Information Science Programs Research Articles

NASIG Core Competencies: Building a Bridge to the LIS Curricula and Job Responsibilities

ABSTRACT The 2016 revised NASIG Core Competencies for Electronic Resources Librarians broadly defines the areas of work that Electronic Resources Librarians engage with and are responsible for. Using findings from two recent studies, this presentation given at the NASIG 2019 Annual Conference identified trends in electronic resource (e-resource) management on two fronts. The first study investigated the degree to which Library and Information Science programs are addressing e-resources, either as the primary subject of a course or as part of a course related to technical services. The second study addressed the distribution of e-resource management responsibilities at Carnegie-classified doctoral universities based on the areas of competency identified in the Core Competencies.

Accreditation standards in library and information science program in the light of international standards: Analytical Study

Academic accreditation systems Contribute to determining the extent towhich educational institutions achieve their goals and identify strengths to bestrengthened and shortcomings to work to overcoming them, Accreditation is ascientific institutional activity directed towards the advancement and upgrading ofeducational institutions and study programs, and it is an effective and influentialtool to ensure the quality of the educational process and its output quality andcontinuity of development, This study aims to shed light on the importance ofacademic accreditation for library and information programs, identify the mostimportant international standards for science libraries and information, and thestudy will focuses on the accreditation standards used in the library andinformation departments in Egypt, and examine the role of the national Authorityfor Quality Assurance and Accreditation of Education (NAQAAE) in Egypt,Finally, the criteria and stages of program accreditation will be presented.In order to achieve the objectives of the study will depend on the study,descriptive and analytical approach that deals with the collection, information andfacts, analysis and interpretation

Postwar Politics and Postcolonial Approaches: Rebuilding a Library and Information Science Program for Kosovo

Postwar Politics and Postcolonial Approaches: Rebuilding a Library and Information Science Program for Kosovo

Applications of Natural Language Techniques to Enhance Curricular Coherence

Abstract An effective and highly efficient curriculum is the foundation of an optimal content delivery to students and may lead to the success of the academic program. Ensuring the effectiveness of curricular processes goes beyond the successful design of individual courses and it is subject to careful planning in accordance to appropriate policies and procedures that enable a high level of curriculum coherence. Such curriculum can guarantee that students are presented with a complete set of interrelated topics related to the area of study that can enable students to connect topics in individual courses and apply them in professional settings. The goal of this article is to evaluate the curriculum coherence of an Information Science program using ontologies and natural language processing techniques. Curricular coherence is evaluated using a possibilistic approach which evaluates academic gaps and overlaps that exist in the core courses offered in the degree. The use of ontologies enables us to perform a qualitative study of curricular coherence at different levels of ontological abstraction using mereotopological principles. The knowledge inferred from this process can be used at the universities to optimize their course offering and content for better academic content.

Teaching a Cataloging/Metadata Course in a Changing World: Experience and Reflection

In this paper, we explore the most essential knowledge and skills to impart in an introductory-level cataloging and metadata course. We use the basic cataloging and metadata class in the University of Hawai‘i at Mānoa Library and Information Science Program as a case study, sharing our experiences, thoughts, and planned future direction in teaching cataloging, classification, metadata, and information organization. We investigate what University of Hawai‘i at Mānoa Library and Information Science (LIS) students expect to learn from the class, as well as how they perceive knowledge of and skills in cataloging and metadata affecting their career paths. We also inquire into topics that the students are interested in exploring related to cataloging and metadata. We examine emerging trends and evaluate which information and skills are most useful for LIS students and new librarians to learn for their library careers. These ideas are built upon our own experiences teaching these topics. This article synthesizes literature review, observation of trends within cataloging and metadata, and surveys taken by students enrolled in the course.

Impactos das teses e dissertações do Programa de Pós-Graduação em Ciência da Informação da UFMG:

Pretendeu-se analisar os impactos acadêmico e social das teses e dissertações do Programa de Pós-graduação em Ciência da Informação da Universidade Federal de Minas Gerais, defendidas entre 2002 e 2018 e disponibilizadas na Biblioteca Digital de Teses e Dissertações da UFMG. A pesquisa caracteriza-se como descritiva, exploratória e de natureza quantitativa e qualitativa, usando métodos bibliométricos e altmétricos. A amostra foi composta por 296 dissertações e 150 teses. Utilizou-se o Google Scholar para mensurar o impacto acadêmico medido em citações e o gerenciador de referências Mendeley, para o impacto social compreendido nos indicadores de marcação e de contagem de leitores. Registrou-se que as 296 dissertações receberam 899 citações e as 150 teses receberam 1.013 citações no Google Scholar. Foram identificadas 60 dissertações e 40 teses marcadas no Mendeley. As dissertações acumularam um total de 295 leitores e as teses 410 leitores no Mendeley. O uso do Google Scholar e do Mendeley permitiu apontar o acesso e a visibilidade das teses e dissertações e um expressivo impacto acadêmico e social. Embora o acesso aberto tenha tornado as teses e dissertações mais acessíveis, ainda nota-se um pequeno índice de citação, tanto para as teses, quanto para as dissertações.

Learning by doing: Highlighting the successful collaboration between an open access peer-reviewed journal, a scholarly communication class, and a supportive library

As the “NASIG Core Competencies for Scholarly Communication Librarians” makes clear, the responsibilities associated with scholarly communication work in libraries are so “broad and amorphous” that the “full suite of competencies is beyond the reach of even the most accomplished librarian.” It is, therefore, increasingly important for all academic librarians to have not just a theoretical understanding of scholarly communication topics, but also the ability to actively engage in and manage related projects. The question then is how are master of library and information science (MLIS) programs preparing aspiring academic librarians for these roles?

A Content Analysis of Errors in MLIS Students’ Online Searching Assignments

Very few formal studies have documented the errors committed in online searching performances, and none have focused exclusively on students in library and information science programs. To fill this gap, the authors conducted a content analysis of online searching errors of MLIS students based upon a coding scheme derived from previous error typologies and enhanced with new categories related to strategic searching decisions. The results suggest that errors committed by MLIS students align with errors identified in previous online searching studies but also include errors that seem unique to the MLIS participants’ searching outcomes. Using observed error patterns, the authors suggest instructional activities that can be developed to teach techniques for error correction and avoiding tactical and strategic flaws in online searching assignments.

Sufficiency of Cataloging Education: School Librarians Respond

No standardized learning outcomes exist for the cataloging education of school librarians in library and information science (LIS) programs. Additionally, LIS programs teach cataloging concepts in a variety of ways over various timeframes, raising the question of what it is that LIS programs should teach about cataloging and classification to prospective school librarians. The current literature offers limited guidance but does indicate that both theory and practice are important in the process of learning cataloging. A survey of school librarians was conducted to determine which cataloging and classification tools they use and which skills related to cataloging and classification are most important. Results indicate that few school librarians use descriptive cataloging tools such as AACR2 or RDA. Additionally, school librarians do not rate or rank descriptive cataloging or controlled vocabulary as important skills. Since descriptive cataloging guidelines and controlled vocabulary provide support for FRBR user tasks and create a database that facilitates the many activities of school librarians, this article suggests that LIS programs adopt a curriculum that communicates the value of a standardized, quality catalog. Additionally, practicum opportunities with experienced catalogers are an important element of cataloging education and should be incorporated into the curriculum. Finally, LIS programs should be intentional about connecting students to resources such as discussion groups and professional development opportunities that will continue to support cataloging efforts after students graduate. Future research into simplifying descriptive cataloging guidelines and determining essential MARC coding will help guide curriculum development in LIS programs.

Can (Post-Heroic) Leadership Be Taught (Online)? A Library Educator’s Expansion of Baldwin, Ching, and Friesen’s Grounded Theory Model of Online Course Design and Development

Many Master of Library and Information Science (MLIS) programs are now offered online, and most of these programs offer courses on leadership and management principles. Teaching leadership in any context presents challenges because leadership is a hazy and confounding concept. The intrinsic problems in teaching leadership are compounded by the professional context of libraries; librarianship is a feminized profession whereas being a leader is often a male-oriented construct. This confounding mix of teaching leadership informed by feminist theory is magnified by the challenge of teaching online, where the harassment of women academics (such as MIT’s Chris Bourg) is pervasive and destructive. There is a paucity of research and discussion on how to design online leadership courses in graduate MLIS programs that account for these challenges. This paper contributes to this discussion by expanding upon Baldwin, Ching, and Friesen’s grounded theory model of online course design and development. Grounded theory is an experiential methodology, and this paper aligns with Baldwin et al.’s grounded theory approach by applying constant comparison between the author’s experience designing an online graduate-level leadership course and their model.

How to make a maker librarian

Makerspaces are simply a location for open-exploration, tinkering, problem solving, and critical thinking for all. This definition and idea ties in well to the focus of the Knowledge School. Makerspaces and the librarians who work in them aim at being socially just, community based, and focus their maker learning locations toward their practitioners. Those in schools, universities, and communities who are often charged to implement a maker location. When a student graduates from a Masters of Library and Information Science program or iSchool are they are ready to work with makers in their community? Are they ready to learn and train themselves? Are they ready to continue growth in their own knowledge? Have their programs of study, their schools of knowledge trained them appropriately? This article delves into case studies focused on that very discussion.

LIS pre-professionals’ perspectives towards library user education: A comparative study between three universities in Greater China

Although the perceptions of library user education of academic libraries has been studied in a general context, specific studies on perspective of library and information science students are relatively few, especially in the context of Asia. Filling this research gap is particularly important because it affects the experiential learning of these pre-professionals, and shapes future library user education directions. As such, this study aims at understanding and comparing the views and perceptions of library user education programs in Greater China from the perspective of library and information science students. A total number 305 questionnaire survey responses were collected from three different universities in Greater China, namely: The University of Hong Kong (HKU), National Taiwan Normal University (NTNU), and Peking University (PKU). Results from this survey study reveal high evaluations of library user education programs and library user education librarians as a whole, as well as possible ways for librarians to better promote such programs. Such ratings are attributed to findings from previous studies on why students choose librarianship as a career, as well as the importance of experiential learning embedded in the Library and Information Science programs at each university. Findings of this study also suggest that as pre-professionals (soon-to-be professional librarians), these student respondents recognize the values behind library user education as an important part of their overall learning practices. Results from this study will be useful in identifying how future library professionals in Greater China perceive library user education programs, and librarians – therefore potentially helping librarians improve the delivery of these services.

Using Informed Design in Informal Computer Science Programs to Increase Youths’ Interest, Self-efficacy, and Perceptions of Parental Support

Our work is situated in research on Computer Science (CS) learning in informal learning environments and literature on the factors that influence girls to enter CS. In this article, we outline design choices around the creation of a summer programming camp for middle school youth. In addition, we describe a near-peer mentoring model we used that was influenced by Bandura's self-efficacy theory. The purpose of this article, apart from promoting transparency of program design, was to evaluate the effectiveness of our camp design in terms of increasing youths’ interest, self-efficacy beliefs, and perceptions of parental support. We found significant gains for all three of these concepts. Additionally, we make connections between our design choices (e.g., videos, peer support, mentor support) and the affective gains by thematically analyzing interview data concerning the outcomes found in our camps.

Overcoming imposter syndrome: the adventures of two new instruction librarians

Purpose New librarians rarely feel fully prepared for academic library instruction. This could be attributed to many factors in both Master of Library and Information Science programs and work environments. Imposter syndrome or imposter phenomenon is a common way this insecurity manifests. Imposter phenomenon, first defined in 1978, is an individual’s feeling that they will be exposed as a fraud, regardless of how qualified or knowledgeable they actually are. Throughout the first year as new instruction librarians, the authors tracked their experiences with instruction and the imposter phenomenon. This paper aims to illuminate how imposter phenomenon impacts library instruction, provide suggestions for individual librarians and identify what academic libraries can do institutionally to mitigate feelings of fraudulence among their employees. Design/methodology/approach This paper outlines the history and symptoms of imposter phenomenon, focusing on its presence in libraries. The authors draw on existing literature in psychology and library science, their own experience and a survey of 172 librarians. Suggestions for best practices for easing imposter phenomenon are then discussed based on the experiences of the authors and survey respondents. Findings This paper suggests several ways to ease the feelings of imposter phenomenon among those employed in academic libraries. Research limitations/implications This paper is based on the authors’ experiences, as well as a survey of 172 librarians. The survey was self-selecting, so the results may be skewed, but the themes apparent throughout the responses indicate that imposter phenomenon in libraries is pervasive and warrants further research. Practical implications The recommendations presented in this paper will provide new librarians and library administrators with concrete ways to identify and ameliorate imposter phenomenon among new instruction librarians. Originality/value Though imposter phenomenon has gained popular attention in wider society, extant research has not sufficiently addressed its role in the realm of academic library instruction. Given that most MLIS programs focus on theory rather than practice, finding ways to give new instruction librarians confidence in their positions is an area of research that warrants more exploration.

Caracterização da disciplina gestão da informação e do conhecimento como eixo temático dos programas de pós-graduação em ciência da informação no Brasil

A Sociedade da Informação e do Conhecimento representa uma profunda mudança na organização da sociedade, havendo quem a considere um novo paradigma. Nessa Sociedade, as dinâmicas são afetadas pelo intenso fluxo de informações que atingem os setores educacionais, ocasionando mudanças no papel do docente que se transforma em mediador da aprendizagem, na tentativa de despertar no aluno, a capacidade de conhecer para inovar. O objetivo do artigo é caracterizar a disciplina Gestão da Informação e do Conhecimento como eixo temático ofertado nos cursos pós-graduação em Ciência da Informação, em conformidade com as exigências da Sociedade da Informação e do Conhecimento, apresentando resultados parciais do projeto de iniciação científica, intitulado: “Abordagens da Gestão da Informação e do Conhecimento nos cursos de pós – graduação em Ciência da Informação no Brasil”. A pesquisa caracteriza-se como estudo de abordagem qualitativa, do tipo documental realizado no ambiente da web, por meio da Plataforma Sucupira, do Ministério da Educação. Adota-se como universo de pesquisa, as instituições de ensino superior que oferecem cursos de Pós-Graduação em Ciência da Informação, totalizando 21 universidades até o ano de 2018. Os programas que se destacam em abordagens sobre Gestão da Informação e do Conhecimento apresentam perspectivas positivas em relação às abordagens que estão sendo inseridas nos cursos de Pós-Graduação em Ciência da Informação. Indica que as abordagens da Gestão da Informação e do Conhecimento nos programas estão acompanhando os reflexos da Sociedade da Informação rumo às preocupações com imenso fluxo da informação e a corrida desenfreada em busca de conhecimentos estratégicos para a sustentabilidade das organizações e o crescimento das pessoas.

A comparative analysis of instructional course themes in LIS and museum studies programs in the USA

Purpose Considerable overlap exists between the disciplines of library and information science and museum studies. Exploiting the overlap and examining those areas were library/museum instruction courses diverge may provide valuable insights for how to improve the quality of these courses and better prepare students for instructional roles in both disciplines. Design/methodology/approach Word frequency and thematic analysis of the instructional course descriptions for all 52 American Library Association-accredited Master of Library and Information Science programs in the USA and 49 museum studies and affiliated (e.g. MA in anthropology with museum studies concentration) programs is performed. Findings Each discipline has some specific language to describe tasks specific to itself (e.g. museums), but these comprise a small percentage of the total language usage. Among other terms and themes, overlap occurs at a rate of about 50%. The remaining 35-45% of terms and themes reveal areas that are emphasized in only one discipline, but could be beneficial to incorporate in the curriculum/content in both disciplines. Research limitations/implications This research builds on a growing corpus of work demonstrating relations between museum studies and library and information science, and their status within a metadiscipline of information; this research presents a comparison of course content that may inform future curriculum/content development. Originality/value To the best of the authors’ knowledge, no study of this type has been performed with museum studies courses, nor has a comparison between the two disciplines been investigated at this level.

Do You Really Want a Diverse Program?

Despite multiple calls for diversifying academia in general, and Library and Information Science programs (LIS) specifically, the number of faculty of color working in higher education remains low. This work presents the points of view and suggestions of a faculty member concerning the diversity dilemma in LIS. The work relies on personal narratives in order to present the experiences and point of view of a member of the LIS community who constantly navigates the spaces of academia while negotiating the many aspects of their experience through the intersections of race, ethnicity, and gender. The main objective of the work is to present areas for consideration to those who are interested in bringing change and supporting faculty of color.

Multidisciplinary impact – the arts join informal STEM programs

Purpose Middle school participants in the USA attending an on-campus university informal science program indicate an increase in interest toward careers and disciplines in STEM or STEAM (science, technology, engineering and mathematics and the arts). Parents or guardians confirm the change. The paper aims to discuss this issue. Design/methodology/approach Participants attended “inquiry-based” lectures by scientists and “hands-on” activities conducted by volunteers on campus at a public university over four months, four Saturdays. Participants completed surveys before each lecture and guardians completed surveys afterwards. Findings Interest increased significantly according to paired samples t-tests for each STEM discipline for students who reported low interest on the initial pre-lecture survey. There was a significant linear improvement in interests in engineering using a repeated measures general linear model. Guardians or parents reported that they observed a higher interest in STEM disciplines resulting in more technical-related interaction among peers and within the family. Social implications Findings support STEM with arts “out-of-school” programs sponsored by museums, corporations, government, higher education and others. Inclusion of the “hands-on” activities, some with arts content, to the science and technical learning appears to spark enthusiasm. Originality/value The value is multidisciplinary. The theory of reasoned action from social psychology, sociology, along with related research in science education and the arts are synthesized. Informal extracurricular experiences sustained and improved interests in the disciplines and careers on which the formal educational career pipeline can build.

NeuroLab Research Experiences: Extending the CURE Design Framework into an Informal Science Setting Dedicated to Pre-College STEM Instruction.

Course-based undergraduate research experiences (CUREs) represent distinctive learning environments that are organized around a well-articulated design framework aimed at broadening student participation in scientific research. Among the published descriptions of CURE models that are currently available in the education research literature, the vast majority have been implemented in four-year institutions of higher learning with undergraduate students. In this programmatic article, we utilize the CURE design framework to characterize a highly structured instructional intervention that engages upper-level high school students in basic research that bridges comparative functional genomics and developmental neuroscience. Our goal is to demonstrate the feasibility of using the CURE framework as a uniform reference point for other informal science programs aimed at making life science research accessible to younger learners. We conclude by discussing preliminary data on the program's effects on students' self-efficacy for conducting scientific research, collaborative abilities, and understanding of how scientific knowledge is constructed.

Self-learning of Information Literacy Competencies in Higher Education: The Perspective of Social Sciences Students

Preference for autonomous versus directed learning for the acquisition of information competencies (ICs) was analyzed among undergraduate social science students according to gender, degree program, belief in importance, and self-efficacy. Data were gathered using the IL-HUMASS (Information Literacy Humanities Social Sciences) online survey from students at five public Spanish universities enrolled in audiovisual communication, education, information science, pedagogy, journalism, psychology, social work, and tourism undergraduate programs during the 2013–2014 academic year. Mann-Whitney U, Kruskal-Wallis, and chi-square tests, as well as discriminant analysis, were performed. The results revealed a higher preference for the directed learning style in the four IL competency categories: searching, evaluation, processing, and communication-dissemination. Audiovisual communication, education, and journalism students showed a predilection for autonomous learning, whereas information science and psychology students preferred directed learning. Higher scores in belief in importance correlated with a greater preference for autonomous learning. In contrast, higher levels of self-efficacy were associated with a greater preference for directed learning.