Information Studies Education Research Articles

Bridging Qualitative Methods Research and Practice in Information Studies Education

Information studies education has perennially adapted to changes in the information landscape, shifting recently toward an apparent privileging of data-centered and computational skill building (Raju, 2020; Tait & Pierson, 2022; Wang, 2018). While it is widely acknowledged that information and technology are biased and socially mediated, the question remains how research methods pedagogy should evolve to best equip graduate students with the holistic understanding needed to critically engage with emerging technologies (Galliers & Huang, 2012). This poster presents a research project exploring how qualitative methods play a role in the information studies education. We are conducting a baseline analysis of existing methods courses from various information schools in North America. We are also analyzing syllabi from some of the qualitative methods courses identified, which may reveal key paradigms and practices covered and how they relate to larger trends in information studies education. Using an interpretive analytical approach, we have induced a set of two main preliminary findings. First, pure qualitative methods courses are potentially underrepresented in information schools. Second, qualitative methods course syllabi represent valuable but limited resources for understanding how graduate students are prepared to confront complex information problems from multiple perspectives. In the future, we will also conduct semi-structured interviews with the instructors who provided their syllabi for analysis. Through this poster, we hope to invite our colleagues into conversation about some existing disparities and opportunities in information studies education, bridging the gap between qualitative methods research, practice, and teaching.

Understanding Sexual and Gender Minority Privacy

This panel presentation is a summary update of the recent research from the 2021 ALISE Research Grant Competition Award: Educating for Equity?: Sexual and Gender Minority Privacy in Library and Information Studies Education. This session aligns with the conference theme, “Go back and Get It: From One Narrative to Many” by illustrating the ways in which “privacy” is a polysemous concept, and information professionals grappling with privacy from a policy perspective must be prepared for its multi-faceted nature and the distinct privacy needs of different communities. 
 New library and information professionals are expected to uphold a number of ethical principles, often in contexts of incredible complexity, wherein principles may well be in conflict with one another. One of the major tools by which organizations may navigate such conflicts is policy. Indeed, “[f]or current and future information professionals to be truly prepared for the far-reaching impacts of policy on their careers and their institutions, LIS educators need to make a commitment to teaching information policy” (Jaeger et al., 2015, p. 175). That education should approach information policy in a holistic manner, as “an interrelated set of issues that comprise a larger entity” (Jaeger et al., 2015, p. 175), rather than a discrete set of issues such as privacy and intellectual freedom. Educating students in information policy becomes even more urgent when one considers how much of the ecosystem in which users participate through libraries and other information institutions is outside of the direct control of the institution itself, mediated by contracts and policies. 
 In order to explore this larger question of information policy education for LIS students, this project proposed to examine a specific case: library policy addressing the privacy of sexual and gender minority (SGM) people (also often referred to by some variation of LGBTQI2SA+ people). This case sits at the confluence of several areas of discrete policy concern within LIS, including diversity, equity, and inclusion, equal access to information, privacy, and intellectual freedom. Therefore, this project provides a good opportunity to explore if and how LIS students are being equipped to deal with policy questions as “an interrelated set of issues.” This is also a case of incredible urgency, as COVID-19 has deepened existing inequities facing sexual and gender minority people in the United States. 
 This project examined whether students are equipped to handle complex questions of information policy by examining the urgent information problem facing libraries: the privacy of SGM individuals in the face of COVID-19 surveillance. Sexual and gender minorities face significant information risks that differ from those of cis-gender, heterosexual people; improper information disclosure can lead to the loss of employment, housing, access to health care, and social support for SGM due to outing. Because of the risks of outing and discrimination, privacy concerns are of special concern to LGBTQ+ people in the face of pandemic surveillance, particularly digital surveillance. While privacy rights have been a point of controversy and uncertainty for all in the face of digital surveillance and the exigencies of the pandemic, sexual and gender minorities may well struggle to assert even those rights to which they are unquestionably entitled. However, even those who choose to advocate for their communities and assert their rights often do not realize that libraries are a potential place of risk. This study asked, “Are LIS programs preparing their students to meet the needs of LGBTQ+ patrons and stakeholders from a policy perspective in the workplace?” We have answered that question through a mixed-methods study, including a survey of LIS faculty, a content analysis of ALA-approved masters programs’ learning outcomes and syllabi, a document analysis of the privacy policies of a purposive sample of libraries, and interviews with library employers. The panel will share the insights gained from this study in order to expand the understanding of the privacy of marginalized groups within libraries, and provide direction for future research into information policy education within LIS. 
 The panel will also discuss how this research has led to collaborations with other colleagues which focuses on human-centered digital privacy solutions for digital and social media. The burgeoning growth of artificial intelligence (AI) and machine learning (ML) solutions, the ubiquity of social media and digital repositories, and cross-platform data usage have raised the stakes of addressing digital privacy. The enormity of data presents an uphill task to identify and mitigate private information on digital and social media platforms. Lastly, through engagement with participants, probing questions will be asked of the audience to brainstorm and collect ideas. Panel attendees will be active participants, working with the panelists in breakout groups, considering how find privacy solutions that are responsive to the legal and regulatory, social, cultural, and technical dimensions that we encounter within LIS education and beyond.

Educating for Equity

This poster presentation summarizes mixed-methods research from the 2021 ALISE Research Grant Competition Award: Educating for Equity?: Sexual and Gender Minority Privacy in Library and Information Studies Education. This project examined whether we can handle complex information policy questions by examining an urgent information problem facing libraries: the privacy of sexual and gender minority (SGM) individuals in the face of COVID-19 surveillance. This session aligns with the conference theme by illustrating how “privacy” is a polysemous concept. Information professionals grappling with privacy from a policy perspective must be prepared for its multi-faceted nature and the distinct privacy needs of different communities. SGM face significant information risks that differ from those of cis-gender, heterosexual people; improper information disclosure can lead to the loss of employment, housing, access to health care, and social support for SGM due to outing. This study asked, “Are LIS programs preparing their students to meet the needs of LGBTQ+ patrons and stakeholders from a policy perspective in the workplace?” Researchers conducted a mixed methods study that included a survey of LIS faculty, a content analysis of ALA-approved masters programs’ learning outcomes and syllabi, a document analysis of the privacy policies of a sample of libraries, and interviews with library employers. The researchers will share any results to date from their analysis and provide current best practices and recommendations for both libraries and LIS educators to help expand the understanding of the privacy of marginalized groups.

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

This work explores international research into library and information studies (LIS) education as part of the diversity, equity, inclusion and access (DEIA) agenda and identifies options for LIS education reform in addressing racial inequity in the library profession in the UK. The paper sets out the UK legal, higher education and LIS education contexts, focussing on the role of the professional association, accreditation and the curriculum, and the library and information workforce, and highlights current practices in DEIA in the UK. Using a methodology drawn from bibliometric approaches, a set of academic and professional articles related to DEIA and the LIS curriculum are analysed and nine interpretative repertoires are then identified and discussed. Four core mature repertoires concentrate on the professional association, the university, LIS faculty and the curriculum. These core clusters are surrounded by emerging repertoires which are more recent and more critical. Each repertoire is discussed, referring to key sources and authors to present a picture of trends and complexity in recent (2000–2022) literature on the topic. The aim of this work is to provide a detailed view of existing practice in LIS education relating to DEIA. LIS schools are a vital part of the professional pathway: without a qualification there is no profession, and university students are more-often-than-not drawn from the more privileged and wealthier sectors of society. It is recommended that LIS schools recruit students and faculty who reflect communities and develop the abilities of students to serve the communities they may or may not reflect. These are categorized into clusters, in an attempt to inform LIS education reform in the UK.

Natural Disaster Accessibility of Small and Rural Libraries in Northwest Florida

ABSTRACT Public libraries are critical community facilities through which librarians support their communities before, during, and after natural disasters such as hurricanes. In their disaster responses, public librarians work to effectively restore library buildings, provide library materials, and, most critically, provide services that strengthen community resiliency and sense of safety. However, a neglected aspect of disaster policy and response is the lack of documentation regarding library transportation accessibility. In this study, the researchers used geographical information systems (GIS) approaches to investigate the extent to which public libraries are sited to serve vulnerable, rural populations in Northwest Florida. Results suggest that many public library branches are inopportunely sited relative to pockets of high-need populations, indicating that disaster services may need to be offered outside of the library building or transportation options be made available to residents of disaster-prone, inaccessible areas. The study’s findings have the potential to inform library and information studies education, multidisciplinary research and policy-making, and to develop a public library disaster preparedness and response.

Experiential Learning in Graduate Archival Education at the University of Botswana

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

Information science education and library and information studies education: Transnational conversations

ABSTRACTThe panel/round‐table will explore the status of the education of information professionals internationally, with a focus on a review of the status of Library and Information Studies, Information Science, and Information Professional education programs in the U.S., Canada and Australia. Similarities and differences between programs in each country specific to the information professions will be analyzed. The analysis will include a review of the quality assessment of programs, and specific issues related to their success, and concerns about the future of programs in each case. The impact of the iSchool movement will be examined.

The Next Course of Study from 2022 and a History of the Subject “Informatics” in Japanese High Schools

In Japan, all senior high schools have had the subject “Informatics” since 2003. Before that, there were not any regular classes for informatics in Japanese senior high schools. Japanese Course of Study is revised approximately every ten years. The current one was implemented in 2013; the next one, published on March 2018, will be implemented in 2022. The authors outline the history as well as the prospect from 2022 on of the information studies education in Japanese senior high schools.

Reflection on: “Australian Professional Library and Information Studies Education Programs: Changing Structure and Content”

Our 2004 paper presented statistical and other data on professional-level Australian Library and Information Studies (LIS) education over the period 1991–2003 inclusive. This reflection paper updat...

Australian Professional Library and Information Studies Education Programs:Changing Structure and Content

Australian library and information studies professional education experienced major changes over the past 15 years or so. There has been a growth in first professional level masters programs. Some ...

Finding and forming the bold and the fearless: the future of LIS education in Australia

The education of information professionals needs constant re-examination and renewal if it is to remain relevant to the needs of society. Rapid change in the environments in which information is managed calls for the re-evaluation of old skills and the development of new skills. From our perspectives as a new professional and an experienced academic we define some of what is needed to enable library and information studies education to evolve quickly so that it can produce the ‘fearless information professionals’ that are needed. We aim to stimulate robust debate, reassessment, and revision.

How do early career health sciences information professionals gain competencies?

Objective: The purpose of this study was to describe early career health sciences information professionals’ self-reported attainment of the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies.Methods: A SurveyMonkey survey was designed to ascertain participants’demographic information and their competency attainment. ‘‘Early career’’ health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, ‘‘I have demonstrated this competency.’’ Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous.Results: One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the ‘‘Health Sciences Information Services’’ competency, and the lowest level of confidence in having attained the ‘‘Research, Analysis, and Interpretation’’ competency.Conclusions: These results contribute to the ongoing discussions regarding proposed changes to the MLA competencies. The results may also inform the development of educational and professional development opportunities for prospective or early career health information professionals.

How do early career health sciences information professionals gain competencies?

The purpose of this study was to describe early career health sciences information professionals' self-reported attainment of the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies. A SurveyMonkey survey was designed to ascertain participants' demographic information and their competency attainment. "Early career" health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, "I have demonstrated this competency." Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous. One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the "Health Sciences Information Services" competency, and the lowest level of confidence in having attained the "Research, Analysis, and Interpretation" competency. These results contribute to the ongoing discussions regarding proposed changes to the MLA competencies. The results may also inform the development of educational and professional development opportunities for prospective or early career health information professionals.

Library and Information Studies Education in New Zealand and Australia: Background, Issues, and Challenges

Library and Information Studies Education in New Zealand and Australia: Background, Issues, and Challenges

Library and Information Studies Education in New Zealand and Australia: Background, Issues, and Challenges

Professional library education in New Zealand and Australia has developed independently, with different structures for entry-level qualifications. Both countries face challenges in continuing to offer high-quality programmes, in part due to the distribution of students relative to the providers. This paper outlines the LIS qualifications and characteristics of the providers in each country, followed by a discussion of issues the programmes face in remaining relevant in the future.

Preparing for Complexity and Wicked Problems through Transformational Learning Approaches

As the information environment becomes increasingly complex and challenging, Library and Information Studies (LIS) education is called upon to nurture innovative leaders capable of managing complex situations and “wicked problems.” While disciplinary expertise remains essential, higher levels of mental complexity and adaptive capabilities are also needed to manage complexity. This article reviews three transformational learning approaches with the potential to effectively guide student growth toward these higher levels: (1) overcoming immunity to change, (2) threshold concepts and variation theories, and (3) transformative learning theory. All three approaches aim at transforming high-level meanings that are limiting into understandings that empower in order to achieve pragmatic goals, comprehend foundational disciplinary concepts, and generate new frames of reference for social justice.

Using Etherpads as platforms for collaborative learning in a distance education LIS course

This poster presents findings of a project which explored the online collaborative learning experiences of distance education (DE) students undertaking an undergraduate information studies. The School of Information Studies (SIS) at Charles Sturt University (Australia) is a leader in the provision of library and information studies education by distance. A recent review of undergraduate and postgraduate courses resulted in greater integration of Web 2.0 technologies to support DE teaching and learning. This included the redesign of the collection management course which serves approximately 100 undergraduate students per year. The aim of this project was to encourage greater communication and collaboration between students to address the challenges of isolation and lack of student community reported by previous cohorts. The researchers found the use of a collaborative document sharing platform, Etherpad, an effective tool in developing students’ skills in critical thinking and collaborative practice, leading to an enhanced DE learning experience.

Flexible learning

PurposeThe purpose of this paper is to provide an overview of the changes in undergraduate library and information studies education in New Zealand over the past decade. It considers developments in the delivery of distance education, focusing on e‐learning (or flexible learning) modes, and changes to the curriculum due to the changing nature and requirements of the profession.Design/methodology/approachThe paper is a case study of the Open Polytechnic, the main provider of undergraduate LIS programmes in New Zealand. It compares the current situation to that of 1999 when the programmes were established, and analyses developments in the delivery of distance education and the changing nature and requirements of the profession.FindingsThe changing nature of the LIS profession, and in particular developments in information and communications technologies, as well as the possibilities offered by e‐learning paradigms have led to significant changes in the curriculum, especially in the delivery of courses. There is a tension between delivering a sound academically coherent curriculum that meets all the changing needs of the profession: core theory, knowledge and skills remain, while new technologies, services, formats and tools are demanding equal time in the curriculum.Research limitations/implicationsThe paper is of interest to researchers involved in distance education or curriculum design in LIS.Practical implicationsThe paper considers the evolution of distance learning courses for the library community and is of interest to the wider LIS sector.Originality/valueThe case study presents a picture of New Zealand LIS undergraduate education and shows how programmes are changing in response to educational developments and the profession's requirements.

Online Programs and Geographic Proximity are Key Determinants of Information Professionals’ Interest in Pursuing Post-Master’s Education at the Doctoral Level

A Review of: Powell, Ronald R. and Susan E. Boling. “Post-Master’s Educational Needs of Information Professionals.” Journal of Access Services 3.4 (2005): 29-43. Objective – To investigate post-master’s educational needs and interests of information professionals. Design – Survey research using print and electronic questionnaires. Setting – The geographic area surrounding Wayne State University in Michigan, United States of America. Subjects – Members of the library associations of Michigan, Ohio, Indiana, and Southwestern Ontario, Canada. Methods – Systematic random samples were derived from the membership lists of the library associations in Ohio, Indiana, and Southwestern Ontario. Paper questionnaires were mailed to those selected. Michigan Library Association’s official policy barred the release of its membership list to researchers. Consequently, announcements of the survey were placed in three successive issues of the Association’s electronic newsletter. Interested members were directed to a web site to complete an electronic version of the questionnaire. This option was also extended to members of the other three library associations. The overall research question was investigated through specific questions that sought to ascertain the overall level of interest in professional library and information studies (LIS) education, levels of interest in specific types of programs, factors that favoured or deterred enrolment in doctoral programs, as well as the fields of study that were preferred for combination with LIS in doctoral programs. With the exception of demographic type questions (e.g., place of residence and educational qualifications) and two questions that required open ended responses, the questionnaire design encompassed questions with Likert scale type responses. Analysis of the responses included descriptive statistics, the use of Pearson chi-square to determine statistically significant relationships, and, to a lesser extent, content analysis. Main Results – A total of 270 questionnaires (33%) were returned from three populations: Ohio, Indiana, and Ontario. A self-selected sample of 101 members (6%) of the Michigan Library Association responded. In general, almost 80% of the respondents admitted some importance to adding to their LIS qualification. However, only 41% felt that this was important or extremely important. From a choice of six educational offerings, namely, continuing education activities, non-degree master’s coursework, a second master’s degree, post-master’s certification, doctoral programs, and other, continuing education activities was the most valued, by 65.5% of the respondents. Participants were asked about their reasons, and the importance of these, for considering or deciding to enrol in an LIS doctoral program. The yearning to acquire knowledge was reported by 69.7% as the major reason, followed by 45.8% of the respondents who cited the wish to increase their income potential. In terms of major factors, prestige received the lowest rating, 21.1%. The time involved (73.8%), cost (66.3%), and distance from the program (63.2%) were cited as the major deterrents to enrolling in doctoral programs. When asked about the likelihood of pursuing a doctoral LIS program in combination with business administration, computer science, or without any combination, “not likely” was the most popular choice. Those who were very likely or likely to pursue a joint program totalled approximately 30% of the respondents, while 37% indicated an interest in undertaking a doctorate in LIS only. The most frequent reasons proffered by those who selected “not likely” or “definitely not” for any of the three doctoral offerings included lack of interest, mitigating factors (e.g. time, cost, age, and program location), unfavourable cost/benefit analysis, preference for another area of knowledge, and the view that Ph.D.s were only useful for university faculty. Given the option to name subject areas that they desired to see combined with LIS in a doctoral program, 23 of 101 respondents proposed education, while 19 opted for public administration. A question inviting any other comments on the issue of post-master’s education yielded a predominant desire for “non traditional instruction,” particularly online courses as well as classes held in convenient locations. In terms of relationships between geographic location and factors that influenced interest in enrolling in a doctoral program, the desire “to become a more effective manager,” and “other” were statistically significant. The analysis also revealed a strong positive relationship between willingness to pursue an LIS-only doctoral program and the availability of such a program in geographic proximity. Similarly, there was a strong relationship between willingness to pursue an LIS program in close vicinity and the importance that was given to further LIS education. Conclusion – Online instruction and geographic proximity are key determinants of information professionals’ interest in pursuing post-master’s education at the doctoral level. Continuing education activities, non-degree coursework, and certificate programs are preferred over doctoral LIS programs, despite the finding that the major reason for enrolling in doctoral LIS programs is to fulfill the desire for knowledge acquisition. Schools offering Library and Information Science studies need to explore options for providing distance-education doctoral LIS programs as a means of reversing the current shortage of LIS faculty.

Exploring access in the developing world: people, libraries and information technology in Morocco

PurposeThis paper aims to explore the information technology environment in a developing country, Morocco, through a discussion of the people, their information environment, and libraries. Concepts of modern library and information studies (LIS) education and the new role of the library professional in this context are also to be explored.Design/methodology/approachLargely based on a review of literature on the people, their information environment, and technology in Morocco, this paper incorporates both synthesis and discussion from an LIS point‐of‐view.FindingsBasic elements of the culture make library work difficult in Morocco. In reflecting on other cultures and participating in the international LIS dialogue, librarians can develop new perspectives on difficulties they experience at their home institutions while contributing to solutions of problems abroad.Practical implicationsBy supporting library work in developing countries, western librarians can have a positive impact on users both at home and abroad.Originality/valueThird world librarianship is not a phenomenon happening “over there” in a vacuum – real librarians trained in library and information science in countries like Morocco are helping users to access information. Their work contributes to the international conversation taking place in LIS, a discussion that is ultimately of benefit to all involved.