Résumés
Abstract
This article reports on revisions to a course in Library and Information Science (LIS) made by the instructor, to apply, test, and evolve a transdisciplinary approach to class inquiry. This study was part of a larger research project grounded in the Scholarship of Teaching and Learning, entitled Exploring Transdisciplinary Approaches to STEM Teaching and Learning, whose purpose was to support transdisciplinary educators in justifying, evaluating, and legitimizing knowledge claims about their work through the application of a novel Transdisciplinary Epistemic Practices(TEP) model integrating elements from STEM, Arts, and Design (often referred to as STEAM). The TEP model is a conceptual tool that promises to be useful for the Critical Making stances that are common in technology courses for librarians. It was operationalized and tested in eleven courses across Pratt Institute, including a Library and Information Science course called Growing Up Digital (INFO 678), which is the focus of this paper. The first author, Leanne Bowler, was a participant in the study, applying action research methods to her own teaching practices in this class, and reporting results back to the larger project led by Mark Rosin.
Keywords:
- STEM learning,
- Children and young adult library services,
- Makerspaces,
- Technology,
- Arts and design
Résumé
Cet article rend compte des révisions apportées par l’enseignante à un cours en bibliothéconomie et sciences de l’information (BSI), afin d’appliquer, de tester et de faire évoluer une approche transdisciplinaire de l’enquête en classe. Cette étude faisait partie d’un projet de recherche plus vaste, ancré dans la Scholarship of Teaching and Learning et intitulé Exploring Transdisciplinary Approaches to STEM Teaching and Learning, dont l’objectif était d’aider les éducateurs transdisciplinaires à justifier, évaluer et légitimer les revendications de savoir liées à leur travail grâce à l’application d’un nouveau modèle de Pratiques Épistémiques Transdisciplinaires (PET) intégrant des éléments des STEM, des arts et du design (souvent regroupés sous l’acronyme STEAM). Le modèle PET est un outil conceptuel qui s’avère prometteur pour soutenir les approches de Critical Making courantes dans les cours de technologie destinés aux bibliothécaires. Il a été opérationnalisé et testé dans onze cours au sein du Pratt Institute, dont un cours de bibliothéconomie et sciences de l’information intitulé Growing Up Digital (INFO 678), qui constitue le sujet principal de cet article. La première autrice, Leanne Bowler, a participé à l’étude, appliquant des méthodes de recherche‑action à ses propres pratiques d’enseignement dans ce cours et transmettant les résultats au projet plus large dirigé par Mark Rosin.
Mots-clés :
- Services de bibliothèque pour enfants et adolescents,
- Fab labs,
- Éducation STEM,
- Technologies,
- Arts et design
Parties annexes
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