Learner-Developed Case Studies on Ethics: Collaborative Reflection Between School Librarians and Education Technology Learners

Learner-Developed Case Studies on Ethics: Collaborative Reflection Between School Librarians and Education Technology Learners

Lesley S. J. Farmer (California State University – Long Beach, USA)
Copyright: © 2019 |Pages: 33
DOI: 10.4018/978-1-5225-5933-7.ch007

Abstract

This chapter explains how case studies can be used successfully in higher education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision making while addressing ethical standards and theories. The creation and choice of case studies is key for optimum learning, and can reflect both the instructor's and learners' knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, learners support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students' work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.
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Introduction

As professionals, librarians are expected to behave ethically. Learning what ethical issues are encountered in school librarianship, and knowing how to address them, constitutes a core knowledge set. Case studies provide a grounded theory means to investigate authentic situations in order to ascertain ethical ways to deal with them.

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