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Wednesday, February 7 • 8:30am - 10:00am
Innovative Pedagogies SIG: Curricula and Programs for the Expanding LIS Education

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The Innovative Pedagogies SIG will offer a program focused on “Curricula and Programs for the Expanding LIS Education Universe.” Each of the four presentations of innovative curricula and programs will last approximately 15 minutes, followed by an interactive discussion period. Attendees will be invited to continue the conversation after the program through a Twitter chat moderated by the SIG conveners.
From MLIS to MI: Changing a Program to Expand Community and Opportunity. Lilia Pavlovsky, Director, Master of Information Program at Rutgers University will present Rutgers’ Library and Information Science program’s innovative redesign that began in 2013 with the taskforce that she chaired. The resulting wider, more inclusive framework for the curriculum and program facilitated the development of six strategically defined subject concentrations. Lilia’s presentation will focus on the positive outcomes of the innovative reorganization, renewal, expansion, and integration of the MLIS curriculum into a program portfolio addressing the needs of a multifaceted community of learners whose key interest is the study of information as it applies to a variety of contexts.
Expanding the Creative Side of LIS education through Arts-Informed Visual Research. Elysia Guzik, Jenna Hartel, and Anh Thu Nguyen of the Faculty of Information at the University of Toronto, and Deborah Hicks of the University of British Columbia will present three five-minute presentations on arts-informed research and creative pedagogical approaches to LIS education. First, the audience will be introduced to the innovative Visual Research Project (VRP), a pedagogical application of arts-informed methodology and visual research led by Dr. Jenna Hartel (Hartel, 2014a; Hartel, 2014b; Hartel et al., In press; Hartel, n.d.), including VRP design and implementation, student comments about the creative assignment’s strengths, and areas for improvement. Copies of the VRP assignment handout will be available. The second presentation focuses on how the VRP empowers students to cultivate their capacities for creative thinking and original research. Finally, drawing on data related to the concept of “librarian” and literature on librarians’ identities (Hicks, 2014; Hicks, 2016a; Hicks, 2016b; Hicks, In Press; Hicks & Given, 2013), insights regarding widespread ideas about who librarians are and what they represent will be discussed.
Data Science and the Ever Expanding LIS Curricula. Suliman Hawamdeh of the University of North Texas will present the impact of data science programs on the LIS curriculum and LIS education. The Master of Science in Data Science at the University of North Texas is designed to meet the rising need for highly skilled data science and data analytics professionals. The program prepares students for careers in data science and analytics with a broad knowledge of data science tools, techniques, and methods while building the skills and competencies needed to design, implement and transform data sets and large volumes of information into actionable knowledge.
Innovative Pedagogical Strategies for Improving the Outcomes of Virtual Team Work. Cheryl Stenstrom of San Jose State University will present her ongoing research to extend, integrate, and measure the effect of a suite of pedagogical interventions to increase student satisfaction with small group work processes and learning outcomes in an online environment. The effects of interventions including uniform guidelines and strategies, discussion questions, and student progress reports will be accessed and compared across course sections. 
REFERENCES
Hartel, J., Noone, R., & Oh, C. (In press). The creative deliverable. Journal for Education in Library and Information Science.
Hartel, J. (2014a). An arts-informed study of information using the draw-and-write technique. Journal of the Association for Information Science and Technology, 65(7), 1349-1367.
Hartel, J. (2014b). Drawing information in the classroom. Journal of Education for Library and Information Science, 55(1), 83-85.
Hartel, J. (n.d.). iSquares: Welcome and Corpus . Retrieved from http://www.isquares.info
Hicks, D. (2014). Technology and professional identity of librarians: The making of the cybrarian . New York: IGI Global.
Hicks, D. (2016a). Advocating for librarianship: The discourses of advocacy and service in the professional identities of librarians. Library Trends , 64 (3), 615-640.
Hicks, D. (2016b). The construction of librarian’s professional identities: A discourse analysis (Unpublished doctoral dissertation). University of Alberta, Edmonton, AB.
Hicks, D. (In press). Person or place: The rhetorical construction of librarian and library by the information profession community. Canadian Journal of Information and Library Science .
Hicks, D., & Given, L. M. (2013). Principled, transformational leadership: Analyzing the discourse of leadership in the development of librarians’ core competences. The Library Quarterly: Information, Community, Policy , 83 (1), 7-25.


Wednesday February 7, 2018 8:30am - 10:00am
Standley II

Attendees (18)