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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2016
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1096685 |
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| _version_ | 1867180847520546816 |
|---|---|
| author | Irvin, Vanessa |
| author_facet | Irvin, Vanessa Irvin, Vanessa |
| collection | Education Resources Information Center |
| contents | Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom Irvin, Vanessa Foreign Countries Library Science Information Science Teaching Methods Research Methodology Instruction Inquiry Professional Identity Library Education Library Associations Library Services Librarians Users (Information) Library Instruction Cultural Differences This article is an exploration of ways in which LIS educators can consider culture, heritage, and identity as a framework for becoming participatory agents of their teaching practices in the LIS classroom. To support this framework, this discussion introduces the research methodology, practitioner inquiry, as a meaningful approach to studying pedagogical practice and identity in the LIS classroom as a means to LIS educators becoming more self-reflective and aware of the impacts of their own identity construction in their teaching. In this article I am affirming the case for a diversity stance within the North American LIS curriculum. I am also posing additional questions and challenges about LIS identity construction and professional practice as we teach and learn in the classroom. |
| format | Recurso educativo Open Access |
| id | eric_EJ1096685 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom Irvin, Vanessa Foreign Countries Library Science Information Science Teaching Methods Research Methodology Instruction Inquiry Professional Identity Library Education Library Associations Library Services Librarians Users (Information) Library Instruction Cultural Differences Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom Irvin, Vanessa Foreign Countries Library Science Information Science Teaching Methods Research Methodology Instruction Inquiry Professional Identity Library Education Library Associations Library Services Librarians Users (Information) Library Instruction Cultural Differences This article is an exploration of ways in which LIS educators can consider culture, heritage, and identity as a framework for becoming participatory agents of their teaching practices in the LIS classroom. To support this framework, this discussion introduces the research methodology, practitioner inquiry, as a meaningful approach to studying pedagogical practice and identity in the LIS classroom as a means to LIS educators becoming more self-reflective and aware of the impacts of their own identity construction in their teaching. In this article I am affirming the case for a diversity stance within the North American LIS curriculum. I am also posing additional questions and challenges about LIS identity construction and professional practice as we teach and learn in the classroom. |
| title | Gazing the Diversity Stance in North America: Bringing Practitioner Inquiry into the LIS Classroom |
| topic | Foreign Countries Library Science Information Science Teaching Methods Research Methodology Instruction Inquiry Professional Identity Library Education Library Associations Library Services Librarians Users (Information) Library Instruction Cultural Differences |
| url | https://eric.ed.gov/?id=EJ1096685 |