TY - CHAP
T1 - Transforming Library and Information Science Education by Design
AU - Abels, Eileen G.
AU - Howarth, Lynne C.
AU - Smith, Linda C.
N1 - Funding Information:
the initial forum and subsequent pilot projects were made possible, in part, by the institute of Museum and Library services, grant no. Re-65-14-0032-14.
Funding Information:
The initial forum and subsequent pilot projects were made possible, in part, by the Institute of Museum and Library Services, Grant no. RE-65-14-0032-14.
Publisher Copyright:
© 2018 by Emerald Publishing Limited All rights of reproduction in any form reserved.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2018/3/27
Y1 - 2018/3/27
N2 - Purpose – In January 2015, a diverse group of stakeholders engaged in a planning forum on “Envisioning our Information Future and How to Educate for It.” Focused on shaping a future by design, not by default, information educators, professionals, technologists, futurists, and others proposed proofs of concepts for larger-scale implementations. This chapter reports on four pilot projects using steps in the design-thinking process to frame the discussion. Design/Methodology/Approach – The stages of (1) empathize, (2) define, (3) ideate, (4) prototype, and (5) test in the design-thinking process facilitate moving beyond what is and breaking fixedness to build a representation of what might be. Applied to library and information science (LIS) education, design thinking can lead to transformative change. Findings – Creative collaborations yielded actionable outcomes from projects that identified the following: (1) the knowledge, skills, and abilities that employers seek in graduates of LIS programs, (2) curriculum options for developing and launching artist-in-residence programs, (3) how a Library Test Kitchen course enables students to apply design thinking, and (4) how a short-term faculty residency in a particular institution connects LIS educators with trends in the field and informs curriculum design. Originality/Value – The value of tangible outcomes from pilot projects informing future innovation in LIS education is augmented by the originality of their framing within design-thinking processes.
AB - Purpose – In January 2015, a diverse group of stakeholders engaged in a planning forum on “Envisioning our Information Future and How to Educate for It.” Focused on shaping a future by design, not by default, information educators, professionals, technologists, futurists, and others proposed proofs of concepts for larger-scale implementations. This chapter reports on four pilot projects using steps in the design-thinking process to frame the discussion. Design/Methodology/Approach – The stages of (1) empathize, (2) define, (3) ideate, (4) prototype, and (5) test in the design-thinking process facilitate moving beyond what is and breaking fixedness to build a representation of what might be. Applied to library and information science (LIS) education, design thinking can lead to transformative change. Findings – Creative collaborations yielded actionable outcomes from projects that identified the following: (1) the knowledge, skills, and abilities that employers seek in graduates of LIS programs, (2) curriculum options for developing and launching artist-in-residence programs, (3) how a Library Test Kitchen course enables students to apply design thinking, and (4) how a short-term faculty residency in a particular institution connects LIS educators with trends in the field and informs curriculum design. Originality/Value – The value of tangible outcomes from pilot projects informing future innovation in LIS education is augmented by the originality of their framing within design-thinking processes.
KW - Artist-in-residence programs
KW - Design thinking
KW - Faculty residencies
KW - Innovative curriculum design
KW - Library Test Kitchen
KW - Transforming LIS education
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U2 - 10.1108/S0065-28302018000044A009
DO - 10.1108/S0065-28302018000044A009
M3 - Chapter
T3 - Advances in Librarianship
SP - 71
EP - 89
BT - Re-envisioning the MLS
A2 - Percell, Johnna
A2 - Sarin, Lindsay C
A2 - Jaeger, Paul T
A2 - Bertot, John Carlo
PB - Emerald
ER -