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    Attitudes and Perceptions toward Design Thinking in Graduate-Level Library Education

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    Bell-PostPrint-2021-07-30.pdf
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    Genre
    Post-print
    Date
    2021-07-30
    Author
    Clarke, Rachel Ivy
    Bell, Steven cc
    Subject
    Curriculum
    Design
    Design thinking
    LIS education
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/6804
    
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    DOI
    https://doi.org/10.3138/jelis.2020-0028
    Abstract
    This study aims to understand educators’—specifically those in positions of authority in graduate-level library education programs—perceptions of and attitudes toward design thinking and methods in graduate-level library curricula by investigating the following research questions: What is the current landscape for the integration of design into the LIS curriculum, from the program director’s perspective? What do these directors think about the competencies required for future librarians, and where does design fit into those competencies? What are the possibilities for a future degree focused on reconceptualizing the field from a design perspective rather than the traditional library science? Thirteen MLIS program directors and people in equivalent positions at ALA-accredited programs in the United States and Canada were interviewed to investigate these queries. The conversations suggest there is a growing openness to design education that may contribute to the diversification of the curriculum so that graduates’ competencies more closely reflect recommendations in the literature and address the needs of employers. They also reveal dichotomies in how LIS program directors define and integrate design education into LIS curricula, such as barriers of bureaucratic concerns versus interest in experimenting with design courses available elsewhere in their universities, or even the potential for a dual library science/library design degree option. The article concludes with recommendations for next steps in advancing design in library education so as to prepare graduates for the growing number of user experience, public programming, or even more traditional teaching librarian positions where a design thinking approach leads to effective practice.
    Citation
    Clarke, R. I., & Bell, S. (2021). “Attitudes and Perceptions Towards Design Thinking in Graduate Level Library Education.” Journal of Education for Library and Information Science 62(3), 303-325. DOI: https://doi.org/10.3138/jelis.2020-0028
    Citation to related work
    Association for Library and Information Science Education (ALISE)
    Has part
    Journal of Education for Library and Information Science, Vol. 62 Iss. 3, July 2021
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    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    ae974a485f413a2113503eed53cd6c53
    http://dx.doi.org/10.34944/dspace/6786
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