Inglorious Pedagogy: Difficult, Unpopular, and Uncommon Topics in Library and Information Science Education: Association for Library and Information Science Education
Editat de Keren Dali, Kim M. Thompsonen Limba Engleză Hardback – 25 apr 2023
Though topics and issues in library and information science education pedagogy are commonly discussed in panels, conferences, peer-reviewed articles, professional articles, and dedicated monographs, education-oriented publications don't always include theoretical grounding that could make these arguments stronger and more generalizable to other contexts.
Addressing these gaps, Inglorious Pedagogy strengthens the less-covered areas of library and information science pedagogical thought; it enriches the theoretical foundation of pedagogical discourse and broadens its scope. This volume collects essays from LIS educators around the world who delve into difficult, unpopular, and uncommonly discussed topics-the inglorious pedagogy-based on their practice and scholarship. Topics include social justice, adjunct and disabled faculty, intellectual humility, humanism, academic capitalism, and creativity.
Presenting perspectives from Australia, Canada, China, New Zealand, the United Kingdom, and the United States, each offers a case study rooted not only in the authors' experience but also in a solid theoretical or analytical framework that helps the reader make sense of the situations, behaviors, impact, and human emotions involved in each. This collection of thought leads the reader through the milestones of (in)glorious pedagogy to a better understanding of the potentially transformative nature and wasted opportunities of graduate LIS education and higher education in general.
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Specificații
ISBN-13: 9781538167779
ISBN-10: 1538167778
Pagini: 318
Ilustrații: 9 b/w photos; 8 tables; 1 textboxes;
Dimensiuni: 158 x 237 x 24 mm
Greutate: 0.64 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield
Seria Association for Library and Information Science Education
Locul publicării:New York, United States
ISBN-10: 1538167778
Pagini: 318
Ilustrații: 9 b/w photos; 8 tables; 1 textboxes;
Dimensiuni: 158 x 237 x 24 mm
Greutate: 0.64 kg
Editura: Bloomsbury Publishing
Colecția Rowman & Littlefield
Seria Association for Library and Information Science Education
Locul publicării:New York, United States
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Cuprins
Acknowledgements
Introduction: The Glories and Inglories of Library and Information Science Pedagogy, Kim M. Thompson (University of South Carolina, USA) and Keren Dali (The Catholic University of America, USA)
1. Performing Librarianship: Practicing the Reference Interview and Building Community through Improvisation, Sarah Beth Nelson (University of Wisconsin-Whitewater, USA) and Emily Vardell (Emporia State University, USA)
2. Nice to Have, a Distraction from the Core Curriculum, or a Disruptive Element? A Teaching Journey through Three Common Perceptions of Social Justice in LIS Education, Briony Birdi (Information School, University of Sheffield, UK)
3. We, Who Cannot Unlearn: (Un)Learning and Disabled Faculty in American (Post)Pandemic Academia, Keren Dali (The Catholic University of America, USA) and Paul T. Jaeger (University of Maryland, USA)
4. "The Pandemic Has Forced Us All to Become Professionals Again": Adjunct Faculty Advocacy at a Canadian ALA-Accredited iSchool, Max Dionisio (University of Toronto, Canada)
5. Teaching for Intellectual Humility, Tim Gorichanaz (Drexel University, USA)
6. The Difficulty of Training Students to Do Research in Tangles of Discourses: A Case of a Postgraduate Dissertation Project, Liangzhi Yu (Nankai University, China) and Xiaofei Yan (Nanjing University of Aeronautics and Astronautics, China)
7. Overwhelmed or Overteaching? Humanism for Time Use and Pedagogy, Kim M. Thompson (University of South Carolina, USA)
8. The Academia-Practice Gap: It Takes Two to Tango, Keren Dali (The Catholic University of America, USA)
9. "I Feel Like an ATM Machine": Mentoring, LIS Research, and Academic Capitalism, Jenny Bossaller (University of Missouri, USA)
10. The Way of WalDorF: Fostering Creativity in LIS Programs, Keren Dali (The Catholic University of America, USA)
11. Tales from Three Countries and One Academia: Academic Faculty in the Time of the Pandemic, Keren Dali (The Catholic University of America, USA), Nadia Caidi (University of Toronto iSchool, Canada), Kim M. Thompson (University of South Carolina, USA), and Jane Garner (Charles Sturt University, Australia)
12. Transitioning to Postgraduate Distance Learning: Student Experiences of Change and Success, Anne Goulding (Victoria University of Wellington, New Zealand) and Guanzheng Li (Qingdao, China)
Epilogue: Concluding the (In)glorious Journey, Keren Dali (The Catholic University of America, USA) and Kim M. Thompson (University of South Carolina, USA)
Index
About the Editors and Contributors
Introduction: The Glories and Inglories of Library and Information Science Pedagogy, Kim M. Thompson (University of South Carolina, USA) and Keren Dali (The Catholic University of America, USA)
1. Performing Librarianship: Practicing the Reference Interview and Building Community through Improvisation, Sarah Beth Nelson (University of Wisconsin-Whitewater, USA) and Emily Vardell (Emporia State University, USA)
2. Nice to Have, a Distraction from the Core Curriculum, or a Disruptive Element? A Teaching Journey through Three Common Perceptions of Social Justice in LIS Education, Briony Birdi (Information School, University of Sheffield, UK)
3. We, Who Cannot Unlearn: (Un)Learning and Disabled Faculty in American (Post)Pandemic Academia, Keren Dali (The Catholic University of America, USA) and Paul T. Jaeger (University of Maryland, USA)
4. "The Pandemic Has Forced Us All to Become Professionals Again": Adjunct Faculty Advocacy at a Canadian ALA-Accredited iSchool, Max Dionisio (University of Toronto, Canada)
5. Teaching for Intellectual Humility, Tim Gorichanaz (Drexel University, USA)
6. The Difficulty of Training Students to Do Research in Tangles of Discourses: A Case of a Postgraduate Dissertation Project, Liangzhi Yu (Nankai University, China) and Xiaofei Yan (Nanjing University of Aeronautics and Astronautics, China)
7. Overwhelmed or Overteaching? Humanism for Time Use and Pedagogy, Kim M. Thompson (University of South Carolina, USA)
8. The Academia-Practice Gap: It Takes Two to Tango, Keren Dali (The Catholic University of America, USA)
9. "I Feel Like an ATM Machine": Mentoring, LIS Research, and Academic Capitalism, Jenny Bossaller (University of Missouri, USA)
10. The Way of WalDorF: Fostering Creativity in LIS Programs, Keren Dali (The Catholic University of America, USA)
11. Tales from Three Countries and One Academia: Academic Faculty in the Time of the Pandemic, Keren Dali (The Catholic University of America, USA), Nadia Caidi (University of Toronto iSchool, Canada), Kim M. Thompson (University of South Carolina, USA), and Jane Garner (Charles Sturt University, Australia)
12. Transitioning to Postgraduate Distance Learning: Student Experiences of Change and Success, Anne Goulding (Victoria University of Wellington, New Zealand) and Guanzheng Li (Qingdao, China)
Epilogue: Concluding the (In)glorious Journey, Keren Dali (The Catholic University of America, USA) and Kim M. Thompson (University of South Carolina, USA)
Index
About the Editors and Contributors
Recenzii
Dali and Thompson took on the task of addressing difficult topics in higher education, specifically in the LIS classroom. The editors bring together international perspectives on what they term inglorious pedagogy. Some chapters focus on traditional pedagogical theory and assessment-engaging students through improvisational acting exercises and encouraging creativity in the classroom by framing discussions through the walls, doors, and fences model. Other chapters address the importance of building student cohort bonds while grappling with the transition to graduate-level learning and distance education. Dali and Thompson have expanded their definition of pedagogy to include other obstacles LIS faculty encounter. Among these are interdepartmental relationships, disability inequity among faculty, the convergence of disciplines within LIS, academic burnout, and tensions between academic faculty and practitioners in the field. Chapters also cover issues with academic capital in regard to collaborating with students and tracking how academic libraries responded to the COVID-19 pandemic in the US, Canada, and Australia. Recommended. Graduate students, researchers, faculty, and professionals.
Editors Dali and Thompson have assembled a unique set of essays utilizing conceptual and theoretical frameworks to examine less common pedagogies in library and information science. The contributors are LIS educators representing perspectives from Australia, Canada, China, New Zealand, the United Kingdom, and the United States. Each chapter is a case study written in a journalistic rather than academic style, intended for those currently teaching or aspiring to teach in the field. The work provides a snapshot of the challenges that instructors face and describes their strategies for overcoming obstacles. Notable topics include intellectual humility, navigating perceptions of social justice, LIS research and academic capitalism, experiences of disabled faculty and researchers in a COVID-era academic landscape, fostering creativity, and distance learning. The editors' sensibilities are evident throughout, as they author or contribute to five of the 12 chapters (not including the introduction and conclusion), but this does not detract from the richness of the content. A beneficial and thought-provoking book focusing on critical topics and experiences rarely explored in the field. Though the focus on LIS programs and education narrows the appeal, this would also be a timely addition to professional-development collections.
That which is difficult, unpopular, or uncommon in our teaching can promote self-reflection and growth and keep our work vital. Congratulations to these authors and editors for sharing the growing pains that demonstrate our ability and desire to do better.
Inglorious Pedagogy: Difficult, Unpopular, and Uncommon Topics in Library and Information Science Education is an insightful, varied, and timely exploration of uncommon approaches to delivering LIS education. This book aims to uncover the complex and varied experiences of teaching LIS programs internationally at a time of rapid change and challenges educators to explore new ways of thinking about their work.
Editors Dali and Thompson have assembled a unique set of essays utilizing conceptual and theoretical frameworks to examine less common pedagogies in library and information science. The contributors are LIS educators representing perspectives from Australia, Canada, China, New Zealand, the United Kingdom, and the United States. Each chapter is a case study written in a journalistic rather than academic style, intended for those currently teaching or aspiring to teach in the field. The work provides a snapshot of the challenges that instructors face and describes their strategies for overcoming obstacles. Notable topics include intellectual humility, navigating perceptions of social justice, LIS research and academic capitalism, experiences of disabled faculty and researchers in a COVID-era academic landscape, fostering creativity, and distance learning. The editors' sensibilities are evident throughout, as they author or contribute to five of the 12 chapters (not including the introduction and conclusion), but this does not detract from the richness of the content. A beneficial and thought-provoking book focusing on critical topics and experiences rarely explored in the field. Though the focus on LIS programs and education narrows the appeal, this would also be a timely addition to professional-development collections.
That which is difficult, unpopular, or uncommon in our teaching can promote self-reflection and growth and keep our work vital. Congratulations to these authors and editors for sharing the growing pains that demonstrate our ability and desire to do better.
Inglorious Pedagogy: Difficult, Unpopular, and Uncommon Topics in Library and Information Science Education is an insightful, varied, and timely exploration of uncommon approaches to delivering LIS education. This book aims to uncover the complex and varied experiences of teaching LIS programs internationally at a time of rapid change and challenges educators to explore new ways of thinking about their work.