Academic journal article Journal of Education for Library and Information Science

Teaching and Learning in the iSchools

Academic journal article Journal of Education for Library and Information Science

Teaching and Learning in the iSchools

Article excerpt

When Kathleen Burnett and Michelle M. Kazmer invited me to guest edit a special section of JELIS on the relationship between the iSchool movement and LIS education, I was honored and happy to agree. The call for papers resulted in a wide array of very good submissions on an enormously diverse range of topics. It was extremely difficult to select among them and to choose the four (up from the originally proposed 2-3) for this special section. Some submissions, while of high quality, did not address the topic as directly as others, and may be published in JELIS or other journals in the future. Choosing the four for this section was challenging, but was greatly helped by a fine group of reviewers to whom I extend my sincere thanks. Thanks also go to the editors and their fine assistants, who also provided enormous help with the review and copy-editing processes.

These four papers begin with a provocative consideration by Andrew Dillon on what it means to be an iSchool. He challenges us to consider the iSchools as distinct from other LIS programs for "their orientation to information beyond agencies, their commitment to multidisciplinary work, and a formal emphasis on research productivity." Two papers address two examples of the large question of what we teach and how, focusing on a specific teaching philosophy from the perspective of two different iSchools - Usability/User-centered design - and one on the effectiveness of a cohort model. The final paper, brings the section full-circle raising challenging questions of how we have assessed iSchools and how we should assess our schools. …

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