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This panel focuses on experiential learning as a foundation of information science education. We critically examine the underlying philosophies, pedagogical attitudes, and specific teaching methods needed to foster a new generation of information science professionals. Spanning the pedagogical spectrum from theory to practice, we analyze how the integration of humanistic and progressive pedagogies, principles of student-centered and facilitative learning, and problem-based projects can contribute to the holistic education of creative leaders and lifelong learners whose skills and knowledge are congruent with the fluid and complex character of our field. Drawing on a combined framework from several theoretical studies in adult education, we examine the potential impact of experiential learning on the conception and perception of learning in higher education, on the information science curriculum, and on the nature of the student-teacher relationship. In the spirit of the panel, we invite the session attendees to reflect on the introduced ideas in application to their own pedagogical practices, teaching styles, and courses through several interactive exercises and group discussions. These activities illustrate how experiential learning presents a basis for change in information science education. [ABSTRACT FROM AUTHOR]

ABSTRACT Last year, in a guest editorial for the Library Quarterly (LQ) we proposed the concept of diversity by design (DbD) and posited it as a concept relevant to workplace environments, community engagements and graduate LIS education. We invited LQ readers 'to contemplate whether this concept ma[de] sense to them and, if yes, how it work[ed] in their respective' situations [1: 88]. We brought to light 'the multiplicity of contexts that give diversity meaning and life in our complex field' [ibid] and demonstrated that it was integral, rather than superfluous, to our field and way of being. Finally, we gave examples of how 'discounting or underappreciating' diversity 'may have a disintegrating effect on our practice, scholarship, and education' [ibid]. This poster will introduce the concept of DbD; provide examples of several case studies which show the difference between 'diversity as a bonus' and 'diversity by design'; and include feedback and insight from the DbD grant-funded international symposium in Toronto, Canada, in September 2017. [ABSTRACT FROM AUTHOR]

ABSTRACT While peer review is a popular research subject in academia, including information science, most sources focus on the mechanics, benefits and shortcomings of the process. In departure from this trend, this poster will address the human dimension of peer review and its role as a community building instrument and a locus of relationship formation. The poster will look at how 'negligent and unscrupulous reviewing can detrimentally affect' 'a sense of community' (Dali & Jaeger, n.d.) and support this argument through a new analytical framework based on humanistic pedagogy. It will address the role of peer review in the changed information science landscape; present a positive outlook on peer review 'as a privilege and an unmatched academic opportunity'; 'examine in detail the elements of helpful and unhelpful reviews'; and provide 'advice to authors on how to respond to reviews, especially the unhelpful ones' (Dali & Jaeger, n.d.). The poster should appeal not only to junior faculty and PhD students, but also to practitioners who aspire to publish and experienced authors involved in scholarly communication and grant reviewing. [ABSTRACT FROM AUTHOR]