Chapter 26 Learning Objectives

After completing this chapter, readers should have a better understanding of:

• the meaning of design in the context of information services.

• the design thinking process and approach.

• how to identify design-related competencies relevant for future information professionals

Chapter 26 Instructor PowerPoint

Downloadable PowerPoint presentation and PowerPoint notes for course instruction. These files are only accessible to instructors who have adopted Information Services Today: An Introduction (3rd ed) for their course. To request access, please click on the images below or email Sandy Hirsh.

Chapter 26 Discussion Questions

The following questions are included in the textbook.

1. In this chapter, the design thinking cycle is described as having four phases: investigate, plan, develop, and evaluate. However, other descriptions of the design thinking cycle identify five phases: empathize, define, ideate, prototype, and test. How do the two models differ, and how might the differences affect your approach to a design project?

2. Clarke and Bell argue that the current MLIS degree should be reinvented as an “MLD”: a master’s of library design. Do you agree? Why or why not?

Additional questions proposed by the author but not included in the textbook.

1. In this chapter, the design thinking cycle is described as having four phases: investigate, plan, develop, and evaluate. However, other descriptions of the design thinking cycle identify five phases: empathize, define, ideate, prototype, and test. How do the two models differ, and how might the differences affect your approach to a design project?

2. Liedka states that design is about what could be (or arguably what should be). What implications emerge when thinking not just about what library and information services could be, but how they should be?

3. This chapter notes that the library and information profession is traditionally conceptualized as a social science field, with only recent reconceptualization as a design-based discipline. Why do you think this is a recent turn?

Handouts

The following documents are formatted to share with students as handouts.

Related Chapters

The following chapters are referenced in Chapter 26 and may assist in expanding your classroom instruction and discussions.

• Chapter 13: Information Intermediation and Reference Services

• Chapter 14: Metadata, Cataloging, Linked Data, and the Evolving ILS

• Chapter 16: User Experience

• Chapter 40: Leadership Skills for Today’s Global Information Landscapes