{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,8]],"date-time":"2026-01-08T16:17:05Z","timestamp":1767889025014,"version":"3.49.0"},"reference-count":23,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2016,2,24]],"date-time":"2016-02-24T00:00:00Z","timestamp":1456272000000},"content-version":"vor","delay-in-days":419,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["asistdl.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Proc. Assoc. Info. Sci. Tech."],"published-print":{"date-parts":[[2015,1]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>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\u2010centered and facilitative learning, and problem\u2010based 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\u2010teacher 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.<\/jats:p>","DOI":"10.1002\/pra2.2015.14505201007","type":"journal-article","created":{"date-parts":[[2016,2,27]],"date-time":"2016-02-27T05:56:50Z","timestamp":1456552610000},"page":"1-4","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Making an impact through experiential learning"],"prefix":"10.1002","volume":"52","author":[{"given":"John M.","family":"Budd","sequence":"first","affiliation":[{"name":"University of Missouri  Columbia MO"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Clara M.","family":"Chu","sequence":"additional","affiliation":[{"name":"University of Illinois at Urbana\u2010Champaign  Urbana IL"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Keren","family":"Dali","sequence":"additional","affiliation":[{"name":"Western University  London ON"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Heather","family":"O'Brien","sequence":"additional","affiliation":[{"name":"iSchool University of British Columbia  Vancouver BC"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2016,2,24]]},"reference":[{"key":"e_1_2_9_2_1","first-page":"16","volume-title":"Service learning: Linking library education and practice","author":"Bishop A.","year":"2009"},{"issue":"4","key":"e_1_2_9_3_1","first-page":"674","article-title":"Making sense of the capstone process: Reflections from the front line","volume":"125","author":"Brown A.","year":"2005","journal-title":"Education"},{"key":"e_1_2_9_4_1","unstructured":"Center for Teaching & Learning University of Texas at Austin. 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