By the Book: A Pedagogy of Authentic Learning Experiences for Emerging Makerspace Information Professionals

Autor/inn/en	Melo, Marijel; March, Laura
Titel	By the Book: A Pedagogy of Authentic Learning Experiences for Emerging Makerspace Information Professionals
Quelle	In: Journal of Education for Library and Information Science, 64 (2023) 2, S.142-158 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
DOI	10.3138/jelis-2020-0046
Schlagwörter	Authentic Learning; Learning Experience; Shared Resources and Services; Library Education; Teaching Methods; Books; Class Activities; Student Projects; Technological Literacy; Curriculum; Standards; Library Personnel; Assignments; Skill Development; Library Services; Library Skills + Suchen Sie Ihr Suchwort? Lernerfahrung; Gemeinwirtschaft; Bibliothekarausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Book; Buch; Monographie; Monografie; Schulprojekt; Technisches Wissen; Curricula; Lehrplan; Rahmenplan; Standard; Assignment; Auftrag; Zuweisung; Kompetenzentwicklung; Qualifikationsentwicklung; Bibliotheksarbeit
Abstract	Can LIS curricula dedicated to makerspaces provide an authentic learning experience for future librarians interested in makerspace-adjacent careers? This article presents a case study in which an authentic learning framework is applied to a newly developed LIS graduate-level course on makerspaces. We detail how one class project--entitled "Bibliocircuitry: Old Books, New Ideas"--challenged students to use their newly learned skills to upcycle a hardcover book into a personalized artifact. This article outlines emerging patterns and themes from an analysis of survey responses from 13 of the 15 students in the course. Findings reveal the project readily maps to authentic learning standards, encourages learning, and facilitates reflection (including the negotiation of uncertainty, overcoming debilitating perfectionism, and transformative joy). The study broadens curricular design interventions for LIS educators, highlights the need for deep learning with technologies, and offers an opportunity to narrow the preparation gap between information professionals and the technical and social competencies required in makerspaces. The implications of these findings for the field of LIS pedagogy emphasize the importance of an authentic learning project both to disrupt the absence of LIS maker curricula and to reimagine current one-shot, pressured, makerspace training. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01