Preparing library and information science (LIS) students for scholarly communication librarianship: Assessing course objectives

A growing number of academic librarians have been responsible for scholarly communication (SC) roles and responsibilities, and other related services. Previous studies (Finlay, et al., 2015) show an increase in job opportunities for librarians with SC expertise. Eighty-four percent of the students in the Hollister (2017) study described the SC as either relevant or very relevant to their career goals. However, a recent search (2021) within ALA accredited programs in Library and Information Science (LIS) reveals that only 6 out 48 offer a course in scholarly communication, and no program offered a course on related areas. Given a growing demand for wide range of SC services it is imperative for LIS programs to prepare students for these emerging new roles and responsibilities. To that end, I developed a course on SC and other related concepts based on the North American Serials Interest Group (NASIG) core competencies for SC librarians and the SC common responsibilities identified in previous studies (Hackstadt, 2020). This study will explore the extent to which the course addresses the core competencies for SC roles and responsibilities. The study will employ a self-assessment survey designed to measure the difference in students’ knowledge pre and post course completion regarding the SC core competencies. The NASIG core competencies for SC librarians align with roles and responsibilities of SC librarians as described in previous studies. Therefore, the focus on NASIG core competencies makes the results from this study broadly useful for instructors of SC courses.

This chapter examines social media as a weapon of mass instruction in the training of library and information science students in Nigeria from the perspective of Library and Information Science (LIS) students. Survey research approach was adopted while the population comprised the Library and Information Science undergraduates selected from two universities offering LIS as course of studies. A self-designed questionnaire titled Social Media Instructional and Training Questionnaire (SMITQ) with r = 0.82 was used for the collection of data. Four research questions were developed and answered by the study. The results reveal that the majority of the undergraduate students were of the opinion that social media is very relevant in the training of library and information science students and can be used as weapon of mass instruction. Facebook, Twitter, Instagram, and Wikis were the social media identified that can be used as weapons of mass instruction in LIS education.

The purpose of this study is to explore incidents of cyberbullying among library and information science (LIS) students at Delta State University, Abraka, Nigeria. Descriptive survey research design was adopted in this study. This design was adopted because it would permit the researchers to investigate the current status of the incidents of cyberbullying among library and information science students at Delta State University, Abraka and did not involve manipulation of variables. The population and sample of this study consisted of year three undergraduate library and information science student of Delta State University, Abraka, Nigeria. This is made of 80 students in 2013/2014 academic session. The questionnaire was used as instrument of data collection. Frequency counts and percentage were used for data analysis. The study revealed that 80% of the students have knowledge of cyberbullying; 80% of them have been cyberbullied; the types of cyberbullying experienced include harassment, flaming, masquerade, denigration, exclusion, outing and trickery, and cyberstalking in that order; 40.6% of the students were cyberbullied via Facebook, 37.5% via cell phone, 31.3% chat room, 21.9% via instant messaging, 14.1% e-mail; 35.9% of them perceived perpetrators of the cyberbullying to be friends, 25 anonymous/don't know, 23.4% ex-lover, 15.6% course mate; the effects of cyberbullying on the students are anger (40.6%), low self-esteem (25%), depression (21.9%), low academic performance (20.3%), school phobia (15.6%). This study provided primary data on students and cyberbullying in a developing country. The findings would enable educational authorities to know the status of cyberbullying among university students, which would help them to educate the students on the issues involved and plan intervention actions that will assist the students to deal with experience of cyberbullying.

The study examined the influence of digital literacy skills on students’ academic engagement. The study population was 395 final year Library and Information Science (LIS) students in three (3) selected universities accredited to offer Library and Information Science and allied courses in South-West, Nigeria. A sample size of 199 was determined using Taro Yamane’s (1973) formula. Stratified random sampling was used to select the respondents who participated in the study. A structured and validated questionnaire was used for data collection. The study found that digital literacy skills had positive and significant influence on academic engagement of undergraduates. Therefore, the study recommended that the university management, during student orientation program, should emphasize the conscious effort students themselves must make to take charge of their academic life. The universities should use digital platforms as much as possible for the delivery of teaching-learning processes. Keywords: Academic engagement, Digital literacy, Library and Information Science students, Nigeria, Undergraduates

PurposeThe study aims to investigate the document selection rationale of library and information science students to satisfy their academic needs.Design/methodology/approachThe descriptive survey design was used for the study using questionnaire as the data collection instrument. The collected data are analysed by frequency distribution and presented using charts and tables.FindingsThe results of the study reveal the preferences of Library and Information Science (LIS) students and hints what they want from LIS literature. A majority of students prefer books in comparison to journal articles as reading material. The survey revealed a high preference towards books written by authors from national origin than international authors. Similarly, students prefer books published by the national publishers than the international publishers. The findings further suggest that the affiliation of the author is a major factor, as the students prefer books written by authors from central universities more than those written by authors belonging to state universities or authors from industry. Further, students seem to be more impressed with the books written by LIS academics than the books written by practising librarians.Research limitations/implicationsOne limitation of the study is that it was conducted in India, taking the case of LIS students from only two universities. To generalise the impact, similar studies should be replicated by taking a larger sample to gain a complete perspective of LIS students.Practical implicationsThe findings of the study have both theoretical and practical implications. The theoretical understanding of the behaviour of LIS students will help faculty members to understand the selection rationale of students. The practical aspect of this study is that the findings will help the acquisition librarians to take informed decisions in collection building for LIS collection in their libraries.Originality/valueMost of the studies available in LIS literature related to reading preferences, study the general aspects such as frequency of library visit, the favourite place of reading, the purpose of library visit, gender-wise distribution of library visit, and time spent in the library. There are very few studies investigating the document selection rationale of LIS students.

This study examines the awareness, perceptions, and use of artificial intelligence (AI) among Library and Information Science (LIS) students at the University of Eswatini (UNESWA). A quantitative cross-sectional survey design was employed. Data were collected from 70 Library and Information Science students using a structured questionnaire consisting of four sections measuring AI awareness, perceived usefulness, attitudes, and challenges. Descriptive statistics and inferential analysis were used to analyze the data. Guided by the Technology Acceptance Model (TAM), the study investigates factors influencing students’ adoption of AI tools in academic contexts. The findings reveal relatively low levels of AI awareness among students. However, a majority perceived AI as useful (70%) and expressed strong interest in integrating it into academic activities (93%). Students acknowledged the potential of AI to improve research efficiency and learning engagement; however, concerns regarding the reliability of AI-generated content and issues of academic integrity were widely reported. Inferential analysis indicated no statistically significant differences in awareness across year levels, suggesting limited exposure to AI within the current curriculum. The study provides empirical evidence from a developing country context and highlights the need for structured AI literacy training, ethical guidelines, and curriculum reform to better prepare students for AI-driven academic and professional environments.

Objectives – The objectives of this study were to establish the level of computer utilization skills of Makerere University (Uganda) Library and Information Science (LIS) students; to determine the use of electronic information resources by LIS students; to determine the attitudes of LIS students towards electronic information resources; and to establish the problems faced by LIS students in accessing electronic information resources. 
 
 Methods – A questionnaire survey was used for data collection. 
 
 Results – The majority of Library and Information Science students at Makerere University depend on university computers for their work, and very few of them access the library’s e-resources. The few who access e-resources are self-taught. The majority of students surveyed were unaware of Emerald and EBSCO databases relevant to Library and Information Science students, and they found accessing e-resources time-consuming. 
 
 Conclusion – The study concluded that a concerted effort is needed by both LIS lecturers and university librarians in promoting use of the library’s electronic resources.

Purpose – The purpose of this study is to investigate the attitudes of library and information science (LIS) students from Alzahra, Yazd and Payamenoor universities toward e-learning, while aiming to develop awareness in the broader LIS community of alternative and supplement solutions in the LIS educational arena. Design/methodology/approach – This is a research survey conducted amongst 142 students. Data were collected via a researcher-designed questionnaire and analyzed with SPSS software using descriptive and analytical methods. Findings – Based on the findings, a relatively favorable attitude of e-learning education exists, indicating the existence of a supportive culture that can offer this type of education. According to the findings, with the provision of necessary equipment and the possibility of other incentives, e.g. running workshops, a supportive culture would be more advanced. Results also revealed that e-learning systems are more effective for the purpose of some courses that are related to the use of computers and the Internet, courses relating to information sources and courses associated with the application of new technologies in libraries. Originality/value – The emergence of new concepts and the advancement of technologies demands that LIS schools update their curricula. The findings of this paper ascertain the importance of equipping graduates with the knowledge and skills associated with e-learning technologies. LIS students need to gain specialized skills in the application of new technologies in libraries; the implementation of an e-learning system by LIS schools, and the delivery of electronic programs, provides an environment for them in which they experience the application of new technologies.

The purpose of this article is to discuss competencies required for practicum supervision within the field of library and information science (LIS) education. In doing so, this study attempts to propose Practicum Supervision Competencies Framework for professionals working in libraries and similar information organisations. The study aims to contribute to the body of knowledge on supervision of experiential learning programmes such as practicum and internships in the field of library and information science. Constructivist Grounded Theory approach was used for collection and analysis of data. Qualitative data was collected through semi-structured interviews with 43 participants that included library and information science professionals and students. Using constant comparative method, suggested in the Constructivist Grounded Theory literature, the components of the framework were developed and then validated and strengthened through the literature on competencies for library and information science professionals. Qualitative data analysis software NVivo 12 pro was used to support coding, category development and constant comparison methods in the data analysis process. Results of this study propose a framework for library and information science practicum supervision competencies and signify its importance for the academia and industry. The proposed framework is composed of five distinct but interrelated components, that is, Interactive, Management, Pedagogical, Professional and Technology which are important for practicum supervision in the field of LIS. The study also discusses empirical insights about the significance of research on practicum supervision within the field of library and information science as a distinct area. Practical implication of research encompasses several dimensions: methodological, theoretical, managerial and academic. For example, the framework should attempt to help better understand gaps between potential and actual competencies required by practicum supervisors in the field of library and information science. Research results may lack generalisability because of the chosen research method. However, researchers in other regions of the world are encouraged to test the proposed framework further.

This study explores the use of ChatGPT among Library and Information Science (LIS) students at the University of Delhi. A structured online survey with 13 questions (both closed and open-ended) was conducted via Google Forms in March 2024. The survey link was shared through the official WhatsApp group for BLISc and MLISc students of the University of Delhi’s Department of Library and Information Science, as well as individually through personal WhatsApp accounts of the 2023-2024 academic year, yielding a 79.36 % response rate from 100 participants. Descriptive statistical analysis of the data revealed that ChatGPT is widely recognised. Students primarily use ChatGPT for assignments, valuing its free access, quick responses, and idea-generation capabilities. Most respondents find its information somewhat accurate (61.9 %), and 66 % are likely to recommend it for academic purposes. The most cited advantage (67 %) is its free, 24/7 availability. However, 56.3 % are concerned about over-reliance on AI. Additionally, 89.7 % note the absence of institutional policies on AI use, and 85.6 % have yet to receive faculty recommendations to use ChatGPT for academic or research work to ensure academic and research integrity. The findings will aid the university in developing policies to integrate AI tools in academia effectively.

PurposeThe purpose of this paper is to explore the perceptions of master of library and information science (MLIS) students of social software.Design/methodology/approachA web‐based questionnaire is used as a survey instrument. The MLIS students at Kuwait University (KU) and the University of Wisconsin‐Milwaukee (UWM) are identified as the population of this study. In total, 132 MLIS students participate in the survey.FindingsThe majority of students from the two schools are aware of social software applications and their use. Blogs, video sharing, collaborative authoring, communication and social networking received the highest mean scores. Their perceptions about online activities, their use of social software and the obstacles to its use were not significantly affected by institutional affiliation. It was further found that the institutional affiliation exhibited significant differences for their perceptions of social software applications in education.Research limitations/implicationsThe sample issues present one of the main limitations of this study and the bias of the survey method.Practical implicationsThe findings of the study can meaningfully contribute to a better understanding of the affect of social software on MLIS students. It also can be applied to the implementation of these applications in library and information science (LIS) education.Originality/valueMost research on social software concentrates on students from other fields; very little research has considered student in LIS. This research is also the first survey to investigate how MLIS students in Kuwait using social software.

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.

The investigation aims to evaluate the scholarly literacy of postgraduate Library and Information Science (LIS) students through pre- and post-test assessments. A unique course curriculum is developed to address the publishing literacy gaps specified by this experimental study. After estimating students’ foundational knowledge with a pre-test, a training module highlighting essential aspects of scholarly literacy is given. The effect of the curriculum is then evaluated utilizing a post-test, and the results are compared statistically. Seventy master’s students participated in the study, and their literacy was assessed using 46 multiple-choice questions (MCQs). The pre-test results indicated little knowledge. However, the post-test outcomes demonstrated substantial improvements. The results show how well the program has functioned to enhance students’ proficiency in scholarly publishing. This study makes a unique addition by methodically evaluating the effectiveness of a specialized course planned to address gaps in postgraduate Library and Information Science (LIS) students’ knowledge of scholarly publications in Bangladesh. With an evidence-based technique that may guide curriculum design and professional development programs that promote advanced academic and scholarly communication mastery, the results emphasize the requirement to integrate specialized literacy modules into LIS curricula. Education institutions looking to enhance the scholarly abilities of aspiring LIS professionals and other domains would find this study especially beneficial, as it will ultimately advance the field of scholarly publication literacy.

Large language models (LLMs) have ushered in transformative information retrieval, organisation, and dissemination possibilities. The study investigates the utilisation of LLMs by library and information science (LIS) students. A survey through a case study was done to unveil the evolving role of LLMs in LIS education and practice. Stratified and purposive sampling was used to select 59 students doing a degree in LIS at a public university in Zimbabwe. An online questionnaire was used to collect data which was analysed using content analysis. The findings showed that the students were aware of ChatGPT which they used for content generation. The major challenge was misinformation, bias, and the ethical considerations in using ChatGPT. The authors recommend the importance of training both students and educators on the ethical use of LLMs and the introduction of artificial intelligence literacy programmes. No study was done on the perception and use of LLMs by LIS students in Zimbabwe. The study contributes to a better understanding of how emerging technologies are reshaping the field and how students are at the forefront of navigating their opportunities and challenges. The results can inform curriculum development, training programs, and policy formulation for incorporating LLMs into library and information services.

The research reported on in this article investigated the use of Web 2.0 technologies by library and information science (LIS) students at the University of the Western Cape (UWC), South Africa. Blumer and Katz’s Uses and Gratification Theory, which explains the reasons behind people’s use of Web 2.0 technologies, was used to provide meaning to the research findings. A case study approach was used to collect data by means of a questionnaire, content analysis and interviews. The findings revealed that between 72 and 97 per cent of LIS students have accounts on the following Web 2.0 technologies: YouTube, Skype, Google Apps, WhatsApp, Twitter and Facebook. In a nutshell, the research threw light on the Web
\n2.0 technologies used the most by LIS students and also highlighted their reasons for using them. The benefits or gratifications derived from using Web 2.0 technologies were also a highlight of the research. More importantly, the research demonstrated the need to embed Web 2.0 technologies in the LIS curriculum and to encourage academics to continuously embrace emerging technologies.