The Community Engagement Model in Library and Information Science Education: A Case Study of a Collection Development and Management Course

Abstract

This article presents the Community Engagement Model (CEM) in library and information science (LIS) education based on a case study of a collection development and management course taught during two semesters involving thirty graduate students. Students partnered with self-selected community agencies to develop collections to meet the needs of particular audiences in varied community-based settings. The article also reviews the learning experiences from the perspectives of the instructor, students, and collaborating community representatives, including discussion of the course goals, assignments, methods, and community impact. Results show positive gains for both LIS students and the collaborating community agencies. LIS students gained an understanding of collection development variables at work in particular community-based information organizations. Community representatives reported that partnering with students made a positive difference in their agency owing to students' practical and timely choices, levels of knowledge and range of selections, and their consideration of financial and strategic factors relevant to the community. In a professional school, learning in community engagement activities places students in the field where they encounter challenges that make LIS work stimulating and fruitful. Additional examples of how to make community engagement a more effective part of the LIS curriculum are needed. The CEM presented in this article may help other LIS educators conceptualize their courses towards this goal.