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Evolution and Revolution: Exploring Pedagogical Alternatives for Conducting Research in a Research Methods Course

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Bibliographic Details
Title: Evolution and Revolution: Exploring Pedagogical Alternatives for Conducting Research in a Research Methods Course
Language: English
Authors: Lenese M. Colson, Nicole D. Alemanne, Changwoo Yang
Source: Journal of Education for Library and Information Science. 2024 65(2):226-233.
Availability: Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Peer Reviewed: Y
Page Count: 8
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Evidence Based Practice, Library Science, Information Science, Masters Degrees, Library Education, Curriculum Development, Research Methodology, Courses, Program Evaluation, Course Evaluation, Library Schools, Deans, Alumni, Stakeholders, Library Personnel
Geographic Terms: Georgia
DOI: 10.3138/jelis-2023-0035
ISSN: 0748-5786
2328-2967
Abstract: This article describes the evolution of a required Master of Library and Information Science (MLIS) research methods course moving to a focus on evidence-based library and information practice (EBLIP). It describes how a research methods course was revised, beginning with results from a "typical" course review and morphing into work that is now informing a broader program review. Implications of this work include a reconsideration of how best to provide a quality education while allowing for grace for faculty and students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1422053
Database: ERIC
Description
Abstract:This article describes the evolution of a required Master of Library and Information Science (MLIS) research methods course moving to a focus on evidence-based library and information practice (EBLIP). It describes how a research methods course was revised, beginning with results from a "typical" course review and morphing into work that is now informing a broader program review. Implications of this work include a reconsideration of how best to provide a quality education while allowing for grace for faculty and students.
ISSN:0748-5786
2328-2967
DOI:10.3138/jelis-2023-0035