I’m thrilled to share two short papers, recently published in the iConference 2016 Proceedings. I could not be more grateful to my contributing researcher, Bill Kules, for his continuous support. Our first paper includes the preliminary results of our research study, which explored the methods and outcomes of library and information science student engagement in systematic program planning. The second, an extended poster description, comparatively analyzed the results of our study’s fourth research question based on iSchool membership status.
Lieutenant, E., & Kules, B. (2016). Analysis of LIS student engagement in systematic program planning: Preliminary results. iConference 2016 Proceedings. Philadelphia, PA, March 20-23, 2016.
Systematic program planning is an approach that facilitates continuous higher education improvements through evidence-based, data-driven decision-making that includes the program’s constituencies. Library and information science (LIS) education master’s degree programs are required by the American Library Association to demonstrate that their constituents are engaged throughout their ongoing, broad-based systematic planning processes. Minimal research exists on how programs engage their constituents in systematic planning and how responsive programs are to their constituents. This study examines how LIS programs engage an essential constituency, students. A content analysis of 15 accreditation self-study documents was conducted to understand what methods programs use to engage students, how frequently and consistently these methods are used, and what types of changes and improvements were implemented based on student engagement. This paper reports our preliminary findings, which will be useful to educational programs seeking to enhance their systematic planning processes and make their constituent engagement efforts more fruitful.
Acceptance rate: 30% of 57 submissions.
Lieutenant, E., & Kules, B. (2016). Are iSchools’ more adaptable than library schools? Analysis of LIS student engagement in programmatic changes and improvements. iConference 2016 Proceedings. Philadelphia, PA, March 20-23, 2016.
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.
We will be presenting our research at next week’s iConference 2016, in Philadelphia, PA, March 20-23. The iConference is presented by the iSchools organization, a collective of 65 information schools. It attracts information scholars, professionals, and students interested in the relationships between information, people, and technology. We are scheduled to present on:
- Monday, March 21, 10:30am – 12:00pm, Preliminary Papers 1: iSchool Education session: Analysis of LIS Student Engagement in Systematic Program Planning: Preliminary Results.
- Monday, March 21, 5:00pm – 6:30pm, Poster session: Are iSchools’ More Adaptable than Library Schools?: Analysis of LIS Student Engagement in Programmatic Changes and Improvements.
- Tuesday, March 22, 5:00pm – 6:30pm, Poster session: Are iSchools’ More Adaptable than Library Schools?: Analysis of LIS Student Engagement in Programmatic Changes and Improvements.