Suggesting Structure and Direction of a Library and Information Science Curriculum Applying Design Thinking Methods
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In response to the changing needs of users and library services, there is a need to develop a library information science curriculum that reflects such change and to foster competent librarians. Recent studies abroad have emphasized the need for librarians who can apply design thinking methods which is a problem-solving methodology that expansively explores various alternatives and derives results, in response to recent changes and problems occurring in libraries. In this study, in order to understand how design thinking methods can be taught and to understand the perceptions of the students and librarians involved in the course, a case study is conducted of a class that applied design thinking methods and students and librarians have been interviewed who had experience participating in the class. By reflecting on the needs of students and librarians’, this study explored new directions of what forms courses can take for future librarians. Based on the results of the analysis, among the different characteristics of design thinking, the value of cooperation, problem-solving ability, flexibility and iteration of design characteristics was considered as the value of a class for LIS students and librarians where design thinking methods were applied. From the findings, the research suggests future directions of creating more structured courses that involve an element of design thinking.
Abstract
In response to the changing needs of users and library services, there is a need to develop a library information science curriculum that reflects such change and to foster competent librarians. Recent studies abroad have emphasized the need for librarians who can apply design thinking methods which is a problem-solving methodology that expansively explores various alternatives and derives results, in response to recent changes and problems occurring in libraries. In this study, in order to understand how design thinking methods can be taught and to understand the perceptions of the students and librarians involved in the course, a case study is conducted of a class that applied design thinking methods and students and librarians have been interviewed who had experience participating in the class. By reflecting on the needs of students and librarians’, this study explored new directions of what forms courses can take for future librarians. Based on the results of the analysis, among the different characteristics of design thinking, the value of cooperation, problem-solving ability, flexibility and iteration of design characteristics was considered as the value of a class for LIS students and librarians where design thinking methods were applied. From the findings, the research suggests future directions of creating more structured courses that involve an element of design thinking.
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