Development of Learner Centred Supplementary Curriculum for Library and Information Science Fraternity by Analysing Social Networks: A Concept
Loading...
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Curriculum based knowledge is limited to a particular country’s education system and industry, which limits the potential opportunities for an individual to grow globally. In regular education system, individual gets a chance to learn a limited amount of knowledge / skills and that too in a restricted time period but the social networks which have plethora of think-tanks, helps individual to develop themselves in a particular domain without having a time restriction. Educators who are active on such networks also get an input to enhance curriculum according to the current and futuristic needs. Also, the queries and discussions on the social media platforms helps to create the digital curriculum which is not supposed to be the core syllabus but can be used as reference study material which can be accessible throughout the country. The aim of this study is to give a conceptual model of a digital inventory for learner centred supplementary curriculum, to give the concept of how the queries and discussions posted by professionals / educators on the social networks give inputs to enhance the learner centred view of curricula for both the categories of students as well as professionals. The novelty of this study is that this research aims to use the form of information from social networks and convert it into a readable and available resource for both the entrants as well as the eminent professionals in the Library and Information Science domain.
Description
Keywords
Citation
Bahner, D. P., Adkins, E., Patel, N., Donley, C., Nagel, R., & Kman, N. E. (2012). How we use social media to supplement a novel curriculum in medical education. Medical Teacher, 34(6), 439–444. https://doi.org/10.3109/0142159X.2012.668245
Cantwell, K. (2011). Social media and schools as professional learning communities. Education, 9(23), 1–6.
Chi, M., & Hausmann, R. (2003). Do radical discoveries require ontological shifts? In L. Shavinina, & R. Sternberg (Eds.), International Handbook on Innovation, 3, 430–444. New York: Elsevier Science Ltd. doi:10.1016/ B978-008044198-6/50030-9
Eid, M. I. M., & Al-Jabri, I. M. (2016). Social networking, knowledge sharing, and student learning: The case of university students. Computers and Education, 99, 14–27. https://doi.org/10.1016/j.compedu.2016.04.007
Global Digital Report (2018). https://wearesocial.com/blog/2018/01/global-digital-report-2018.
Giordano C, and Giordano C. 2011. Health professions students’ use of social media. Journal of Allied Health, 40 (2):78–81.
Gross, L.O. (2011). Electronic media: An introduction. New York: McGraw Hill, International Edition.87-112.
Gunawardena, C., Hermans, M. B., Sanchez, D., Richmond, C., Bohley, M., & Tuttle, R. (2009). A theoretical framework for building online communities of practice with social networking tools. Educational Media International, 46 (1), 3–16. https://doi.org/10.1080/09523980802588626
Kaplan, A. M., & Haenlein, M. (2016). Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59 (4), 441–450. https://doi.org/10.1016/j.bushor.2016.03.008
Linked In. https://linkedin.com
LIS Links. https://lislinks.com
Nonthacumjane, P. (2011). Key skills and competencies of a new generation of lis professionals. IFLA Journal, 37 (4), 280–288.
Patel, A. S., Darji, H., & Mujapara, J. A. (2013). A survey on role of intelligent community and social networking to enhance learning process of students and professionals. International Journal of Computer Applications, 69 (4), 14-17.
Stokic, D., Correia, A. T., & Reimer, P. (2013). Social computing solutions for collaborative learning and knowledge building activities in extended organization. In The fifth international conference on mobile, hybrid, and on-line learning, eLmL 2013.
Sutton, L. A. (2001). The principle of vicarious interaction in computer-mediated communications. International Journal of Educational Telecommunications, 7 (3), 223–242.
Tumuhairwe, G. K. (2013). Analysis of library and information science/studies (LIS) education today: The inclusion of indigenous knowledge and multicultural issues in LIS curriculum. In IFLA World Library and Information Congress, 2013, 20.
Wenger, E., McDermott, R., & Snyder, W.M. (2002). Cultivating communities of practice. A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.