Are iSchools’ more adaptable than library schools?: Analysis of lis student engagement in programmatic changes and improvements

Lieutenant, Elizabeth; Kules, Bill

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https://hdl.handle.net/2142/89377 Copy

Description

Title

Are iSchools’ more adaptable than library schools?: Analysis of lis student engagement in programmatic changes and improvements

Author(s)

Lieutenant, Elizabeth; Kules, Bill

Issue Date

2016-03-15

Keyword(s)

• accreditation
• content analysis
• LIS education
• student engagement
• systematic planning

Abstract

The iSchools organization and its 65 member schools frequently reference their roles and responsibilities as leaders in information education. With the iSchools’ commitment to advance the information field (iField) through collaborative academic and research endeavors, it would logically follow that individual iSchool constituents are engaged in promoting improvements to their own educational programs, thus strengthening the future of the iField. This poster examines how iSchools and non-iSchools engage their master’s student constituents in implementing programmatic changes and improvements to their library and information science (LIS) degree program(s). The results of a content analysis of 15 American Library Association (ALA) accreditation self-study documents were compared based on iSchool membership status to determine whether iSchools were more likely to implement programmatic changes and improvements based on student engagement than non-iSchools. Our results revealed little difference between how iSchools and non-iSchools use LIS student engagement to implement programmatic changes and improvements.

Publisher

iSchools

Series/Report Name or Number

IConference 2016 Proceedings

Type of Resource

text

Language

eng

Permalink

http://hdl.handle.net/2142/89377

DOI

https://doi.org/10.9776/16539

Copyright and License Information

Copyright 2016 is held by the authors. Copyright permissions, when appropriate, must be obtained directly from the authors.

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