Passionate practitioners: Engaging not just the head but also the heart

Abstract

This conceptual paper will discuss how Australian library and information science (LIS) educators have adapted passion-based learning theory for the post-graduate environment. The learning environment has been developed to both facilitate the acquisition of short-term employability skills for the industry and also to allow students to connect more deeply with the rich and diverse culture of their new profession and wider LIS community.

Entrepreneurship Competence Model for Supporting Learners Development at All Educational Levels

“…Contrarily, many studies investigating the development of self-regulated learning show that students need specific guidance and support for the development process to be purposeful (Lawson et al 2019). One study shows that merely transferring the learning process to the actual workplace does not automatically lead to the development of key competencies and that specific instruction is necessary (Billett 2002) to facilitate learning when theory and practice are combined (Reynolds et al 2012). Moreover, the focus should be on supporting the deep and variable learning process to achieve long-lasting and flexible changes in knowledge or skills compared to surface learning where only improvements in performance can be documented (for an overview, see Bjork et al 2013).…”

Engaging with our future: the role of educators, practitioners, professional associations and employing organisations in the co-creation of information professionals*

“…To further develop these concepts, and to produce graduates already engaged with their profession as they emerge from the academy, Lave's concept of 'legitimate peripheral participation' (Lave & Wenger, 1991) can also be employed in LIS courses of study. Students can be involved in relevant practitioner-driven communities of practice as part of their course of study (as participants or observers), and thus be given the opportunity to engage with, contribute to, and be socialised into, the profession while still studying (Reynolds et al, 2012).…”

“…In 2012 Reynolds, Welch and Carroll discussed the need for libraries of all types and in all sectors to employ and nurture information professionals who are passionate, engaged contributors to their profession and to society. Reynolds, Welch, and Carroll (2012) pointed out that the library and information professions do not generally offer the salaries or prestige associated with some other professional groups and that encouraging a career choice based on a willingness to contribute to society and satisfaction from doing so, rather than salary, provides a positive challenge for library and information studies (LIS) educators, practitioners and the professional association. The LIS professions need to recruit committed graduates who are not only knowledgeable and skilled but who are also actively engaged with the professions and able to understand and articulate the value of their chosen professions to the wider community.…”