Preparing the Next Generation of Librarians for Family and Community Engagement

Caspe, Margaret; Lopez, M. Elena

doi:10.3138/jelis.59.4.2018-0021

Cited by 18 publications

(11 citation statements)

References 19 publications

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“…Scholars have recently noted a disconnect between the curricula of schools of library and information science and our current society, resulting in librarians who are not fully prepared to address the needs of those whom they are being prepared to serve (Abels et al, 2016; Caspe and Lopez, 2018; Jaeger et al, 2013). As a means for better preparing front-line librarians, Martens (2015) recently proposed that library and information educators in North America seriously consider an undergraduate degree focused on library services, which could then be coupled with a graduate degree that places greater emphasis on research.…”

Section: Discussionmentioning

confidence: 99%

What is storytime good for and what makes storytime good? A survey of public library directors

Cahill¹,

Joo

Howard

et al. 2020

Journal of Librarianship and Information Science

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This article reports on the findings from a nationwide survey designed to investigate the perceptions of public library directors with regard to storytime programs. The results indicate that public library directors identify a number of reasons why storytime is important; prime among those are for encouraging children’s enjoyment of books, promoting children’s early literacy skills, and attracting patrons who might otherwise not participate in library services. The findings suggest that public library directors do not fully recognize how storytime programs might contribute to school readiness. Further, differences in library inputs to support storytime point to disparities based on library size. The implications for practice, education, and research are discussed.

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Section: Discussionmentioning

confidence: 99%

What is storytime good for and what makes storytime good? A survey of public library directors

Cahill¹,

Joo

Howard

et al. 2020

Journal of Librarianship and Information Science

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Section: Models and Recommendations For Contemporary Lis Pedagogymentioning

confidence: 99%

“…Another paper published in the Journal of Education for Library and Information Science in 2018 provides recommended approaches for LIS pedagogy centered on community engagement (Caspe and Lopez, 2018). Caspe and Lopez (2018: 157) argue that the key to success for prospective librarians starts with a strong foundation in family and community engagement during the early stages of their preparation. Exposure to experiential learning, connected learning, or a combination of both creates an environment for LIS students that provide a foundation in community engagement during the academic stage of their career (Caspe and Lopez, 2018: 161).…”

Section: Models and Recommendations For Contemporary Lis Pedagogymentioning

confidence: 99%

“…During the 1970s, public libraries throughout the United States began experimenting with innovative community-based services. Some of these services included homework help, children’s story time, and fostering partnerships with external businesses and organizations (Caspe and Lopez, 2018: 157). The University of Maryland’s (UMD) School of Library Information Science (SLIS) became part of this exploratory period in public librarianship in the Fall of 1967 by creating an experimental library that was devoted to the exploration of community centered public librarianship in underprivileged communities (Bundy and Wasserman, 1969).…”

Section: An Introduction To High Johnmentioning

confidence: 99%

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Revisiting the High John experiment through a contemporary lens

Cress

2021

Journal of Librarianship and Information Science

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In 1967, the University of Maryland’s School of Library and Information Services created a public library in Prince George’s County, Maryland, named the High John Experiment, to give Librarianship and Information Science students experience serving disadvantaged communities and to discover new methods to better serve these communities. From the creation of High John to the present day, University of Maryland publications and unaffiliated works credit High John as a groundbreaking experiment that propelled interests in diversity and inclusion in public libraries. High John’s creators published a 73 paged report for the United States’ Office of Education, accompanied by published articles, that confirms a violation of ethics toward the community High John served. The community was not involved in the implementation or planning of the library and many of the services and materials the library offered were based on prejudiced assumptions instead of community input or research. Although High John garnered supporters, the validity and ethicality behind High John’s intent and methods were called into question during the experiment. The controversy led to debates within the field that resulted in conversations about Librarianship and Information Science pedagogy and appropriate methods in outreach and community engagement for disadvantaged communities. Now that the passionately fueled debates on High John have ceased, the experiment is a distant memory. Although this experiment led to debates about diversity, inclusion, and equity in information access within the United States, this experiment is relevant to information readers on a global scale. Because Librarianship and Information Science has a history rooted in elitism and oppression worldwide, High John warrants further exposure and examination from a diverse pool of contemporary perspectives. Through the application of modern community outreach and engagement practices, this article builds on a critical historical analysis of the experiment and argues High John failed in its mission and violated the community’s trust that it purported to serve.

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“…Research indicates field experiences work best when accompanied by class discussion and critical reflection to help students internalise their professional role in the community (Caspe and Lopez, 2018). Using 'studio-like' classes (Lankes, 2011, 179), introducing 'studio-based teaching' (Abels et al, 2018, 80) or programmatically 'setting education in a studio environment' forming a continuous 'reflective practicum' (Clarke and Bell, 2018, 205, 206) could complement learning in the field and emulate the design methods being adopted in participatory library practice.…”

Section: Experiential Learningmentioning

confidence: 99%

Databrarian ed? Preparing Information Specialists for Participation in an Open Datafied Society

Corrall¹

2020

Bold Minds

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Preparing the Next Generation of Librarians for Family and Community Engagement

Cited by 18 publications

References 19 publications

What is storytime good for and what makes storytime good? A survey of public library directors

What is storytime good for and what makes storytime good? A survey of public library directors

Revisiting the High John experiment through a contemporary lens

Databrarian ed? Preparing Information Specialists for Participation in an Open Datafied Society

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