TY - JOUR
T1 - What's your epistemology?
T2 - Quiz design as a pedagogical tool in library & information science doctoral education
AU - Strickland, Beth
AU - Lawrence, Emily
N1 - Publisher Copyright:
Copyright © 2015 by Association for Information Science and Technology
PY - 2015/1
Y1 - 2015/1
N2 - 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.
AB - 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.
KW - LIS Education
KW - Methodology
KW - Pedagogy
KW - Research Design
UR - http://www.scopus.com/inward/record.url?scp=84987741081&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84987741081&partnerID=8YFLogxK
U2 - 10.1002/pra2.2015.145052010080
DO - 10.1002/pra2.2015.145052010080
M3 - Article
AN - SCOPUS:84987741081
SN - 2373-9231
VL - 52
SP - 1
EP - 3
JO - Proceedings of the Association for Information Science and Technology
JF - Proceedings of the Association for Information Science and Technology
IS - 1
ER -