Library And Information Science Graduates Research Articles

A framework for the incorporation of digital scholarship contents in South African Library and Information Science Schools

Education curricula need constant updates in response to job market requirements, which may be influenced by the changing technological environment. In the library and information science (LIS) job market there are dynamics brought about by the Fourth Industrial Revolution (4IR). These dynamics call for LIS schools to reconsider their curricula in line with the job market. The job markets expect the education system to reflect their demands, as they are the primary clients. This study explored the education and training of LIS professionals on digital scholarship in line with the LIS curriculum in higher education institutions of South Africa. This was to enable the development of a framework for incorporating digital scholarship into the LIS curriculum. Wolf’s (2007) curriculum development model and an aspect of the customer satisfaction model (Zeithaml et al., 1993) informed the study. The models assisted in producing a framework that can be used to incorporate digital scholarship content into the LIS curriculum in South Africa. The framework suggests that when developing digital scholarship, consultation with relevant stakeholders both internal and external should be considered. Relevant infrastructure and resources should also be in place when developing a digital scholarship curriculum. The relevant infrastructure should include the 4IR-driven infrastructure such as smart sensors, three-dimension (3D) modeling, and cybersecurity tools, among others. Relevant documentation such as resources in the form of policies, course outlines, and other curriculum-related documents should also be consulted. This model, if adopted, could assist LIS schools in developing a curriculum that is driven by digital scholarship, leading to the production of LIS graduates that meet the requirements of the current LIS job market.

Professional Competencies of Canadian LIS Graduates

This study aims to determine current competencies necessary for graduates of Canadian library and information science (LIS) programs. Perspectives from different communities of interest, including current students and graduates from LIS programs, staff and employers of LIS graduates, and library school faculty (full-time and contingent) from across Canada were gathered via a nationally disseminated survey in 2023. Competency areas include general skills as well as communication, user services, management, and technology. Early findings suggest the importance of established areas of practice, such as selecting and evaluating resources, while emergent areas of priority were also identified, including the importance of equity, diversity, and inclusion, and understanding the responsibilities of libraries in decolonization, Indigenization, and reconciliation efforts.

Perceptions of employers in South Africa on library and information science graduates’ skills, knowledge and competencies on digital scholarship

The Library and Information Science (LIS) profession is ever evolving partly as a result of the effects of the Fourth Industrial Revolution. For instance, new job requirements on digital scholarship have been noted across the LIS profession, especially in the academic and special research council libraries. Based on these changes, employers of LIS graduates expect that LIS graduates from LIS schools possess digital scholarship knowledge and skills as part of their exit attributes. This paper explores the perceptions of employers of LIS graduates on digital scholarship education. A construct from the Gap Service Quality Model was used as the conceptual framework of the study. The paper followed the interpretive philosophical perspective, through employing a qualitative approach to achieve the aim of the study. A multiple case study design using semi-structured interviews was conducted with directors of both academic and special research council libraries. Five directors were selected purposively as their libraries seemed to be on the forefront of digital scholarship initiatives. It was revealed that employers expected LIS qualifications to have content on digital scholarship. The study discovered that employers of digital scholarship librarians expected them to possess knowledge, skills, and competencies on digital scholarship-related activities. The other expectation was that graduates were supposed to be able to navigate digital scholarship activities at a basic level. Employers of digital scholarship librarians also expected graduates to be familiar with research data management and the ecosystem of digital publications. The survey also highlighted certain difficulties LIS employers had when hiring a LIS graduate. The study recommended that LIS schools should recurriculate to include content on digital scholarship. It was also recommended that LIS schools should have short courses on digital scholarship to cater for practising librarians. Librarians must be involved in lifelong learning in order to understand digital scholarship.

Can Infopreneurship be an Employment Option for Library and Information Science Students?

The study aimed to determine if infopreneurship can be an employment option for Library and Information Science (LIS) students and graduates in KwaZulu-Natal (KZN), South Africa. Specifically, it investigated LIS graduates involved in infopreneurship, the requisite competencies, areas of infopreneurship, and challenges. Guiding the research was the interpretive paradigm. Employing a qualitative methodology, the study used the case-study design. Data were collected through triangulation of interviews, content analysis and observations. Non-probability sampling methods were used, i.e., purposive sampling and snowball sampling. A total number of 60 infopreneurs from KZN were interviewed. The results of the study revealed that infopreneurship is practised in South Africa, though a minimal number of graduates from LIS practise it. Furthermore, infopreneurship is constantly developing, as are the infopreneurship activities that infopreneurs can perform. Notwithstanding its challenges, the majority of the infopreneurs identified have been practising it for over five years. These results suggest that infopreneurship can be an option for employment for LIS students and graduates. Ultimately, there is a need for a curriculum review and development to best prepare students to be infopreneurs. Furthermore, there is a need to include infopreneurship policies for the fight against unemployment among graduates.

Research trends and output among information studies postgraduate students in Tanzania, 2000–2017: A reflection of the University of Dar es Salaam

The study assessed the research pattern of postgraduate students in the field of Library and Information Science (LIS) in Tanzania. Covering a span of 17 years, the study used content analysis to study and identify research areas postgraduate students studied. In all, 269 dissertations were evaluated for the 2000–2017 period. Most of the dissertations (n = 247; 92%) were for the Master's degree and the least (n = 22; 8%) for doctoral studies, with the majority of LIS graduates being male. The study findings show that user studies accounted for the most researched upon (n = 67; 24.9%) area by postgraduate students in Tanzania followed by information industry economics and management (n = 45;16.7%), information/learning society (n = 37;13.7%), diffusion studies (n = 36;13.3%) and finally, information technology (n = 32; 11.9%). The least covered research areas were methodology, information ethics and law. Implicitly, the students preferred user-studies centred research followed by technology. The study concludes no direct association between gender, level of education, year of study and students’ choice of research themes except for information technology. It is recommended that students ought to be exposed to new LIS global research trends for enhanced and broadened research areas to materialise.

Sustainable relevancy in the changing library job market in Kuwait

PurposeThe Library and Information Science (LIS) discipline face challenges such as technology applications and information overload in its effort to remain relevant in the challenging job market. This study aims to determine the skills and knowledge needed for LIS professionals in the job market to rethink the current syllabus and offer better future employability.Design/methodology/approachThe research used a survey method to collect data concerning personal information, LIS employment opportunities, job titles and skills needed. Content analysis followed to determine librarianship job listings and the need for LIS graduate jobs in Kuwait.FindingsThe findings suggested difficulties and challenges; they also compiled a comprehensive list of skills needed and recommended courses and institutions hiring LIS graduates. The research improves decision-making in syllabus development and experiences recommended by employers.Practical implicationsAcademic departments can follow this research to develop and update their syllabuses according to the requirements of the job market, thus offering better future job opportunities.Social implicationsAs LIS graduates are provided with better education, the updating of their employability skills will help them socially by recognising their employment status and economically by raising their pay.Originality/valueThe research is the first in Kuwait to collect LIS job titles and analyse employability needs.

Assessing the Technological Competencies of Library and Information Science Graduates and Their Employment Outcomes: A Case Study of Pakistan

The purpose of this study was to compare the self-perception of early career Library and Information Science (LIS) graduates’ Information and Communications Technology (ICT) competencies with the expectations of senior Library and Information Science (LIS) professionals’ in Pakistan. A quantitative research approach based on a survey was used in the study. Purposive sampling technique was employed to collect data from 100 early career LIS graduates and 100 LIS professionals having more than five years’ experience through a questionnaire. The researcher received 89 questionnaires from senior LIS professionals and 91 from early-career Department of Information Management (DoIM) graduates resulting in a 89% and 91% response rate respectively. The results of the study indicate that there is a gap between the expectations of senior LIS professionals’ and the perceptions of early career LIS graduates’ regarding their ICT competencies. Senior LIS professionals expected that early-career LIS graduates would have a working knowledge of Microsoft Office, computer operating systems, computer hardware and functions, social networking sites, electronic database searching, and institutional repository software. Senior LIS professionals also expected that early career LIS graduates should be familiar with research management tools such as Endnote, Mendeley and Zotero, integrated library systems and plagiarism detection software such as Turnitin and SafeAssign. The early career LIS graduates reported that they were expected to have knowledge of above-said expertise and that iy was considered essential for their future jobs. The findings of the study would be beneficial for the faculty of library schools and policymakers to make changes in the curriculum so as to minimize the gap between academia and the industry.

Development of Employability Framework through Skill-Discrepancy Method: A Perspective of LIS Interns and Librarians in the University of Peshawar, Pakistan

This study aimed to suggest an employability skills framework based on perceptions of library and information science (LIS) Interns and librarians serving in the university of Peshawar, Pakistan. Adopting a quantitative approach and using the census population, this study was undertaken on librarians and LIS interns in the University of Peshawar, Pakistan. For data collection, self-administered questionnaires were distributed. Using Excel-based Mean Weighted Discrepancy Scores (MWDS), the Borich Need Assessment Model determined skill-discrepancies. Further, Quadrant Analysis Model was used for skills clustering that combined the perceived importance with the competence level of employability skills. This study established communication skills as the most important while time management as the least important constructs for employability and LIS curriculum. Additionally, out of seventeen, twelve skills were revealed mandatory for the employability of prospective LIS graduates and integration in the current curriculum. Further, cognitive abilities and data management skills were rated as low by both LIS graduates and librarians. Finally, an employability skills framework was proposed that clustered all validated skills into four categories namely generic, self-management, functional and auxiliary. This study assumes that skill-acquisition is the shared responsibility of educators, trainers, and graduates. The findings motivate LIS faculty to incorporate the validated skills in their lesson plans and organize training programs to impart such skills. Similarly, findings inform about employer-valued skills essential for entry-level jobs and encourage its acquisition. This study also attempts to align the LIS curriculum with job market demands that possibly diminish skill-mismatches.

Perceptions on Job Requirements of LIS Graduates in Public Libraries: A Reflection on Public Libraries in KwaZulu-Natal, South Africa

Public libraries play a crucial role in the information and knowledge society. Their access and services in the fourth industrial revolution require review as well as the knowledge of the competency requirements for Library and Information Science (LIS) graduates to offer professional services. This paper presents the competencies LIS graduates require for work. It also seeks to examine the challenges they encounter in public libraries. The study is driven by the notion that a skills gap and a lack of training for LIS professionals are still daunting challenges in most public libraries. The post-positivism paradigm was employed through the triangulation of both qualitative and quantitative methodologies in data collection and analysis. Content analysis and a survey were employed as research methods. The study scanned job advertisements in four newspapers spanning a three-year period (from January 2015 to December 2017). Semi-structured interviews were conducted with assistant directors and structured questionnaires were administered to LIS graduates. Grade 12, one to three years of work experience, computer literacy and communication skills are the most required competencies to work at public libraries. There seems to be no balance between theory and practice offered in most LIS schools, which suggests the need for curricula revision. Employed LIS graduates are facing several challenges, which include lack of practical exposure or knowledge, lack of qualification recognition and individual promotions, and lack of ICT skills and knowledge.

Reinvigorating Library and Information Science (LIS) Curriculum in a fast changing society

This paper discussed the need for reinvigorating Library and Information Science (LIS) curriculum in a fast changing society. Reinvigorating LIS curriculum is not only a necessity but mandatory if the prospective LIS graduates would be employers of labour rather than job seekers in a continuously fast changing society of the 21st century. To train LIS students in entrepreneurship requires the development of a comprehensive but dynamic curriculum that responds to changing needs in the field. The implementation of this curriculum will enable beneficiaries to be self-employed by carrying out such entrepreneurial activities like abstracting, indexing, publishing, database development and management, collection management, knowledge management, organization of knowledge, current awareness services, staff recruitment and development, conduct of researches, bibliographic and metadata searching, journals and book business, material conservation and preservation, generation of ideas, etcetera.Keywords: Curriculum, Information Science, Library science, Infoprenuership, profession

Identifying as a Librarian: When and If LIS Graduates in Non - Library Roles Use the Title “Librarian”

This poster addresses how library andinformation science (LIS) graduates who work in non-library roles label themselves. The LIS community as the profession is undergoing a time of transition. Given the changing nature of the work that is being performed by LIS graduates both inside and outside of libraries, the timing is appropriate to explore how practitioners choose to label themselves as professionals. LIS graduates working in non-library roles where selected as the target population of this study because their work provides them with myriad possibilities for self-labelling. Participants exhibited four response patterns which are described and discussed.

Teaching Diversity, Becoming Inclusive: Perspectives and Possibilities in ASEAN Library and Information Science Schools

This paper investigates how courses and topics about diversity and inclusion are being integrated into the Library and Information Science (LIS) curriculum among selected library schools in the member countries of the Association of Southeast Asian Nations (ASEAN). It also examines the characteristics and roles of culturally responsive LIS faculty in teaching cultural diversity-related issues. In addition, it discusses the approaches, challenges and barriers in advancing cultural competencies of LIS graduates. This study used a mix of qualitative survey research and content analysis of LIS course offerings. Findings show that ASEAN LIS education is inadequate in terms of integration of diversity and inclusion in core courses. Teaching cultural competence and diversity is a lifelong learning process of understanding and appreciating cultural similarities and differences. LIS students may develop their cultural competence through personal experience by engaging in library internship with all library types, community immersion and collaborative group work with diverse members. Infusing diversity-related issues and the principle of inclusion into the LIS curriculum is not easy, yet important and necessary.

The Professional Identity Experiences of LIS Graduates in Non-Library Roles Can Be Described by the Theory of Personalizing Professionalism

A Review of:
 Fraser-Arnott, M. (2017, May 17). Personalizing professionalism: The professional identity experiences of LIS graduates in non-library roles. Journal of Librarianship and Information Science. https://doi.org/10.1177/0961000617709062
 
 Abstract
 
 Objective – To produce a theory that captures the professional identity experiences of library and information science (LIS) graduates employed in non-library roles. 
 
 Design – Data collection and analysis were conducted using semi-structured interviews and grounded theory methodology.
 
 Setting – A variety of industry sectors located in the United States or Canada. 
 
 Subjects – Twenty professionals with Master's degrees in LIS employed in non-library roles.
 
 Method – This study used the Glaserian Grounded Theory methodology, which requires constant theoretical sampling and comparison until no new data is found in any coding category. The researcher utilized two types of sampling in this study: snowball or chain referral sampling, and theoretical sampling. These techniques allowed the researcher to build a potential list of participants from a difficult to reach population. Study data was collected through semi-structured interviews divided into three sections: 1) participants were asked to describe their career experiences from their decision to attend library school to the present; 2) follow-up questions by the researcher in response to comments made by participants during the first phase; 3) questions listed in an interview guide that examined educational experiences, communities, and how participants identify themselves as professionals. 
 
 Main Results – Study results produced the theory of Personalizing Professionalism, which suggests that each individual possess two identities that interact with one another throughout the course of one's career. The first is an internal appraisal of self that represents who one is as a professional. It is developed as a result of socialization in the profession and an understanding of personal motivations and interests. The second is an externally expressed identity that represents how an individual presents himself or herself to achieve professional goals. This can include self-imposed labels, such as "librarian", or strategies used to find a path within the profession. This process involves reflections and actions aimed at identifying what type of professional to be and steps required to achieve goals. 
 
 The results also indicate that interactions with others impact an individual’s internal appraisal of self and externally expressed identity. Areas of conflict were identified when commonly held views of how a professional identity should be expressed did not match the identity that an individual developed or displayed to others. When conflicts arose, individuals used a variety of strategies to resolve the discrepancy between internal and external identities: assimilation, attempting to influence or change the perceptions of the group, or withdrawal. 
 
 In terms of self-identifying as a librarian, the study found that participants who chose the term as a professional label believed that the work they do in non-library settings was still compatible with their definition of what it meant to be a librarian. Participants who identified as librarians some of the time and by their job title at other times did so based on an evaluation of which label would best advance their position with a given audience. Finally, participants who chose not to use the label of librarian had never internally associated with the role or job title; these individuals completed a LIS program to gain transferable skills or qualify for a wide variety of employment opportunities. 
 
 Conclusion – The theory of Personalizing Professionalism provides insight into the development and expression of professional identity experiences when LIS graduates work in non-library roles. The results have value to practitioners and educators who market LIS programs or develop course content. For instance, in the future greater emphasis could be placed on transferable skill sets that are of value to roles outside of traditional library settings. Many participants described potential or actual conflicts when trying to place themselves within the LIS community because new ideas of what it means to be a “librarian” were rejected, leading to feelings of exclusion. Over time, this could lead to a detrimental loss of innovation and ideas.

Employability Skills Gap: Library and Information Science Education and Training in Zimbabwe

This paper, which is based on a PhD study, explores the question why Library and Information Science (LIS) education and training programmes are criticised for producing graduates without the requisite skills to perform right away in their first jobs. The reason why LIS graduates are purportedly reproached for being inadequately prepared for the jobs they apply for has remained an under-researched topic in LIS education and training, despite the fact that it is highly debated in scholarly discourse and literature. Qualitative and quantitative methodologies were used to inform the study design, data collection and analysis procedures. The qualitative perspective was dominant, complemented by the quantitative perspective. The findings suggest that the development of work-ready graduates is not part of the mandate of LIS education and training programmes. Because of this, the development of work-ready graduates is hampered and it is further constrained by the existing discrepancy between high-level policy positions in the country and operational behaviour, different perspectives among LIS employers and faculties on what higher education stands for, lack of mutual partnerships among key stakeholders, constant changes in the LIS field and resource inadequacies. This finding suggests that the development of LIS graduates’ employability skills will remain insubstantial if it is not supported by policy and regulatory frameworks, well-established partnerships among policymakers, higher education institutions and employers, and both human and physical resources. Keywords : Library and Information Science; education and training; employability skills; change; higher education.

The Virtuous Circle: Increasing Diversity in LIS Faculties to Create More Inclusive Library Services and Outreach

While increasing the diversity of the library profession has been a longrunning concern of Library and Information Science (LIS), the diversity of LIS doctoral students and faculties has received far less attention. This paper argues that libraries will be best equipped to provide inclusive services and outreach to diverse populations when LIS doctoral students and faculties better reflect the diversity of the United States population. After a brief overview of efforts to diversify LIS, this paper examines the current state of faculty diversity. The concept of a “virtuous circle” is then introduced, examining the ways in which an increase in faculty diversity can ultimately lead to more culturally aware LIS graduates whose education will prepare them to help libraries provide inclusive services and outreach to diverse communities of patrons. The paper then discusses ways that LIS programs and LIS research can work to create this virtuous circle to promote diversity and inclusiveness in LIS.

Personalizing professionalism: The professional identity experiences of LIS graduates in non-library roles

This grounded theory project asked: “How do Library and Information Science (LIS) graduates in non-library roles experience professional identity?” This is an important question for current LIS practitioners and students because job opportunities are increasingly available in non-library work settings. There is limited research available on the professional identity experiences of LIS graduates in general and even less available on the professional experiences of LIS graduates in non-library roles. The study produced the theory of Personalizing Professionalism which found that individuals possess two identities which interact with each other throughout one’s career. The first is an internal appraisal of self which represents an individual’s assessment of who they “really” are as a professional. The second is an externally expressed identity, which represents who that individual presents him or herself to be. Interactions with others impact individuals’ internal appraisal of self and externally expressed identity and represent an area of potential conflict. This study contributes to the research literature on professional identity and identity formation and expression. For the LIS community, understanding how these professionals experience professional identity can help practitioners, educators, and professional associations to take advantage of a wide range of employment options.

The status and development of infopreneurship in Nigeria and South Africa

In this study, we argue that there are unemployed information sector graduates who could benefit greatly from infopreneurship if more awareness and popularization of the practice were achieved. The purpose of this study was to investigate the status and development of infopreneurship in Nigeria and South Africa. The study focused on information-based businesses owned by graduates from LIS and other related fields in selected cities in Lagos State and Oyo State in Nigeria and Kwazulu Natal in South Africa. This study adopted the interpretative/qualitative method or approach. Both interviews and observation were used to gather information from the respondents and business sites. The respondents were identified through non probability sampling techniques, specifically purposive and snowball sampling. The target population was chosen from a list of registered small and medium information-based businesses as well as LIS graduates practicing infopreneurship in sampled cities in Nigeria and South Africa. Informationbased business owners and graduates from LIS and related information disciplines were picked from eight (8) distinct fields/disciplines, namely: information communication technology (ICT); mass media/ communication; telecommunication; libraries; archive and records management centers; publishing and printing sectors; computer science; and LIS education. The findings revealed that infopreneurship is a growing practice in the sampled cities. The sampled respondents revealed that there were more similarities than differences in infopreneurship in the two countries, and that there were more information-oriented businesses owned by IT and computer science graduates than library and information science/studies graduates. It was observed that most business products and services are ICT-oriented, such as software and hardware installation, tracking services, troubleshooting, web design, programming, CCTV installation, and online TV, among others. The study recommends the popularization of infopreneurship in the two countries and in computer science, media, communication, and Library and Information Science (LIS) schools. More government support is also recommended.

The value of the MLS or MLIS degree

Purpose The purpose of this paper is to examine the competencies, skills and knowledge obtained through a master’s degree in library and information science (LIS) and to identify those competencies that are most valued by graduates who obtained employment in non-library roles. These observations will contribute to an understanding of the transferability of LIS education which will assist LIS professionals and educators to frame LIS competencies in a way that appeals to employers outside of library settings who may not have any knowledge of LIS education or practice. Design/methodology/approach The grounded theory methodology was used with data collection taking the form of semi-structured interviews. Interviews were between 30 and 90 min in length and included career narratives, as well as responses to particular questions about different aspects of professional identity. Participants included graduates of master’s level LIS programs employed in a variety of positions including information managers, policy analysts, human resources specialists, marketers, vendors, taxonomists, search engine designers and information consultants. The participants were employed in sectors including government, information technology, aerospace, oil and gas and retail/online sales in both Canada and the USA. Findings The participants in this study found that their LIS education was valuable to their success in a number of non-library roles. Although the specific career paths of participants were each unique and the different roles they occupied required different combinations of skills, a list of key transferable LIS competencies could be identified. These included a focus on client service, the ability to identify need, and the ability to search for information and navigate databases. In addition, several participants observed that their coursework and opportunities to participate in internships, co-operative positions or work placements prepared them for such workplace conditions as deadlines and fast-paced environments. Originality/value This study involved a population of LIS graduates whose experiences have not been extensively examined in the past. This article helps to fill a gap in the understanding of the professional experiences of LIS graduates who pursue roles outside of libraries. In addition, the semi-structured interview technique allowed for deeper understanding of participants’ perceptions of which of their competencies, skills and knowledge were valuable to employees. This information was gained through answers to specific skills-focused questions intended to identify which competencies developed during their LIS education assisted them most in their careers, as well as larger career narratives. This study will have implications for library practitioners and educators. It will provide insights into valued skills for those who are designing or implementing LIS education programs, as well as LIS graduates who are seeking to market their skills to employers across industry sectors.

¿Empiezan a cambiar las cosas en el mercado de trabajo de los titulados en información y documentación?

The evolution of the labor market for information professionals in 2015 is analyzed with a focus on the graduates of library and information science (LIS). For those who were qualified from 2009 through 2014, statistical data from the Spanish Statistics National Institute ( INE ) report on employment were used. Also the labor market evolution between 2009 and 2015 for information professionals with university degrees was analyzed using data from the Spanish State Public Employment Service ( SEPE ). Finally, information was obtained through a questionnaire sent to LIS graduates in the 2014-15 academic year. The results are shown in tables and figures along with comments that complete the situation analysis. The three sources of information show signs of a troubled but improving labor market.

Are Library Science Programs Preparing New Librarians? Creating a Sustainable and Vibrant Librarian Community

Recent studies show a growing sense of frustration for new library and information science (LIS) graduates who struggle to gain employment, as well as for hiring libraries who find the skills of entry-level employee candidates to be lacking. This study endeavors to discover the origins of this troubling juxtaposition by examining the perceptions of recent LIS graduates. The researchers administered a large-scale survey with over 575 respondents, analyzed and coded the data, and compared codes using a Cohen's kappa calculation. The responses indicate that LIS graduates feel that their LIS education would have been more valuable had it given them more opportunities to gain experience, more courses in technology and instruction, more guidance in which courses to take, and more mentoring opportunities with practicing information professionals.