Library And Information Science Education Research Articles

Application of theories in Library and Information Science research in Tanzania: A content analysis

Using a content analysis approach, this study assessed the application of theories in Library and Information Science (LIS) research in Tanzania. The study’s specific objectives encompassed the analysis of the utilization patterns of theories in LIS research conducted in Tanzania, the identification of predominant theories, the highlighting of specific areas within LIS research where theories have been extensively applied, and the assessment of the level of integration of theories into research. While Kalervo and Vakkari’s classification scheme of LIS research areas was used to identify specific research areas where theories have been applied most, seven categories of theory talk were utilized to evaluate the degree to which these theories have been incorporated into LIS research. The study’s findings reveal a growing inclination towards the use of theories among LIS researchers, albeit at a slow pace. The study has also shown that TAM and UTAUT theories are the most frequently utilized, with information-seeking research being the primary area incorporating theories among all identified research areas. The findings also suggest that while a significant portion of the analyzed articles fall under the major category of the Continuum of Theory Talk, implying substantial incorporation of theories, a small number of them encountered difficulties in effectively integrating theories. The study, therefore, suggests that LIS educators should also prioritize the theoretical aspect of research in their curriculum. This will help researchers improve their understanding of the subject matter, leading to more reliable and precise research.

LIS Educators’ Perception Towards the Adoption of AI Tools in Nigerian Library Schools

The incorporation of Artificial Intelligence (AI) into education marks a significant shift in how students learn, teachers teach, and educational institutions operate. This research delved into the knowledge and views of Library and Information Science (LIS) educators regarding the use of AI in library schools in Rivers State. The study employed a survey approach, combining qualitative and quantitative methods. A total of 44 LIS educators from various institutions in Rivers State participated, selected through random sampling, and data were collected using an online survey. The study found that while many LIS educators are aware of AI and have integrated it into their teaching and research, there remains a considerable gap in formal training and professional development in this area. Despite this, there is a clear understanding among educators of the value of AI in library and information science education, in line with broader trends in education and industry. The research also identified positive attitudes towards AI as a tool to enhance education quality and prepare students for careers in librarianship and information science. However, several barriers hinder the integration of AI into curricula and practices, including lecturer attitudes, credibility of information sources, internet connectivity, negative institutional perceptions, and low lecturer competency in AI. To address these challenges, the study recommends that Nigerian library schools fully implement AI technologies like chatbots, barcodes, RFIDs, and robotics to enhance teaching activities. It also suggests that higher education institutions develop specialized training programs and workshops on AI for library schools, covering both basic and advanced concepts. This would enable educators to effectively integrate AI into their teaching and research practices.

Use of social media by LIS students in Kuwait and Taiwan: A comparative analysis

Over the years, social media (SM) has gained much credibility among students, and educational institutions are leveraging it in their systems. From the educational standpoint, SM influences students to learn course information, contact peers and develop new skills. The study aims to identify the students’ use of SM to access information related to the Library and Information Science (LIS) programmes in Kuwait and Taiwan, including time spent, tools used, reasons and patterns of use, and to indicate the challenges faced in providing means of LIS learning and collaboration. In total, 288 valid questionnaires were received from students in both countries. Descriptive analysis from the respondents revealed data on the participants’ demography. The thematic analysis showed the results of the SM platforms’ usage, hours spent, and messaging frequency. The ordinal scale provided further data on SM use in LIS education. Results from those who responded show frequent use, high GPAs, and social and entertainment purposes. Both countries respondents show similar usage and attitudes towards SM in LIS education, exchanging collaborative learning and integrating creativity and innovation. Taiwan respondents have a higher female student population, while Kuwait has a balanced gender distribution. Taiwanese students spend less time on social media (SM) daily for LIS information and prefer different platforms. Kuwaiti student respondents dedicate more time to SM and positively perceive its potential to improve grades.

Knowledge of library and information science undergraduates on plagiarism in federal universities in South-East Nigeria

This study examined the knowledge of Library and Information Science (LIS) undergraduates towards plagiarism in Federal Universities in South-East Nigeria. The study determined LIS undergraduates’ level of knowledge on plagiarism, and explored their level of knowledge based on their year of study. Two research questions guided the study and one hypothesis was tested at 0.05 level of significance. A descriptive research survey design was adopted for the study. The population comprised 868 undergraduates which included 2021/2022 undergraduates of LIS departments in Federal Universities in South-East Nigeria. The sample size of 274 was selected using the Taro Yamane formula and proportionate stratified random sampling technique. A validated instrument titled Cognitive Test on Students Knowledge of Plagiarism (CTSKP) adapted from Gharedaghi et al (2013) was used for data collection. The reliability of the instrument was established through the Kudder-Richardson (K-R20) formula, yielding a high reliability coefficient of 0.88. Descriptive and inferential statistics were used to answer research questions and test hypothesis. The findings of the study among others revealed a moderate knowledge of plagiarism among LIS undergraduates with knowledge variations across academic years. It was recommended among others that LIS educators should augment the curriculum with focused courses on plagiarism, fostering academic integrity.

Adequacy of LIS Curriculum in Response to Global Trends: A Case Study of Tanzanian Universities

Abstract This study examines the adequacy of the library and information science (LIS) curriculum in responding to fast-changing global trends in the library profession developments. The study utilizes a case study design to investigate the University of Dar es Salaam and Open University of Tanzania. The findings of the study reveal the importance of aligning LIS education curriculum with global trends to ensure that graduates have the requisite skills and knowledge to meet the demands of the ever-evolving field. The study highlights digital literacy, emerging technologies, user-centered services, and diversity, equity, and inclusion as critical areas requiring prioritization in the LIS curriculum. The study recommends the development of technical skills, soft skills, emerging technologies, and cultural competencies with practical training opportunities, real-world case studies, and industry partnerships. The study emphasizes the importance of information security and privacy, data management and analysis, collection development and management, marketing and outreach, digital humanities and scholarship, and accessibility and universal design in LIS education.

“I didn't know it would be like this”: Professional Preparation for Social-Service Information Work in Public Libraries

Recent semi-structured interviews with 28 librarians and branch managers on the placement of social workers in public libraries revealed a need for library and information science (LIS) programs to better prepare students for their role as social service information providers and to provide models for working with and supervising social workers in the library. It is clear that libraries are experiencing increasing demands to respond to the social-service information needs that users bring to the library, and the importance of libraries to communities in times of uncertainty and crisis is clear. In response, some libraries are including social workers on staff, but this trend does not completely relieve librarians of the need to serve the public's social-service information needs. LIS students need to understand the professional boundaries of librarianship and social work and to develop the ability to feel confident in their interactions with users who have been traumatized, are in crisis, or are struggling with challenges such as the need for credible health information; home and food insecurity information; legal aid; access to the Internet for individuals and families from low-income situations; accessible adult education programs; and more. Interview participants offered a number of suggestions for how to incorporate social work concepts into LIS education and asked for several specific skills such as training in mental-health first aid, de-escalation techniques, and greater knowledge of social-service resources.

Investigation of Library Job Demands and Requirements through the Lens of Job Market

This article investigated job demands and requirements in the American Library Association (ALA) job website. The states with the highest number of library and information science (LIS) job openings were California, Texas, Illinois, New York, and Washington. Academic libraries had the highest number of job openings, followed by Public libraries and Government libraries, respectively. The most sought-after LIS job categories were Administration/Management, Special Collections/Archives, Subject Specialist/Liaison, Information Literacy and Instruction, and Collection Development/Acquisitions. A significant majority of library-related jobs required a Master’s degree. These findings benefit LIS researchers, educators, professionals, and job seekers.

Library and information science study program through the eyes of students: Preliminary findings

Library and information science (LIS) as a discipline is constantly changing in line with the trends of the profession, so in order to ensure that LIS curriculum in higher education addresses the needs of contemporary stakeholders, evidence-based evaluation is needed. Student satisfaction has become an important factor in considering the success of the institution of higher education. The studies on student motivation for enrolling in LIS programs are many, but papers on student perception of satisfaction with their LIS study programs are rarer. This paper focuses on the efforts of ensuring curriculum quality of the LIS program at the graduate level of study at the Department of Information Sciences of the Faculty of Humanities and Social Sciences at the University of Osijek, Croatia. The main aim of the study was to determine how satisfied the students are with the quality of their study program and to identify its strengths and weaknesses. The study was carried out by anonymous online survey in which the students were asked to rate their satisfaction with the study program and the obtained professional and lifelong learning competences. While findings of the study are relevant for the revision of the LIS study program at the Osijek Department, this study can also have larger implications for LIS education trends globally, for it has confirmed some of the results from international studies.

Data Curation Education: Cross-Disciplinary Analysis of Master's Programs

With growing emphasis on data curation practice in both science and industry, there has been a call for information professionals to take on a substantial role in data curation. Library and information science (LIS) education has been responding to this call by offering various training opportunities from Master's education to professional development. The most recent effort to systematically review a data curation curriculum offered by ALA-accredited LIS schools was in 2012, so it is time to revisit the progress and evolution of data curation education. The main goal of this study is to analyze the course content from the syllabi of various programs to understand what is being taught in LIS schools throughout graduate-level education. Further, because the need for data curation is apparent across different disciplines, and thus not only LIS but also other disciplines have been offering data curation courses, this study also analyzed syllabi from other disciplines. A total of 80 syllabi were analyzed in this study: 15 syllabi from 9 ALA-accredited institutions and 65 syllabi from 53 institutions of Carnegie Classification (CC). Our findings suggest a notable growth in LIS education in data curation since 2012, but LIS education still provides less training in technical skills. There was also a distinctive difference in educational approach to teach data curation between LIS (user- and service-oriented) and other disciplines (technical skills−focused), which brought different strengths and weaknesses in curriculum.

LISCrit

Critical Race Theory (CRT) is an intellectual framework intended to explain the day-to-day situations that affect the lives of members of minoritized groups. Its main goal is to help bring about revised social and systemic structures, which in turn can ameliorate the detrimental effects of racism and racist systems for historically marginalized and excluded groups. As a framework, CRT stands on a set of principles which serve as a foundation. Although the wording and structure of these principles varies among scholars, some of the ideas presented are stated throughout. For example, some of the main principles for CRT is that racism is ordinary and not aberrational, that race is a social construct which is not objective, inherent, or fixed on any genetic or biological reality, making it a purely social phenomenon, and that CRT due to differences in their historical experiences with oppression, Black, American Indian, Asian, and Latinx individuals are better equipped to communicate their experiences than their white counterparts (Delgado and Stefancic, 2017).
 These principles have been met with active resistance on multiple fronts which have started all the way at governmental levels. The debate is particularly incendiary in the field of education, where there has been strong pushback and hostility. This mostly over the assumption that CRT based curricula is being applied to education in public K-12 school systems. Most of these arguments do not take into consideration that CRT itself is taught at the graduate level as a method of analysis, it is not a topic taught in K-12 settings. This opposition to CRT has been so strong that as of 2021, 16 states were pushing legislation banning the teaching of CRT in public institutions of higher learning (Flaherty, 2021).
 This volatile and increasingly resistant environment serves only to highlight the importance of centering CRT, especially for a field such as Library and Information Science (LIS), but particularly for LIS pedagogy. The LIS field has lagged behind on many aspects related to bringing about racial equality, despite a generalized idea that the field is a pioneer of social equality and egalitarianism (Cooke and Colón-Aguirre, 2021; Ettarh, 208; Honma, 2005). As LIS educators, we must focus not only on preparing our students for the work they will perform but also to present the challenges faced by their chosen career.
 In what Colón and Cooke have named LISCrit (for CRT in information science) (2022), CRT is foundational to the equity LIS strives for. Seen from this perspective it is essential that as LIS professionals and educators we understand that if we can’t name the structural and racist barriers and oppressions that CRT warns of, we can’t address them. This inability in naming and identifying barriers means that true and sustainable equity will not be possible. Bringing CRT more squarely into the LIS ecosystem is necessary and provides the language for much needed innovation, assessment, and change.
 Buy in from the field at all levels is required in order to bring LISCrit to the future generations of information professionals, and one of the ways to do that is to clearly and consistently demonstrate how CRT undergirds and informs the profession and its teachings. The tenets are CRT are baked into LIS, one only need to look closely and critically through a lens of intellectual and cultural competence and humility.
 In this presentation the panelists will discuss their efforts to infuse CRT into graduate LIS curricula (LISCrit). The discussion will focus on three main initiatives geared at bringing about more discussions and enabling the field’s multiple facets to benefit from the contexts and discussions which CRT facilitates. The panel will take place in three parts, including:
 
 Colón-Aguirre and Dr. Cooke (2022) will discuss their article that introduces the LISCrit framework and its main propositions,
 Colón-Aguirre and Dr. Cooke will share their scholarly efforts to produce an edited collection (Advances in Librarianship) and special journal issue (Library Quarterly), which have been designed to enable LIS educators to better include this content in their LIS classrooms,
 Harris will present and demonstrate a digital CRT in LIS toolkit developed through an American Library Association Carnegie Whitney Grant.

Spectrum Fellows

Critical Race Theory (CRT) is an intellectual framework intended to explain the day-to-day situations that affect the lives of members of minoritized groups. Its main goal is to help bring about revised social and systemic structures, which in turn can ameliorate the detrimental effects of racism and racist systems for historically marginalized and excluded groups. As a framework, CRT stands on a set of principles which serve as a foundation. Although the wording and structure of these principles varies among scholars, some of the ideas presented are stated throughout. For example, some of the main principles for CRT is that racism is ordinary and not aberrational, that race is a social construct which is not objective, inherent, or fixed on any genetic or biological reality, making it a purely social phenomenon, and that CRT due to differences in their historical experiences with oppression, Black, American Indian, Asian, and Latinx individuals are better equipped to communicate their experiences than their white counterparts (Delgado and Stefancic, 2017). The volatile and increasingly resistant environment serves only to highlight the importance of centering CRT, especially for a field such as Library and Information Science (LIS), but particularly for LIS pedagogy. The LIS field has lagged behind on many aspects related to bringing about racial equality, despite a generalized idea that the field is a pioneer of social equality and egalitarianism (Cooke and Colón-Aguirre, 2021; Ettarh, 208; Honma, 2005). As LIS educators, we must focus not only on preparing our students for the work they will perform but also to present the challenges faced by their chosen career. Buy in from the field at all levels is required in order to bring LISCrit to the future generations of information professionals, and one of the ways to do that is to clearly and consistently demonstrate how CRT undergirds and informs the profession and its teachings. The tenets are CRT are baked into LIS, one only need to look closely and critically through a lens of intellectual and cultural competence and humility. In this presentation the panelists will discuss their efforts to infuse CRT into graduate LIS curricula (LISCrit). The discussion will focus on three main initiatives geared at bringing about more discussions and enabling the field’s multiple facets to benefit from the contexts and discussions which CRT facilitates. The panel will take place in three parts, including: Colón-Aguirre and Cooke (2022) will discuss their article that introduces the LISCrit framework and its main propositions, Colón-Aguirre and Cooke will share their scholarly efforts to produce an edited collection (Advances in Librarianship) and special journal issue (Library Quarterly), which have been designed to enable LIS educators to better include this content in their LIS classrooms, Harris will present and demonstrate a digital CRT in LIS toolkit developed through an American Library Association Carnegie Whitney Grant.

Research Trends in Library and Information Science in South Africa and Nigeria: A Content Analysis

Abstract A review of the research trends in library and information science (LIS) is important as it provides insight into the research practices of scholars in the field. This study investigated the research trends in master’s and doctoral research outputs relating to LIS produced in Nigeria and South Africa between 2009 and 2015 to identify the most researched subject areas and the most neglected subject areas in LIS research in the two countries. A total of 400 master’s and doctoral research outputs produced in Nigeria and South Africa were analysed by means of a qualitative content analysis, and 15 research areas were created by means of modified subject categorisation adopted from the extant literature. The findings were that the most researched subject area in both countries was human information behavior in respect of both master’s and doctoral research outputs. The least researched areas in LIS research outputs in Nigeria were archives and records management, LIS history and developments, bibliometrics, scientometrics and informatics, knowledge and information resource management. In South Africa, bibliometrics, scientometrics and informatics were the least researched areas in respect of doctoral research outputs, and LIS education and pedagogy were the least researched areas in master’s research outputs. The positivist research paradigm was more prevalent. The implication of the findings is that LIS schools in Nigeria and South Africa need to focus more on research areas that deal with current trends and challenges confronting the profession. In today’s world of work, most services are driven by information technology and research should be directed towards addressing the implementation of recent trends in the profession. Since the sample framework used for Nigeria was low, it may not be appropriate to generalise this finding to other institutions.

The Renaissance Scholar of Library and Information Science: Professor Linda C. Smith

The Renaissance Scholar of Library and Information Science:Professor Linda C. Smith Anita S. Coleman (bio) and Martha Kyrillidou (bio) This collection of essays is to honor Linda C. Smith, widely recognized as a well-established and dedicated teacher and scholar at the University of Illinois Urbana-Champaign and the soul of the iSchool. Smith's contributions to library and information science (LIS) research, teaching, and higher education administration, as an award-winning professor of LIS for the past forty-five years, have been characterized by attention to interdisciplinarity, people, and information technology. From the very beginning of her graduate studies, Smith targeted key aspects of the information revolution that would come to shape our technological world. Her impact on education for the information professions as well as on generations of graduate students has been a richly complex and multithreaded story. It is thus fitting that an issue in her honor recognize and laud Professor Smith as the renaissance scholar of LIS, trace the arc of a relevant past, and reflect on a future that Smith so presciently studied. Smith's oeuvre includes her movement from pretenure basic research in a new area to the integration and transformation of that knowledge through research, teaching, and service as a distinguished and tenured professor. In her early work, Smith focused on how artificial intelligence techniques could be used to improve computerized information retrieval systems. Captured initially by the proliferation of databases and the impact they had on reference work and information behavior in libraries, she co-edited five editions of the key textbook in this area, Reference and Information Services: An Introduction. She has written one of the most highly cited articles on citation analysis (1981), which is also one of the most highly cited articles ever published in Library Trends. Among her many articles and contributions to the research and professional literature, she coedited a Festschrift in honor of her colleague Kathryn Luther Henderson, a book on technical services management (Smith and Carter 1996). Finally, she [End Page 1] has supported numerous students, both domestic and international, in pursuing their passions and achieving their goals. It was Smith's support for her PhD students that brought together the two co-editors of this special issue. Those who know Linda Smith, especially her doctoral students, are cognizant that her editorial skills are unparalleled. As coeditors, we are thankful for her willingness to read and review the contributed articles as they came in. Such meticulous, and often invisible, editorial expertise is the kind of added support that Linda has generously and diligently provided her collaborators, colleagues, students, the iSchool and the University of Illinois over the many years of her work as a researcher. This Festschrift is a testament to Linda Smith. It is done for her and with her. The articles in Linda's Festschrift represent the countless ways she has contributed to the discipline of LIS and helped to structure its evolution and growth as a field of knowledge and practice. "Library and Information Science, Interdisciplinary Perspectives" is a collection of essays based on three central themes of Smith's prodigious work: library systems, intelligent and interdisciplinary services, and information sciences education. Smith's themes were selected from her writings, such as her very first research paper, "Systematic Searching of Abstracts and Indexes in Interdisciplinary Areas," which won the 1974 ASIS Student Paper Award and was published in the Journal of the American Society for Information Science. While emerging trends were her motivation, Smith's goal for her research was to build capable computer systems and save the time of researchers and information users. That goal never changed, and it led her to study the different applications of computers beyond the sciences to humanities, engineering, and medicine. In the process she also became an astute administrator and a key influencer of LIS education. The topics covered in this issue include LIS education, accreditation, teaching reference and bibliographic searching, navigating copyright, and serials modeling, concluding with admonitions for new roles in LIS in relation to data stewardship and interdisciplinarity and in relation to artificial intelligence and the responsibilities of LIS roles. Linda's Design Lynne C. Howarth and Eileen G...

Open Educational Resources (OERs) at European Higher Education Institutions in the Field of Library and Information Science during COVID-19 Pandemic

The purpose of this study is to map the practices regarding open educational resources’ (OERs) development and implementation at European higher education institutions (HEIs) in the field of library and information science (LIS) during the COVID-19 pandemic and to identify the challenges and obstacles to their full and optimal utilization, both during crisis situations and beyond. A systematic literature review and questionnaire-based survey yielded results from 56 European LIS schools/departments (n = 56). Statistical analysis was performed using the R programming language, and descriptive statistics were used to quantify the data sets. The results have shown that the COVID-19 pandemic served as an impetus for the adoption of OERs, particularly in the context of digital education (DE) and remote learning. However, there is still a lack of awareness of the many benefits and opportunities they provide to higher education, as evidenced by the fact than less than half LIS schools/departments used OERs. Certain issues were identified, such as the lack of institutional policies regarding OERs, inadequate peer-review of OERs, and, in most cases, the absence of monitoring and evaluation practices for OERs. The results and insights from this study can be used to improve all aspects of OERs’ implementation and thus accelerate their adoption, both with regard to LIS schools/departments and other fields. Further research into the topic through interviews and focus groups should provide a deeper understanding of opportunities, challenges and practices surrounding the adoption of OERs in the field of LIS education.

Emergence, evolution, challenges and future prospect in LIS education and its impact on job opportunity of LIS education in Pakistan

PurposeThis study aims to investigate the status of library and information science (LIS) education in Pakistan, as well as LIS progress, level of employment and issues, infrastructure and facilities, challenges faced by LIS institutions and future prospects of the profession.Design/methodology/approachA total of 115 permanent/regular and visiting academic members from different Pakistani institutions/universities participated in the research. A mixed-method was used, and data was collected through questionnaires and interviews. The data was analyzed quantitatively and qualitatively.FindingsThis study’s results showed that assistant, associate and associate professors have been very involved in producing high-quality research articles and producing quality graduates. This study also found that there are several problems with LIS education in Pakistan, such as a lack of qualified teachers, resources and facilities. This study provides all the answers to these problems. They are useful for LIS teachers and students in Pakistan because LIS education has been around for a long time, but there are still some problems that need to be fixed. The results could have an immediate effect on the direction, ability to survive and future of LIS education in Pakistan.Originality/valuePreviously, different studies have been conducted on evolution and challenges to the LIS profession, but to the best of the authors’ knowledge, no study has been reported based on the professional experiences in other Universities of Pakistan. According to the research, the findings are crucial for LIS professors and students in Pakistan. In addition, the research investigates the challenges faced by LIS teachers in Pakistan. It concludes with suggestions on how to address some of these problems. It is also said that Pakistan must develop universal standards for LIS to close the gap between what users want and what library workers can do.

Caring for the community: An academically based community service course in LIS

The field of Library and Information Science (LIS) has historically struggled to connect theory and practice in its graduate education, specifically when it comes to building partnerships with diverse stakeholders in public library communities. One possible technique for bridging the gap of stakeholder experiences is academically based community service (ABCS) courses. ABCS courses attempt to directly focus on research-practitioner partnerships to solve real-world problems by involving the community to democratically co-design the curriculum. In this paper, we present a reflective case study of an ABCS course on integrating participatory design methods to co-design new digital learning activities for youth in an urban public library. By conducting 10 co-design sessions and 26 semi-structured interviews, we examined a partnership between a university and a library, and how this ABCS course impacted different stakeholder participation. Our findings highlight how ABCS courses require systematic structural endeavors from higher education and care between all stakeholders within a library setting. This work contributes to a growing body of work that calls for more courses in LIS education with greater civic and democratic engagement between graduate students, university partners, and library stakeholders.

Exploration of LIS professionals efforts in Pakistan towards the improvements of technological competencies in 21st century

Purpose The purpose of this qualitative study is to investigate/review the skills required for library and information science (LIS) professionals in the 21st century and to propose an alternative approach as the suggested key skills. Design/methodology/approach Twenty-two LIS professionals from Pakistan were interviewed, and 10 LIS professionals were from abroad, including two from the USA; six respondents were from Saudi Arabia; one from Canada; and one from Malaysia. In-depth interviews with faculty members were conducted to ascertain their perceptions of the knowledge and skills necessary to be competent in delivering quality education to the future information breed. Findings The findings emphasise the importance of a variety of competencies for librarians and information educators, including subject knowledge and skills; information technology knowledge and skills; instructional skills; research skills; and managerial, leadership and social skills. Additionally, it was noted that LIS professionals require a diverse set of skills that should be fostered by educators and employers. By promoting these in the broader community, the author can encourage the next generation of LIS professionals to consider LIS as a viable career option. Originality/value The findings presented in this paper provide a unique window into the country’s workforce needs. Though the study was conducted from a Pakistani perspective, the findings may have implications for other countries with comparable circumstances, including social impact. It also provides a new analysis of the selected generic and LIS skills that can be communicated in an innovative manner to prospective LIS employees, employers and educators.

Knowledge acquisition practices among Library and Information Science educators in universities in South-West, Nigeria

The study investigated the knowledge acquisition practices of LIS educators in universities in South-West, Nigeria. It became eminent to investigate the various knowledge acquisition practices, particularly in the current technological era. The study adopted a descriptive survey design and questionnaire was used as instrument for data collection. The population of the study comprised 480 Library and Information Science (LIS) educators in six federal, nine state and thirty private universities in South-West, Nigeria. Total enumeration technique was used to obtain the sample size of 480 LIS educators. Four hundred and eighty copies of the questionnaire were administered and 334 copies were filled and found usable for the study representing a 69.5% response rate. The study showed that LIS educators acquired knowledge mostly through the Internet followed by expert lecturers and senior teachers. The study recommended that universities should improve internet connectivity and provide access to laptops and computers in the various departments of the universities. This will assist educators to acquire information via the Internet.

Revisiting Instructional Approaches in Response to Emerging Cataloging Standards

The ever-shifting landscape of cataloging standards over the last decade has kept library and information science (LIS) educators on their toes, and continuing developments only promise to maintain this trend. Examples include the publication of the International Federation of Library Association & Institution’s (IFLA’s) conceptual model Library Reference Model (LRM) in 2017, the release of the new and heavily revised version of the cataloging content standard Resource Description and Access (RDA) in 2020, and Library of Congress’ upcoming Bibliographic Framework (BIBFRAME) standard for encoding and publishing library data. These new standards have altered the way in which cataloging work is conceived and discussed, radically changed the interfaces used for accessing cataloging documentation, and are now spurring the creation of new software and tools for cataloging work, including Library of Congress’ new Marva metadata editor. At the same time, the increasing inclusion of linked data projects in libraries, archives, and other cultural heritage institutions are requiring new skills, practices, and workflows that cataloging and metadata librarians must be prepared for. With many of these standards and initiatives not fully implemented in the majority of libraries, cataloging educators face a dilemma in deciding how best to prepare their students to successfully navigate this time of change, where old and new standards and practices intersect.
 The Technical Services Education SIG session will include a panel of three educators (two of whom are current cataloging practitioners) with unique perspectives on strategies for teaching toward emerging cataloging standards. After brief presentations by each of the panelists, audience members will be encouraged to ask questions and offer their own experiences and ideas concerning this area of LIS education.
 This conversation aligns well with the ALISE conference theme of “Go Back and Get It: From One Narrative to Many” as cataloging practice and education must be in constant dialogue about the preparation of LIS students for the lifespan of their careers. How can LIS educators prepare students for an environment in which different institutions are facing drastically different plans and timelines for the implementation of new standards? How can teaching practices be adjusted to best leverage current best practices alongside new strategies? And how can study of past, present, and emerging cataloging standards and practices provide a solid foundation on which LIS students can build throughout their careers? This panel will offer opportunities for LIS educators to reach back to knowledge and experiences concerning previous standards transitions, share best practices for addressing the current, dynamic environment, and look toward the future of cataloging and metadata education and preparation.

Critical Race Theory in Library and Information Science (LIS) Education

On its surface the library and information science (LIS) profession is open and supportive of efforts to bring about social justice and diversity, equity, and inclusion (DEI) values into the professional practice. This is evidenced by statements such as the American Library Association’s (ALA) Code of Ethics which specifically mention “…to recognize and dismantle systemic and individual biases, to confront inequality and oppression...” Although statements like this represent a good start, all too often they remain at an abstract level without the corresponding practical application or strategic management elements which are necessary to enact them in day-to-day professional practice. This enactment is an essential component, if the profession has intentions to bring about social justice applications into practice. Social justice seeks to find ways in which societies can eliminate the systems and barriers that create unearned privilege and marginalization, while upholding human rights (Cooke et al., 2016).
 One way to seek social justice in Library and Information Science (LIS) is to incorporate the principles of Critical Race Theory (CRT). CRT, which originated in critical legal studies, and has been adapted to many social science fields, is a movement which seeks to explore the role of racism and its effects on society. It is an intellectual framework aimed at explaining the real situations that affect the lives of members of minoritized groups and helps bring about revised social and systemic structures which can ameliorate the detrimental effects of racism and racist systems for these groups. CRT is rooted in certain principles which frame explorations of racism in modern day societies.
 These principles include notions such as that racism is ordinary and not aberrational, that race is a purely social phenomenon, and that due to differences in their experiences with oppression, members of marginalized groups are better equipped to communicate their experiences than their white counterparts (Delgado and Stefancic, 2017). Despite of the soundness of its arguments, CRT has been the target of many attacks which have moved to the political arena with at least 16 states reporting legislation intent on banning the teaching of CRT in public institutions of higher learning. This presentation will focus on the potential role of CRT in enriching the move towards a pedagogy focused on social justice.
 This session will present two panels. The first panel will discuss the principles of critical race theory in LIS and present valuable educational resources on the topic (Presenters: Dr. Nicole Cooke, Dr. Mónica Colón-Aguirre, Ms. Cearra Harris). The second panel will discuss specific practices taken on by members of the Black Caucus of the American Library Association (BCALA) recent work to center Blackness and social justice in LIS education in their organization’s efforts to occupy space and explore how U.S. librarians are taught, trained, and understood (Presenters: Dr. Ana Ndumu, BCALA Breaking Barriers Project co-PI, Dr. Shaundra Walker, BCALA Breaking Barriers Project co-PI, Shauntee Burns-Simpson, 2020-2022 BCALA President, Nichelle M. Hayes, 2022-2024 BCALA President).