The Community Engagement Model in Library and Information Science Education: A Case Study of a Collection Development and Management Course

Bharat Mehra · William C. Robinson

20 citations0/0 files storedJournal of Education for Library and Information Science

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Library Science and Information Literacy Library Science and Administration Service-Learning and Community Engagement

Abstract

This article presents the Community Engagement Model (CEM) in library and information science (LIS) education based on a case study of a collection development and management course taught during two semesters involving thirty graduate students. Students partnered with self-selected community agencies to develop collections to meet the needs of particular audiences in varied community-based settings. The article also reviews the learning experiences from the perspectives of the instructor, students, and collaborating community representatives, including discussion of the course goals, assignments, methods, and community impact. Results show positive gains for both LIS students and the collaborating community agencies. LIS students gained an understanding of collection development variables at work in particular community-based information organizations. Community representatives reported that partnering with students made a positive difference in their agency owing to students' practical and timely choices, levels of knowledge and range of selections, and their consideration of financial and strategic factors relevant to the community. In a professional school, learning in community engagement activities places students in the field where they encounter challenges that make LIS work stimulating and fruitful. Additional examples of how to make community engagement a more effective part of the LIS curriculum are needed. The CEM presented in this article may help other LIS educators conceptualize their courses towards this goal.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 20 citations exist upstream.

References

1994Situated Learning: Legitimate Peripheral Participation.1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching 1992Scholarship Reconsidered: Priorities of the Professoriate 2021Education for Critical Consciousness 2013The Action Research Planner: Doing Critical Participatory Action Research 2000The future of the university and the university of the future: evolution of ivory tower to entrepreneurial paradigm 2005The Deepening Divide: Inequality in the Information Society

Cited by

2016Libraries as Agents of Human Rights Protection and Social Justice on Behalf of Sexual Minorities in India: An Action-Based Manifesto for Progressive Change 2010Theories-in-Use and Reflection-in-Action: Core Principles for LIS Education 2023The Practice Lens: Intersectionality and Contemporary Public Library Services to Adults 2017Service learning for improvement of customer service education in LIS

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.