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ERIC Number: EJ1074290
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 24
Enabling Gender-Inclusivity in LIS Education through Epistemology, Ethics, and Essential Questions
Fox, Melodie J.
Journal of Education for Library and Information Science, v55 n3 p241-250 Sum 2014
Epistemology, or the study of knowledge and knowing, is foundational for Library and Information Science (LIS) programs, as the recognition of different conceptions of how people "know" can help LIS professions handle diversity, especially gender diversity. The incorporation of epistemology can provide LIS students with more sophisticated sense of how knowledge and information are generated, but can be intimidating to students and instructors alike. Epistemology can be more smoothly incorporated into the LIS classroom using essential questions--overarching, debatable questions that provide context and consequences in learning specific concepts. Brown (2012) recommends essential questions, along with focused conversations, as components of inquiry-based learning in LIS. This article builds on Brown's approach by focusing specifically on how essential questions can be effectively used to teach relevant epistemological concepts that inform gender-related ethical dilemmas students will encounter in professional practice.
Descriptors: Library Science, Information Science Education, Library Education, Gender Differences, Epistemology, Questioning Techniques, Concept Formation, Ethics, Gender Issues, Gender Bias, Teaching Methods, Higher Education, Inquiry
Association for Library and Information Science Education. 2150 N 107th Street Suite 205, Seattle, WA 98133. Tel: 206-209-5267; Fax: 206-367-8777; e-mail: email@example.com; Web site: http://www.alise.org/jelis-2
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A