recruits Latino and Native American students into the library profession will be discussed. Facilitator: Patricia Montiel Overall, Ph.D. Panelists: Carol Gordon, Ed.D. Larry Nash White, Ph.D. Elizabeth A. Briggs |
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