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Journal of Education for Library and Information Science
Community Informatics Studio: Designing Experiential Learning to Support Teaching, Research, and Practice2014 •
IntroductionThis paper introduces a model of experiential learning to support teaching, research, and practice in library and information science (LIS). The concept we call Community Informatics (Cl) Studio uses studio-based learning (SBL) to support enculturation into the field of "Community Informatics" (Campbell & Eubanks, 2004; Gurstein, 2003; Keeble & Loader, 2001; Stoecker, 2005; Williams & Durrance, 2009). The SBL approach is rooted in the apprenticeship model of learning in which students study with master designers or artists to learn their craft. This pedagogical technique is closely related to John Dewey's inquiry-based learning (Lackney, 1999). In this paper, we argue that the Cl Studio provides a novel research approach for examining LIS-led community engagement by modeling actual learning environments where future LIS professionals can develop meaningful Cl projects.The paper begins with a review of the "community informatics" and "studioba...
Journal of Education for Library and Information Science
Community Informatics Studio: Designing Experiential Learning to Support Teaching, Research, and Practice (Preprint)2014 •
This paper introduces a model of experiential learning to support teaching, research, and practice in library and information science (LIS). The concept we call Community Informatics (CI) Studio uses studio-based learning (SBL) to support enculturation into the field of CI. The SBL approach, closely related to John Dewey’s inquiry-based learn- ing, is rooted in the apprenticeship model of learning in which students study with master designers or artists to develop their craft. Our paper begins with a review of literature to frame our research before introducing our analysis of the CI Studio course. Using the first three semesters of the course as case studies, the goal of the paper was to present three related investigations that emerged from our overarching research question: How can the CI Studio be understood as a model of experiential learning to support LIS teaching, research, and practice?
2014 •
This paper extends the theoretical framework underlying the Community Informatics (CI) Studio. The CI Studio has been described as the use of studio-based learning (SBL) techniques to support enculturation into the field of CI. The SBL approach, closely related to John Dewey's inquiry-based learning, is rooted in the apprenticeship model of learning in which students study with master designers or artists to develop their craft. In this paper, we introduce our critical interpretive sociotechnical (CIS) framework as the conceptual framework underlying the CI Studio course and pedagogy. In doing so, we explain how the CI Studio can be understood a pathway for advancing community-defined social justice goals through critical pedagogy and participatory design techniques. We describe our embrace of both critical and interpretive perspectives as the foundation upon which the CI Studio supports the following ideas: Instructors, students, and community partners can collaborate as co-lea...
Frontiers in computer science
Designerly Ways of Knowing in HCI Education: A Case Study of a Peer Community-Based Studio2022 •
2012 •
This phenomenographic study investigates the information engagement practices of experienced art and design practitioner researchers working in university contexts, with the key aim of contributing to developing the information engagement capabilities of novice practitioner researchers. The investigation takes a relational approach that focuses on relationships between particular social practices and the contexts within which they occur. Accordingly, consideration has been given to contemporary political and economic pressures on university research and on the position of art and design practitioner research within that context. In keeping with this relational perspective, phenomenographic interviews garnered data from 28 art and design practitioner researchers working in Australian universities. Findings from the data analysis include six qualitatively different ways that art and design practitioner researchers experience information engagement. For librarians working with novice researchers, these findings provide examples of effective information engagement that extend beyond the perspective of information literacy standards. For curriculum developers, these findings highlight possibilities for using information engagement development to encourage art and design students to self-identify as researchers at earlier stages of their study. For administrators seeking to provide evidence of graduate attribute development, these findings show practical connections between ongoing student inquiry experiences and the development of attributes associated with independent research and self-directed practice.
2007 •
Interdisciplinary design courses featuring community- based projects create opportunities for students to understand pressing social issues and gain a sense of the concepts of civic responsibility and ethical practice relevant to their disciplines. They also applyspecialized knowledge in the context of working with a real client, on a real site, to develop a built environment response. Through a variety of tasks, students must also demonstrate and integrate their capabilities in independent, scholarly enquiry and reflection while moving between individual and group work. Students from four undergraduate programs in UNSW’s Faculty of the Built Environment – Architecture, Interior Architecture, Landscape Architecture and Planning and Urban Development – planned and designed a unique community facility for people with schizophrenia. This Faculty elective was conducted within an action research framework with all key participants contributing to critical reflective moments. The qualitative feedback revealed a significant potential for interdisciplinary design studios to provide integrative and personally transformative learning experiences for students and community members. The products of the studio elective demonstrate the possibilities for institutions of higher education to productively interact with local communities and creatively address serious social issues and, indeed, transform individual lives within multiple contexts.
InfoDesign: Brazillian Journal of Information Design
‘You need to research your subject so you know the subject well, and your users so you know what they need’. Teaching graphic design using information design principles2013 •
Set against a background of graphic design’s ‘identity crisis’, this paper proposes that information design can provide an adaptable and relevant framework for teaching graphic design. With social, technological, environmental, and industrial changes providing a new context for design and how it operates in the world, an audience-focussed, problem-solving approach is validated as central to reimagining graphic design education. Through a case study example, the paper suggests that when graphic design students in a traditional craft-based design education programme are offered a human-centred approach to solving design problems—specifically information design problem solving and research methods—their own graphic design practice changes.
2005 •
This essay focuses on the philosophical and conceptual underpinnings of a program of study in Social Informatics. We examine foundational concepts and analytical tools, ideas worked out by Rob Kling and others about the key components of an ICToriented education (even when the intent of their discussion was not pedagogical). Our intention is to assay Kling’s program of critical inquiry for a Social Informatics education that prepares information professionals to respond appropriately and ethically in their future careers. We do not to recommend the adoption of specific courses for a Social Informatics education. We had also planned to identify those components of a Social Informatics education that I-schools and library and information science schools have incorporated in their program offerings to determine how much progress has been made to adopt a critical perspective on the relationship between technology and people. However, this proved to be nearly impossible; we discuss our l...
Annales du Groupe Numismatique du Comtat et de Provence, p. 35-39
Marseille grecque : une copie indigène des premières oboles MA2023 •
2018 •
Γιώργος Π. Πεφάνης: Τοπία της Δραματικής Γραφής. Δεκαπέντε μελετήματα για το Ελληνικό Θέατρο, Ίδρυμα Κώστα και Ελένης Ουράνη, Ακαδημία Αθηνών, Αθήνα 2003, σσ. 141-150
«Oι γλωσσικές λειτουργίες στον Φιάκα του Δ. Mισιτζή»2003 •
Świat Medycyny i Farmacji
Takrolimus w leczeniu atopowego zapalenia skóry2021 •
Professional Health Journal
Intervensi Keperawatan Coaching Support pada keluarga terhadap upaya pemenuhan nutrisi Balita Stunting di desa Klungkung Sukorambi Jember2023 •
Open Forum Infectious Diseases
226. Multidrug Resistant Polymicrobial Gram-negative Bacteremia in Hematologic Cancer Patients with Febrile Neutropenia at the Uganda Cancer Institute2021 •
Surgical laparoscopy, endoscopy & percutaneous techniques
Modified Laparoscopic Technique for Fixation of Peritoneal Dialysis Catheter2014 •
Podkarpacka Historia
Saper i "Wiedźma" ratują kolegów. O pewnym epizodzie z walk wokół Twierdzy Przemyśl2024 •
Asian Journal of Materials Science
Effects of Silica Fume, Ultrafine and Mixing Sequences on Properties of Ultra High Performance Concrete2010 •
Curriculum perspectives
Curriculum, democracy and pedagogies for justice: a collective futures dialogue2024 •