Association for Library and Information Science Education – serie

This book helps demystify how to incorporate ACRL’s Framework for Information Literacy for Higher Education into information literacy instruction in higher education as well as how to teach the new Framework to pre-service librarians as part of their professional preparation. This authoritative volume copublished by the Association for Library and Information Science Education (ALISE) demonstrates professional practice by bringing together current case studies from librarians in higher education who are implementing the Framework for Information Literacy for Higher Education as well as cases from educators in library and information science, who are working to prepare their pre-service students to practice in the new instructional environment. Instructional librarians, administrators, and educators will benefit from the experiences the people on the ground who are actively working to make the transition to the Framework in their professional practice.

This book helps demystify how to incorporate ACRL’s Framework for Information Literacy for Higher Education into information literacy instruction in higher education as well as how to teach the new Framework to pre-service librarians as part of their professional preparation. This authoritative volume copublished by the Association for Library and Information Science Education (ALISE) demonstrates professional practice by bringing together current case studies from librarians in higher education who are implementing the Framework for Information Literacy for Higher Education as well as cases from educators in library and information science, who are working to prepare their pre-service students to practice in the new instructional environment. Instructional librarians, administrators, and educators will benefit from the experiences the people on the ground who are actively working to make the transition to the Framework in their professional practice.

This work provides a comprehensive examination of the life and professional career of E.J Josey within the broader historical and political landscape of the civil rights movement. In the era of Jim Crow, Josey rose to prominence in the library profession by challenging the American Library Association (ALA) to live up to its creed of equality for all. This was not easy during the 1950s and 1960s, during segregation. Using interviews with Josey and his contemporaries, as well as several archival sources, library educator Renate Chancellor analyzes Josey’s leadership, particularly within modern day racial currents. During his professional career, spanning over fifty years (1952-2002), Josey worked as a librarian (1953-1966), an administrator of library services (1966-1986), and as a professor of library science (1986-1995). He also served as President of the American Library Association and perhaps his most notable achievement, he successfully drafted a resolution that prevented state library associations from discriminating against African American librarians. This essentially ended segregation in the ALA. Josey’s transformative leadership provides a model to tackle today’s civil rights challenges both in and outside the library profession.This authoritative work copublished by the Association for Library and Information Science Education (ALISE) documents for the historical record a significant period of history that is underexplored in the scholarly literature. The target audience for this book are researchers, historians, LIS educators and students interested in understanding the complex struggle for civil and human rights in professional organizations.

This work provides a comprehensive examination of the life and professional career of E.J Josey within the broader historical and political landscape of the civil rights movement. In the era of Jim Crow, Josey rose to prominence in the library profession by challenging the American Library Association (ALA) to live up to its creed of equality for all. This was not easy during the 1950s and 1960s, during segregation. Using interviews with Josey and his contemporaries, as well as several archival sources, library educator Renate Chancellor analyzes Josey’s leadership, particularly within modern day racial currents. During his professional career, spanning over fifty years (1952-2002), Josey worked as a librarian (1953-1966), an administrator of library services (1966-1986), and as a professor of library science (1986-1995). He also served as President of the American Library Association and perhaps his most notable achievement, he successfully drafted a resolution that prevented state library associations from discriminating against African American librarians. This essentially ended segregation in the ALA. Josey’s transformative leadership provides a model to tackle today’s civil rights challenges both in and outside the library profession.This authoritative work copublished by the Association for Library and Information Science Education (ALISE) documents for the historical record a significant period of history that is underexplored in the scholarly literature. The target audience for this book are researchers, historians, LIS educators and students interested in understanding the complex struggle for civil and human rights in professional organizations.

Topics and issues in library and information science education pedagogy are commonly discussed in panels, conferences, peer-reviewed articles, professional articles, and dedicated monographs. However, in this abundance of education-oriented discussions, there are several noticeable gaps and omissions. Not always do education-oriented publications involve theoretical grounding that could make them stronger in argumentation and more generalizable to other contexts. Addressing these gaps, the book stands to strengthen the less covered areas of library and information science (LIS) pedagogical thought; it enriches a theoretical foundation of pedagogical discourse and broadens its scope. This volume brings together a collection of essays from LIS educators from around the world who delve into difficult, unpopular, and uncommonly discussed topics—the inglorious pedagogy, as we call it—based on their practice and scholarship. Presenting perspectives from Australia, Canada, China, New Zealand, the United Kingdom, and the United States, each chapter is a case study, rooted not only in the author’s 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. The collective thought woven in the book chapters 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.

Engage decolonial perspectives in LIS research methodology.“Information” as conceptualized in the discipline of Library and Information Science (LIS) is not neutral. Library and information services increasingly, in the current digital information age, engage historical, cultural, social, economic, and political forces that interact with information. Such forces may use information to advance dominant epistemic agendas; hence there is a need for LIS researchers, students, practitioners, and other relevant stakeholders to critically interrogate and disrupt these forces in their curation of information for use in research, practice, theory development, policy application, etc. This book engages decolonial perspectives in LIS research methodology for a transformative and critically reflexive approach to research that is community-based, culturally responsive and impactful for Indigenous and other historically marginalized communities. It positions decolonization as rejecting the privileging in scholarship of dominant western knowledge systems and intellectual traditions. Instead, it calls for the centering of perspectives, insights, and knowledges of Indigenous and other marginalized societies so that research may be inclusive of all knowledge systems, respectful of the researched, and of different ways of knowing embedded in the worldviews of others.

Information and Consciousness: An Exploration connects information and consciousness in ways that will open up potential inquiry into what information is, how it works, and its relationship to human consciousness. Information has been taken to mean many things in the past; the risk has been that, if it is taken to mean everything, it may mean nothing. In this book, information’s definition is restricted to the inclusion of meaning and truth in discursive action. Consciousness, for its part, has frequently been taken to refer to the material workings of the brain. Recent inquiry has led to a broadening to embrace the human body and the environment in extended consciousness.Using these two conceptions, the connections between information and consciousness are explored. The book includes a unique definition of information that centers on discursive action, meaning, and truth; the role of sign systems—semiotics—and how it is connected to what information is; a critique of the standard model of consciousness, and an investigation of alternatives; an alternative to embodied/extended consciousness as a preferred model, and an exploration of its role with respect to information; and more.The book aims to make connections between what informs humans and what humans are conscious of. Anyone who is concerned with how people identify what informs will be interested in the entirety of the work. The author provides readers with the foundation they need to understand the most common conceptions of what information and consciousness are. Information and Consciousness also looks into the future for enquiry. Presenting a different way of conceiving information and consciousness, the book shows a way forward for enquiry and education.

Information and Consciousness: An Exploration connects information and consciousness in ways that will open up potential inquiry into what information is, how it works, and its relationship to human consciousness. Information has been taken to mean many things in the past; the risk has been that, if it is taken to mean everything, it may mean nothing. In this book, information’s definition is restricted to the inclusion of meaning and truth in discursive action. Consciousness, for its part, has frequently been taken to refer to the material workings of the brain. Recent inquiry has led to a broadening to embrace the human body and the environment in extended consciousness.Using these two conceptions, the connections between information and consciousness are explored. The book includes a unique definition of information that centers on discursive action, meaning, and truth; the role of sign systems—semiotics—and how it is connected to what information is; a critique of the standard model of consciousness, and an investigation of alternatives; an alternative to embodied/extended consciousness as a preferred model, and an exploration of its role with respect to information; and more.The book aims to make connections between what informs humans and what humans are conscious of. Anyone who is concerned with how people identify what informs will be interested in the entirety of the work. The author provides readers with the foundation they need to understand the most common conceptions of what information and consciousness are. Information and Consciousness also looks into the future for enquiry. Presenting a different way of conceiving information and consciousness, the book shows a way forward for enquiry and education.