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From the editor.

This edition of the journal marks some significant milestones in the history of the JELIS and of ALISE, its parent body. In January 2015, with edition 56(1), we are taking JELIS online. The current edition is our last in paper. Much of my work over the last six months has involved working with our publisher, Destech, to develop and design both the new online submission process, and the look and feel of the online journal. This is definitely a work in progress and we are full steam ahead to get everything ready for the changeover. Subscribers will get more information about how to access the online journal during the subscription renewal process.

JELIS 56(1) will also mark the centenary of ALISE, so it is sobering to reflect on the past 100 years as I close out the paper editions. What changes we have seen in our profession and teaching practice to support it over the last 100 years, and more so since the journal first began as the Journal of Education for Librarianship in 1960. Now the idea that our profession is about libraries has almost gone. We think more in terms of information as a universal product, rather than library as place where people go to find information, and our teaching practice reflects this change. As we close out the centenary of ALISE I cannot help but reflect how we might move through a trajectory that took us from the Journal of Education for Librarianship, to the Journal of Education for Library and Information Science, to (perhaps) a title soon that does not make direct reference to librarianship at all. As more and more faculty and students embrace the innovations of i-Schools and Schools of Information we will continue to see changes in the names of our scholarly and professional journals too.

And this edition of JELIS also embraces the change of management team at ALISE that occurred on August 1, 2014 just as I was putting the finishing touches to this final paper edition. ALISE has a new Executive Director, Andrew Estrep and a new management company SBI Management Services based in Seattle. Andrew will be assisted in his ED role by Erin Scheopner and Ceri Farrow. As we move to the new era of the online journal I am looking forward to working with Andrew, Erin and Ceri, and with our publisher Destech, to bring you a new and innovative look to the journal with high quality papers and other innovations as we move forward into the next hundred years. Do watch out for the new journal and take particular account of our next edition 56(1) as this is our centenary edition.

Meanwhile we have an interesting group of papers in this current edition to mark the end of the paper era.

In many countries Library and Information Science education is provided, largely, at undergraduate level. As higher education in North America comes under more and more pressure, there are conversations afoot about ways to provide this education more effectively. To this end, our first paper this month from Shelley Blundell and Frank Lambert asks us to consider the information needs and anxieties of undergraduates. It important recognise that undergraduate education is the endpoint for many students and supporting their information literacy needs will give them the skills that they need for lifelong learning far from university campuses. Our second paper, from Sian Brannon, is an invitation too to consider how we teach in a changing educational landscape as it explores the role of assessment of fieldwork courses. Increasingly our students need diverse and dynamic skill sets to be job ready. Innovative fieldwork, and careful assessment of its value, is one way to achieve this. I live in New Zealand and most library and information science education is very much of the apprenticeship style, so building effective assessment into that "on the job" world is one of considerable debate. Given the number of papers that have come across my desk in recent months about this topic it is clear that it is being discussed elsewhere too.

Our third paper this month is also one that resonates with me from my world "down-under" as it deals with The Current Landscape of the School Librarianship Curricula in USA. There is currently no training for school librarians in New Zealand and school libraries are poorly funded (if at all). As library educators here struggle with this dilemma it was extremely helpful for me to read what is happening in the USA and to share it with my colleagues here.

The faculty and students in the iSchool at the University of British Columbia have also been busy exploring the notion of what happens to students when they move outside the classroom as they investigate a peer-to-peer community service learning model for LIS Education. They give us the fourth paper in this edition. Increasingly, in the world of social media and other technological innovations, information shared between peers is the primary way that the learning process is conducted. As educators we need to embrace this and build it into our teaching practice in order to engage with our students. Heather O'Brien and her colleagues give us much to consider.

And, what do we mean when we talk about leadership? As a general election is imminent here in New Zealand, this question is also topical for me! Abigail Phillips asks us to consider leadership in a slightly different domain: that of LIS education. And this perhaps takes us back to my earlier comments about ways to provide tertiary education more effectively. Increasingly those sectors that show leadership and innovation in their educational practice will be selected for more funding and growth. Abigail's paper provides food for thought in this regard.

Finally, we go back into recent past and then into the future to showcase a Juried Paper from ALISE 2014 held in January. This paper discusses evaluation and refinement of MOOCs. The State University of San Jose has been a leader in developing MOOCs for LIS education and it a pleasure to report some of this work by publishing the paper by Michael Stephens and Kyle Jones. Questions about the value, and sustainability, of MOOCs is a topic much debated in the higher education press. Michael and Kyle's paper gives us much needed data from which to make some informed choices.

It is with much pleasure that I present this edition to you: our final in paper and the end of my first volume as editor. I am deeply grateful to all who have assisted me to publish volume 55; my peer reviewers, my copy editors, Trudi Hahn Chair of the ALISE Publications Committee, Destech Publishing, editors of past editions whose work I have been able to emulate, and of course those of you who take the time to prepare papers and revise them for publication with care and diligence. Every effort from others makes life just a little bit easier for me. As we come to the end of the era of print, thank you all.

Best wishes, PETA
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Author:Wellstead, Peta
Publication:Journal of Education for Library and Information Science
Article Type:Editorial
Geographic Code:1USA
Date:Sep 22, 2014
Words:1180
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