Print

Print
Bernie et al: 

Sorry I misunderstood the question and had been reading another discussion about the recently announced ALA COA Annual conference forum about the role of Commentary in the COA process (was posted at Midwinter notes), and was thinking about these questions in this context mostly, but also since it is part of the course content to prepare an annotated bibliography to approach the topic as a future faculty member etc 

These topics have been popular ones over midwinter & the  ALA/ALISE hosted forum at Midwinter week in Boston recently.

Since it was part of this course syllabus as an example for COA discussion/commentary also, that is what I was focusing my thoughts on here especially.
I was thinking of something else but still related to the course content assignment on the ALA COA document discussions. 
  I was looking at some bibliography on EBSCO earlier today and found quite a history of discussions.  For doctoral students especially, in all "sub-disciplines" of information studies, I agree, that these are excellent tasks to better understand where we are now in LIS and why.

--Thanks again, Karen W

Karen Weaver, MLS, Adjunct Faculty, Cataloging & Classification, The iSchool at Drexel University, Philadelphia PA, Email: [log in to unmask] / Electronic Resources Statistician, Duquesne University, Gumberg Library, Pittsburgh PA email: [log in to unmask]
   

On Mon, Jan 18, 2010 at 8:37 PM, B.G. Sloan <[log in to unmask]> wrote:
 
Karen Weaver asked: "Do you and others think this issue wouldl vary depending on one's background in the LIS PhD program also?  I am interested in such differences of perspectives in a LIS doctoral program." Karen then cited Mary Niles Maack's UCLA doctoral seminar on Information Institutions & Professions.   
 
I think we're talking about two different things here...
 
I highlighted Richard Cox's doctoral seminar at Pitt because of its focus on preparing doctoral students for their futures as faculty members. Not just as LIS faculty members, but faculty members generally. Professor Cox is trying to ground doctoral students in the general higher education culture so that they are better prepared to be higher ed educators.
 
It looks like Professor Mack is trying to ground her students in the culture of information institutions & professions. This is very important as well. But it is peripheral to the point that I was trying to make.
 
Bernie Sloan


--- On Mon, 1/18/10, Karen Weaver <[log in to unmask]> wrote:

From: Karen Weaver <[log in to unmask]>
Subject: Re: On learning about how to be a faculty member
To: "Open Lib/Info Sci Education Forum" <[log in to unmask]>
Cc: "B.G. Sloan" <[log in to unmask]>
Date: Monday, January 18, 2010, 7:57 PM


Do you and others think this issue wouldl vary depending on one's background in the LIS PhD program also?  I am interested in such differences of perspectives in a LIS doctoral program.

here for example,  is a PhD seminar taught by Dr. Mary Niles Maack also at UCLA
on Information Institutions & Professions.   



Dr. Maack has a MLS and doctoral degrees from Columbia University 


Prof. Blanchette, I believe also has a background in electronic records, archives work with Prof Duranti       are these at times challenges in teaching in a LIS program on topics such as the ALA COA issues --why or why not?  As a graduate student myself several years ago, I often found this rather confusing in other courses--not all of the courses but sometimes it posed a "challenge" having very different backgrounds and perspectives about how to approach an issue or a research topic. 

Thank you, Karen

CATALOG DESCRIPTION

IS 287/ 277 This seminar offers doctoral students an introduction to social theory and provides them with knowledge of several analytical frameworks that can be used to analyze the social, cultural and political roles of information institutions and the professionals who direct them.

DEFINITION & SCOPE

For the purpose of this seminar information institutions are organizations (or sub-units of organizations) that are charged with providing resources and services to meet the educational, informational, cultural and/or recreational needs of their clients. The mission of information institutions will differ significantly depending on variables such as the type of institution, its setting, its source of support and its clientele. Some information institutions, like public libraries, serve all four kinds of needs. Others, like school libraries, national archives, or art museums, may heavily emphasize one kind of function or role over others. Despite their differences, all information institutions employ highly trained professionals who, in addition to administering the organization, engage in three kinds of activities:

(1) collection development; this will include selecting, acquiring, preserving. and in some cases, weeding the collections.

(2) systematic organization and classification of resources in order to allow for their effective retrieval, use and/or enjoyment.

(3) provision of appropriate access to the collections by the primary clientele and other designated users.


-------------------------
Karen Weaver, MLS Adjunct Faculty, Cataloging & Classification, iSchool at Drexel University, Philadelphia PA email: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask] / Electronic Resources Statistician, Duquesne University, Gumberg Library, Pittsburgh PA email: [log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]
 




On Sun, Jan 17, 2010 at 7:35 PM, B.G. Sloan <[log in to unmask]" rel="nofollow" target="_blank">[log in to unmask]> wrote: