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ERIC Number: EJ1073569
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0748-5786
Case-Based Learning as Pedagogy for Teaching Information Ethics Based on the Dervin Sense-Making Methodology
Dow, Mirah J.; Boettcher, Carrie A.; Diego, Juana F.; Karch, Marziah E.; Todd-Diaz, Ashley; Woods, Kristine M.
Journal of Education for Library and Information Science, v56 n2 p141-157 Spr 2015
The purpose of this mixed methods study is to determine the effectiveness of case-based pedagogy in teaching basic principles of information ethics and ethical decision making. Study reports results of pre- and post-assessment completed by 49 library and information science (LIS) graduate students at a Midwestern university. Using Creswell's (2014) convergent mixed methods strategy, the assessment instrument collected both quantitative and qualitative data in the pre- and post-assessment instrument, analyzed data separately, and compared it to better understand the problem. Pedagogy providing the context for this study is an example of a deliberate shift away from static lecture and memorization methods of instruction, to instruction involving a dynamic, interactive learning process. Curriculum and instruction is influenced by Dervin's (1983) seminal sense-making theory, in particular Dervin and Clark's (2003) dynamic, two-dimensional communication-as-procedure model used to overcome communication gaps and inequities. Students focused on cases, authentic situational dilemmas related to privacy; intellectual freedom; intellectual property; intercultural ethics; and professional ethics. Findings suggest that case-based pedagogy resulted in students' improved (1) abilities to describe basic principles of information ethics; (2) abilities to apply a model for ethical decision-making; (3) opportunities to practice flexible communication behavior; (4) awareness of behaviors relevant to tolerance of others, privacy rights, authors' and artists' rights, and treatment of co-workers; and (5) self-reported interest in the study of information ethics and satisfaction with case-based learning. It is suggested that case-based instruction using the sense-making methodology holds much promise as an effective way to operationalize information ethics education in LIS as well as in traditional social science disciplines. It offers a framework for development of students' abilities to inform themselves efficiently and effectively about choices information professionals must make in today's pluralistic world.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A