Transdisciplinary Epistemic Practices as a Teaching Narrative: Redesigning a Library and Information Science course that integrates STEM, Arts, and Design.
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| Title: | Transdisciplinary Epistemic Practices as a Teaching Narrative: Redesigning a Library and Information Science course that integrates STEM, Arts, and Design. |
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| Authors: | Bowler, Leanne1 lbowler@pratt.edu, Rosin, Mark1 |
| Source: | Canadian Journal of Information & Library Sciences. 2026, Vol. 49 Issue 1, p4-14. 11p. |
| Subject Terms: | *Interdisciplinary approach to knowledge, *Library school students, *STEM education, *Curriculum change, *Teaching methods, Design, Graphic arts |
| Abstract: | This article reports on revisions to a course in Library and Information Science (LIS) made by the instructor, to apply, test, and evolve a transdisciplinary approach to class inquiry. This study was part of a larger research project grounded in the Scholarship of Teaching and Learning, entitled Exploring Transdisciplinary Approaches to STEM Teaching and Learning, whose purpose was to support transdisciplinary educators in justifying, evaluating, and legitimizing knowledge claims about their work through the application of a novel Transdisciplinary Epistemic Practices (TEP) model integrating elements from STEM, Arts, and Design (often referred to as STEAM). The TEP model is a conceptual tool that promises to be useful for the Critical Making stances that are common in technology courses for librarians. It was operationalized and tested in eleven courses across Pratt Institute, including a Library and Information Science course called Growing Up Digital (INFO 678), which is the focus of this paper. The first author, Leanne Bowler, was a participant in the study, applying action research methods to her own teaching practices in this class, and reporting results back to the larger project led by Mark Rosin. [ABSTRACT FROM AUTHOR] |
| Copyright of Canadian Journal of Information & Library Sciences is the property of Canadian Association for Information Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192828770 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Transdisciplinary Epistemic Practices as a Teaching Narrative: Redesigning a Library and Information Science course that integrates STEM, Arts, and Design. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bowler%2C+Leanne%22">Bowler, Leanne</searchLink><relatesTo>1</relatesTo><i> lbowler@pratt.edu</i><br /><searchLink fieldCode="AR" term="%22Rosin%2C+Mark%22">Rosin, Mark</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Information+%26+Library+Sciences%22">Canadian Journal of Information & Library Sciences</searchLink>. 2026, Vol. 49 Issue 1, p4-14. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Interdisciplinary+approach+to+knowledge%22">Interdisciplinary approach to knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Library+school+students%22">Library school students</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Graphic+arts%22">Graphic arts</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article reports on revisions to a course in Library and Information Science (LIS) made by the instructor, to apply, test, and evolve a transdisciplinary approach to class inquiry. This study was part of a larger research project grounded in the Scholarship of Teaching and Learning, entitled Exploring Transdisciplinary Approaches to STEM Teaching and Learning, whose purpose was to support transdisciplinary educators in justifying, evaluating, and legitimizing knowledge claims about their work through the application of a novel Transdisciplinary Epistemic Practices (TEP) model integrating elements from STEM, Arts, and Design (often referred to as STEAM). The TEP model is a conceptual tool that promises to be useful for the Critical Making stances that are common in technology courses for librarians. It was operationalized and tested in eleven courses across Pratt Institute, including a Library and Information Science course called Growing Up Digital (INFO 678), which is the focus of this paper. The first author, Leanne Bowler, was a participant in the study, applying action research methods to her own teaching practices in this class, and reporting results back to the larger project led by Mark Rosin. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Canadian Journal of Information & Library Sciences is the property of Canadian Association for Information Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5206/cjils-rcsib.v49i1.22486 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 4 Subjects: – SubjectFull: Interdisciplinary approach to knowledge Type: general – SubjectFull: Library school students Type: general – SubjectFull: STEM education Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Design Type: general – SubjectFull: Graphic arts Type: general Titles: – TitleFull: Transdisciplinary Epistemic Practices as a Teaching Narrative: Redesigning a Library and Information Science course that integrates STEM, Arts, and Design. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bowler, Leanne – PersonEntity: Name: NameFull: Rosin, Mark IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1195096X Numbering: – Type: volume Value: 49 – Type: issue Value: 1 Titles: – TitleFull: Canadian Journal of Information & Library Sciences Type: main |
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