Web-Based Information Science Education: Leveraging the Power of the Network to Re-Define the Global Classroom
Kathleen Schisa (Syracuse University, United States), Anne McKinney (University of Illinois at Urbana-Champaign, United States), Debbie Faires (San Jose State University, United States), Bruce Kingma (Syracuse University, United States), Rae Anne Montague (University of Illinois at Urbana-Champaign, United States), Linda C. Smith (University of Illinois at Urbana-Champaign, United States) and Marianne Sterna (San Jose State University, United States)
Copyright © 2011.
18 pages.
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DOI: 10.4018/978-1-60960-623-7.ch015,
ISBN13: 9781609606237, ISBN10: 160960623X, EISBN13: 9781609606244
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TopAbstractWeb-based Information Science Education (WISE) is a collaborative distance education model that increases the quality, access and diversity of online education opportunities. The WISE Consortium is a group of graduate Library and Information Science (LIS) programs founded on three pillars: quality, pedagogy, and collaborations (Montague & Pluzhenskaia, 2007). This chapter outlines the approach to achieving these three pillars and the assessment mechanisms used to measure the consortium’s success. Highlights include WISE Pedagogy, the administrative division of WISE dedicated to providing faculty development resources for online education, and WISE+, an initiative that supports partnerships enabling WISE schools and LIS associations to develop courses together suitable for graduate credit and continuing education. While the WISE consortium is specific to LIS education, the model could be applied more broadly to other disciplines.
TopComplete Chapter List
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1.
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An Architecture of Participation: Working with Web 2.0 and High School Student Researchers to Improve a Service-Learning Partnership
(pages 1-14)
Rachael Wendler (University of Arizona and Desert View High School, United States), Aria Altuna (University of Arizona and Desert View High School, United States), Timothy Crain (University of Arizona and Desert View High School, United States), Oksana Perez (University of Arizona and Desert View High School, United States), Savannah Sanchez (University of Arizona and Desert View High School, United States), and Jalina Vidotto (University of Arizona and Desert View High School, United States)
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2.
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SAGE: An International Partnership Linking High School Students, Universities and the Private Sector through Social Enterprise
(pages 15-28)
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3.
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Birds, Bands and Beyond
(pages 29-39)
Jill Russell (College of Mount St. Joseph, USA), Karen Glum (Seven Hills Middle School, USA), Jennifer Licata (Seven Hills Middle School, USA), David Russell (Avian Research & Education Institute, USA), and Jenny Wohlfarth (University of Cincinnati, USA)
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4.
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Using the XO Laptop to Build a Digital Bridge Between Primary Schools and Universities
(pages 40-50)
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5.
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Engaging STEM: Service-Learning, Technology, Science Education and Community Partnerships
(pages 51-56)
Meghan Griffin (University of Central Florida, USA), Erin Saitta (University of Central Florida, USA), Melody Bowdon (University of Central Florida, USA), and Linda J. Walters (University of Central Florida, USA)
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6.
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Hybridizing F2F and Virtual Collaboration between a Government Agency and Service-Learning Technical Writing Students
(pages 58-67)
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7.
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Integrated Product Teams at The University of Alabama in Huntsville
(pages 68-76)
Matthew W. Turner (The University of Alabama in Huntsville, United States), Michael P.J. Benfield (The University of Alabama in Huntsville, United States), Dawn R. Utley (The University of Alabama in Huntsville, United States), and Cynthia A. McPherson (The University of Alabama in Huntsville, United States)
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8.
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Tightrope Walking: Balancing IT within Service-learning in Ireland
(pages 77-87)
Pat Byrne (National University of Ireland Galway, Ireland), and Lorraine McIlrath (National University of Ireland Galway, Ireland)
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9.
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Digital Storytelling within a Service-Learning Partnership: Technology as Product and Process for University Students and Culturally and Linguistically Diverse High School Youth
(pages 88-105)
Emily Wexler Love (University of Colorado at Boulder, USA), Debra Flanders Cushing (University of Colorado Denver, USA), Margaret Sullivan (Partnering High School, Colorado, USA), and Jode Brexa (Partnering High School, Colorado, USA)
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10.
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Critical Success Factors for Partnering with Nonprofit Organizations on Digital Technology Service-Learning Projects: A Case Study
(pages 106-123)
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11.
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“How Do We Know What They Need?”: An Analysis of How ConnectRichmond Changed Service-Learning at the University of Richmond
(pages 124-128)
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12.
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Service-Learning, Technology, Nonprofits, and Institutional Limitations
(pages 129-139)
Katherine Loving (University of Wisconsin-Madison, USA), Randy Stoecker (University of Wisconsin-Madison, USA), and Molly Reddy (University of Wisconsin-Madison, USA)
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13.
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Preparing 21st-Century Faculty to Engage 21st-Century Learners: The Incentives and Rewards for Online Pedagogies
(pages 141-152)
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14.
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Digital Partnerships for Professional Development: Rethinking University–Public School Collaborations
(pages 153-163)
William P. Banks (East Carolina University, United States), and Terri Van Sickle (Tar River Writing Project, United States)
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15.
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Web-Based Information Science Education: Leveraging the Power of the Network to Re-Define the Global Classroom
(pages 164-181)
Kathleen Schisa (Syracuse University, United States), Anne McKinney (University of Illinois at Urbana-Champaign, United States), Debbie Faires (San Jose State University, United States), Bruce Kingma (Syracuse University, United States), Rae Anne Montague (University of Illinois at Urbana-Champaign, United States), Linda C. Smith (University of Illinois at Urbana-Champaign, United States), and Marianne Sterna (San Jose State University, United States)
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16.
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Teachers in Action: High-Tech, High-Touch Service-Learning with Special Populations
(pages 182-190)
Trae Stewart (University of Central Florida, USA), Rebecca A. Hines (University of Central Florida, USA), and Marcey Kinney (Bethune-Cookman University, USA)
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17.
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Leveraging the Technology-Enhanced Community (TEC) Partnership Model to Enrich Higher Education
(pages 191-203)
Amy Garrett Dikkers (University of North Carolina at Wilmington, USA), and Aimee L. Whiteside (University of Tampa, USA)
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18.
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The Tennessee Public Health Workforce Development Consortium: A Multi-Campus Model of Online Learning for the Public Good
(pages 204-211)
Aleshia Hall-Campbell (University of Tennessee Health Science Center, USA), Pamela Connor (University of Tennessee Health Science Center, USA), Nathan Tipton (University of Tennessee Health Science Center, USA), and David Mirvis (University of Tennessee Health Science Center, USA)
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19.
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Enhancing a Rural School-University Teacher Education Partnership through an E-Mentoring Program for Beginning Teachers
(pages 212-220)
Janice Holt (Western Carolina University, USA), Lori Unruh (Western Carolina University, USA), and A. Michael Dougherty (Western Carolina University, USA)
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20.
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Leveraging Online University Education to Improve K-12 Science Education: The ScienceMaster Case Study
(pages 221-233)
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21.
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Rearticulating Web 2.0 Technologies: Strategies to Redefine Social Media in Community Projects
(pages 235-244)
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22.
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Mobile Phones and Cultural Connections: Designing a Mutual World between the DR Congo and United States
(pages 245-257)
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23.
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Incarcerated Students and the Unintended Consequences of a Technology-Driven Higher Education System
(pages 258-268)
Patricia A. Aceves (Stony Brook University, State University of New York, USA), Robert I. Aceves (The City University of New York, Aviation Institute at York College, USA), and Shannon Watson (Anoka Ramsey Community College, USA)
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24.
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Using Photovoice with NGO Workers in Sierra Leone: A Case for Community-Based Research
(pages 269-277)
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25.
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From Collision to Collaboration: An Expanded Role for Project Evaluators in the Development of Interactive Media
(pages 278-285)
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26.
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Here and Now or Coming in the Future?: E-Learning in Higher Education in Africa
(pages 286-298)
James Kariuki Njenga (University of the Western Cape, Republic of South Africa), and Louis Cyril Henry Fourie (University of the Western Cape, Republic of South Africa)
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27.
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The Tools at Hand: Agency, Industry and Technological Innovation in a Distributed Learning Community
(pages 300-313)
Charles Underwood (University of California, USA), and Leann Parker (University of California, USA)
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28.
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Partners in Storytelling: UMBC, Retirement Living TV and the Charlestown Digital Story Project
(pages 314-318)
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29.
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Bridging the Gaps: Community-University Partnerships as a New Form of Social Policy
(pages 319-328)
Caroline Collins (Center for Academic and Social Advancement, USA), Olga. A. Vásquez (University of California San Diego, USA), and James Bliesner (University of California San Diego, USA)
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30.
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Developing the Role of ‘Values’ Within Information and Communication Technology: An Introduction to the Schools Intergenerational Nurturing and Learning Project (SIGNAL)
(pages 329-338)
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31.
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You Can’t Step Into the Same Network Twice: Community Literacy, Client-Based Communication, and the Evolution of Networked (Re)Publics
(pages 340-349)
Trey Conner (University of South Florida St. Petersburg, USA), Morgan Gresham (University of South Florida St. Petersburg, USA), and Jill McCracken (University of South Florida St. Petersburg, USA)
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32.
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Using Digital Technology to Enhance a Century Old Partnership between University and Cooperative Education Employers
(pages 350-358)
Cheryl Cates (University of Cincinnati, USA), Kettil Cedercreutz (University of Cincinnati, USA), Anton C. Harfmann (University of Cincinnati, USA), Marianne W. Lewis (University of Cincinnati, USA), and Richard Miller (University of Cincinnati, USA)
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33.
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An Open Network of Digital Production Centers: Empowering Schools, Teachers, NGOs and Communities with Educational Multimedia Creation Capabilities
(pages 359-364)
Alfredo Alejandro Careaga (Ibero-American Network for Sustainable Development, Mexico), and Alberto Ramirez-Martinell (Ibero-American Network for Sustainable Development, Mexico)
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34.
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Community-University Engagement in an Electronically-Defined Era
(pages 365-373)
Lois Gander (University of Alberta, Canada), and Diane Rhyason (Legal Resource Centre of Alberta Ltd., Canada)
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35.
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Encouraging Public Involvement in Public Policymaking through University-Government Collaboration
(pages 374-380)
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36.
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The Rise and Fall of Tobacco in the Lake City Market Area: A Case Study of Technology-intensive Community-based Research
(pages 381-386)
Cora M. Allard (Clemson University, USA), Debbie G. Whittington (Florence School District Three, USA), and Barbara J. Speziale (Clemson University, USA)
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37.
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Conclusion - Remediating the Community-University Partnership: The Multiliteracy Space as a Model for Collaboration
(pages 387-401)
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