The MLES annually sponsors a contributed papers session at each MLA Conference to highlight scholarly work by current LIS graduate students, recent graduates of LIS master's and doctoral programs, and/or individuals currently participating in postgraduate training programs in LIS, medical informatics, or other related fields. The topics are not specified, but should concern some aspect of medical librarianship, medical informatics, information in health care, or professional issues of interest to the MLES.
Individual students, doctoral candidates, trainees and fellows are asked to submit their work for a juried, blinded, evaluation by a committee of MLES members, with between five and seven papers being chosen for presentation at the national MLA meeting. Multi-authored papers are welcome, but the first author must be a student, recent graduate, or trainee/fellow. Details are available each year on this MLES website; a deadline of December 1st for submission is set each year, and there is usually a modest stipend available to assist the presenters with their travel costs.
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Presentation Time: |
10:35:00 AM | ||||||||
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Title: |
Library and Information Science Research Education and the MLA Research Policy | ||||||||
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Authors: |
Michelynn McKnight, AHIP, Assistant Professor; Carol Hagy, Graduate Assistant, School of Library and Information Science, Louisiana State University, Baton Rouge, LA | ||||||||
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Description: The New MLA Using Scientific Evidence to Improve Information Practice policy statement (www.mlanet.org/research/science4.html) includes a number of research literacy competencies and goals for practicing health sciences librarians. To be accredited by the American Library Association (ALA), master's of library and information science (MLIS) program curricula must include "the importance of research to the advancement of the field's knowledge base," but what skills and knowledge are taught in research courses in the ALA-accredited MLIS programs? Are these courses required or electives? Doctoral programs research methods and evaluation, but what areas must graduates study fulfill the goals of this policy?
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Presentation Time: |
2:05:00 PM |
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Title: |
Putting the MLA Education Policy to Work |
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Author: |
Joanne G. Marshall, FMLA, Alumna Distinguished Professor, School of Information and Library Science, University of North Carolina, Chapel Hill, NC |
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Description: Successful recruitment and retention of health sciences library and information (LIS) professionals will require the availability of effective master's level education as well as career-long access to continuing learning opportunities. MLA's newly revised educational policy statement provides educators and practitioners with guidance on Competencies for Lifelong Learning and Professional Success (www.mlanet.org/pdf/ce/200705_edu_policy.pdf). In this session, the changing demographics in our profession will be used as the backdrop for reviewing the health sciences courses currently offered by LIS master's programs and the extent to which the course content relates to the competencies identified in the MLA policy statement. Find out the answers to questions such as how many programs offer health sciences courses? How does MLA promote programs that offer such courses? How many faculty in LIS programs specialize in the health sciences? What continuing education opportunities are available? The initial review by Joanne Gard Marshall, FMLA, will be followed by a panel discussion. | |
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Location: |
Columbus GH |
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Presentation Time: |
2:35:00 PM |
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Title: |
Panel Discussion |
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Participants: |
Rick B. Forsman, AHIP, FMLA, Senior Projects Manager, Office of Academic and Student Affairs, University of Colorado, Denver, CO; Jeffrey T. Huber, Associate Professor, School of Library and Information Studies, Texas Women's University, Houston, TX; Teresa Jimenez, Graduate Student, Graduate School of Library and Information Science, University of Illinois-Urbana-Champaign, Champaign, IL |