for Journals by Title or ISSN
for Articles by Keywords
help
Followed Journals
Journal you Follow: 0
 
Sign Up to follow journals, search in your chosen journals and, optionally, receive Email Alerts when new issues of your Followed Journals are published.
Already have an account? Sign In to see the journals you follow.
Journal Cover Library Trends
  [SJR: 0.357]   [H-I: 34]   [405 followers]  Follow
    
   Full-text available via subscription Subscription journal
   ISSN (Print) 0024-2594 - ISSN (Online) 1559-0682
   Published by Project MUSE Homepage  [294 journals]
  • Practice-Based Learning in Higher Education
    • Abstract: In the inaugural Gallup-Purdue index of 2014 that attempted to measure the educational experiences of over 30,000 college graduates to determine which of the three elements that pertained to feeling supported, and which of the three that pertained to experiential and deep learning were associated with "long-term measures of success" ("Six Sigma" 2014, 17), responding alumni strongly agreed that their education was worth the cost because they participated in the experiential learning opportunities provided by the university they elected to attend. These results implied to the administrators of the poll that the importance of a college education may hinge less on conventional indicators, such as reputation and money ... Read More
      PubDate: 2017-09-24T00:00:00-05:00
       
  • Practice-Based Learning in LIS Education: An Overview of Current Trends
    • Abstract: Practice-based learning (PBL) has been a staple of the preservice curricula of Library and Information Science (LIS) programs since the late 1800s, initially as a tangible way to supplement the information presented in textbooks, but later as the means to ensure adequate professional preparation (Brannon 2014). While the status/importance of PBL continues to be debated in LIS education in the United States, an increasing number of programs offer these experiences to their students in the form of practicums, internships, fieldwork, service learning, or community-based projects. Such courses provide an opportunity for the LIS student to gain experiential knowledge to bolster the theory covered in the classroom. Given ... Read More
      PubDate: 2017-09-24T00:00:00-05:00
       
  • Case Study: Dominican University School of Information Studies and Skokie
           Public Library Internship Partnership
    • Abstract: Practice-based learning (PBL) is a term most closely associated with clinical practice in professional education, and, to a great extent, even more narrowly in the health and human sciences fields. However, as articles in this special topic issue of Library Trends demonstrate, PBL is an effective tool that should also be discussed beyond clinical professional licensure programs, and specifically within our own library and information science (LIS) disciplinary degree programs. At Dominican's School of Information Studies, as in many other LIS programs, our Master of Library and Information Science (MLIS) curriculum includes a three-credit-hour elective Practicum course that students are encouraged to take ... Read More
      PubDate: 2017-09-24T00:00:00-05:00
       
  • "I Didn't Learn That in Library School"—Experiential Learning in
           Consumer Health for Future Public Librarians
    • Abstract: In an interview with a public librarian about her experiences fielding health information questions in her library, she stated, "That was one thing I left library school not feeling that well equipped to do … I had an awesome reference class, my professor was amazing, and I left that class feeling capable of answering a number of questions … but health information is dicey stuff." That interview, among others, in a study of public library staff perspectives on facilitating access to consumer health information (Rubenstein 2016a, 2016b), inspired an early conceptualization about how this type of situation could be remedied.Interest in consumer health information has blossomed since the mid-twentieth century. ... Read More
      PubDate: 2017-09-24T00:00:00-05:00
       
  • Practice-Based Learning as a Tool for Developing Cultural Competence in
           Dietetics Education and Nutrition Science: Connections with Library and
           Information Science
    • Abstract: Nutrition education, as with any field in higher education, begs the questions: Will our students be prepared for the world and job market that they are entering' Will our students be prepared to make a meaningful contribution to their society through work and service' Will our students' education assist them in dealing with the local and global social, political, economic, and human problems that they will face (Thalen 2013)' An important dimension in the answer to those questions is the element of practice-based learning (PBL); an approach that is embedded in the curriculum of nutrition and dietetics programs. Hayden, Dufel, and Shih (2002) define PBL in healthcare as including the competencies to•analyze and ... Read More
      PubDate: 2017-09-24T00:00:00-05:00
       
  • When Practitioners Get It "Wrong": The Largely Underanalyzed Failures of
           Professional Tacit Knowledge
    • Abstract: In numerous contemporary library and information circles, the inability to develop a professional tacit knowledge equal to identifying and addressing organizational or community fiscal and service realities has left libraries and information centers vulnerable to minimization or even elimination. Tacit knowledge has copious definitions but can be understood as more or less "the undocumented or marginally documented procedures used by expert practitioners" (Crowley 2014, 38). Unfortunately, actions based on erroneous tacit knowledge can have negative consequences. It is an understudied reality that recent financial and other crises have underscored critical lapses in the tacit knowledge underlying the formal ... Read More
      PubDate: 2017-09-24T00:00:00-05:00
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
Home (Search)
Subjects A-Z
Publishers A-Z
Customise
APIs
Your IP address: 54.198.246.116
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2016