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Cultural mediation in library and information science (LIS) teaching and learning

Cultural mediation in library and information science (LIS) teaching and learning Purpose – The purpose of this paper is to attempt to highlight the importance of culturally mediated instruction in library and information science (LIS) teaching and learning. Design/methodology/approach – The paper uses three distinct approaches in culturally mediated instruction and learning environment, as product, process, and philosophy. The paper deals with the general concept of the cultural dimension of human development through identification of students who are culturally different from the main stream orientation, by creating culturally mediated instruction in a learning environment The paper further elaborates the role of LIS schools in this direction. It concludes by suggesting ways in which LIS education could be improved by being inclusive with the changing global society and its needs. Findings – It is evident that culturally inclusive instruction can enhance the learning of LIS students who are responsive to the needs of their diverse communities and who are able to be change agents to their institutions and professions. Originality/value – The paper presents ways by which LIS educators can create a better learning environment base inclusive of all cultures represented in the classroom. It redefines diversity of library education in a culturally mediated teaching and learning environment. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png New Library World Emerald Publishing

Cultural mediation in library and information science (LIS) teaching and learning

New Library World , Volume 109 (7/8): 7 – Jul 18, 2008

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Publisher
Emerald Publishing
Copyright
Copyright © 2008 Emerald Group Publishing Limited. All rights reserved.
ISSN
0307-4803
DOI
10.1108/03074800810888195
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to attempt to highlight the importance of culturally mediated instruction in library and information science (LIS) teaching and learning. Design/methodology/approach – The paper uses three distinct approaches in culturally mediated instruction and learning environment, as product, process, and philosophy. The paper deals with the general concept of the cultural dimension of human development through identification of students who are culturally different from the main stream orientation, by creating culturally mediated instruction in a learning environment The paper further elaborates the role of LIS schools in this direction. It concludes by suggesting ways in which LIS education could be improved by being inclusive with the changing global society and its needs. Findings – It is evident that culturally inclusive instruction can enhance the learning of LIS students who are responsive to the needs of their diverse communities and who are able to be change agents to their institutions and professions. Originality/value – The paper presents ways by which LIS educators can create a better learning environment base inclusive of all cultures represented in the classroom. It redefines diversity of library education in a culturally mediated teaching and learning environment.

Journal

New Library WorldEmerald Publishing

Published: Jul 18, 2008

Keywords: Equal opportunities; National cultures; Education; Libraries; Information science; Learning

References