Abstract
We propose that collaboratively developing a quiz that identifies individuals’ epistemologies is an effective way to meet critical pedagogical ends in Library & Information Science (LIS) doctoral education. As a case study, we recount the process of creating and sharing one such quiz in a recent research design course at our home institution. Posted to various social media outlets in March 2015, this quiz has since been taken over 25,000 times and has a 69% completion rate. The pedagogical impact of this tool has thus extended far beyond a single classroom. We evaluate the current LIS PhD research methods and design course requirements of programs in North America to contextualize our arguments regarding the value of quiz design as a pedagogical tool. Using an activity theory framework, we suggest a plan for productively employing quiz design in relevant doctoral courses. Ultimately, we contend that the process of designing and implementing an epistemology quiz can help LIS faculty teach a complicated subject matter to beginning researchers. Further, the quiz can help LIS doctoral students to (1) make sense of methodological differences, (2) engage in epistemological perspective-taking, and (3) fruitfully negotiate epistemological and methodological disputes with colleagues.
| Original language | English |
|---|---|
| Pages (from-to) | 1-3 |
| Number of pages | 3 |
| Journal | Proceedings of the Association for Information Science and Technology |
| Volume | 52 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2015 |
Bibliographical note
Publisher Copyright:Copyright © 2015 by Association for Information Science and Technology
Keywords
- LIS Education
- Methodology
- Pedagogy
- Research Design
ASJC Scopus subject areas
- Computer Science (all)
- Library and Information Sciences