Using Real Case Studies to Teach Ethics Collaboratively to Library Media Teachers

Using Real Case Studies to Teach Ethics Collaboratively to Library Media Teachers

Leslie Farmer (California State University, Long Beach, USA)
Copyright: © 2009 |Pages: 16
DOI: 10.4018/978-1-59904-867-3.ch016
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Case studies provide an authentic way to teach ethical behavior through critical analysis and decisionmaking because it reveals nuanced factors in complex situations and stimulates productive discussion. Case studies also address the affective domain of learning. The creation and choice of case studies is key for optimum learning, and can reflect both the instructor’s and students’ knowledge base. Case studies are used successfully in distance education as students share their perspectives and respond to their peers’ comments. As a result of this approach, students support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they link coursework and professional lives. The instructor reviews the writing to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.
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Ethics in School Librarianship

The library profession encounters ethical issues daily: providing accurate information, observing intellectual property rights, dealing with privacy issues, maintaining confidential relationship with clientele. The autumn 1991 theme of Library Trends was “Ethics and the Dissemination of Information.” With the advent of the Internet, ethical questions abound. Because school libraries have a loco parentis status, they are more apt than other library settings to deal with ethical dilemmas (Hannabuss, 1996).

The American Library Association began talking about an ethical code in the early twentieth century, with the first code being adopted in 1938 (Rubin, 2000). Their core operational definition of ethics posits an “essential set of core values which define, inform, and guide our professional practice” (ALA, 2004). This Code of Ethics, which was most recently revised in 1995, provides a framework to guide ethical decision-making. It includes statements about excellence in service, intellectual property and freedom, collegiality, conflict of interest, and professional growth.

The Information Ethics Special Interest Group (SIG) of the Association of Library and Information Science Education (ALISE) developed a position on information ethics in library and information science education. Building on the premises of the UNESCO University Declaration of Human Rights, the SIG asserts that it is their responsibility to discuss information ethics critically. They further state that information ethics should inform teaching, research, scholarship, and service, particularly as they instruct preservice librarians. Focusing on library and information science curriculum, the SIG states that students should be able to:

  • Identify professional ethical conflicts;

  • Reflect ethically;

  • Link ethical theories and concepts to daily practice; and

  • Internalize a sense of ethical responsibility (Association of Library and Information Science Educators, 2006).

While the SIG encourages offering a separate course in professional ethics, a strong case may be made that ethical considerations be integrated, and explicitly addressed throughout the curriculum. In this manner, students realize that each function within librarianship involves ethical decision-making.

In their set of information literacy standards (1998), the American Association of School Librarians (AASL) explicitly address ethical behavior, stating that “the student who contributes positively to the learning community and to society is information literacy and practices ethical behavior in regard to information and information technology” (p. 6). In K-12 school settings, which serve as loco parentis, the legal and ethical responsibilities of the library media teacher (LMT) surpass the comparable work of librarians in other settings. Dealing with minors adds another layer of legal issues, and implies an additional need to model ethical behavior so children will experience and integrate such values. For instance, LMTs need to make sure that students do not access pornographic Web sites. For that reason, school libraries need to provide telecommunications filters if they wish to accept federal funding. On a more pro-active level, LMTs try to teach students how to be socially responsible in terms of information literacy (AASL & AECT, 1998).

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Editorial Advisory Board
Table of Contents
Alan Tait
Ugur Demiray, Ramesh C. Sharma
Ugur Demiray, Ramesh C. Sharma
Chapter 1
Ugur Demiray, Ramesh C. Sharma
Education is intimately connected with ethics, because holistically speaking education is more than simply passing examinations and acquiring... Sample PDF
Ethical Practices and Implications in Distance Education: An Introduction
Chapter 2
Michael F. Beaudoin
Launching and sustaining innovative new academic programs is typically a complex enterprise, especially distance education projects, and more... Sample PDF
Ethical Conundrums in Distance Education Partnerships
Chapter 3
Paul Kawachi
This chapter presents the desirable interactions involved in teaching and learning at a distance. In these interactions, there are considerable... Sample PDF
Ethics in Interactions in Distance Education
Chapter 4
J. S. Dorothy, Ugur Demiray, Ramesh C. Sharma, Ashwini Kumar
In an era when the distance teaching institution, irrespective of their type, namely single mode, dual mode, mixed mode and consortium, is involved... Sample PDF
Ethics in the Ambit of Distance Education
Chapter 5
Dele Braimoh, Jonathan Ohiorenuan Osiki
The current process of democratizing education has inevitably led to the explosive demands by the citizens of the different countries for... Sample PDF
Creating a Firewall Against Unethical Behaviours in Open and Distance Education Practice
Chapter 6
Glenn Russell
Some of the more important ethical concerns associated with open and distance learning are not those that may be faced by learners. Instead, the... Sample PDF
Ethical Concerns with Open and Distance Learning
Chapter 7
Deb Gearhart
Are our students prepared to use technology ethically? This is a question of concern to this author and addressed in this chapter. Experience as the... Sample PDF
Preparing Students for Ethical Use of Technology: A Case Study for Distance Education
Chapter 8
Rocci Luppicini
There is growing recognition of the important role of conversation ethics in open and distance learning systems, particularly within online learning... Sample PDF
Conversation Ethics for Online Learning Communities
Chapter 9
Terry D. Anderson, Heather P. Kanuka
The emergent world of network-based education creates challenges for researchers who wish to further our understanding of the opportunities and... Sample PDF
Ethical Conflicts in Research on Networked Education Contexts
Chapter 10
Michael Sankey, Rod St. Hill
The changing nature of distance education in the higher education context is investigated in this chapter, particularly in relation to... Sample PDF
The Ethics of Designing for Multimodality: Empowering Nontraditional Learners
Chapter 11
Shalin Hai-Jew
This chapter examines the importance of cultural sensitivity and localization in the delivery of global e-learning. The branding, course ecology... Sample PDF
Why "Cultural Sensitivities" and "Localizations" in Global E-Learning?
Chapter 12
Ormond Simpson
The increasing multiculturalism in its society has recently encouraged the study of ethical dimensions in higher education in the UK. Distance and... Sample PDF
Open to People, Open with People: Ethical Issues in Open Learning
Chapter 13
Chi Lo Lim
Open and distance learning systems (ODLS) brought about immeasurable advancement in the delivery of education. Albeit all the benefits ODLS offers... Sample PDF
An American Perspective of Ethical Misconduct in ODLS: Who's to Blame?
Chapter 14
Patrick J. Fahy
Ethics review of research involving humans is intended to protect human dignity by balancing harms and benefits. The foci and methods used in... Sample PDF
Ethics Review Concerns of Canada's Distance Researchers
Chapter 15
Judy Nagy
This chapter discusses the globalisation of education and the challenges and opportunities arising from technologies that can impact cheating... Sample PDF
Market Forces in Higher Education: Cheating and the Student-Centred Learning Paradigm
Chapter 16
Leslie Farmer
Case studies provide an authentic way to teach ethical behavior through critical analysis and decisionmaking because it reveals nuanced factors in... Sample PDF
Using Real Case Studies to Teach Ethics Collaboratively to Library Media Teachers
Chapter 17
Tina J. Parscal, Peter Bemski
This qualitative case study was designed to determine the extent to which a framework for exploring ethical principles for online facilitation is... Sample PDF
Preparing Faculty to Integrate Ethics into Online Facilitation
Chapter 18
Yavuz Akbulut, H. Ferhan Odabasi, Abdullah Kuzu
This chapter focuses on academic work on computer ethics conducted at a computer education department in Turkey. The chapter starts with the... Sample PDF
Computer Ethics: Scenes from a Computer Education Department in Turkey
Chapter 19
Donna Harper, Petra Luck
The aim of this chapter is to investigate ethical issues such as individual integrity and rights affecting online students who are Early Years... Sample PDF
Ethical Practice and Online Learning—A Contradiction? A Case Study
Chapter 20
Carmel McNaught, David M. Kennedy
This chapter is an essay about a new ethical problem that has become apparent to us in recent years. Bilingual plagiarism is the act of passing off... Sample PDF
Bilingual Plagiarism in the Academic World
Chapter 21
Ugur Demiray, Ramesh C. Sharma
The changing dimensions of distance education methodologies, new roles of distance teachers, and learners and use of modern communication... Sample PDF
Ethical Practices and Implications in Distance Education: Lessons Learned
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