Deborah Turner, PhD


Whether in the (traditional or online) classroom or the field, my pedagogical philosophy is firmly grounded in a belief in the importance of experiential learning.

Experiential learning is a multi-part, transformative process that applies real-world experiences—past, present, or future—to learning. It brings together students' active knowledge acquisition with self-directed application of that knowledge. My role is to facilitate students' activities and learning. Students must engage with and construct meaning from those activities for themselves in order to fully incorporate what they have learned.

Courses Taught

  • Managing Information Organizations

    This course introduces basic theories, approaches, and concepts of management as they apply to libraries, information centers, and information enterprises and explores managerial principles, practices, and techniques needed to develop and enrich effective information organizations.

  • Academic Library Service

    This course examines the role of library service in higher education, with an emphasis on issues related to organization, administration, services, the integration of technology, information literacy, current challenges facing academic librarians, and the relationship of the library to the overall college and university program.

  • International Issues for Information Professionals

    This course surveys the global information environment, focusing on international aspects of information access and preservation, and examines information services and systems in different countries, regions, and cultural contexts.

  • Information Access and Resources

    This course provides an overview of contemporary information sources and access methods, focusing on the structure of tools used for satisfying users’ information needs, with an emphasis on techniques for building effective search strategies for large-scale retrieval systems.

  • Intellectual Foundations of Informatics

    This course presents overview of theories, concepts, and principles of information, information seeking, cognitive processing, and knowledge representation.

Invited Lectures

  • Information behavior and system design.
    University of Tampere, Finland

  • Oral documents and libraries: Pragmatic implications.
    University of Oulu, Finland

  • U.S. mediation and Finnish sovittelija.
    University of Helsinki, Finland

  • International conferences in information science.
    University of Tampere, Finland

Continuing Education Courses

  • Library Management

    Association of Research Libraries, Washington, D.C. Facilitated in-person and online trainings for librarians and other library staff members, nationally and internationally.

  • Conflict Management

    Association of Research Libraries, Washington, D.C. Created and facilitated an online conflict management workshop for librarians and other library staff members, nationally and internationally.

  • Conflict Mediation

    Conflict Resolution Center, Santa Cruz, California. Facilitated intensive trainings that prepared participants to mediate conflicts.

  • Creative writing

    UCSC Women at Work Retreat, San Juan Bautista, California. Facilitated beginner-level poetry-writing workshops.

Website Design & Development by Canard Media Group

Conceptualizing Oral Documents, Abstract

This dissertation proposes and explicates the concept of an oral document as a way to ground an exploratory discussion on orality and information behavior. This study isolates and focuses on information conveyed orally. A review of information behavior and allied literatures is used to explain what orality is and why it is important to information science. The meta-theory of social constructionism is used as a framework for defining and exploring the concept of an oral document. The concept of context additionally informs this effort. A field study methodology is used to gather observational data that demonstrate how utterances fit the definition for a document and incorporate properties of a document. Data analysis results in expanding the initial description of the concept under investigation. Results determine that the conceptualization of an oral document introduced is consistent with the concept of document and provides information researchers with extended capabilities for the study and analysis of information and knowledge that is created and conveyed orally. The dissertation provides recommendations for theory, practice, and future research.


“Can’t you just tell me what to type?”: Urban Libraries Respond, Abstract

Increasingly, the infrastructure of libraries and information organizations assumes online access. Yet, some people, frequently those in underserved populations, just want to talk to someone to get the information they need. This talk will focus on challenges faced when getting talkers to access information online and recommendations for how to overcome those challenges.


Reconsidering Library Collections: Community Services as Documents, Abstract

Traditionally, libraries have made available information situated in objects—books, digitized files, periodicals, videos, and the like. Information professionals and librarians engage in practices, including collection management, resource description, and references services to make these objects available thus ensuring that information the object’s convey can be accessed and used. An object’s format and practices used to maintain it help inform those objects’ status as documents. Changes in LIS professional practices reflect how information increasingly becomes available in untraditional formats. For example, an emerging trend in library space planning involves replacing book shelving with space for computer access, group study, or the production of objects—the latter as part of the Maker Space movement. This investigation considers whether changes in how information and library professionals make information available indicate the emergence of a new type of document.

The social constructionism metatheory informs this study. This metatheory posits that knowledge emerges from what is done (actions or practices), said, or written (Talja, Tuominen, & Savolainen, 2005). Knowledge reflecting change can be slow to appear in writing. However, research shows that people prefer to interact with new information by talking (Huotari and Chatman, 2001; Ikoja-Odongo and Ocholla, 2004; Pezeshki-Rad and Zamani, 2005). In order to identify emerging trends in practice, data collection and analysis used relies on the participant action research methodology (PAR), which views participants, in this case library staff members, as part of the research team. Specifically, this project focuses on knowledge that library staff members use to cope with challenges, provide services, and remain abreast of changes affecting the library and information science profession. The researcher used interviews, review of archival documents, and tours of facilities to gather observation, oral, and trace data. Meetings with staff additionally aided the interpretation of and further informed data gathered.

This paper reports on the initial stage of a three-year research project designed to determine how to design library services for marginalized populations that prefer to interact with information by talking. Given that changes in professional practices tend to occur more frequently in areas that experience turnover of those served, the researcher selected three urban public library systems as research sites because they routinely cope with changing demographics. One year at each site provides time to investigate staff perspectives of services, to study how eligible library users get information, and to design and evaluate the implementation of a service event. The initial stage involved spending time with various library staff at the first site, an urban public library system in a large city in the mid-western United States. A description of data gathered includes results from nine interviews, multiple observations made during two (half week) research trips, and an examination of organizational archival collections.

During the first stage, the researcher interviewed and had subsequent face-to-face and phone-based discussions with staff participants. Observational tours of multiple locations at the study site—six of its over two dozen facilities—also yielded data and helped determine how best to design later stages of the project. Staff participants helped determine aspects of the research design and aid in interpreting data gathered.

Initial data analysis is leading to the suggestion that staff participants manage community services in ways that resemble how they manage library collections. Discussion explains what is meant by community services and explicates how practices observed indicate that a community service can be a type of document. The paper ends with recommendations for professional practical and for future research.