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Since ChatGPT exploded onto the scene in October 2022, the media has been breathless with their discussion about how it is going to impact many aspects of life and work. In order to bring this new reality of generative AI into the "Introduction to Management Information Systems" classroom at both the undergraduate and graduate levels, we have developed two short cases that can be completed in or out of the classroom. These cases allow students to use generative AI for an interesting and useful purpose and develop prompts to deliver the output. Students can begin to learn what generative AI can do for them, and how it can shape their future careers. We tested the perceived effectiveness of the project on students using a pre/post survey. The results are analyzed using a paired t-test and demonstrate that students increased their understanding of generative AI and prompt engineering.

Data analytics is a rapidly growing field that plays a crucial role in extracting valuable insights from large volumes of data. A data analytics practicum course provides students with hands-on experience in applying data analytics techniques and tools to real-world scenarios. This practicum is intended to serve as a bridge between the student's academic environment and the professional application of their skills in an employment and internship setting. This study examined the design of a data analytics practicum course. The main objectives included (1) the identification of topics and skills employers look for in new hires in data analytics-related internships and entry-level positions, (2) the development and implementation of a Data Analytics practicum course and (3) reflection on the first-time offering of the course and suggested improvements for the next iteration. As part of this study, industry and organization survey responses drove the design of the course and development of key student learning gains for five learning modules throughout the semester. Faculty within the departments of information technology (IT), mathematics, and statistics collaborated in the construction, development, and implementation of team-teaching instructional practices of the Data Analytics Practicum in Spring 2023. This study applies an interdisciplinary approach to data analytics practicum development and instruction.

Student response systems (SRSs) increase the engagement of students by supporting them to participate in the course and thus contribute to their academic achievement. However, in most of the experimental studies in which the effects of SRSs were investigated, details on how to integrate SRSs into the course were not provided. This study aimed to investigate the effect of using SRSs in different parts of live online classes on students' academic achievement, engagement, cognitive loads, and views about the SRSs. This study was conducted in a mixed-method research design and 80 undergraduate students who took the Research Methods course constituted the study group. Two experimental groups were randomly assigned. In the first experimental group, SRS was used at the end of the course as an assessment of the current week. In the second experimental group, SRS was used at the beginning of the course as an assessment of the previous week. The experiment lasted seven weeks. The academic achievement test, live online classes engagement scale, and cognitive load scale were used as data collection tools. The study findings show that the first experimental group has significantly higher academic achievement than the second experimental group. On the other hand, the integration approaches of the SRS did not affect significantly the engagement and cognitive load of the experimental groups. Qualitative findings indicate that the integration approaches of SRS have different contributions. The views of the two experimental groups regarding the advantages of the integration approaches of SRS are different.

Hollywood screenwriters worry about Artificial Intelligence (AI) replacements taking over their jobs. Famous museums litigate to protect their art from AI infringement. A major retailer scraps a machine-learning based recruitment program that was biased against women. These are just a few examples of how AI is affecting the world of work, learning, and living. MIS and computer science students are among the professional groups who are embarking into careers with nebulous frontiers obscured by the outcroppings brought on by AI. Computer Science and Information System curriculum task forces have recognized the increasing ethical and professional implications developers' work can have beyond the scope of the programmers' code. In this article, the authors examine the professional, legal, and ethical implications of copyrights and algorithmic bias resulting from development of AI-enhanced applications and offer suggestions for addressing these topics in courses considering changes to the CC2020 and IS2020 Model Curriculum frameworks.

In this paper, we present an activity to introduce the idea of public-key cryptography and to make pre-service STEM teachers explore fundamental informatics and mathematical concepts and methods. We follow the Theory of Didactical Situations within the Didactical Engineering methodology (both widely used in mathematics education research) to design and analyse a didactical situation about asymmetric cryptography using graphs. Following the phases of Didactical Engineering, after the preliminary analysis of the content, the constraints and conditions of the teaching context, we conceived and analysed the situation a priori, with a particular focus on the milieu (the set of elements students can interact with) and on the choices for the didactical variables. We discuss their impact on the problem-solving strategies the participants need to elaborate to decrypt an encrypted message. We implemented our situation and collected qualitative data. We then analysed a posteriori the different strategies that participants used. The comparison of the a posteriori analysis with the a priori analysis showed the learning potential of the activity. To elaborate on different problem-solving strategies, the participants need to explore and understand several concepts and methods from mathematics, informatics, and the frontier of the two disciplines, also moving between different semiotic registers.

This article provides background on community archiving as it relates to a group of faculty members currently working together to address the challenge of reimagining archival education to center non-dominant archival traditions and the restructuring of internship programs to provide financial compensation, by asking how MLIS programs might transform to better serve both minoritized communities and minoritized students. We focus on MLIS Education and Dominant Archival Theories and Practices, to explore the challenges of and possibilities for a large-scale North American effort to support paid internships at community archives.

Data visualization literacy is "the ability and skill to read and interpret visually represented data in and to extract information from data visualizations" and is an emerging literacy type. Even though support exists for data literacy and data visualization use within the academic professions, limited research assessing data visualization literacy skills has been published. This study surveys participants recruited from the 56 institutions with ALA-accredited information programs using Visualization Literacy Assessment Tool (VLAT) content directly from the original test instrument. The results of this study indicate that information science students may possess data visualization literacy skills but have gaps in relation to specific types of data visualizations.

Students enrolled in American Library Association (ALA)-accredited graduate programs typically are on a specific track to work toward their individual career goals. While most degree programs require of all students a shared core curriculum, students also typically must take elective credits, which help narrow their focus toward their individual paths. Students interested in subfields within librarianship such as public, school, and academic librarianship will take courses that further specialize their knowledge in those areas. While a focused education in their chosen subfields is important, it also may be limiting in how students understand the profession more broadly. This study uses qualitative analysis to explore reflections from students on a school library track who completed an elective seminar about academic librarianship. Findings indicate that this coursework in a subfield outside of their own allowed them to reflect on their own roles and responsibilities as librarians, find common ground and collaboration possibilities, and envision expanded opportunities in their own career paths. Educators can take this information to support students' exploration beyond prescribed career tracks, whether through offering and promoting electives across the curricula or through non-credit-bearing opportunities.

In fall 2019, an electronic portfolio (ePortfolio) was implemented as the capstone project requirement for the Master's degree program with majors in library science and information science at the University of North Texas. This reflection provides a synopsis of the process of implementing an electronic portfolio as a capstone project, including the following details: what an electronic portfolio is, why it is beneficial for students, how it can be used, best practices in implementing an ePortfolio, suggestions for implementation, and benefits versus challenges of incorporating the project. We hope that sharing our experience in implementing an ePortfolio component in a Master's degree program may be helpful to other universities hoping or planning to implement an ePortfolio as a capstone project or even as an extended résumé.

LIS education has historically come under fire for what some perceive as a disconnect between what is taught in the classroom and what the job really entails. This study is part of a larger research study that used a sequential explanatory mixed-methods design to investigate liaison librarians' perceptions of their academic preparation to take on the liaison role, specifically whether and how their LIS program curriculum prepared them for this role. This qualitative strand of the study relied on in-depth semi-structured interviews of survey participants to explore two research questions: What are the perceptions of academic liaison librarians regarding the degree to which their programs prepared them for their current role? And which factors influenced these perceptions? This research identified the main reasons hindering the effectiveness of LIS education for preparing librarians for the liaison role to be a range of complex issues that LIS programs and educators should consider, such as changing career plans among students who did not initially plan to become liaison librarians, students not taking certain courses due to scheduling or course timing issues, and the abstract nature of some course content which obscures connections to real-world practice. Participants also identified courses in collection development, reference, instruction, and research methods as those that should take center stage when preparing liaison librarians. These results have the potential to inform various aspects of LIS program curriculum planning and design and provide course-selection guidance for LIS students considering a career in academic libraries.

This counterstory began with "CRiTical Race Information Theory as Innovative Pedagogy, Act One: Harder Than You Think, It's a Beautiful Thing." In the first act, the authors introduced Critical Race information Theory (CRiT) as a rapidly developing iteration of Critical Race Theory (CRT) applied within information settings. The first act also introduced the CRiT frameworks and tenets as well as the CRiT's three-dimensional infrastructure: CRiT as pedagogy, CRiT as praxis, and CRiT as theory (including the process and nuances of theory building). In this article, the authors transition from the first act's "What is CRiT?" discussion to the second act's discussion of how to "Make it CRiT." Whereas act one covered an approximately 15-year period, this second act moves at a more rapid pace, primarily because it covers a shorter period of time (2021-2023). In act two, the CRiT as pedagogy setting changes from the context of the pilot course launched within the Department of Information Studies at the University of California, Los Angeles to CRiT as pedagogy providing two offerings to Dominican University's School of Information Studies foundational course electives in its ALA-accredited curriculum. Before concluding, the second act offers inspiration and encouragement both to those who offer their critical race work as expressions of transformative, difference-making contributions and to those who aspire to develop and then offer their critical race creations.

The Integrated Course Design (ICD), using Fink's taxonomy of significant learning, popularly known as ICD/SL, is a handy way to create a better learning environment for students. It is a learner-centered approach with the desired end-product, but at the same time, it upgrades the teaching by improving the instructors' delivery mechanism. Our goal of this study was to see whether ICD/SL affects students' class participation and academic performance in the "Introduction to Bioinformatics" course offered at the Department of Biological Science, BITS Pilani, Pilani campus, India. Three class groups were chosen for this purpose: 2019-2020 (51 students), 2020-2021 (77 students), and 2021-2022 (72 students). The control group, 2019-2020, received no ICD/SL instruction; the remaining two groups, 2020-2021 and 2021-2022, received ICD/SL instruction that included revised learning goals based on Fink's taxonomy and new teaching and evaluation activities. A Likert scale was utilized to assess students' academic feedback using the Kruskal-Wallis test to determine the P-value. The findings showed that the treatment groups had higher class participation and academic performance in the summative assessment of final grades. In the experimental groups, the class participation was 23 to 27% higher compared to the control group. The absenteeism rate on the course decreased from 14% in 2019-2020 to 9% in 2020-2021 and 4% in 2021-2022. Also, in the treatment groups, 83 to 90% of students were in the High to Excellent category, compared to 74% in the control group. The failure rate of the course decreased from nearly 18 to 10% in 2021-2022 and only 6% in 2020-2021. There were significant differences between the treatment and control groups in class participation and academic performance (P < 0.05). This study has shown that the use of ICD/SL has the potential to improve students' class participation and academic performance.

This case asks information systems analysts to assess the cybersecurity posture of a manufacturing company. The exercise works well as a group activity in an information systems course that addresses cybersecurity controls. The case introduces guidance from the National Institute of Standards and Technology, and learners develop work products consistent with the standards. The narrative provides high-level summaries of relevant cybersecurity standards. The case is based on a real company and actual projects, but the company name and specific details have been fictionalized and made more abstract to make this case relevant even when specific technologies evolve. Through this experience, students will learn the importance of a defense-in-depth strategy for securing information systems.

Educators are tasked with continually updating course objectives, content, assignments, and assessment to meet model curriculum guidelines. IS2020 proposes program level outcomes for required and elective areas. Two elective areas in IS2020 are Data and Business Analytics and Data and Information Visualization. IS2020 details 14 program level competencies (organized within knowledge elements and skills) that are then integrated into individual course-level design. This work presents a set of laboratory exercises to fulfill the competencies of both elective areas. The set of exercises have been taught in the classroom over several years and have been refined to evaluate coverage of the 14 program competencies. The exercises begin with step-by-step tutorials that build student capabilities with software. Advanced exercises propose open challenges to solve. These resources provide IS programs with a draft of potential exercises to include in courses and a framework for covering program-level objectives.

Many small organizations sponsor events and activities that could benefit from the data management and reporting capabilities provided through a centralized database. However, many of those organizations do not have the budget to afford a commercial solution or an on-going subscription to a cloud-based solution for a small scope event with limited frequency use. The case focuses upon a service project volunteer management system for recording, managing, and reporting on volunteers and the service projects they are doing. The case provides a realistic scenario that can be used in a systems analysis and design, database development, or graduate level management information systems course. Multiple assignment options are provided allowing instructors to select an assignment based upon course material coverage. Suggested assignments include the development of process modeling diagrams such as a data flow or swim lane diagrams and database design and development artifacts.

This paper proposes a Project-based team instruction methodology with open-ended projects to teach students critical analysis, design and implementation steps of developing Robotic Process Automation (RPA) for information systems. The use of project-based learning is appropriate for teaching RPA analysis and design with lean Six Sigma tools because of its experimental approach and documentation of logical steps needed to learn how to implement RPA successfully. The approach systematically documents work currently performed and defines future actions of the process while ensuring significant benefits are achieved with the RPA enhanced process. This methodology is important because the application of RPA is not commonly taught in Management Information System (MIS) programs. MIS students may not understand the significance of combined methodology, RPA tool, and usefulness of RPA until they enter the workforce where RPA is rapidly becoming available and easier to implement. The lecture sessions and exercises are valuable because it is easy to communicate the value of RPA in terms of time, quality, volume of transactions, etc. using Lean Six Sigma analytic approaches. The exercises involve hands on activities to make this learning experience interesting for students to readily associate the theoretical process improvement agreement and visualize the practical value of RPA enhanced projects. The paper discusses the need for process changes (and new development approaches) in organization to match the properties and functions within enterprise systems and ERPs that has led to criticism of the enterprise systems. This criticism is attributable to the ERPs' many subfunctions and operations that have limited adaptability and reduced functional and operational flexibility. The RPAs require limited prior knowledge of ERPs or their sub-processes for the improvements that are made in the performance of the organization. Thus, students do not have to "learn" how these enterprise or ERP systems operate to make changes or task improvements. This paper presents a project-based methodology and design approach focusing on development of RPAs that help students learning how to make the improvements using the RPS tools. The students learn that projects can deliver significant and tangible benefits to organizations while engaging students in key activities of the analysis, design and development process from a low code-no code perspective.

To document the change over time in African-American/Africana/Black Studies (AABS) librarianship in the United States, this study analyzed 71 position announcements published in physical and digital sources beginning in 1970 through 2019. Using content analysis, the author found that most AABS librarians should expect to have an MLIS and work in academic settings where they develop collections and provide reference services. This study hopes to fill a gap in the current research by exploring how these positions, the job market, and librarianship in this particular field have evolved. Administrators assessing staffing needs, faculty seeking collaborative partners, students interested in AABS librarianship, and anyone curious about the evolution of library work will find this study useful.

This article presents the Holistic Empowering Methodological Approach (HEMA), which is philosophically informed by the concept of diversity by design; epistemologically and methodologically guided by hermeneutic phenomenology; and supported by the method of qualitative survey combined with the Single Question Aimed at Inducing Narrative (SQUIN) technique. This is a methodological conceptual article whereby the development and application of the HEMA is illustrated through the study that examined the learning and professional development experiences of disabled and neurodiverse PhD students in library and information science (LIS) programs amid the lingering COVID-19 pandemic and explored their academic lifeworlds. The article critically assesses the merits and shortcomings of the HEMA and provides other researchers with a roadmap for replicating the HEMA in every phase of research: from brainstorming to the selection of methods, to data collection, analysis, interpretation, and reporting. In so doing, the article also strives to reaffirm the vitality of rigorous qualitative methodology in studying underresearched, minoritized, and marginalized communities. From the scholarly worldview to specific methodological choices, this framework advocates for the type of research that puts participants in the "driver's seat," giving them agency and providing the opportunity for self-definition and self-determination. The nuanced presentation of a holistic methodological approach, with particular attention paid to the issues of methodological rigor and quality control, will be of benefit to both beginner and seasoned researchers and can serve as an educational aid in research methods courses and dissertation supervision.

User Experience Design (UXD) is an often-neglected area of the information systems (IS) curriculum. UXD classes specifically designed for IS students are still uncommon in IS programs and this study aims to add to the body of knowledge to prepare a more well-rounded future generation of IS professionals. With this goal in mind, this study describes the redesign of an introductory UXD course following Kolb's learning cycle and constructivist instructional models. This paper describes the implementation of the supporting pedagogy and the opportunity for students to better master core UXD concepts. UXD, a multi-disciplinary area is built on skills learned in systems analysis and design class while students learn to apply relevant concepts through a hands-on, instructor-led, individual, in-class sample project. The skills are then applied by engaging students in active learning in a team setting to deliver value to a local organization by solving related, real-life challenges. Students work on community-engaged team projects to enhance their appreciation of the impact and relevance of their semester-long project deliverable. Constructivism guides the instructional models of the framework, in which problem-based learning is used to help students build and apply relevant skills. The instructional models and implications for instructional design are discussed along with a proposed pedagogical approach, course setting and structure, tools and techniques engaged, student feedback analyzed, and lessons learned.

Schools have implemented the high-impact practice of first-year experience (FYE) courses to assist students with the transition to college. These courses help connect new students to the school with the goal of improving retention. While students in computing majors face the same challenges as other new college students, they also face some challenges specific to computing fields. Additionally, computing fields face ongoing concerns about enrollment and diversity. This work discusses the implementation of an information technology (IT) specific FYE course combining content from a university-wide FYE course with content focused on helping students gain a better understanding of the IT curriculum and IT career paths.

We live in a digital age, not least accelerated by the COVID-19 pandemic. It is all the more important in our society that students learn and master the key competence of algorithmic thinking to understand the informatics concepts behind every digital phenomena and thus is able to actively shape the future. For this to be successful, concepts must be identified that can convey this key competence to all students in such a way that algorithmic thinking is integrated in the subject of informatics -beyond a pure programming course. Furthermore, based on the Legitimation Code Theory, semantic waves provide a way to develop and review lesson plans. Therefore, we planned a workshop, that follow the phases of a semantic wave addressing algorithmic problems using a block-based programming language. Considering this, we suggest the so-called SWAT concept (Semantic Wave Algorithmic Thinking concept), which is carried out and analyzed in a workshop with students. The workshop was carried out in online format in an 8th grade of a high school during a coronavirus lockdown. The level of algorithmic thinking was measured using a pretest and posttest both in the treatment group and in a control group and with the help of the approximate adjusted fractional Bayes factors for testing informative hypotheses statistically and through a reductive, qualitative content analysis of the students' work results (worksheets and created programs) evaluated. The semantic wave concept was measured using several cognitive load ratings of the students during the workshop and also statistically evaluated with the approximate adjusted fractional Bayes factors for testing informative hypotheses, as well as a qualitative content analysis of the worksheets. Results of this pilot study provide first insights, that the SWAT-concept can be used in combination of unplugged and plugged parts.

What began in a library science course as a collection development project serendipitously transformed into varied learning experiences for students across disciplines and program levels. This article shares the journey of how a singular lesson idea blossomed into an unintentional, multidisciplinary project that led to unexpected learning outcomes for all involved. [The page range cited on the .pdf (p97-107) is incorrect. The correct page range is p95-107.]

Shifting to an e-learning style forced students to learn many skills and competencies to benefit from their experience in an e-learning environment. Ethical competencies play a crucial role in ensuring the fairness of students' assessments and the overall educational process. During the COVID-19 pandemic, the research used a questionnaire to evaluate the ethical understanding of students enrolled in Sultan Qaboos University's Information Studies Department using a quantitative methodology. The findings of this study reveal a significant lack of basic ethical competencies among students in the e-learning environment which negatively impacts their educational experience. The responses obtained indicate a low level of awareness regarding ethical practices in e-learning as well as a lack of knowledge concerning learning misconduct practices. The study suggests the implementation of an educational program that addresses academic ethical practices and e-learning misconduct across all educational levels. The outcomes of this research contribute to a better understanding of current e-learning practices among students, raise awareness about the importance of ethical competencies in e-learning and provide guidance for students to develop ethical digital competencies.

Online learning has risen in popularity among learners, educators, and university administrators over the last 3 decades. However, one of the biggest challenges for educators is adapting to best practices, pedagogies, tools, and technologies when delivering instruction in this environment. Because learners have choices when enrolling in a university degree programme, educators need to prioritise learner satisfaction. Many universities focus on retention and recruitment, and a high learner satisfaction rate can significantly improve these outcomes. When an educator discovers a strategy that enhances learner satisfaction, it is crucial to share this knowledge with other professionals. This case study highlights five strategies that have proved effective in computer programming and information technology courses to improve learner satisfaction. These strategies include providing individualised video feedback, using simulation products, integrating real-world projects, offering conversations with industry experts, and ensuring prompt learner engagement.

This study is a mixed design study on a sample of 87 respondents to a questionnaire in the Information Studies and Library Science program in Brno that identifies their attitudes towards hybrid teaching. Hybrid teaching is understood as synchronous education with the choice of participating in an online or face-to-face educational session. The students declared that they prefer this form of education and wish to continue using it long term. The study shows that students in the online environment prefer more passive and individual forms of educational interaction because they are connected to such education and can concentrate on it. The study offers a basic description of the phenomenon and identifies further areas for developing educational approaches and activities.

With the use of technology, students can store, share, and record what they learned in a given session or day of remote learning. This study aimed to assess distance learners' abilities in digital literacy by examining their attitudes, concepts, and methods. The quantitative descriptive survey research method was used. For this purpose, 95 distance learners were selected from the different private colleges in district Swabi that were affiliated with Higher Education Regulatory Authority Khyber Pakhtunkhwa and were offering distance-learning programs (i.e., B.Ed. 1.5 and 2.5 programs). Likert scale was used through online Google survey forms. The study found that some of the digital competencies of distance learners were below average, as they had no awareness regarding the effect of extensive technology use. They did not know multimedia product designing as well as could not upload self-created content to any website for sharing. While some aspects of digital competencies showed better results as majority of the distance learners had an awareness of social networking and online collaboration tools. As a prerequisite for any distance course, an ICT-based course may be made available to all distance learners as well as tutorials may be made available for fresh distance learners.

In a faculty-focused, or "teach the teachers" (TTT) model of information literacy (IL), librarians would spend a significant portion of their time on faculty development. To support the adoption of this approach, there needs to be evidence that librarians can act effectively as faculty developers and that faculty development (also referred to as academic or educational development) can produce positive changes in teaching practices and student learning. This paper explores the faculty development literature in order to better understand the potential of the faculty-focused model of IL. Two research questions guided the review. What can the literature on the effectiveness of faculty development tell us about the potential of the faculty development approach to IL? Additionally, what insight can the literature on the background, experiences, and identity of faculty developers provide to our understanding of librarians acting as faculty developers? The analysis provides indications that a model of IL instruction focused on faculty could support increased integration of IL into the curriculum, as well as additional evidence that faculty development should be considered a viable role for librarians. However, the review also surfaced concerns about the identity and status of developers and the challenges of assessing faculty development that are relevant to librarians' adoption of the faculty-focused model of IL. By exploring the faculty development literature as part of a consideration of the TTT approach to IL, this paper provides a valuable perspective to the ongoing debates about the future of IL.

Most business schools require students to take at least one technical Management Information System (MIS) course. Due to the technical nature of the material, the course and the assessments tend to be anxiety inducing. With over three out of every five students in US colleges suffering from "overwhelming anxiety" in some form, we study whether or not the perception of test format congruence (i.e., ability to reward knowledge) leads to satisfaction with the test format and lower test anxiety. In this study, we also considered the impact risk-taking profiles have on satisfaction with the test format. Using data collected from our survey, we conducted an exploratory factor analysis on the measurement model and a confirmatory factor analysis on the structural model. We found that test congruence positively impacts satisfaction with the format, satisfaction impacts anxiety negatively, and risk profile does not seem to play a role. These findings contribute theoretically as we create an integrated framework grounded in different theoretical views. The findings also have practical implications as they allow instructors to see that aligning assessments to reward knowledge can help manage students' anxiety.

Information systems courses must adapt to meet the unprecedented demand for well-trained information security (InfoSec) professionals, but they cannot competently fill this gap without also ensuring that students are fluent and confident in foundational skills, both technical and behavioral. How to teach behavioral topics in InfoSec management is not as well covered as topics such as how to configure and apply technology-based security tools. This teaching tip describes how we leveraged the flexibility of the Scrum framework to adapt an InfoSec Management course to meet industry demands. We utilized the framework to provide a mechanism for students to tailor material to their interests while still reinforcing core InfoSec Management content. Following the application of this framework, students reported greater confidence in their ability to pursue InfoSec careers, greater understanding of InfoSec, and additionally found the course interesting and enjoyable. This teaching tip will interest anyone teaching InfoSec Management from a top-down approach as well as those looking to adapt introductory courses in InfoSec or other concept-heavy courses to appeal to a broad base of students.

Purpose: This paper aims to examine employees' online learning continuation intentions (OLCI), exploring factors such as performance expectancy (PE), effort expectancy (EE), social influence (SI), perceived benefits (PB) and management support (MS) influencing their commitment to online learning engagement. Design/methodology/approach: The Unified Theory of Acceptance and Use of Technology (UTAUT) model was expanded to include PB and MS constructs. This study used a quantitative research approach using purposive sampling techniques. Three hundred and eighty-six responses from Indian information technology (IT) professionals at various levels were analysed using Statistical Package for the Social Sciences-Analysis of Moments Structures tool. Findings: This study found a strong positive influence of PE, EE, PB and MS on OLCI in the context of post-pandemic. Workplace learning rapidly generates outcomes if employees associate it with their career growth. However, the authors found that SI does not significantly affect OLCI. Originality/value: This research is unique work in the area of workplace learning by evaluating the OLCI of IT professionals using the extended UTAUT model in a new normal. Moreover, this study contributes to online learning literature with a combined study of technology usage, continuance intention and organization learning and development.

The intersection of Data Science (DS) and Library and Information Science (LIS) is rapidly developing, with a notable need for ongoing transdisciplinary training between practitioners in these two fields. The LIS Education and Data Science Integrated Network Group (LEADING) fellowship program and its ancillary community of practice (CoP) showcase a unique response to this continuing learning need. In order to assess the impact of the fellowship and CoP, this study utilized a sequential mixed methods design, which adapted the value creation framework (VCF) to examine participants' engagement with, and their perceived value of, their LEADING experience. Using the five indicators of the VCF (immediate, potential, applied, realized, transformative) and DEI-centered values, the study results show clear evidence of themes that are reported in the literature as highly influential in CoP value perception (connectedness, emotional engagement, and community values).

A professional practice is a type of internship, a practicum, that encompasses a supervised hands-on training experience for students to develop and identify the core and enabling competencies required in a professional environment. It also allows them to identify the developed and underdeveloped skills that are important in the labour environment while still undergoing an academic training. Therefore, the purpose of this research is to determine the core and enabling competencies required and developed by the students coursing the Library and Information Science Programme at Universidad Tecnologica Metropolitana during their professional practices carried out from 2019 through 2021. To this end, a questionnaire with open and closed-ended questions was used as data collection instrument. It was applied to a sample of 64 graduates from this Programme, out of a universe of 70 students in addition to a focus group to delve deeper into the answers obtained. The results established that both core and enabling competencies had been relevant in their professional practice. The most relevant core competencies were those related to information and knowledge services; information analysis and data retrieval; and organisation of data, information and knowledge assets meanwhile the most relevant enabling competencies were communication, teamwork and adaptability.

The availability of powerful head-mounted displays (HMDs) has made virtual reality (VR) a mainstream technology and spearheaded the idea of immersive virtual experiences within the Metaverse -- a shared and persistent virtual world. Companies are eagerly investing in various VR products and services, aiming to be early adopters and create new revenue streams by taking advantage of the hype surrounding VR and the Metaverse. However, unique privacy and security issues associated with VR arise from the data collected by both VR applications and peripherals. Given that VR HMDs equipped with intrusive sensors designed to track eye movements, facial expressions, and other biometric data are already available in the market, it is essential to integrate security and privacy into the VR application development lifecycle. This study presents a hypothetical case that revolves around a team of programmers and cybersecurity experts tasked to develop new VR applications for a technology conglomerate that recently shifted its attention towards the Metaverse. Building on development, security, and operations (DevSecOps) practice, the case study tasks participants to consider secure software development, threat modeling, and adoption of security and privacy frameworks in the context of VR application development. This study contributes to IS education by emphasizing potential privacy and security issues associated with this rapidly evolving technology. Additionally, it demonstrates how the implementation of DevSecOps practices can effectively address potential security challenges throughout the software development process.

This study explores the potential of large language models (LLMs), specifically GPT-4 and Gemini, in generating teaching cases for information systems courses. A unique prompt for writing three different types of teaching cases such as a descriptive case, a normative case, and a project-based case on the same IS topic (i.e., the introduction of blockchain technology in an insurance company) was developed and submitted to each LLM. The generated teaching cases from each LLM were assessed using subjective content evaluation measures such as relevance and accuracy, complexity and depth, structure and coherence, and creativity as well as objective readability measures such as Automated Readability Index, Coleman-Liau Index, Flesch-Kincaid Grade Level, Gunning Fog Index, Linsear Write Index, and SMOG Index. The findings suggest that while both LLMs perform well on objective measures, GPT-4 outperforms Gemini on subjective measures, indicating a superior ability to create content that is more relevant, complex, structured, coherent, and creative. This research provides initial empirical evidence and highlights the promise of LLMs in enhancing IS education while also acknowledging the need for careful proofreading and further research to optimize their use.

The prime purpose of the current research is to explore the impact of training and development programs for University library professionals in Sri Lanka. The research adopted the quantitative research method, where the data were collected through a structured questionnaire from 132 respondents. The collected data were analyzed using MS-Excel and Statistical Package for Social Sciences (SPSS), where the descriptive statistics, Analysis of Variance (ANOVA), correlation, and regression analysis were carried out and showed significant results. The analysis finding revealed that the training and development programs have a constructive impact on organizational performance. Also, the findings revealed a significant relationship between training and development and organizational development and self-development. The paper emphasizes the requirement of training and development programs for the library staff in the University libraries of Sri Lanka. The research findings would proffer useful guidance for organizations in Sri Lanka to offer better library services.

An Introductory Information System (IIS) course is an opportunity for Information System (IS) programs to clarify business students' understandings of IS disciplines and help them prepare for careers requiring IS skills. The course is also essential to attract students into the IS major and mitigate declines in IS enrollment. This paper provides a roadmap and description of implementing an IIS course as part of the business core curriculum at a public university in the Midwestern United States. The roadmap is rooted in both generalizable and institution-specific contexts and includes the identification of key stakeholders, institutional challenges, and nine course design principles. The core principles are outlined and recognized as the foundation of the success of the course. Following course implementation, we present the evaluation of the success of our roadmap and reflect on lessons learned in the process.

Purpose: Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students' iterative development of data story topics? Looking back at six years of iterative feedback, what categories of data literacy pedagogy did instructors engage for these themes? Design/methodology/approach: This project examines six years of data storytelling final projects using thematic analysis and three years of instructor feedback. Ten themes in final projects align with patterns in feedback. Reflections on pedagogical approaches to students' topic development suggest extending data literacy pedagogy categories -- formal, personal and folk (Pangrazio and Sefton-Green, 2020). Findings: Data storytelling can develop students' abilities to move from being consumers to creators of data and interpretations. The specific topic of personal data exposure or risk has presented some challenges for data literacy instruction (Bowler et al., 2017). What "personal" means in terms of data should be defined more broadly. Extending the data literacy pedagogy categories of formal, personal and folk (Pangrazio and Sefton-Green, 2020) could more effectively center social justice in data literacy instruction. Practical implications: Implications for practice include positioning students as producers of data interpretation, such as role-playing data analysis or decision-making scenarios. Social implications: Data storytelling has the potential to address current challenges in data literacy pedagogy and in teaching critical data literacy. Originality/value: Course descriptions provide a template for future data literacy pedagogy involving data storytelling, and findings suggest implications for expanding definitions and applications of personal and folk data literacies.

Arts-based pedagogy is a methodology that integrates artistic practices with other domains to enhance student learning, and it has been shown to engage students and deepen their knowledge acquisition, help them connect theory and practice, inspire positive mood and social learning, and more. Though arts-based pedagogy is not yet widely used in LIS courses, it aligns with skills that information professionals today are asked to develop, such as creativity and design thinking. This short communication offers two arts-based approaches that instructors can use to imbue their classes with creativity in the form of self-portrait drawing. The first is an hour-long reflective drawing activity appropriate for the beginning or end of a course, and the second is a longitudinal activity in which self-portraits are used for taking attendance. These are "small teaching" approaches that can be readily integrated within an existing course without much effort.

The core tool for measuring the sustainability of the Library and Information Science (LIS) discipline is the curriculum which has always been a source of concern within the Nigerian space. It was on this premise that the study systematically investigated the redesigning of LIS curriculum for sustainable environmental transformation among students of the Department of LIS, Lead City University (LCU). Findings of the study showed that the majority of students opined that the redesigned curriculum is promoting sustainable environmental transformation as it is equipping the ideal 21st-century librarian with the requisite skill set (70%); redefined curriculum promotes a socially oriented librarian (53.2%); curriculum emphasizes the economic implications of the library for sustainable environmental transformation (43.3%); curriculum broadens the horizon of students further into meeting the information needs of the present clienteles without compromising the future generations (55.7%). The outcome of the study is expected to inform policy in adopting the redefined LIS LCU curriculum in Nigeria.

Within the field of social reintegration and re-education, this paper presents an educational experience carried out at the Iquitos Penitentiary Center, Lima, Peru, with the aim of providing an introduction to informatics to 25 inmates who volunteered to take part in the project. Twenty students and a teacher from the Scientific University of the South also in Peru, were responsible for initiating the transmission of knowledge from the university to inmates, with the collaboration and participation of the penitentiary coordinator. The main objectives of the case study were to validate both the suitability of the CS unplugged proposal and the adaptability of the L2T2L pedagogic strategy to the transmission of knowledge to adults, specifically penitentiary inmates. This strategy had been originally designed to transmit informatics knowledge from university to primary school. The validity and effectiveness of the experience was assessed using surveys. Results confirm that inmates achieved a good level of understanding when endeavoring to resolve most of the CS unplugged assignments designed for them. It was also seen that L2T2L is adaptable and valid for different scenarios other than those for which it was initially designed. Indeed, it was proven to be valid for transmitting knowledge to the prison population. Finally, it should be pointed out that the experience is easily replicable and that it brings an opportunity to introduce informatics into education programs in prisons, something which can contribute enormously to social reintegration and re-education, facilitating the subsequent reentry of inmates into the community once their period of imprisonment has ended.

Digital competence (DC) is a broad set of skills, attitudes, and knowledge for confident, critical, and responsible use of digital technologies in every aspect of life. DC proves essential in the contemporary digital landscape, yet its diffusion is hindered by biases, misunderstandings, and limited awareness. Teaching Informatics in the educational curriculum is increasingly supported by the institutions but faces serious challenges, such as teacher upskilling and support. In response, grassroots movements promoting computing literacy in an informal setting have grown, including EU Code Week, whose vision is to develop computing skills while promoting diversity and raising awareness of the importance of digital skills. This study extensively analyses EU Code Week editions spanning 2014 to 2021 across European Union member states, pursuing three primary objectives: firstly, to evaluate teacher engagement in the campaign in terms of penetration, retention, and spatial distribution; secondly, to characterise the multifaceted audience and themes embraced by these initiatives; and, lastly, to investigate the influence of socio-economic factors on engagement. The investigation uncovers the underlying mechanisms fostering Code Week's engagement, providing insights to campaign organisers for strategic planning and resource allocation in future editions. Moreover, the analysis reveals that the most engaged areas are characterised by lower income as well as lower digital literacy, restricted access to technology, and a less established computer education, suggesting that Code Week thrives precisely where its impact is most needed.

With recent advances in artificial intelligence (AI), machine learning (ML) has been identified as particularly useful for organizations seeking to create value from data. However, as ML is commonly associated with technical professions, such as computer science and engineering, incorporating training in the use of ML into non-technical educational programs, such as social sciences courses, is challenging. Here, we present an approach to address this challenge by using no-code AI in a course for university students with diverse educational backgrounds. This approach was tested in an empirical, case-based educational setting, in which students engaged in data collection and trained ML models using a no-code AI platform. In addition, a framework consisting of five principles of instruction (problem-centered learning, activation, demonstration, application, and integration) was applied. This paper contributes to the literature on IS education by providing information for instructors on how to incorporate no-code AI in their courses and insights into the benefits and challenges of using no-code AI tools to support the ML workflow in educational settings.

Quasi-internships can have a transformative impact on information systems' capstone courses. Realizing this potential depends on pedagogical design, course delivery, and student engagement. This paper presents a teaching method based on experiential-learning pedagogical design to engage students via quasi-internships to improve career preparedness and team dynamics. This teaching tip provides a procedure for converting typical Harvard Business Cases into more experiential quasi-internships. We provide a 16-week outline of the typical deliverables for six IS career trajectories aligned with the model information systems curriculum. Instructors can customize these procedures to fit their course- and module-level objectives. The assessment of students' feedback provides support for our customized quasi-internship methodology.

This paper discusses the organization of students' internship in new circumstances caused by COVID-19 pandemic. The focus of the research is on the IT companies in eastern part of Croatia and their perspective on how they managed students' internship during and after the lockdown. Some of these IT companies successfully cooperate with the Department of Information Sciences, Faculty of Humanities and Social Sciences at the University of Osijek. Since 2015 the Department enrolls students in graduate study of Information Technology track. From that time students used to do their internship and later find employment in IT companies in the region. The well based cooperation with local IT companies was interrupted in 2020 by the COVID-19 lockdown and semi-lockdown. In such a situation, teachers and IT companies' managers have been trying to find out the proper ways in which students could fulfill their tasks via online or hybrid mode. To learn more about the experience from the perspective of IT companies, we interviewed 18 of them. The paper points out the observed advantages and disadvantages as well as suggestions for setting a framework for future internship programs. Employers are thinking about continuing to perform online or hybrid internships, and it is clear to them that one of the answers is well defined and regulated model of internships in the online environment.

Driven in large part by the National Quantum Initiative Act of 2018, quantum information science (QIS) coursework and degree programs are rapidly spreading across U.S. institutions. Yet prior work suggests that access to quantum workforce education is unequally distributed, disproportionately benefiting students at private research-focused institutions whose student bodies are unrepresentative of U.S. higher education as a whole. We use regression analysis to analyze the distribution of QIS coursework across 456 institutions of higher learning as of Fall 2022, identifying statistically significant disparities across institutions in particular along the axes of institution classification, funding, and geographic distribution suggesting today's QIS education programs are largely failing to reach low-income and rural students. We also conduct a brief analysis of the distribution of emerging dedicated QIS degree programs, discovering much the same trends. We conclude with a discussion of implications for educators, policymakers, and education researchers including specific policy recommendations to direct investments in QIS education to schools serving low-income and rural students, leverage existing grassroots diversity and inclusion initiatives that have arisen within the quantum community, and update and modernize procedures for collecting QIS educational data to better track these trends.

Community and technical colleges in Washington state were early adopters in the growing trend to offer bachelor's degrees, actively expanding these degrees over the last 15 years. This study describes the evolving state policy landscape on community college baccalaureate (CCB) degrees in Washington in certain programs previously classified as terminal career-technical education and assesses labor market outcomes for graduates of three high-demand program areas conferring these degrees. Comparing bachelor's graduates of community colleges to regional university graduates, CCB graduates demonstrated slightly higher employment and earnings in the first quarter post-graduation. However, university graduates caught up to approximately the same or slightly higher earnings as CCB graduates by three years post-graduation. Differences in age and prior work experience of graduates in the two groups may help explain these findings but variation in employment and earnings by gender and race were persistent for both groups, with pronounced disparities for female and some racially minoritized graduates. These findings can inform state policy on baccalaureate attainment, CCB degrees as well as university bachelor's degrees, to help address inequities in higher education. Future studies evaluating the effects of college degrees on employment and earnings may also be enriched by these results.

In the 21st century, continuous innovation and adaptation in every component of learning is required in education, both in the competency component, material content, strategy and media, as well as its evaluation. This study emphasized the development of an electronic or digital module in the information behavior course, it is one of the courses regarding the characteristics of the student activity level that accommodates information retrieval and strives to use appropriate information. The e-module design is developed utilize the 4D model by define, design, develop and disseminate. The participants of this research involved media experts, material experts and students of the Library and Information Science study program at two universities, which are are Universitas Pendidikan Indonesia and Universitas Negeri Malang, there are 20 people in total who used e-modules in limited dissemination on information behavior course. This research revealed the electronic module in the course, the emphasis of the module content design which is enriched with digital-based information sources or in another word called as hyper content that becomes a differentiator in presenting the module content, coupled with the power of audio and visual media or called as screencast. Through this research, lecturers able to prepare independent learning materials by utilizing digital technology.

As the skills and competencies needed by Information Systems (IS) undergraduates continues to grow, various IS professional societies have developed recommendations which are updated on a periodic basis. These recommendations known as 'model curricula' are a guide for faculty and institutions to consider when developing or evaluating the effectiveness of their program. This research is based on the IS2010 Model Curriculum to determine their adoption rates by schools that currently offer a major or concentration in IS. Based on the evaluation of over 300 schools and using the IS2010 model as a benchmark, the key findings include that of the six recommended upper-level core courses, four had above a 50% adoption rate, while the remaining two were adopted by less than 30% of the schools surveyed. It is interesting to note that the IS2020 Model (in draft at the time of this research) reflects the rapid change to the needs of employers and includes concepts from the software development, security, and analytics courses as core competencies. These were missing from the IS2010 Model core competencies. Our findings suggest that, in a technology field like Information Systems, a 10 year refresh rate to model curriculum is too long a period to wait as employer demands change more frequently.

The new Croatian Informatics curriculum, which introduces computational thinking concepts into learning outcomes has been put into practice. A computational thinking assessment model reflecting the learning outcomes of the Croatian curriculum was created using an evidence-centered design approach. The possibility of assessing the computational thinking concepts, abstraction, decomposition, and algorithmic thinking, in an actual classroom situation and examples of such assessment is increasingly coming to the forefront of computer science educational research. Precisely for that purpose, the research was conducted. Research data are collected through the test and questionnaire of 407 pupils (10 middle schools, age 12), analysed by exploratory factor analysis and non-parametric tests. Results showed that the presented model was suitable to assess the understanding of the concepts of abstraction and algorithmic thinking, independently of the previous experience with programming languages and pupil's gender, while assessment of decomposition needs more work and improvement, some recommendations are provided. Also, it received positive feedback from pupils and teachers what implicated that such an assessment model could help teachers in building a real-time measurement instrument.