Library Course Research Articles

Intersecting Disciplines: Should LIS Competencies Include Social Work?

Social work in librarianship is a phenomenon that has gained momentum in public libraries since the first known social worker began working at the San Francisco Public Library in 2009. Few LIS programs offer courses to address this evolving phenomenon, yet librarians and library staff nationwide have expressed the need to have training in social work to help them meet the needs of their users. To date, there are only three universities (Dominican University, University of Michigan and Middle Tennessee State University) that offer dual degree programs and even fewer universities that offer social work librarianship courses. With the concern of librarians not feeling equipped to address the social needs of library users (eg. depression, anxiety, suicide, health issues, substance abuse, poverty) this paper emphasizes the critical need for LIS programs to adapt their curriculum to adequately prepare future librarians for public librarianship.

Gender Distribution of Course Material Authors in a Doctor of Veterinary Medicine Program

The gender distribution of authors in the health sciences literature has been well documented. We explored whether this distribution persists among library course reserves for a Doctor of Veterinary Medicine program, as course reserves are veterinary faculty members’ own teaching materials. Such a bibliometric analysis of course reserves provides a novel method of examining curricular materials. In the Fall of 2022, researchers collected the library's current course reserve metadata, including fields, such as author names and material types. Binary gender was determined based on a variety of sources: traditional naming conventions, gender presentation in photographs, pronouns in signatures, and biographies. Of the 167 exported authors, 162 were included for further analysis in SPSS. Course reserves’ authors were analyzed by collaborators and media type. The dichotomous gender distribution of first authors was 76% male/ 24% female. Female first authors were more likely to have collaborators than male first authors (39% vs 26%). When collaborations did occur, first and second authors had the same gender at a significantly higher rate. Exploring author gender across material type, we found that generally, the first author gender ratio remained 3 males to every female. Contextualizing these results in the framework of contemporary health sciences literature, we found that the gender disparities in course reserves to be unsurprising, while still disappointing.

The library information resources of the Scientific Library of Yanka Kupala State University of Grodno

The author examines the experience of Yanka Kupala State University Library (Grodno, Belarus) in providing digital document resources to its users. The proprietary information resources are reviewed; the selection principles for library Internet-resources are specified; user awareness services are described. The library organizes information educational workshops intended for the faculty, though it experiences some problems in disseminating information on library services and resources, in particular, students’ low interest in information literacy and lacking teaching hours for library courses. The author suggests several possible solutions and prospective vectors for the academic library, i. e. development of proprietary resources, corporate collaboration, improvement, development and introduction of new methods of user services. The author emphasizes the importance of improving librarians’ professional competences in providing reliable and enhanced information.

Updates and Invitation to the LEEP Theological Librarianship Course for Alumni, Library Leaders, and Potential Students

Since its beginning in 2005 as a joint project between Atla and the University of Illinois at Urbana-Champaign, a course on Theological Librarianship has enrolled more than 260 students and involved dozens of Atla members as volunteer guests. After a presentation of data about the course, members of the conversation group reported alumni achievements, met alumni from other cohorts, and discussed strategies for awareness and recruitment of students as new Atla members and leaders.

#SuperLibrarian – the evolving role of librarians in technology spaces

PurposeThe purpose of this paper is to discuss changes in the roles of librarians against the backdrop of emerging technologies.Design/methodology/approachThrough reflection on practice drawn from the author’s 30 years in librarianship, this paper explores the evolving role of librarians in the constantly developing technological environment and demonstrates how librarians can combine information resources, technology and research assistance in these constantly changing spaces. It also explores how technology enhances the role of the librarian, with specific reference to ChatGPT.FindingsThe author stressed the need for library courses for credit to allow for feedback, assessment and critical thinking. The need for continuing professional development for librarians was highlighted. Additionally, areas such as Scholarly Publishing, Metrics and Analytics, Academic Integrity and Intellectual Property were identified as areas of focus for the 21st century Librarian.Research limitations/implicationsThis study is limited to changes in roles as a result of emerging technologies which impact librarians. It is set in the Caribbean.Practical implicationsThis paper is relevant for librarians, regardless of their geographical location, who are also required to be fluid, keep on the cutting edge, adapt and adopt to deliver service in the face of constantly advancing technology.Originality/valueThis paper is a reflection on an original experience from a Caribbean territory. it also explores recent developments in technology, more specifically ChatGPT, and its impact on the roles of librarians. It provides contributions to the ongoing discourse on the evolving role of the librarian from a different perspective.

An Assessment of Information and Communication Technology (ICT) Competency of Medical Librarians of Punjab

The research aimed to an assessment of the Information and Communication Technology (ICT) competencies of medical librarians in the province of Punjab. The research study was descriptive in nature, and a quantitative approach was used for which a closed-ended questionnaire was conducted from librarians working in different health institutions in Punjab province. Therefore a whole population sample of 62 health institutions of the public and private sectors was selected from the areas of Punjab. A questionnaire consisted of two types of questions, one five rating Likert scale and the other yes and no type questions. Collected data was analyzed considering the objectives and research questions of the study. Descriptive statistics were used for data analysis which includes frequency, percentage, mean score and standard deviation for item analysis. It was found that there was a lack of training courses in medical librarianship. Therefore, it is recommended that the intuitions may demand training courses in medical librarianship, and the government may support and provide funds to arrange training. Medical institutions do not have sufficient funds. This factor caused a hindrance in the proper functioning of and enhancing their competencies in the field of ICT to keep libraries updated to fulfil the need of the day, so the government and the institutions may provide sufficient funds to the concerned field of libraries.

Hernando Colón’s New World of Books: Toward a Cartography of Knowledge

Hernando Colón’s New World of Books: Toward a Cartography of Knowledge

The user experience: Student perspectives on library course reserve

A group of researchers from an academic library surveyed students to understand how and why the members of their community use course reserve services. Students were happy with the service and used it as a replacement for purchasing textbooks. Frequent users requested more textbook offerings, and both users and nonusers indicated a need for increased promotion of the service. Users provided specific suggestions for improvement that should be examined. Findings illustrated the value of course reserve services as a way to help students with college affordability and to support instruction and learning.

Reflections from MLS Students’ Perceptions of Information Literacy Modules – a SoTL Study

Bringing together graduate students from different backgrounds into an online MLS program means that they show up with varying degrees of skills and competences in information literacy when they first start. As LIS educators, we often have trouble knowing where to fit this instruction into our courses, or we hesitate to take valuable instruction time from other concepts since we believe students should already arrive with a good understanding of information literacy from their undergraduate experience. Although it’s often assumed that graduate MLS students already have a good handle on information literacy, in this researcher’s experience, this is not always the case. This qualitative study of students’ self-reflections during completion of information literacy modules looks at two semesters of data from our program’s core Librarianship course and are being approached as a scholarship of teaching and learning study through the lens of constructivism from an andragogical perspective. Common emerging are that students still experience research anxiety at this level and that gaps in schooling can leave students unsure of their current competency level. Results so far indicate that students are overall appreciative of the modules and that the knowledge gained and information literacy concepts from prior experience remembered is helpful to them. They report using these skills and competencies immediately during coursework and plan to use them in the future in their jobs and life.

Comparison of library studies programs in Croatia and the USA

This study describes and compares the minimum educational requirements of library and information science programs offered in Croatia and the USA. The article adds to previous research in comparative education and comparative librarianship. The findings show notable differences and similarities between the two countries. The library and information science educational path in Croatia is more structured, requiring a Bachelor’s degree in addition to a Master’s, as well as postgraduate licensure. The USA typically only offers graduate degree programs in the field. Library and information science programs in both countries are generally flexible and highly customizable. Both countries require several foundational courses in librarianship, however, Croatian programs place greater emphasis on technology and collection management curricula. In contrast, library and information science programs in the USA require more managerial coursework and offer students increased flexibility in terms of course choice. This article may assist library school educators in evaluating their programs to address current and future professional needs.

Developing Pathways to Health Sciences Librarianship with an Introductory Course and Mentoring Program

ABSTRACT Because of gaps in the offerings of Library and Information Science programs and librarian continuing education programs, library students and early-career librarians may not be aware of opportunities in health sciences librarianship. There is a need for introductory educational offerings on the foundations of health sciences librarianship. There is also a need to address barriers that may obstruct members of underrepresented groups from becoming health sciences librarians. The article explores the possibility that online education and mentoring can address gaps in introductory educational offerings in health sciences librarianship. The article describes the development of a pilot program for an online Introduction to Health Sciences Librarianship course and mentoring program, reflects on results from a survey of program participants, and identifies areas for further research and program development. The article also discusses the potential implications the program may have for addressing equity, diversity, and inclusion in health sciences librarianship.

As mudanças curriculares da Biblioteconomia brasileira e suas relações com a generificação da profissão bibliotecária

Introduction:It highlights how gender relations are inserted in the logic of power and are supported by the production of diffusion of discourses to penetrate people's daily lives and produce docile individuals. Objective: To present a theoretical discussion about howthe curricular changes of Librarianship courses in Brazil –sometimes more humanistic, sometimes more technical –influenced the process of feminization of the profession and the insertion of the profession in the list of professions notably marked by thesexual division of labor. Method:bibliographic review about the role of curricula as disseminators of discourses and power relations and in the gendering of professions; historical course of Librarianship curricula in Brazil and its insertion of gendered discourses in the librarian profession. Results:This work sought to show how the curriculum was used as a device for the dissemination of certain discourses in relation to the librarian profession and how it contributed to its feminization. Conclusion:It is proposed that the librarian profession has become feminized over time and changes in curricular focus have contributed to this movement, where the adoption of more technical curricula has contributed to the insertion of the profession in the list of professions notably marked by the sexual division of labor. Finally, it is pointed out that, from the 1980s, a timid approach of men to the area also led to a change in the curricular focus and in the discourse around the profession

Web technology in developing countries: The pathway for academic libraries in Nigeria

This paper surveyed the impact of Web developmental stages on academic libraries in Nigeria. Literature regarding technological advancements in Web developmental stages with the associated innovations in library services were collected and utilized for the paper. The literature was provided a baseline data for the paper. Library services which could leverage on information communication technology (ICT) were identified. The paper highlighted the technological innovations and tools associated with each Web developmental stage and outlined how these could be adopted and integrated into the mainstream of library operations in-order to ensure improved service delivery especially in academic libraries. It concluded that technology has proven to be the future of information management and dissemination. It, therefore, urged librarians/libraries to embrace technologies and move with the trend in the information industry. The paper recommended the incorporation of computer science in library schools to train librarians who are ICT-competent to drive the course of ICT-compliant libraries.

Literature Management and Scholarly Communication at USN

Background: The PhD course Literature Management and Scholarly Communication was established in 2019 through a library-faculty collaboration. This is the first accredited generic and interdisciplinary PhD course at this university, and it provides 5 ECTS credits. The course has participants from all our eight PhD programs, researching topics spanning from religion to robotics. Our main idea was that bringing PhD candidates from different programs together for such a course may add extra value in the form of enhancing communication and understanding across the disciplines.
 Methods: The study has a mixed methods design. A preliminary survey was conducted in 2017 to reveal the PhD candidates’ information needs, which provided a basis for planning the course content. To examine the candidates’ learning outcomes and further improvements for future courses, NVivo was used to analyse observations that were recorded during the course, in addition to the participants’ course essays and evaluation forms.
 Results: The 2017 survey had a response rate of 43% (n=91). More than 50% of the respondents expressed a need for library courses in literature searching, systematic reviews, research data management and the publishing process. The PhD course was designed based on these findings and has become a popular course with a total of 111 participants on four courses, of which 23% are international candidates and 7% are affiliated with other universities. The main finding was that several of the participants found the course surprisingly useful to their research and to their career plans.
 Discussion: Having a generic course for early-stage researchers from such a diversity of fields was challenging, and the article discusses several issues to consider for future courses. Most importantly, the prior knowledge was vastly different among the participants. This emphasizes the need for increased library-faculty collaboration to reach out to all PhD candidates in an early stage.

The ABC method as a tool for blended learning course development at Bergen University Library

Embarking on planning and design of new library courses, or just even redesigning them, might be challenging in an everyday busy schedule. Especially if you want to try out new digital applications or features that could give the training an edge towards students, often prejudiced to what they can expect from a traditional library course. Ideally you engage colleagues and even students and faculty members in such a process. But how can you allocate enough time and resources to reach such ambitions? The ABC method, developed at University College London, is an effective, engaging and creative approach. In only 90 minutes groups are able to work together hands-on to create a visual storyboard outlining the type and sequence of learning activities aligned with the course’s learning outcomes. Blended learning and co-creation are often encouraged in course design in many educational institutions these days. The ABC method encourage also library instructors to think about e-learning tools, methods for active learning and opportunities for co-creation. Library courses, in difference from regular courses at universities, if often taught as a “one-shot-session”, and they rarely include formal evaluations. We therefore felt the need to adapt the method to better suit these circumstances. We adjusted both agenda and material, but all ideas and principles follow the original method. Evaluation showed good feedback regarding the proportion of participants who intended to change their course design after attending the workshop. This session will present the basic principles of the ABC-method and our experiences working with this approach to blended course planning.

Credit score: Assessing a library course’s association with graduation rates and GPAs for at-risk students at a regional public university

This study determined if a library credit course potentially influenced grades and graduation rates at a regional public university. The authors analyzed data from 33,882 undergraduates who attended University of Wisconsin-Stevens Point between 2004 and 2018. To compare grade point averages (GPAs) and graduation rates, the authors separated data into two cohorts: students who passed Library Resources 101 and students who did not take the course. The study found virtually no difference in GPAs. However, students who completed the course graduated 18.5% more frequently than non-completers. The most extensive of its kind, this study adds depth to previous publications assessing library credit courses’ statistical relationships with student success, especially at-risk undergraduates.

Professional ethics in librarian training: the UFC Librarianship Course in Cariri

No Brasil, o ensino de Biblioteconomia conforme explicitado por Souza (1987, p.138) tem três fases: a primeira vai do período de 1911 a 1930, com característica humanística e sob a liderança da Biblioteca Nacional; a segunda do período de 1929 a 1970, sob forte influência do tecnicismo norte-americano; e a terceira, do período de 1970 a 1987, com características mais nacionalistas. O Curso de Biblioteconomia da UFC Cariri foi implantado em 2006 com o objetivo de investir na formação de um profissional bibliotecário apto para atuar perante a sociedade da informação. O presente trabalho pretende apresentar os primeiros quatro anos do Curso, promovendo assim, uma discussão entre os referenciais de ensino, ética profissional e a proposta de formação profissional, aliados às exigências mercadológicas. Utilizamos a pesquisa bibliográfica e a análise da integralização curricular.

Awareness of Career Prospects in Librarianship and Students’ Preparedness in Library Schools in South-East Nigeria

The paper focused on Awareness of Career Prospects in librarianship and students‟ preparedness in library schools, South- East Nigeria. Descriptive survey research design method was adopted in this study. A total population of 552 respondents covering only final year students of the Library and Information Science Department of library schools in South-East was used for this study, to which 112 were randomly selected. Data was collected by means of a questionnaire and handbook for undergraduate programmes from 2012 to 2019 in each university where Library and Information Science is offered. Findings showed that information networking, software package, and library automation are taught by ESUT, IMSU, NAU, and ABSU only. While literature searching skills is not taught by any of the universities understudied, Introduction to ICT & Internet in Library and information services courses are taught by ESUT, IMSU and NAU. In addition, Electronic publishing and IT tools and computer application are taught only in MOUAU. It was also revealed that students are aware of the following information outlets: libraries, schools, archives, banks, media houses, museums, education and training institutions for information personnel, among others. Results indicated that SIWES and school coursework were the major events put in place in preparing students for a career in librarianship. Recommendations were made based on the findings.
 Keywords: Awareness, Career prospects, Librarianship, Library schools

Role of the National Institute of Library and Information Sciences to Empower Teacher Librarians in Sri Lanka

The National Institute of Library and Information Sciences (NILIS), an Institute affiliated with the University of Colombo, in Sri Lanka, was established in 1999, with the main objective of training Sri Lankan school librarians and other library staff, under the World Bank project. Accordingly, in 2002, NILIS commenced Certificate, Diploma, and Post-graduate courses for teacher librarians. Concurrently the Ministry of Education selected and trained 4000 teacher librarians with the assistance of NILIS. The training consisted of short term and long term programs commencing at the certificate level and leading to the post graduate level . Teacher librarians were mainly trained to manage school libraries; while being empowered to teach the subjects in which they specialized in the university, or Information literacy, in order to give them the same status as the other teachers. To date NILIS has trained around 2000 teacher librarians under the different categories. In this study, the number of training sessions conducted, number of teachers trained, and the outcome of the programs are elaborated and discussed. Finally, the performance of the teacher librarians after the completion of the masters in teacher librarianship course conducted by NILIS is critically discussed, using the data collected by the interview method with the random sampling technique. The results show that most of the teacher librarians trained at NILIS are performing school library organization activities at a more satisfactory level than prior to receiving their training. Nevertheless, the teaching of information literacy by the teacher librarians to the school children is not being fulfilled at a satisfactory level. Most of the teacher librarians who have obtained higher professional qualifications at NILIS are unsatisfied due to problems with regard to their promotional schemes. Since 2005, NILIS and other relevant bodies have been striving to resolve the problems of the teacher librarians, but so far their efforts have not been successful.

CURRICULAR IMPLICATIONS OF KNOWLEDGE MANAGEMENT FOR LIBRARY AND INFORMATION SCIENCE EDUCATION IN NIGERIA

The introduction of knowledge management into the library and information science curriculum comes with some implications that bordered on how knowledge management is being taught and represented in the curriculum design for LIS education. The investigation was carried out from the viewpoint of LIS community in Nigeria using a web-based survey questionnaire and interview. Certified librarians in Nigeria constitute the unit of analysis; their population stood at 6,504, and only 369 participants completed the survey, followed by interviews with five professors from library schools in Nigeria. The result from findings indicated that from the six variables raised on the implications of knowledge management on library and information science education, only two variables score above the Mean Variable Score (X=3.98) benchmark, the need for KM competencies to be fully integrated into the LIS curriculum score the highest mean score (X=4.46), followed by the need for the LIS curriculum to keep changing to accommodate new development in KM. It also manifested in the study that the current curriculum did not adequately equip LIS professionals for knowledge management practice. More so, knowledge management can be treated as a separate course on its own and as well be integrated into the existing library and information science courses. From the seven knowledge management concepts and themes raised, only four variables score above the Mean Variable Score (X=4.32) benchmark, interpersonal relationship leads the pact with a mean score (X=4.39), followed by research and evaluation with a mean score (X=4.38), knowledge management tools, technics and technologies with a mean score (X=4.36) and lastly leadership and managerial role with a mean score (X=4.35). Also from the four variables raised on responsibilities of LIS schools, two of the variables score above the Mean Variable Score (X=4.4) benchmark, need for LIS schools to train and retrain LIS educators score the highest mean score (X=4.45) followed by the need for LIS schools to collaborate with other allied disciplines in the design and training of LIS professionals for KM with a mean score (X=4.4). This implies that effective training and education for KM calls for cooperation and collaboration among different academic units.