scholarly journals JUTLP Editorial Issue 15.5

2018 ◽  
Vol 15 (5) ◽  
pp. 2-4
Author(s):  
Alisa Percy ◽  
◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Information Science ◽  
Academic Literacy ◽  
University Teaching ◽  
Library And Information Science ◽  
Self Assessment ◽  
Self Reflection ◽  
Research Libraries ◽  
The Us

Welcome to the final issue for the Journal of University Teaching and Learning Practice for 2018. In this issue, we have papers from Australia, the US, and Ireland, covering topics related to information and academic literacy, self-efficacy, the flipped classroom, student engagement and their perceptions of group work. Of the first two papers related to information and academic literacy, Hostetler, Luo and Stefaniak present findings from a systematic literature review exploring approaches to the assessment of students’ metacognition and its potential application in library and information science. Conducted in response to changes in an information literacy competencies framework prepared by the Association of College and Research Libraries (ACRL) in the US, the authors advocate for the incorporation of metacognitive tools, including self-reflection and self-assessment, in the assessment strategies of libraries to encourage higher order thinking.

scholarly journals Editorial: JUTLP Issue 16.5

2019 ◽  
Vol 16 (5) ◽  
pp. 2-3
Author(s):  
Alisa Percy ◽  
◽  
Jo-Anne Kelder ◽  
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Positive Impact ◽  
Peer Assessment ◽  
Deep Understanding ◽  
University Teaching ◽  
First Year ◽  
The Us ◽  
Heated Debate

Welcome to the final issue of the Journal of University Teaching and Learning Practice for 2019. In this issue we have papers from Finland, the US, Ecuador, Thailand and Australia covering a range of topics and approaches exploring university teaching and learning practice. Evaluating an intervention into students’ wellbeing and organising strategies in Finland, Asikanen, Kaipainen and Katajavouri provides evidence that pharmacy students undertaking a 7 week online course designed to promote psychological flexibility had a positive impact on their study behaviors during the intervention. Addressing issues of engagement in first year, Kearney makes the case for his Authentic Self and Peer Assessment for Learning (ASPAL) Model as a particular kind of transition pedagogy that engages students in the development of a deep understanding of assessment expectations and standards of performance. Also focused on student transition, Pattanaphanchai reports on students’ learning achievement and their positive perceptions of the flipped classroom in an introductory computing class in Thailand. Dealing with contentious content in first year, Ford, Bennett and Kilmister report on a study they conducted into pedagogical models in a large first year history subject that services teacher education students and had its own history of heated debate and conflict when exploring the ANZAC mythologies. Considering how content transforms perceptions and values, Njoku reports on a longitudinal evaluation of the use of learner-centred teaching and its impact on learning outcomes in an undergraduate rural public health course in the US. And finally, Freyn introduces the pedagogical strategies used in a LGBTQ literature course in Ecuador, and reports on the results of a phenomenological study of its impact on the participants’ agency in terms of advocacy and support for the LGBTQ community.

Leading with love and hospitality: applying a radical pedagogy to LIS

2019 ◽  
Vol 120 (1/2) ◽  
pp. 119-132 ◽  
Author(s):  
Nicole A. Cooke
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Information Science ◽  
Library And Information Science ◽  
Ethnographic Case Study ◽  
Radical Pedagogy ◽  
Content Type ◽  
Information Professionals ◽  
Practical Implications

Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implications Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery. Social implications Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice. Originality/value The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

scholarly journals Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

scholarly journals First-generation students’ information literacy in everyday contexts

2019 ◽  
Vol 13 (2) ◽  
pp. 73
Author(s):  
Darren Ilett
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
First Generation ◽  
Information Science ◽  
Funds Of Knowledge ◽  
Library And Information Science ◽  
Deficit Thinking ◽  
First Generation Students ◽  
Research Papers ◽  
The Us

Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at a mid-sized university in the US engage with information, and it expands the scope of inquiry to several everyday contexts, including students’ households, workplaces, and communities. The findings reveal a variety of funds of knowledge concerning participants’ information literacy (IL) and lay the foundation for IL instruction that meets FGS where they are, thus serving them more equitably.

scholarly journals Use of the Journal Citation Reports for Serials Management in Research Libraries: An Investigation of the Effect of Self-Citation on Journal Rankings in Library and Information Science and Genetics

2000 ◽  
Vol 61 (3) ◽  
pp. 263-275 ◽  
Author(s):  
Thomas E. Nisonger
Keyword(s):  
Information Science ◽  
Major Effect ◽  
Library And Information Science ◽  
Citation Data ◽  
Research Libraries ◽  
Advantages And Disadvantages ◽  
Journal Rankings ◽  
Journal Citation Reports ◽  
The Impact ◽  
Journal Citation

This article explores the use of the Institute for Scientific Information’s Journal Citation Reports (JCR) for journal management in academic libraries. The advantages and disadvantages to using JCR citation data for journal management are outlined, and a literature review summarizes reported uses of these data by libraries and scholars. This study researches the impact of journal self-citation on JCR rankings of library and information science (LIS) and genetics journals. The 1994 rankings by impact factor and total citations received were recalculated with journal self-citations removed; then the recalculated rankings were compared to the original rankings to analyze the effect of self-citations. It is concluded that librarians can use JCR data without correcting for journal self-citation, although self-citations do exert a major effect on the rankings for a small number of journals.

Flipped University Classrooms

2017 ◽  
pp. 233-246
Author(s):  
Michael Sankey ◽  
Lynne Hunt
Keyword(s):  
Case Studies ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
University Teaching ◽  
Instructional Designers ◽  
Support Teams ◽  
University Teachers ◽  
Teachers And Students ◽  
University Classrooms

The three case studies in this paper show how flipped classroom approaches can facilitate the renewal of university teaching. The case studies form part of a scholarship of teaching and learning that provides opportunities for educators to learn from the experiences of others. Descriptions of course preparation illuminate the application of constructivist pedagogy, the affordances of a range of learning technologies, and a role for university teachers that facilitates their students' engagement with learning. The cases outline the application of flipped classroom approaches at early and later stages of students' learning journeys and show how they introduce parity of learning experiences for on-campus and off-campus students. The case studies show how flipped classroom approaches can be an instrument of change, forming part of institution-wide planning for coherent and effective student learning journeys. They reveal the importance of an infrastructure of learning technologies to facilitate active and interactive learning and the significance of professional development and organized support teams, including technology experts, librarians and instructional designers, in preparing the groundwork for teachers and students using flipped classroom methodologies.

Charting a multi-dimensional role of future librarians

2017 ◽  
Vol 38 (6/7) ◽  
pp. 302-311
Author(s):  
Loriene Roy ◽  
Elizabeth Kennedy Hallmark
Keyword(s):  
Information Science ◽  
Social Institutions ◽  
Library And Information Science ◽  
Self Assessment ◽  
Content Type ◽  
Science Courses ◽  
The Future ◽  
Service Training ◽  
The Times ◽  
Difficult Times

Purpose The purpose of this paper is to involve readers in an exercise in conceptualizing the library workplace of the future and how to prepare librarians to be successful in these future scenarios. Design/methodology/approach This paper introduces a visualization exercise that invites readers to contemplate the likelihood and desirability of five scenarios for libraries of the future. Readers are also invited to create a new scenario. Readers then can reflect on the skills and aptitudes librarians would need to have or acquire in order to succeed in one of the scenarios. The method involves visualization, reflection, and self-assessment. Findings The authors have tested this exercise in in-service training with public, academic, and special librarians as well as with students in graduate library and information science courses. The end result is deep conversation, engagement, and sharing. Research limitations/implications The authors have observations on the effectiveness of this future exercise with students and practicing librarians but did not structure its use as a research project. In years of attending conferences and delivering over 600 conference presentations, the authors have yet to observe a similar future exercise being employed. Practical implications This exercise promotes reflection and discussion. It enables librarians to consider these scenarios on their own or in groups of varying sizes. It has application in understanding the complexity of futurism and how it might impact their future lives. And it emphases that individual librarians have some degree of independence in how they respond to change and, ultimately, a future much different from the present. Social implications Libraries are social institutions and their services reflect and respond to changes in society. Recent changes in governance around the world, warfare, the refugee crisis, and episodes of violence have contributed to tension. These are the times when librarians are called on more than ever to respond. Considering possible and improbable futures and one’s response to those futures are helpful in preparing one’s professional response in these difficult times. Originality/value This paper introduces an original model for discussing many possible futures for libraries and for librarians to consider their roles in those futures.

Cloud computing and virtual machines in LIS education: options and resources

2017 ◽  
Vol 33 (1) ◽  
pp. 14-39 ◽  
Author(s):  
Christinger Tomer
Keyword(s):  
Cloud Computing ◽  
Teaching And Learning ◽  
Information Science ◽  
Virtual Machines ◽  
Library And Information Science ◽  
Degree Programs ◽  
Content Type ◽  
Related Development ◽  
Near Future ◽  
Efficient Environment

Purpose The purpose of this paper is to consider how and why virtual machines (VMs) and cloud computing and related development environments built on cloud-based resources may be used to support and enhance the technological elements of library and information science (LIS) education. Design/methodology/approach It is based on analysis of available technologies and relevant applications. Findings Cloud computing and virtualization offer a basis for creating a robust computing infrastructure for LIS education. Practical implications In the context of LIS education, cloud computing is relevant in two respects. First, many important library and archival services already rely heavily on cloud-based infrastructures, and in the near future, cloud computing is likely to define a much larger part of the computing environment on which libraries and archives rely. Second, cloud computing affords a highly flexible and efficient environment that is ideal for learning about VMs, operating systems and a wide variety of applications. What is more important, it constitutes an environment for teaching and learning that is vastly superior to the ones that currently support most LIS degree programs. From a pedagogical perspective, the key aspect of teaching and learning in the cloud environment is the VM. So, the article focuses a significant portion of its attentions on questions related to the deployment and use of VMs and Linux Containers, within and without cloud-based infrastructures, as means of learning about computer systems, applications and networking and achieving an understanding of essential aspects of both cloud computing and VM environments. Originality/value Based on a search of available literature in computer science and library and information science, the paper has no counterparts.

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