Bringing Order to Chaos Ethically: “Cataloging Code of Ethics” and Critical Cataloging

On 24 February 2022, Russia invaded and began a war in Ukraine. After it commenced, the international library and information community began responding. Specifically, formal public-facing response on the conflict were released by the American Library Association (ALA), Australian Library and Information Association (ALIA), Canadian Federation of Library Associations (CFLA), Chartered Institute of Library and Information Professionals (CILIP), Danish Library Association (DLA), European Bureau of Library, Information and Documentation Associations (EBLIDA), International Federation of Library Associations (IFLA), Library Association of Latvia (LAL), and New Zealand Library Association Inc. (LIANZA). Chronicling and describing the international library and information community’s first public-facing responses addressing Russia’s war in Ukraine is the main objective of this article. Drawing upon a combined policy and thematic analysis of some of these first formal public responses, the article aims are to help account, review, and contextualize the ways in which this community considered the war during its first week and, in turn, reveal areas or issues of convergence or divergence between them. Specifically, it provides a snapshot in time revealing the international library and information community’s immediate perspectives and positions on the war during its earliest stages. For instance, the formal public responses released by the ALA, ALIA, CFLA, CILIP, DLA, EBLIDA, IFLA, LAL, and LIANZA during the war’s first week demonstrates international concern about the conflict and its affects on their Ukrainian counterparts and cultural heritage. Broad thematic convergence surfaces across the responses. Almost all plead for solutions to and resolution of the war. A majority offer solidarity for Ukrainian colleagues and all Ukrainians, support democracy and freedom of expression, asseverate for spreading accurate information about the war, and condemn Russia’s assault. Additional themes appearing in some of the responses include assisting Ukrainian refugees and displaying dismay regarding threats confronting Ukrainian cultural heritage.

This paper summarises the findings of a report commissioned by the Chartered Institute of Library and Information Professionals' (CILIP) Library and Information Research Group (LIRG) to produce a comprehensive review of existing quantitative and qualitative evaluation methodologies for demonstrating the value of public libraries in the United Kingdom (UK). A thorough literature review of existing research was carried out and an investigation into best practices for evaluating impact was conducted. A wide range of journals and books published within the fields of library and information science and social research have been consulted. Relevant White Papers and Reviews; such as those published by the Chartered Institute of Library and Information Professionals (CILIP), the Scottish Library and Information Council (SLIC); the Museums, Libraries and Archives Council (MLA), the Department of Culture, Sport and Media (DCMS); and the American Library Association (ALA) have been analysed. Additional online searches helped to identify models of best practice; and the most up to date methods currently in use for measuring value outside of the UK. During the early stages of the literature review it became clear that a limited amount of research has been carried out in the UK field of public library valuation. Although academic researchers at Loughborough, Sheffield and Strathclyde University have published various journal articles and reports on this topic there is a lack of evidence that local authorities have been implementing the methodologies that the academics have recommended. Although it is possible that some local authorities may be working in isolation to implement bespoke evaluation methodologies it has been difficult to uncover examples of best practice in the UK. Therefore, as the literature review progressed the author expanded beyond the UK public library sector, and into the broader areas of economics, sociology and psychology. This enabled a more thorough understanding of the increase in evaluations, incentives, benchmarking, objective setting, accountability; and social and economic auditing. It is anticipated that the findings of this research will help the sector to develop more appropriate models for demonstrating the value of public libraries in the 21st century. The original report was compiled in June 2010.

The Chartered Institute of Library and Information Professionals (CILIP) is the leading professional body for librarians, information specialists, and knowledge managers in the United Kingdom. It has members both in the UK and in approximately 100 countries throughout the world. Its members work in all sectors, including business and industry, science and technology, further and higher education, schools, local and central government, the health service, the voluntary sector, national and public libraries. CILIP was formed in April 2002 as a result of the unification of the Library Association (founded in 1877) and the Institute of Information Scientists. CILIP is the only body in the United Kingdom to accredit university courses in library and information studies, and its Royal Charter empowers it to award Chartered professional status to Members who fulfill its professional criteria. CILIP is governed by a Council and an Executive Board, supported by a number of special Committees, Panels, and Boards. It provides a full range of services to its members, details of which can be found on its web site at http://www.cilip.org.uk. In 2008 CILIP included approximately 21,000 members and offered its services to approximately 15,000 people engaged in library and information work who are regular customers of CILIP Enterprises

PurposeAdvancements in technology have led to many changes in the field of Library and Information Science (LIS). As global communications and technology continue to become more available and sophisticated, LIS programs need to prepare students for employment in rapidly changing and globalized LIS professions.Design/methodology/approachData from a total of 63 programs from the American Library Association (ALA) and 32 programs from the Chartered Institute of Library and Information Professionals (CILIP) was collected through openly accessible websites of these programs. Areas explored include program name, name and level of the academic unit offering the program, credit hours, required courses, percentage of required courses and capstone measurements used within the different LIS programs.FindingsA majority of programs still preserve the keyword “Library” in their name, but not the academic units offering them. Most programs in ALA and CILIP follow a semester-based program. Research methods, internships, practical experience, combined with traditional library core and information technology requirements were found to constitute the major subjects in general. Comprehensive exams were replaced by e-portfolios among ALA programs while a dissertation remains the preferred choice of capstone requirement for CILIP.Originality/valueScant studies compare accredited LIS programs worldwide, motivating the study of the similarities, differences and trends of LIS programs under the current globalized technology-driven knowledge economy. This paper seeks to fill the literature gap and promote a global discussion and understanding of LIS curricula in different regions of the world, guiding potential students to select their suitable LIS programs.

Presents comments on selected findings of the Business Information Resources Survey 2004 in light of the experiences of the Chartered Institute of Library and Information Professionals (CILIP), which felt particularly satisfied that it emerged from the survey as the most popular training organization as it spent the first two years of its existence (following its creation from the merger between the Library Association (LA) and the Institute of Information Scientists (IIS)) trying to achieve this goal. The survey also confirms one of CILIP’s own findings, that the relevance/appropriateness of a topic is what determines the success of a course rather than the place or the price. It is the appropriateness of the programme that has attracted professionals from the special library sector, at the expense of traditional training sources such as Aslib and TFPL, and caused it to increase its profile significantly over the past two years. Although the BIR survey highlighted the fact that people want skills, not accreditation, many do find it rewarding to receive recognition for their commitment to continuing professional development (CPD) and this is why CILIP plans to introduce a new Framework of Qualifications, in March 2005, to enable more people to gain accreditation for their skills, knowledge and expertise.

Focuses on the issue of raising the profile and status of librarians, with emphasis on higher salaries and recognition through pay equity. Considers the issues taken up by Mitch Freedman, President of the American Library Association (ALA) and his Campaign for America’s Librarians. Expresses viewpoints on salary issues for librarians/information professionals in the context of the USA and UK, drawn both from an impassioned speech delivered by Mitch Freedman and from the findings of a pay and status survey conducted by The Chartered Institute of Library and Information Professionals (CILIP) and CILIP’s consequent response.

The absence of a formal code of ethics for librarians in Britain until 1983 meant that ethical values were passed on by example rather than precept. Increased interest in ethical issues in the 1970s, when the profession was seen as in crisis, resulted in discussions within the Library Association and a draft code was issued in 1981. Despite strong criticism of the draft, it became the basis of the formal Library Association code. It has seldom been tested as a disciplinary instrument. Renewed interest in ethical issues and the need for a Chartered Institute of Library and Information Professionals (CILIP) code, after the creation of the new organisation in 2002, have returned codes into the area of debate. It is suggested that a new code, rather than standing alone, might form part of a group of related codes from other organisations, all of which could be endorsed by CILIP. This would be intended to encourage ethical maturity in the profession, rather than simply acting as a basis for professional discipline.

In this entry, we review the history, development and current status of digital library (DL) courses and programmes now being offered, mainly by universities/institutions with accredited programmes or courses by CILIP (the Chartered Institute of Library and Information Professionals) and ALA (American Library Association), and review the latest thinking and potential curriculum developments on the topic of how best to educate and train digital librarians. Trends in digital library education (DLE) are presented including: Data from four major and earlier studies relating to DLE, Main survey date: institutions offering DL programmes /courses as at the end of October 2006, Recent developments of DL curriculum (potential standard models) as at the end of June 2007.

This paper first describes the accreditation instrument currently used by the Chartered Institute of Library and Information Professionals (CILIP), then considers some aspects of the future relationship between this professional body and Library & Information Science (LIS) education and training in the UK. A convergence of interests between CILIP and the Quality Assurance Agency (QAA) for Higher Education is discussed, notably with reference to subject benchmarking and the need to expand the traditional boundaries of LIS in order to encompass the interests of the archives, records management and museum communities. The paper also considers the impact on the information profession of certain aspects of Government policy in Higher Education, including lifelong learning and the expansion in Continuing Professional Development (CPD). The paper concludes with reference to a scoping exercise to be undertaken by CILIP in order to redefine professional territory and establish a new accreditation instrument.

This paper describes the development of library and information studies/science (LIS) into different phases during the last century. Academic programs and preparation of LIS professionals have witnessed a continuous change. It is realized that unless this process of change of curriculum is clearly envisaged in the future, LIS professional would become irrelevant in the emerging market. For this purpose, new competencies have been defined that the LIS professionals need to possess in the light of i.e. Special Libraries Association (SLA), American Library Association (ALA) and Association of Southeastern Research Libraries (ASERL) competency documents. That has led to articulation of modules of coursework that could serve as benchmarks for curriculum revision and design. A number of environmental, organizational, and professional challenges have been identified that could impeded the process of change and curriculum redesign.

Remembering LHRT

American DocumentationVolume 18, Issue 4 p. 255-257 Book Review 4/67–4R Anglo-American Cataloging Rules. 1967. Prepared by the American Library Association, The Library of Congress, The Library Association and the Canadian Library Association. North American text. American Library Association, Chicago. Andre Nitecki, Andre Nitecki Assistant Professor School of Library Science Syracuse UniversitySearch for more papers by this author Andre Nitecki, Andre Nitecki Assistant Professor School of Library Science Syracuse UniversitySearch for more papers by this author First published: October 1967 https://doi.org/10.1002/asi.5090180416AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume18, Issue4October 1967Pages 255-257 RelatedInformation

PurposeEthics is an inherent concept for any profession. The purpose of this paper is to discuss the ethical perspective of librarianship. The focus of the discussion is to identify whether it is ethics or law which should supercede in changing the legal and social environment, with special reference to India.Design/methodology/approachThe state of a right to privacy in India is elaborated. The discussion is focused around library ethics and user privacy, which is a much less talked about matter in Indian librarianship than in the developed world.FindingsProfessional ethics should be given equal consideration while framing law and policies for non‐profit organizations like libraries. The issue of privacy has been given very little credence in terms of library rules and regulations in India. There is a need to create awareness among the masses on the issue of privacy and it should be considered as an important component while formulating guidelines for library policies.Practical implicationsThe role of library associations is considered to be vital in creating awareness among the libraries and information centers. Library associations in India are urged to make similar efforts like American Library Association. Impact of information technology on privacy is explored as one of the emerging research areas.Originality/valueThis paper is the first of its kind to study how the libraries in India are dealing with the issue of privacy and highlight the need for the information professionals to protect their professional ethics.

A Review of:
 Lynn, V. A., Bose, A., & Boehmer, S. J. (2010). Librarian instruction-delivery modality preferences for professional continuing education. Journal of the Medical Library Association, 98(1), 57-64.
 
 Objective — To establish the preferred modality for professional continuing education (CE) among members of three library associations. The primary hypothesis was that face-to-face training is the preferred modality, and the secondary hypothesis was that younger librarians are more likely to favour online or blended training modalities. In addition, the authors sought to investigate which factors influence participants' decisions to take up training.
 
 Design — Online questionnaire.
 
 Setting — Three library associations based in the United States of America. These were the American Library Association (ALA), the Special Libraries Association (SLA), and the Medical Library Association (MLA).
 
 Subjects — A random sample of 328 members of the ALA (86 participants), SLA (63 participants), and MLA (291 participants). Some participants were members of more than one association.
 
 Methods — Participants were recruited to complete an online survey via direct e-mail contact (MLA), messages on email discussion lists (SLA) and social networks (ALA). The survey asked about participants' experience of, and preference for, five different training modalities for CE. These were: face-to-face (classroom instruction), web-based synchronous (with real-time participant-instructor interaction), web-based asynchronous (with instructor involvement, but not in real time), blended (a combination of different modalities), and webcasts (live online presentations with limited participant-instructor interaction). Participants were then asked to rank factors which would influence their decision to undertake CE courses. The factors were cost, opportunity to socialize/network, time away from work, learning at their own pace, and having immediate access to either the class instructor or other participants. Participants were also given space to comment on both CE modalities and influencing factors.
 
 Main Results — There was a statistically significant preference for face-to-face instruction in this sample, being preferred by at least 73.1% of participants in all age ranges. Younger librarians did not display a preference for online or blended training modalities. There was a significant difference in second preference between ALA and MLA members, who both preferred Web based asynchronous training, and SLA members, who preferred the web-based synchronous format. Participants' preferences for all modalities apart from face to face were significantly different depending on whether or not they had experienced the particular modality. Cost was ranked as the most influential factor in the decision to undertake CE by members of all three library associations (significant at P

“I desire also to bring to the notice of the Trustees that better provision should be made for the higher education of librarians. It is very desirable that the higher training in librarianship should be associated with university institutions” (Adams 1915, 23). This was the assertion of the report to the Carnegie United Kingdom Trust that investigated the provision of libraries in the country, calling for an enhanced education for librarians in order to improve service overall. Almost 100 years later, we find ourselves revising the routes into librarianship, with a re-examination by our national library association, CILIP (the Chartered Institute of Library and Information Professionals), of the core knowledge and skills that employers and the public should expect of its members. This paper explores the history of librarianship in UK Higher Education and the impact of that history today.