I am very excited to share another wonderful news about my former student, Catherine Bloomquist (a 2013 MLIS graduate). Her article “Mentoring Gen-X Librarians” appeared in the May/June 2014 issue of Public Libraries has been selected for First Place in the annual Public Libraries feature award-writing contest. According to Kathleen Hughes, Editor of Public Libraries, “the contest was open to all feature articles written by a public library employee for the 2014 volume year. Winners (First Place and Honorable Mention) are evaluated and selected by members of the “Public Libraries” Advisory Committee.” The award will be offered at the 2015 American Library Association Annual Conference in June in San Francisco, CA.
Her article grew from her excellent final paper for my LIS 7700, Management of Libraries and Information Centers for Fall 2012. I am very pleased with my former student’s outstanding achievement.
You keep making me proud!
I am so proud of you, Catherine!
I’ve been interested in credibility judgments concerning user-generated content. My new article with Nick Steffel, entitled “Influence of User Ratings, Expert Ratings and Purposes of Information Use on the Credibility Judgments of College Students” has just been accepted by Information Research.
Congratulations to Catherine Bloomquist on her publication!
Catherine’s article, entitled “Generation X Librarians: Mentoring for Retention” has been accepted for publication in Public Libraries. Her article appeared in the May/June 2014 issue of Public Libraries. This article grew from her excellent final paper in my LIS 7700, Management of Libraries and Information Centers in Fall 2012.
She is a 2013 MLIS graduate and currently works as the Library Literacy Coordinator for St. Paul Public Library. I have been constantly impressed with her high quality of work, her intelligence and civic engagement.
I am so proud of you, Catherine!
Updated on July 15, 2014
Robert Shiller, a Nobel laureate talks about human behavior, housing bubble, income inequality and his course. His intentional goal of his finance course (offering a sense of purpose) is very philosophical. I like to share this inspiring conversation!
Required Textbook: None
Butin, D. (2010). Service-learning in theory and practice: The future of community engagement in higher education. Palgrave Macmillan. We’ll read two chapters for this course.
Stoecker, R. and Tryon, E. (2009). The unheard voices: Community organizations and service learning. Temple University Press. [e-book at St. Kate’s Library]. We’ll read one or two chapters.
Clayton, P., Bringle, R. and Hatcher, J. (Eds.). (2013). Research on service learning: Conceptual frameworks and assessment. Sterling, VA: Stylus Publishing, LLC. We may read one chapter.
Roy, L., Jensen, K. and Meyers, A. H. (2009). Service learning: Linking library education and practice. Chicago. IL: American Library Association. We may read one chapter of this book.
Campus Compact at http://www.compact.org
Michigan Journal of Community Service Learning
Morgridge Center for Public Service at the University of Wisconsin-Madison at http://morgridge.wisc.edu/programs/servicelearning/
National Service-Learning Clearinghouse at http://www.servicelearning.org
Service-Learning Initiative at the Ohio State University at http://service-learning.osu.edu/resources1.html
Part I: Background of Service Learning
Part 2: Conceptual Frameworks and Debates
Part 3: Literacy and Community
Part 4: Futures
- Reading responses and questions
- Reflection logs
- Final reflection essay (tentative)
- Community project (main assignment)
- Class participation
- Work hours for direct service or a community project: A minimum of 25 hours over the semester
If you’d like to see a draft of my syllabus, please contact me at slim @ stkate.edu.
I’ll be teaching a new course, LIS 7620, Literacy and Community Engagement in Fall 2013 (which is known as Literacy and Library Involvement). Currently I am collecting resources to revise this course and am hoping to create a revision by the middle of August. A draft of my course description is as follows:
LIS7620, Literacy and Community Engagement [revised]
This service-learning course is designed to enhance student’s learning experience and their sense of civic responsibility, not only through readings and discussions, but also by engaging service activities for a local community or library. This course focuses on current literacy issues (e.g., financial literacy, digital literacy, new literacies, etc.) and provides students with educational opportunities to apply the knowledge and skills obtained from class to a local-community through direct service or project-based community engagement. It intends to benefit the community through the service provided, but it also intends to offer learning consequences for the students by participating in providing services. Students are expected to engage equally with learning and service, and reflect on their intersections.
Students are expected to spend a minimum of 25-30 hours of direct service or project-based community engagement at an agency or library. Students will closely work with people in a local community to deliver tangible outcomes of the project by the end of the course.
I’ll keep the spirit of the course (service-learning). At the same time, I’ll revise the contents, taking into account current and emerging literacy issues for various populations (especially underserved populations).
Please stay turned!