Perceptions, experiences, and recommendations.
This issue of JELIS (54:3) includes six articles that form three conceptual pairs. The first pair deals with students' perceptions of their LIS education experiences. In the featured article for this issue, Joan M. Cherry, Luanne Freund, and Wendy M. Duff share the findings of their study of students' perceptions of their master's programs at six Canadian universities. This article is of relevance to many LIS educators because not only do they use their research findings to propose recommendations for improving LIS programs, but they also provide a link to their instruments (http://www.diigubc. ca/projects/lfos/Instruments.htm), which may be of interest for other LIS programs. The other article in this "student perception pair" is by Ana R. Pacios and reports the findings from a survey of 359 students at the Carlos III University of Madrid conducted over six academic years. In the study, students were asked to share their perceptions of, and attitudes toward, the "induction period" of their practicum experiences. The article includes recommendations for LIS faculty and for practicum supervisors for improving the induction period and thus students' overall experiences with the practicum.
The next pair of articles focuses on LIS faculty. Linda R. Most, Michelle M. Kazmer, and Paul F. Marty provide the aggregated results of formative and summative assessments of two IMLS-funded scholarship programs that targeted non-traditional students. Their analysis focuses on the non-academic aspects of the scholarship programs that students identified as being most important to the successful completion of their degrees and incorporation into the professional LIS community. The next article in this "faculty pair," by Cindy C. Welch, reports the findings of a study of youth services faculty in LIS programs. The 67 faculty who responded to the survey, which included a mix of closed- and open-ended questions, shared their experiences with course content, pedagogy, and technology and its effect on course delivery and content.
The final pair of articles addresses specific curricular innovations that were undertaken and evaluated in response to specific needs identified in LIS research and practice. Kim Becnel and Patrick O'Shea describe the design of an extended epistemic game in which students, working online in virtual public libraries, took on the role of professional librarians in charge of a library. Using the results of an end-of-course questionnaire and one-year follow-up interviews, Becnel and O'Shea also share the students' perceptions of how the epistemic gaming format affected their learning. Last, Abigail Evans, Eliza Dresang, Katie Campana, and Erika Feldman describe how they incorporated experiential learning--conducting empirical research that also met the needs of a funded research project--into an advanced research seminar in LIS. They identify benefits and limitations, make recommendations for planning such a research methods course, and report that the experience was successful for students, faculty, and the funded research.
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|Author:||Kazmer, Michelle M.; Burnett, Kathleen|
|Publication:||Journal of Education for Library and Information Science|
|Date:||Jun 22, 2013|
|Previous Article:||Learning to be an information architect.|
|Next Article:||Students' perceptions of information programs in Canada.|