{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,23]],"date-time":"2025-10-23T11:12:18Z","timestamp":1761217938534,"version":"3.41.2"},"reference-count":45,"publisher":"Emerald","issue":"3","license":[{"start":{"date-parts":[[2017,5,8]],"date-time":"2017-05-08T00:00:00Z","timestamp":1494201600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JD"],"published-print":{"date-parts":[[2017,5,8]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>The purpose of this paper is to call into question the most longstanding pedagogical practices in academia while analyzing their potential to foster student creativity and innovation in the classroom. While some suggestions advanced in this paper may not have the same importance in other fields and disciplines, they are highly relevant in the applied, interdisciplinary, and very fast moving field of Library and Information Science (LIS).<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>Positioning creativity as a teachable skill and relying on the learner-centered pedagogy of Carl Rogers, the paper presents a model that can serve as a litmus test for the creative potential of graduate-level assignments in LIS programs. The model is called \u201cWalls,\u201d \u201cDoors,\u201d and \u201cFences\u201d (WalDorF); these terms refer to specific statements in graduate assignment descriptions that are necessary (\u201cWalls\u201d); conducive to creative expression (\u201cDoors\u201d); or unjustifiably restrictive (\u201cFences\u201d). The paper uses a sample assignment from a \u201cFoundations of LIS\u201d course to illustrate the model; it also provides several examples of the WalDorF model application in other LIS courses.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>Using the WalDorF model, the paper revisits and challenges some of the most common pedagogical practices in graduate LIS teaching, including the prevalence of written papers as course assignments; the implications of equating \u201cresearch\u201d with an overview of secondary literature; the need for professors\u2019 approvals of research topics; the meaning of the \u201cquality of writing;\u201d the imperative of \u201cacademic\u201d writing as opposed to other types of writing; the word\/page limit; the use of standardized reference styles; the class participation requirement; and the late assignment policies, among others.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>The real change in education is foundational and goes beyond cosmetic improvements. If we want to develop learning experiences that tap into students\u2019 creative potential, the very core of our approaches needs to be scrutinized and questioned, even the centuries-old staples of academic teaching. At the end of the day, we may decide that changing things is not in the best interests of learning. However, a complete critical analytical work must be done to convince and reassure ourselves that tried-and-true methods are the best way to go. The proposed WalDorF model presents one possible frame for critical revision.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/jd-05-2016-0068","type":"journal-article","created":{"date-parts":[[2017,3,24]],"date-time":"2017-03-24T08:33:51Z","timestamp":1490344431000},"page":"407-431","source":"Crossref","is-referenced-by-count":9,"title":["The way of WalDorF: fostering creativity in LIS programs"],"prefix":"10.1108","volume":"73","author":[{"given":"Keren","family":"Dali","sequence":"first","affiliation":[]}],"member":"140","reference":[{"journal-title":"Journal of European Psychology Students (JEPS) Bulletin: The Official Blog of the Journal of European Psychology Students","article-title":"The origins of APA style (and why there are so many rules)","year":"2012","key":"key2020120713483870700_ref001"},{"key":"key2020120713483870700_ref002","unstructured":"Association of American Colleges and Universities (2013), \u201cKey findings from 2013 survey of employers\u201d, available at: www.aacu.org\/sites\/default\/files\/files\/LEAP\/KeyFindingsfrom2013SurveyofEmployers.pdf (accessed May 2, 2016)."},{"key":"key2020120713483870700_ref003","unstructured":"Auckland, M. 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