Perceived impact of AI-powered chatbots on LIS professional's job performance: The mediating role of soft skills and innovation capabilities

Libraries are no longer just repositories of books; they are dynamic spaces where information is curated, organized, and disseminated. In this modern era, the field of Library and Information Science (LIS) demands more than just technical knowledge. Soft skills, including communication, empathy, adaptability, and problem-solving play a crucial role in the success of library professionals. This paper explores the significance of soft skills in LIS, their impact on various aspects of library services, and the evolving role of librarians in the digital age. In today’s context, soft skills are a buzz word to minimize the knowledge gap among the various operational individuals of an organization, which deals with personal attributes, social skills, and qualities. Soft skills are crucial in the workplace and in various aspects of life, as they often determine how well someone can work with others, solve problems, and navigate complex situations. These skills are not typically taught in formal education settings but are developed through experience, social interactions, and self-reflection. This analytical study is based on the research output of the publications on ‘soft skills with reference to LIS education and librarianship’. Today soft skills are need of the hour, as these minimize the gaps, what we preach and practice in the field of library and information science. This analytical study depicted that organizations/institutions are striving for soft skills training and development for their different stakeholders such as students and employees. Authors extracted (n=510) papers for the period 2011 to 2020 using various ontological key words based search. Based on the combination of keywords-based searches, the outcome was that in 2020 (n = 94) had the maximum number of documents. Among the other countries, the USA has the highest number of publications (n = 237) and the most studied document type is article (n = 283). Based on this analysis, the authors want to examine the inferences the need of soft skills development in the country to minimize the knowledge gap in the field of library and information science.

PurposeThe librarianship profession has gone through many changes over time, more so with the emergence of digital technologies. To thrive in the library and information science (LIS) profession, professionals must have knowledge, skills, competencies and abilities to perform their job duties. The purpose of this paper was to identify essential knowledge, skills and abilities (KSAs) for the LIS professionals.Design/methodology/approachThe targeted survey group for the study were alumni of ten LIS schools in India, who are now working in various library sectors. A structured questionnaire was designed to seek their opinions, and the snowball sampling technique was adopted to collect the data. A total of 377 responses were received from the respondents.FindingsFive broad areas of KSAs were identified: traditional library skills, research skills, computing skills, data management skills and soft skills. This study found that computing skills, library automation and library digitization are considered absolutely essential for the LIS professionals. The results also brought out the importance of “soft skills” for the LIS professionals. Prerequisite knowledge of library liaison services, technical services and foreign language were reportedly important only for working in special libraries.Practical implicationsThis study identified 54 skills across five broad areas that are essential for the professionals working in library and information centres. The research findings will be helpful for the educators who want to design, develop and upgrade the LIS course curriculum in accordance with the skills that are in demand in the market.Originality/valueThis study establishes that though the participants expressed satisfaction with the practicum of the curriculum, the LIS course curriculum needs to be improved. It would be in the best interest of the LIS schools to identify and rectify the gap.

This paper presents a nascent conceptual framework (The LISI4C framework) for designing a Library and Information Science (LIS) curriculum tailored to meet the demands of Industry 4.0 (4IR) in particularly South Africa, with global applicability. The framework is developed through an extensive literature review, drawing from a diverse range of sources. It integrates technical proficiencies, soft skills, adaptability, a global perspective, stakeholder collaboration, experiential learning, predictive skills, and a commitment to continuous curriculum updates to create a holistic educational model. The conceptual framework places technical skills at its core, and expertise in emerging technologies. Soft skills such as critical thinking, creativity, and collaboration, are integrated to foster a well-rounded skill set. A transdisciplinary approach encourages exploration beyond traditional LIS boundaries. The LISI4C framework also underscores the importance of sense-making, adaptability, and a global perspective in preparing graduates for the dynamic 4IR landscape. This paper contributes to the LIS education field by offering a forward-looking LISI4C framework that aligns LIS curriculum with the requirements of 4IR. The framework draws upon key elements, including technical proficiencies, soft skills, adaptability, a global perspective, stakeholder collaboration, experiential learning, predictive skills, and continuous curriculum updates, to create a holistic and forward-looking educational model.

This study examined the status on job satisfaction and job performance of Advanced Practice Nurses (APNs) in Korea. The data was obtained from the 2009 APNs' job satisfaction survey of 452 nurses who received the certificate of APN between 2005 and 2008 conducted by the Korean Accreditation Board of Nursing Education. ANOVA and t-test analyses using SPSS version 14.0 were performed. The average job satisfaction level of the APNs was 2.94 out of 5.00. APNs who were performing jobs as a certified APN had a higher level of job satisfaction (t=.23, p <.001), higher wages (t=2.23, p <.05), promotion in rank (t=2.56, p <.05), more professional job performance (t=10.52, p <.001), greatest trust in their bosses and coworkers (t=5.31, p <.001), and higher confidence in their job performance (t=5.07, p <.001) than those who were not. The government and the nursing community need to provide the APNs’ with the appropriate supply and demand polices, as well as a proper incentive system and job improvement.

The study assesses Library and Information Science (LIS) education and training in Zimbabwe in the context of global and technological innovations. The study is informed by the post-positivist paradigm and used both qualitative and quantitative methods. The case study research design was used with different data collection tools such as survey questionnaires, in-depth interviews and document reviews. The population of the study included five deans or heads of departments and 47 LIS faculty staff, 108 final-year students from the five institutions offering LIS education and training in Zimbabwe, and 17 employers. Deans and LIS employers were purposively selected. All LIS faculty staff were included in the study. LIS final-year students were selected using the simple random sampling technique. Data were analysed using NVivo 10 and Statistical Package for Social Sciences (SPSS), version 20. The study found very low levels of Information and Communication Technology (ICT) integration into LIS curricula. This was attributed to status quo bias (a preference for the current state of affairs), a lack of appropriate enabling incentives such as policy and regulatory frameworks, inadequate human and physical ICT infrastructure, lack of a committed transformational technological leadership, and lack of a clear sense of educational purpose for ICT use. In addition, the study found that effective ICT integration is hindered by paradigm paralysis, paradigm effects and attendant organisational inertia in LIS education institutions in Zimbabwe. The study calls for a paradigm shift in LIS education from the teacher-centred instructivism to student-centred or heutagogical approaches.

PurposeThe main purpose of this research study is to identify the essential skills and competencies sought by prospective employers for library and information science (LIS) positions in India. The research study aims to find out various designated positions in job advertisements.Design/methodology/approachThe data were collected from a major weekly job journal “Employment News” in India over five years from 2016 to 2020. The Employment News provides the latest job vacancies of central/state governments, public sector undertakings and autonomous bodies in India. Each issue of Employment News was carefully scanned and searched for job advertisements in the field of LIS. The researcher analyzed various posts on permanent, deputation and short-term contracts to gain insights into the job’s skills.FindingsThe findings highlight that public sector academic and school libraries are the top employers of LIS professionals. One of the most frequent demands of employers is profession-related work experience. Results show that employers place the strongest emphasis on library administration, computer knowledge, technical skills, managerial skills and soft skills. Library management, library supervision and procurement of journals and books are the primary job responsibilities for top-level positions.Research limitations/implicationsThe weekly job journal, Employment News, is the largest source of LIS jobs in publicly funded organizations and institutions in India. It does not cover private educational institutes, industries and corporates. Job-related data were collected solely from this journal for the duration of 2016–2020. Therefore, this research study does not fully represent the LIS job market with regard to private educational institutes and corporate organizations.Practical implicationsThe research findings can help LIS professionals prepare themselves according to market needs and demands. The LIS school should integrate these required skills and competencies into the course curriculum for preparing professionals in the digital age.Originality/valueThe results are benchmarked to guide and evaluate LIS course curricula in India. LIS schools may emphasize soft skills in future curriculum design, which employers frequently seek.

PurposeFirst, to assess the status of the job market for library and information science (LIS) professionals in Kenya and the adequacy of current curricula and training resources in LIS training institutions in the country. Secondly, to identify priority areas of training and critical IT skills required by LIS professionals in relation to current job market and performance requirements.Design/methodology/approachUsing a survey research design data was collected from various categories of LIS stakeholders: students, lecturers, professionals and employers. In total 110 subjects were selected for this study using various sampling techniques and a response rate of 76.4 per cent was achieved. Questionnaires with closed and open‐ended questions were used to collect data. This was a descriptive study and therefore descriptive statistics were used.FindingsA job market for LIS professionals in Kenya is perceived to exist. However, there is a general observation that the current LIS training programmes in the country do not sufficiently address current job market requirements due to: inadequate teaching resources in LIS training institutions; lack of adequate ICT content in the courses; courses that are irrelevant to the job market and inadequate length of industrial attachment.Practical implicationsThe paper recommends review of the current LIS curricula in Kenya in order to enhance the suitability of graduates to the current labour market. This includes integration of modern ICT into training, recruitment of qualified teaching staff, ensuring adequate learning resources and facilities, and enhancement of industrial attachment.Originality/valueThe paper investigates some of the critical issues that planners of library and information science courses have to consider in the 21st century. These issues include: the emergence of the “information society”, the multidisciplinary heritage of LIS education, the choice between liberal vis‐à‐vis technical education, the emergence of the concept of digital library, and finally the need for thorough management and leadership competencies. These issues are part of the current discourse on LIS training in the sub‐Saharan Africa where communities are in transition to the “information economy”.

Alabamians about immigrants, offering increased outreach and awareness to, 204 Algorithms, 116 algorithm-driven search

This paper investigated professional skills for library and information science (LIS) professionals based on the American Library Association (ALA) job website. The study identified job categories and library types, examined required soft skills and professional skills, and analyzed the relationships between professional skills and job categories, and the relationships between professional skills and library types as well. Data mining, subject analysis, and information visualization methods were used in the study. The findings of this study show that the LIS field demands a wide range of comprehensive professional skills. In total, over 160 distinct professional skill requirements and 24 skill themes were uncovered. Across various LIS job categories, an average of 8.84 professional skill themes per job category was found to be necessary for success. Among these skill themes, certain ones stood out as particularly in-demand, including: Productivity Software, MARC Standards and Guidance, Integrated Library Automation, Programming, and Data Analysis. Furthermore, it was observed that the specific professional skill requirements varied across different types of libraries. Notably, Academic/Research (College/University) libraries and Public Libraries stood out as two types that demanded a broader range of professional skill themes compared to other types of libraries. The findings of this research study can inform library and information science researchers, educators, and professionals to better understand the LIS professional skill requirements, improve existing curricular systems, and develop new courses to meet the job market needs.

How to Give Your Users the LIS Services They Want

Library and Information Science (LIS) has gone through many changes over the past two decades. These changes have had an impact on the youth who want to study LIS. Lack of knowledge about LIS and its career opportunities makes it difficult for young people to consider studying towards a LIS qualification. Literature reveals that most LIS students end up in the program accidentally and without knowledge of the content. This study investigated students’ perceptions regarding LIS, the reasons for enrolling, and motivating factors that make students study LIS. The study was informed by the Circumscription and Compromise theory. To answer the research questions, a survey was conducted in three LIS schools in South Africa. A questionnaire was sent to first and final year students, and 165 responded. The findings indicate that before they enrolled, many students had a slight idea of what LIS programs were and prepared them to be. The students’ decision to study LIS was mainly influenced by information brochures, followed by relatives, teachers, friends, and parents. Most of the students decided to study LIS when they were already accepted to enroll at university but did not choose LIS as their first-choice program of study. The availability of job opportunities and a stable LIS work environment are the main factors that motivated students to continue to study LIS. Students also indicated that they were satisfied with LIS and would recommend it to others to study. The study concludes that LIS is a compromise field of study because students did not initially want to study it. Interestingly, after enrolment, they became satisfied and motivated to continue with the program. Public awareness campaigns, especially in high schools, are encouraged to sensitize people about LIS.

Throughout our history, the field of librarianship has adapted to rapid changes in society and technology. In recent years, the list of challenges to which librarians must either adapt or push against has only continued to grow. In this context, the evolving field of library and information science (LIS) demands renewed attention into how LIS as a domain supports its researchers, educators, and practitioners and prepares students for practice in a field where our work is often subject to transitions, disruptions, and transformation. These challenges occur at many levels, from the macro-level of the social and political climate, the field-level with shifting demands on library practitioners, the education-level with the need for educators to meet these shifting demands, and the individual-level where personal circumstances shape our career trajectories. Much has already been written about the evolving nature of LIS and the need for library education to respond, though the nature of these recommended responses varies (Abels et al., 2015; Cronin, 2012; Godsett &amp; Koziura, 2016; Lillard &amp; Wales, 2003; Myburgh, 2003; Sutton, 1999; Van House &amp; Sutton, 1996; Wilson, 2002). This research is often motivated by the belief that “a system of professional education can purposefully adapt and that an understanding of environmental change and the strategies by which its components can enhance their survival is therefore useful” (Van House &amp; Sutton, 1996, p. 133). Sutton (1999) describes both the slow, incremental changes and the discontinuous, rapid changes that the library field experiences and points to the need to prepare professionals for both. He argues that while the field may prepare librarians for the former, it may not be adequately preparing them for the latter. LIS professional associations exist to support the profession and the professionals engaged within it (Henczel, 2015). They, along with LIS education, engage with and define the LIS habitus, or perceptions and assumptions, in the field (Van House &amp; Sutton, 1996). Loan (2019) expands on this, offering five laws of Library and Information Science associations that outline ways associations can or should support individuals and advance the profession. The five laws include the “law of mission,” “law of action,” “law of identity,” “law of recognition,” and “law of unity” (p.1-6). ALISE, founded in 1915 as the Association of American Library Schools, is a professional organization that serves the LIS educator (ALISE, 2025). Summers (1986) notes that the organization has undergone many different and sometimes disparate themes. As a professional organization, ALISE supports its members through the annual conference, annual awards and grants, and the doctoral poster competition, designed to help engage and welcome new future LIS educators into the field (Julien, 2007). However, how ALISE’s support is perceived by its members and information professionals outside of the organization is unknown. This panel shares preliminary findings from the 2024-2025 Inaugural ALISE Leadership Development Internship project, which examined how practicing information professionals (both educators and practitioners) understand and experience the benefits and challenges of our field, including the professional organizations that support us. This project aims to help bridge the gap between LIS practitioners and educators, which was noted among participants and has been observed in the field more broadly (Lillard &amp; Wales, 2003; Van House &amp; Sutton, 1996). Drawing on 38 semi-structured, in-depth qualitative interviews with both information science educators and practitioners conducted between February and May of 2025, this panel centers on three key research questions (RQs): RQ1: What challenges do LIS educators and librarians experience in the field of library and information science? RQ2: What do practicing librarians want LIS educators to know about their jobs and preparation to work in the field? RQ3: What is the role of professional organizations in supporting both LIS educators and librarians? Through qualitative thematic analysis, we developed a four-domain framework (M.L.I.S) which we used to further organize how participants articulated challenges and opportunities: Macro Domain (M); LIS (L); Institutional Domain (I); and Self Domain (S). The Macro Domain included participant responses to national and structural forces shaping LIS work, including national referendums, policy, funding, and shifting technologies. The LIS Domain included participant responses to pedagogical approaches, potential gaps in their Master's curriculum, and research relevance within LIS education. The Institutional Domain included participant responses on organizational culture within their institution (library or university), administration, and the expectations of LIS professionals on the job. Finally, in the Self Domain, we included participant comments focused on professional identity, self-efficacy, and emotional labor. Findings reveal gratitude for LIS training yet persistent disconnects between education and professional demands. Within the Macro Domain, participants noted a need for LIS programs to better engage with professional challenges like funding cuts and censorship as well as build advocacy skills. In the LIS Domain, interviewees emphasized the importance of grounding curriculum in practical skills, including management training and adapting to new technologies. Within the Institutional Domain, participants discussed the pressure to manage workloads, navigate internal hierarchies, and respond to emergent crises (e.g., book challenges). Many felt LIS programs did not adequately prepare them to understand institutional dynamics or practices. Participants described how their personal values, well-being, and evolving identities shaped how they approached their work. They acknowledged the emotional dimensions of the profession, like burnout and the resilience required in public-facing roles. In this panel, the 2024-25 internship cohort will share the findings from this project, explain our motivations for pursuing this project, and seek input from participants on how they might consider these findings in the context of their own instruction. This panel session features three segments: (1) A 30-minute presentation of qualitative findings from the 2024-2025 Inaugural ALISE Leadership Development Internship Project; (2) A 30-minute moderated panel discussion of each domain’s tensions and opportunities; and (3) A 30-minute facilitated interactive segment inviting participants to share experiences and reimagine the MLIS framework. This panel is especially relevant for LIS educators and practitioners, doctoral students, early-career professionals, and professional association leaders. It encourages a nuanced, reflective conversation about how to co-create a more responsive, sustainable, and values-centered vision for LIS education and professional development.

Objective. Academic libraries formulate missions, visions, goals, and objectives based on the aims of the parent organization. There are issues with how librarianship is introduced, particularly in post-generation Z, when individuals have misconceptions about the functions of librarians. This study examined the level of professional competencies and job performance of selected academic librarians in the 21st Century. Methods. Descriptive-correlation method of research was used to provide static pictures of situations as well as to establish relationship between different variables. The respondents of this study are selected academic librarians in region IV-A Philippines. Results. Findings revealed that majority of respondents were 31 years old and above and were female. Meanwhile, the majority of the respondents attained their bachelor's degree and had been in the service for 10 years and below. The academic librarians are highly competent in managing information technologies among three domains of professional competencies. The academic librarians achieve very high level of job performance maintaining high quantity of work, fulfilling job duties, consistent for high quality of work, respond to the needs of users, provide accurate resources, demonstrate responsiveness, are able to use technology, and actively participate in forums. The academic librarians aged 31 years old and above, with master's degree and have 11 years and above of service, higher level of professional competencies than their younger counterpart, with bachelor's degree and 10 years and below of service. The higher the respondents' level of professional competencies in all its dimensions, the higher the level of respondent’s job performance. Conclusions. It can be concluded that the majority of academic librarians in this study were female, 31 years old and above. They had a bachelor's degree and 10 years or less of service. Academic librarians showed high competence in managing information technologies and consistently performed well in their job duties. Older librarians with a master's degree and over 11 years of service displayed higher professional competency and job performance compared to younger librarians with a bachelor's degree and less than 10 years of service. There was a positive correlation between professional competencies and job performance. Overall, academic librarians in this study exhibited strong professional competencies and high job performance.

The objective of this study was to assess the self-perception of university information professionals regarding their overall and various clusters of soft skills. A survey method, using a questionnaire as data collection instrument, was employed to achieve the objectives of this study. The instrument of Kantrowitz developed in 2005 was adapted after expert review and pilot testing. Descriptive statistics were used to analyze the data using SPSS version 20. The population of this study was information professionals working in the central libraries of all the public sector general universities in Pakistan and all of them were included in the survey. The findings revealed that information professional perceived themselves competent in overall soft skills with a mean score of 3.68 for 372 university information professionals. The self-reported findings further revealed that information professionals were competent in performance management skills, interpersonal skills, political/cultural skills, and leadership /organization skills with higher mean score. However, they perceived themselves moderately competent in two important clusters of soft skills including: communication /persuasion skills and self-management skills with comparatively lower means, which need further development. To improve information professionals’ soft skills, Library and Information Science (LIS) curriculum at Master level should include soft skills. Moreover, in-service trainings on soft skills are also required for serving information professionals.

A Review of:&#x0D; Turcios, M. E., Agarwal, N. K., &amp; Watkins, L. (2014). How much of library and information science literature qualifies as research? Journal of Academic Librarianship, 40(5), 473-479. http://dx.doi.org/10.1016/j.acalib.2014.06.003&#x0D; &#x0D; Objective – To determine how much of the literature in a library and information science (LIS) periodical collection qualifies as research. &#x0D; &#x0D; Design – Content analysis.&#x0D; &#x0D; Setting – The LIS periodicals collection of an academic library that supports an established LIS graduate program at a college in the United States of America. &#x0D; &#x0D; Subjects – Of the 177 identified periodicals with LIS content that fell within project scope from the local collection, researchers analyzed 101 journals that include academic/scholarly content and an additional 4 journals with relevant trade content. This study excluded open access (OA) journals.&#x0D; &#x0D; Methods – Using the most recent issue of each subject journal from the fiscal year 2012-2013, the authors performed a content analysis on all indexed content items, and then classified each content item as research or non-research. For content identified as research, researchers identified the research method (or methods) used. The data collection tool also captured identifying information and keywords for all content. &#x0D; &#x0D; Main Results – Within the journals meeting the scope of this study, researchers identified 1,880 articles from 105 individual journal issues. Only 16% (n=307) of articles met the authors’ established definition to qualify as research. Within the subset of research articles, the authors further identified 45% (n=139) that used a single research method. An additional 36% (n=112) of identified research articles used two research methods and 15% (n=46) used three methods, with the remainder using four or more methods. &#x0D; &#x0D; Surveys were the most frequently used research method, accounting for 49% (n=66) of the single method studies. The researchers discovered that surveys remained popular even in mixed-method studies, with 21% (n=117) of all identified research articles using surveys. This is closely followed by 20% (n=109) of studies reported as using the general category of “other” methods, for research that did not meet one of the predefined methods. The next two most popular identified methods were case studies at 13% (n=73), followed by content analyses at 13% (n=71). For the eight other research methods identified, none saw a frequency above 10%. Focus groups and usability studies tied for the least frequently used method among the 307 articles, both at 2% (n=9).&#x0D; &#x0D; The keyword analysis focused on two categories, one for research article keywords and another for non-research article keywords, for all 1,880 articles identified. Non-research articles had less reliance on keywords, with authors reporting keywords appearing on 73% (n=1156). Within these, authors discovered 120 separate keywords used 10 or more times across non-research articles. The top ten keywords among non-research articles were reported as primarily related to books and publishing, with “non-fiction,” “adult,” and “libraries” as the top three. By comparison, research articles heavily favour the use of keywords, with 94% (n=290) of research articles having keywords. Analysis of the individual keywords found 56 keywords appearing 10 or more times across research articles. The top ten keywords are primarily practice related, with “information,” “libraries,” and “library” being the top three. When comparing shared keywords across both categories, the same top three keywords reported for research in the previous sentence apply to the collective set.&#x0D; &#x0D; Conclusion – The authors note that the nature and size of the local collection both benefited and limited this study. Compiling and maintaining a comprehensive list of LIS periodicals is a challenging task across a large body of potential sources. Within the resulting periodicals studied, a mere 16% of analyzed LIS literature met the criteria to qualify as research, and that only after the study had eliminated virtually all trade periodicals from the population. Had that trade literature been included, the percentage qualifying as research would have been even lower. The popularity of surveys as a research method among LIS research reflects other recent findings, though the frequency of studies falling into the general “other” category suggests that LIS research is changing. Based on this research, the authors conclude that there is still much to be learned from content analysis of literature published in LIS periodicals. Future analyses could further examine the frequency of research methods used within LIS research.