Abstract
This article focuses on specific strategies faculty and staff can use to create knowledge-oriented graduates. This means that we want our students and alumni to understand how their policies, procedures, and daily practice impact all the people in their community. We posit that taking a student-centered approach, advocating for social justice issues, and offering service-learning experiences creates socially just, community-based, and praxis-informed alumni. It adheres to the Knowledge School tenet of “practitioner-informed” by offering practical strategies for those who work with LIS students.
Highlights
This article focuses on specific strategies faculty and staff can use to create knowledgeoriented graduates
Center the Student The term student-centered learning refers to a wide variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students and groups of students (Great Schools Partnership, 2014)
Instructors should not just throw students into a community without preparing them, especially if the students will be working with marginalized populations, as it could recreate the oppression for the people being served
Summary
This article focuses on specific strategies faculty and staff can use to create knowledgeoriented graduates. At the School of Library and Information Science, we want our graduates to go out into the field ready to contribute, to their places of employment and to the communities in which they are situated. We want these graduates to have an outward gaze, to see beyond themselves, and to understand how policy and practice may affect historically oppressed or marginalized people.
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