Library Guide: Doctor of Missiology Program

Orientation brochure for library services prepared to support the Doctor of Missiology program.https://digitalcommons.andrews.edu/library-admin/1011/thumbnail.jp

Of Maps and Courtrooms: Evaluating Information Sources

How are novice researchers to evaluate library resources in a topic for which they have limited prior knowledge? Kuhlthau has described two phases in a typical student research process: exploring and documenting. This poster suggests two familiar metaphors that provide clues to evaluating library-mediated sources. During the exploration phase, the metaphor of the map is discussed. What makes for a good map? Many of these same characteristics should be present in the sources that are accessed. Typical characteristics of maps demonstrating the values of soundness and reliability that can be applied to library-mediated resources include: (a) currency, (b) credentialed authors writing in their field of expertise, and (c) reputable publishers. During the documentation phase, the metaphor of the legal argument in a courtroom is discussed. Is the “testimony” this source provides useful evidence? Many of the characteristics of using good evidence from reliable testimony in an argument should inform what makes for sound and reliable sources that can withstand robust cross examination. In addition to the pre-reading characteristics discussed for the exploration phase, hermeneutical values come into play

Winning the Peace: The Three Pillars of George Bush at Whitehall Palace

The November, 19, 2003 speech given by George W. Bush at Whitehall Palace in Great Britain was one of the most significant in the President’s political career. Mr. Bush attempts, in the speech, to reinforce his proponents as well as negate the arguments of his skeptics. This work illustrates, through Neo- Aristotelian rhetorical criticism how the President met the rhetorical situation, how he utilized language and rhetorical devices, and critiques the means of persuasion utilized by Mr. Bush

The Data/Information/Knowledge/Wisdom Hierarchy Goes to Seminary

In Information Science studies, the Data/Information/Knowledge/Wisdom (DIKW) hierarchy is a conventional construct for making sense of the terms. However, when examined with any rigor, the distinctions become challenged and the hierarchy appears to fail. I suggest that the reason for this is the tacit classification of this hierarchy as a disciplinary ontological narrative. With context-appropriate definitions and delimitations, the DIKW hierarchy can still be useful as a model for specific applications in information literacy pedagogy. This is illustrated in the context of theological education by using the construct to differentiate the identification of primary sources in the Seminary disciplines

Digital Commons @ Andrews University Annual Report 2019-20

Report covers May 2019-April 2020 Table of Contents About the Digital Commons @ Andrews University Two Millionth Download Global Impact Serving the SDA World Church “Letting Your Light Shine”: Faculty Scholarship in SelectedWorks New Structures in 2018https://digitalcommons.andrews.edu/library-admin/1012/thumbnail.jp

Growing Connections

Newsletter for Librarians @ Seventh-day Adventist Theological Seminary Extension Siteshttps://digitalcommons.andrews.edu/library-admin/1013/thumbnail.jp

P-07 Information Literacy Dispositions Come to the Seminary

The most recent iteration of the ACRL Standards for Information Literacy has added “dispositions” to the repertoire of information literacy practice. This poster will explore how these “dispositions” might be understood in Adventist Theological Education. The first iteration of ACRL Standards for Information Literacy was largely instrumental and most instruction was focused on using technology. This development shifts the focus from learning an ICT skill to transformative learning. Information seeking has been transformed from a scarcity model to an abundance model. Adventists are now flooded with information from all sides and from all types of sources. The SDA pastor and educator must learn to both navigate and participate in this abundance. At the core of this ability are the “dispositions” that filter, organize, manage, and gain knowledge from the abundance. Those who “get it” become effective communicators on multiple levels in a global community. Articulating these “dispositions” is the first step in educating for these competencies. As an experiment in the integration of faith and learning, the Ten Commandments (Exodus 20) will serve as rubric for organizing and explaining information literacy “dispositions” as they pertain to theological education

Towards a Biblical Foundation for a Philosophy of Librarianship

Within the discipline of library science, there are two themes that speak to both the philosophy of librarianship and that intersect with biblical teaching. These are “documentality” and “information literacy.” Both themes within the librarianship context emerge from and speak to the metanarratives of contemporary culture, particularly as they pertain to higher education. Documentality embraces the social values and practices underpinning the reification and commodification of human communication, from the mind of the author to publication, to distribution, to access. Information literacy, in turn, engages the social values and practices of the individual reader engaging with these authored products. Though this framing of the discussion with this terminology may be contemporary, I suggest that the themes proper are ageless, and have been addressed in Scriptures. Further, I suggest that the contribution on these themes from the Scriptures shapes a Biblically informed philosophy of librarianship

Towards a Biblical Foundation for a Philosophy of Library Sociality

In this essay, I focus on the sociality of librarianship in the academic setting. How should we as library workers think about the communities we serve? What mindset should guide our interactions with the people who seek our services? How should library workers think about how we collaborate to serve our public? As a profession, librarianship has a solid public service orientation, evidenced by its best community outreach, advocacy, and hospitality practices. Can Biblical teachings emphasized within the Seventh-day Adventist faith community be foundational for this ethos? Does faith integration matter? Correlating insights from Tuomela on group agency, Lankes on the mission of librarians, and the Biblical teachings on Discipleship, Second Coming, and Sabbath, I suggest the integration of work and faith is evidenced by a dispositional orientation that finds expression in a we-mode library sociality

Objective Research? Information Literacy Instruction Perspectives

Common understandings of “objective” research include values such as “factual” and “interpretive neutrality”. There is a growing consensus that the person, the “subject”, doing the research counts as much as if not more in the interpretive outcomes than the “facts” alone, and that “interpretive neutrality” is not possible. The presentation offers an alternative framing of “objective research” as the grounded, intentional and savvy analysis of an “object” in conversation with a community of peers/experts for the purpose of creating knowledge. Following Ferraris’ ontology, three classes of “objects” exist (1) Natural objects: exist whether or not a person notices them. Example: table, tree. (2) Ideal objects: exist even though only a mind can conceive of them. Example: triangle, consciousness. (3) Social objects: only exist in a social context. Example: documents (authored by a person for a reader in a specific context for a purpose). Thus, within any curriculum, research assignments could be considered objective while still engaging the full hermeneutical persona of the author. What may differ is the function of documents in the research process. Information literacy would then include matching the type of library resources to the function it serves in the assignment