Title

What Sixty-One Superior LIS Teachers Say about Superior LIS Teaching, Plus Comments from Six Knowledgeable Observers

Document Type

Article

Abstract

A study investigated the characteristics of superior library and information science (LIS) teaching. Data were obtained from 61 LIS teachers defined as superior by their deans and directors and six veteran observers of the LIS teaching scene. The superior teachers indicated that planning well, keeping current, and incorporating feedback into course plans were priorities. When asked what they did, most teachers' responses fell into the category of delivery and execution, with topical clusters being delivery style, involvement of students, and the integration of theory and practice. The respondents mentioned respect and availability as ways of achieving productive encounters with students. The observers' responses in a listserv discussion about superior LIS teaching, remediation for poor teachers, and adult learner issues are discussed.

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