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Virtualization is the simulation or emulation of computer resources to the user (Grauer, n.d.; Simpson, 2008). This chapter discusses virtualization as a viable classroom methodology for providing students with course relevant hands-on experience (Simpson, 2008) while synchronizing course specific content in traditional on-ground and online courses (Pheils, 2010). More specifically, this chapter provides an overview of virtualization, detailing several open source tools, and offering possible applications for incorporation into other courses including free resources for sample content. Proof-of-concept is established through examples of successful usage at two colleges. The adoption of virtualization within course development may provide a solution that spans disciplines and offers students the ability to practice and further their studies beyond the classroom.

This chapter describes our innovative approach to the teaching of computer programming and writing; professors worked with students across classes united by a theme of narrative. A year-long study examined if using Alice, a three-dimensional microworld programming software that allows users to create interactive narratives, was more effective than Visual Basic (VB) in developing problem-solving abilities in first-year college students in introductory computer programming courses. Results revealed that although both the Alice and VB group showed a statistically significant (p<0.05) increase in performance for problem-solving questions related to computer programming, only the Alice group showed a significant increase in problem-solving abilities not directly related to computer programming, and an increase in student retention.

Education in library and information science (LIS) in the first decade of the 21st century is reviewed and discussed in terms of changes, developments, and associated issues. Specifically, courses and concentrations newly added to the LIS curriculum are described along with a summary of what has been revised, including the core. Distance education in LIS is presented as a result of technology application while reposition, relocation, and closures of LIS schools are also examined. Of the organizational changes among LIS schools, the emergence of iSchools and related topics received particular coverage with data gathered recently. Issues persistent in LIS education (i.e., accreditation of LIS programs, library education crisis, and chasm between LIS education and practices) are revisited with analysis. The author believes on the basis of this review that the digital age has brought us in LIS education with opportunities greater than ever. LIS education will move forward and even thrive in this digital age when the field not only makes intelligent use of the technology but also changes in other dimensions as the society advances.