Crafting an experience with practitioners in the classroom

Crumpton, Michael; DePolt, Joanna; Duck, Tiffany; Moniz, Richard

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Description

Title

Crafting an experience with practitioners in the classroom

Author(s)

• Crumpton, Michael
• DePolt, Joanna
• Duck, Tiffany
• Moniz, Richard

Issue Date

2021-09-20

Keyword(s)

• Adjuncts
• Teaching
• Experiential learning
• Practitioner
• Collaboration

Abstract

Collaboration between faculty, faculty practitioners, and practitioners enhances teaching and research opportunities, provides more hands-on learning opportunities, and improves the knowledge and experience of all of those involved. Students benefit from learning about real world scenarios to couple with theoretical knowledge. Such experience improves student outcomes and informs their professionalism. Practitioners bring value added to the department with real-time information on new practices, trends, and solutions. Administrations recognize this value added and are striving to foster more inclusivity. Collaboration builds more resiliency into LIS programs and encourages the development of new leaders in our classrooms.This panel will encourage participants to think critically about the role of practitioners in LIS education. While research faculty serve as the backbone of an academic department and many come with field experience, their focus is research and teaching. Practitioners, whether as adjunct faculty, guest speakers, or full-time lecturers, bring greater emphasis to the lived experiences of the field to the classroom. This blend of current research with current experience offers a more holistic program to the student. Both administrators and accrediting agencies recognize the depth this blend brings to departments as evidenced by shifting attitudes and the development of greater support.

Series/Report Name or Number

• Education of information professionals
• Information practices
• Pedagogy
• Teaching faculty
• Part-time and adjunct Faculty

Type of Resource

Text

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http://hdl.handle.net/2142/110916

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