Case-Based Learning as Pedagogy for Teaching Information Ethics Based on the Dervin Sense-Making Methodology

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Autor/inn/en	Dow, Mirah J.; Boettcher, Carrie A.; Diego, Juana F.; Karch, Marziah E.; Todd-Diaz, Ashley; Woods, Kristine M.
Titel	Case-Based Learning as Pedagogy for Teaching Information Ethics Based on the Dervin Sense-Making Methodology
Quelle	In: Journal of Education for Library and Information Science, 56 (2015) 2, S.141-157 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
Schlagwörter	Case Method (Teaching Technique); Mixed Methods Research; Instructional Effectiveness; Ethics; Decision Making; Information Skills; Pretests Posttests; Teaching Methods; Privacy; Intellectual Freedom; Intellectual Property; Intercultural Communication; Professional Personnel; Skill Development; Models; Communication Strategies; Authors; Collegiality; Satisfaction; Attitude Measures; Graduate Students; Information Science; Knowledge Level; Student Interests + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Unterrichtserfolg; Ethik; Decision-making; Entscheidungsfindung; Informationskompetenz; Orientierungswissen; Teaching method; Lehrmethode; Unterrichtsmethode; Privatsphäre; Akademische Freiheit; Intellektuelle Unabhängigkeit; Geistiges Eigentum; Interkulturelle Kommunikation; Personalbestand; Kompetenzentwicklung; Qualifikationsentwicklung; Analogiemodell; Kommunikationsstrategie; Author; Autor; Autorin; Kollegialität; Zufriedenheit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Informationswissenschaft; Wissensbasis; Studieninteresse
Abstract	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. (As Provided).
Anmerkungen	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: office@alise.org; Web site: http://www.alise.org/jelis-2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01