Library And Information Science Programs Research Articles

A two-way street: building the recruitment narrative in LIS programs

Purpose This paper aims to explore the attractiveness of Library and Information Science (LIS) careers to students and alumni and examine their decision-making process and perceptions of the field with an eye on discerning the best ways to build and develop the recruitment narrative. Design/methodology/approach The authors reached out to 57 LIS graduate programs in Canada and the USA accredited by the American Library Association through a Web-based survey; the questions presented a combination of multiple-choice, short-answer and open-ended questions and generated a wealth of quantitative and qualitative data. Findings The online survey has disclosed that students may not have an in-depth understanding of current trends, the diversity of LIS professions and the wider applications of their education. A significant disconnect exists in how the goals of LIS education are seen by certain groups of practitioners, students and faculty members. Originality/value Creating a program narrative for the purposes of recruitment and retention, departments should not only capitalize on the reach of the internet and the experiences of successful practitioners. They should also ensure that faculty know their students’ personal backgrounds, that students empathize with demands of contemporary academia and that a promotional message connects pragmatic educational goals to broader social applications. By exposing and embracing the complexity of LIS education and practice, the paper chooses a discursive path to start a conversation among major stakeholders.

Does Africa’s LIS Education Address New Forms of Digital Content and Related Right?

Abstract As the case is elsewhere in the world, Library and Information Science (LIS) education in Africa is largely lagging behind industry developments with reference to the legal and policy framework regulating digital content and technology. Notwithstanding the importance of information ethics, LIS programmes in Africa tend to predominantly focus on ethical issues at the expense of legal issues. For most LIS programmes, the national legal and policy infrastructure regulating digital technology and content is simply missing in the curriculum. Others only have sprinklings of legal knowledge in the curriculum. Digital technology and content is fundamentally changing the way people in Africa access and consume information. The fundamental question is how prepared are librarians for the ever-changing digital rights associated with digital technology and content? In this paper digital rights refer to the application of traditional human rights to digital technology or digital environments. Second, are LIS programmes in Africa preparing professionals that are capable of navigating the difficult terrain of digital rights as well as engaging in legal and policy discourse on digital rights that affect LIS institutions? The paper is the first step in understanding what is taught by LIS programmes in Africa based on the analysis of course titles and descriptions from 11 programmes. Courses reviewed generally touched on some of the legal and technological issues associated with digital content. However, several of the contemporary issues associated with digital content and rights are missing from the courses and curriculum.

Can we talk?

Purpose– This paper aims to examine the attractiveness of Library and Information Science (LIS) professions and programs to culturally and linguistically diverse individuals.Design/methodology/approach– Between September and December 2014, current students and alumni from 57 North American LIS programs were surveyed regarding their learning experiences and perceptions of the state of diversity in LIS.Findings– The findings point to deep, emotive reflections on diversity in LIS. Noting the general societal turn toward values-based, integral diversity, this paper proposes looking beyond the quantitative measures and paying attention to the volume of negative emotion surrounding the diversity debate in our field. Making both philosophical and practical arguments, a three-tiered approach is advocated, which can contribute to nurturing the climate of diversity: outreach and promotion; recruitment and retention; and interpersonal and intercultural dialog that will not only sustain diversity but also transform diverse environments into healthy and vibrant places with transparent communication channels.Originality/value– This paper departs from the focus on increasing diversity and emphasizes sustaining diversity in both academia and workplaces. The improvement of interpersonal relationships, human understanding and interpersonal communication is seen as a way to systemic change.

Information Behaviors and Information Literacy Skills of LIS Students: An International Perspective

Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist and educate their future patrons, yet there is relatively little research into the information literacy and behaviors of librarians and library students. Using a survey on information behaviors, this study addresses this gap in the literature by examining how LIS students in 18 countries search for, evaluate, and use information in various contexts, and on whom they rely for help. The results of this study demonstrate library science students’ information literacy skills within an international context. Faculty in LIS programs will be interested to see how their students approach information problems, and might use this understanding to develop or strengthen courses and inform curricular decisions

Librarians Outside of Libraries: The Experiences of Library and Information Science Graduates Working Outside of Libraries

AbstractThis article explores the professional experiences of library and information science (LIS) graduates who pursue non-library roles. The changes impacting the LIS profession make this an important topic as Masters of Library and Information Science programs are increasingly marketing their programs as preparing students for a wide range of professional opportunities. In particular, this article explores some of the types of non-library roles pursued by LIS graduates, the transferable competencies that allow LIS graduates to transition into these work roles, how these professionals develop the skills and competencies that they need to transfer into new employment opportunities, and the desired career paths and career planning activities of LIS graduates working in non-library roles. These data were collected in a grounded theory study involving 20 LIS graduates working in a range of non-library roles. This research may help LIS educators to better prepare their students for diverse career opportunities and LIS program administrators to promote their programs to a wider range of potential students.

Educating a new generation of library and information science professionals: a United States perspectiv

This article examines the U.S. model of library and information science (LIS) education in light of the changes brought about by information and communication technology. The accepted model of professional preparation in the United States has emphasized graduate education on a Master’s level from LIS programs accredited by the American Library Association (ALA). The authors trace the historical development of this approach and provide an overview of the ALA accreditation process. Furthermore, they examine the strategies of LIS programs in adjusting to the changing information environment, present the debate about the iSchool movement and discuss the evolution of the core curriculum. In addition, the article explores the relationship between LIS education and the field of practice and presents a practitioner’s perspective on educating library professionals. The authors conclude that the model of advanced professional preparation for librarianship is still relevant in the digital environment, but it requires greater flexibility and close cooperation with the field of practice.

In the context of big data and cloud computing: A multi‐dimensional LIS: A report from the 12th conference on library and information science across the Taiwan straits

EDITOR'S SUMMARYBig data and cloud computing were the focal points of the 12th biennial Library and Information Science (LIS) Across the Taiwan Straits, held in Tianjin, China. The conference was hosted by Nankai University's Department of Information Resources Management and organized by academic heads of Nankai University and the National Taiwan Normal University. About 270 attendees from universities, libraries and scholarly journal publishing houses from the region participated. ASIS&T funded keynote speaker Diane H. Sonnenwald's discussion of visioning to explore the impact of future technologies. The Association also sponsored a lunch and presented information on the benefits of membership. Key speakers addressed challenges facing LIS and core competencies of information professionals, the value and management of technical reports and research experiences in the United States in the context of challenges to academia across the Taiwan straits. Conference sessions covered papers, doctoral research and a panel discussion by LIS program deans, chairs and faculty. The 2016 conference is planned for Central China Normal University in Wuhan and will offer further opportunity for interchange and mutual support between straits regions, LIS scholars and ASIS&T.

The state of L-Schools: Intellectual diversity and faculty composition

In recent years, studies of Library and Information Science (LIS) disciplinarity developed original methods for examining the disciplinary composition of the field (Wiggins and Sawyer, 2012; Wu et al., 2011; Zhang et al., 2013). However, most of these studies focused on one fragment of the field, specifically, iSchool programs. In order to gain a fuller understanding of LIS development as a whole, our study applied some of the recently proposed disciplinary measures to a sample of L-Schools, defined here as ALA-accredited LIS programs offering PhD degrees and not part of the iCaucus. Analysis of the faculty training and current research interests indicates that L-Schools are characterized by a strong presence of the LIS areas and notable interdisciplinary trends. The article speculates about some of the factors contributing to the iSchool and L-School differences and suggests directions for future research.

Getting to the Core of the Matter: Competencies for New E-Resources Librarians

As nascent librarians, Emma Lawson and Roën Janyk compared the North American Serials Interest Group (NASIG) “Core Competences for Electronic Resources Librarians” with the body of knowledge obtained from their Library and Information Science (LIS) graduate program. They noticed the LIS curriculum still focuses on the more traditional public and technical services roles instead of newer areas of librarianship, notably electronic resources management. Prescriptive in nature, the presentation offered concrete solution for LIS programs regarding the preparation of new electronic resource librarians.

The Contributions of Library and Information Science Education to the Development of Competencies in Determining Information Needs: An Iranian Case Study

AbstractAn important role of library and information professionals is in assisting others to find the information they need. As such, these professionals are themselves expected to have the necessary competencies to identify, access and communicate the required information, i.e. to be information literate. The foundations for these competencies are laid during their library and information science (LIS) education programs. This study investigated the role and contributions of LIS programs in Iran to the development of information literacy (IL) competencies among LIS students. It also examined the challenges in the development of these competencies and approaches to overcome the challenges. Taking an exploratory approach, the study used semi-structured interviews to gather the data. Using the 2000 ACRL standards as a framework, the fieldwork questions were designed around the five areas of IL competencies, viz. determining information needs, locating information, evaluating information, using information ethically, and using information for a specific purpose. A total of 15 academics teaching 18 different LIS courses from six universities were interviewed. They were asked to reflect on the IL competencies in the context of their teaching experience and dealing with students’ projects, and to identify how their course(s) contributed to the development of these competencies. A thematic approach was used to analyze the data. The findings suggest that the existing LIS curriculum does contribute sufficiently to the development of “determining information needs” competency explicitly. Through the module outline, students just learn how to develop a research statement in the “Methodology in Library and Information Science” course. Although the educators took some effective approaches, such as getting students to find and select a topic, scoping and breaking it down, making presentations, using journal clubs and having interactions, further considerations are needed to equip students with this competency. The main challenges facing educators were a lack of clear understanding of LIS as a discipline, the gap between the way students learn in schools and the expectations in a university, shortcomings in teaching styles, and the fixed nature of the LIS education system.

Preparing Future Librarians to Effectively Serve Their Communities

The field of library and information science (LIS) continues to struggle with the issue of diversity and inclusion. As we are perpetually working to increase racial and gender diversity in the profession, the definition of diversity continues to broaden to include socioeconomic status, education, language, literacy, age, sexual orientation, ability, geography, and much more. It is disheartening that the composition of our profession does not reflect the diverse patrons and communities that we serve. In preparing the next generation of librarians, LIS programs need to be able to groom culturally competent librarians who can serve these broadening communities. In this article, we urge LIS programs to develop the audacity and desire to experiment with their programs and saturate LIS education with elements of diversity and inclusion. We call for more dialogue in the form of symposia, panels, and discussions that will transform our LIS programs to be relevant to our communities.

Library and Information Science Doctoral Research Appears to be Showing Less and Less Interest in Library Topics, and Concern among Practitioners May be Justified

Library and Information Science Doctoral Research Appears to be Showing Less and Less Interest in Library Topics, and Concern among Practitioners May be Justified

The Implications of a Decade of Diversity-Related Doctoral Dissertations (2000–2009) in LIS: Supporting Inclusive Library Practices

The belief that it is essential to help all individuals who enter the library by providing materials and services that reflect the diverse range of perspectives and groups in society has been the underlying foundation to the code of ethics and the bill of rights of the American Library Association [1]. There are various library services tailored to specific populations— young adults, children, older adults, immigrants, non–English speakers, persons with disabilities, and people with literacy challenges, among others. These services targeted to specific populations have been formulated and offered by libraries based on the current needs of society. For example, in the early 1900s, public librarians in New York City held special language programs for the flood of new immigrants to the country, most of whom did not speak English fluently [2]. During the present economic downturn, public libraries have engaged in a wide range of programs and activities to provide access to and assistance in searching for jobs, seeking social services, locating housing, and applying for government benefits [3, 4]. This professional commitment to serving diverse patron communities, however, has never translated into widespread advancement of research in diversity-related areas in library and information science (LIS) or increased offerings of diversity courses in LIS programs. Recent research in LIS has provided a proliferation of evidence that has highlighted the vital needs of diversity-related research and course offerings in LIS [5–8] and the

An exploratory study of the nature and composition of current library and information science programs in Indian state universities

Abstract This brief article explores the current state of library and information science (LIS) programs in terms of their nature and composition in state universities in India. Preliminary findings were based on a content analysis of representative information regarding LIS education available on the websites of all state universities and colleges that offer LIS programs in India. Findings indicated broad trends in administrative structuring and nomenclature of LIS programs which requires standardization. The type of degrees awarded, the composition of faculty positions, student places per year and student-faculty ratios was also found to be varied among the different institutions. The lack of detailed and up-to-date information on university websites was a barrier in collecting accurate data on LIS programs. The minimal web information must be addressed by LIS professionals to further develop interest in the discipline and to increase the number of students graduating in LIS education. The findings reported here are hoped to direct future research in other domains of LIS education which may help determine better strategies and practices for adopting in LIS educational settings in India.

ISchools and non-iSchools in the USA: An examination of their master's programs

Discussions have been carried out in recent years regarding the emergence of iSchools in the field of library and information science (LIS). One theme in the discussions centres on whether those iSchools, deriving from LIS programs, are indeed differ

GlobaLIS: Efforts in Japanese LIS education for global collaboration

The GlobaLIS Project intends to attain the globalization of Japanese library and information science (LIS) professional education by defining the requirements for internationally transparent and harmonized educational programs for LIS professionals. We asked three research questions in a stepwise manner: (1) What are the basic requirements for globalizing Japanese LIS professional education? (2) What kinds of efforts are required to attain a global collaboration between Asia and the Pacific in quality assurance of LIS education? (3) How can we attain global collaboration in the development of a common curriculum framework for LIS education in Asia and the Pacific using school librarian training as an instantiation? For the first research question, we identified the requirements of (1) establishment of an office responsible for preparing and administering mutual accreditation of LIS programs with overseas counterparts, (2) implementation of the LIS examination as a means of establishing an outcome-based assessment of LIS education, and (3) establishment of graduate level LIS education programs to be mutually exchangeable with overseas counterparts. For the second research question, we tentatively identified areas requiring efforts. For the third research question, we have begun preparation for the collaborative curriculum development of school library professionals planned for 2013.

ICT education in library and information science programs

PurposeThe purpose of this paper is to explore students' perceptions and views of the instructors, in relation to information and communications technology (ICT) education in library and information science (LIS) programs.Design/methodology/approachA questionnaire survey was carried out among students from the two LIS departments in Kuwait. A focus group was conducted with faculty members of the two institutions, who provided qualitative input about the instruction of ICT, needed changes, and relevance of market needs.FindingsParticipants showed dissatisfaction with the currently available ICT courses in the LIS programs. Students pointed out deficiencies and inadequacies in ICT resources and facilities, and suggested upgrading software and hardware. They appeared to be satisfied with the ICT skills being targeted by LIS programs. They also appeared to be satisfied with the ICT instructors. The study pointed out a need for collaboration with professional forums for continuing education programs and the need for revisions in curricula to introduce more focused courses that meet the needs of the ever‐changing market requirements and give the students access to professional bilingual materials. The faculty members noted the demands of the job market and proposed measures for addressing them through enhanced course content and improved opportunities for hands‐on instruction.Originality/valueEarlier studies reported in the literature have discussed ICT education in broader terms. This study reports the situation of ICT education in IS programs in Kuwait, focusing on specific areas such as resource, curricula, and instructors.

Weaving diversity into LIS: An examination of diversity course offerings in iSchool programs

This study examines the current state of diversity course offerings in Library and Information Science (LIS) programs through the analysis of syllabi of diversity-related courses offered in the American Library Association accredited Master of Library and Information Science (MLS) programs at iScho ols (a group of information schools that include the majority of the largest LIS programs) in North America. Utilizing Pawley's four paradigms that dominate research and teaching in LIS – science/technology, business/management, mission/service, and society/culture – this study analyzes the syllabi of diversity-related courses to better understand the content, context, availability, emphases, and level of these courses, as well as the paradigm into which the course fits. This study found only a small number of courses in the sample focused on diversity, and of these courses, almost all were electives that emphasized a small number of diversity topics. The analysis of the findings forms the basis for recommendations about improving the focus on and for future studies of diversity in LIS education.

Towards exploring a global scenario of e-learning in library and information science schools

The purpose of this study is to explore a global scenario of e-learning in library and information science (LIS) programs. We conducted an online survey of 370 LIS programs’ homepages to explore e-learning offerings globally, covering Africa, Asia, Europe, America and Oceania. Data were gathered from the ALA Directory of Accredited Programs, the IFLA World Guide to Library, Archive and Information Science Education 2007, the Directory of Library and Information Science Programs in Asia, and from the Internet. A content analysis of the programs’ homepages was carried out in order to explore trends in e-learning (EL), including use of EL tools and technologies, modes of course delivery, etc. Results show that 85 (n = 370) LIS programs (around 23%) are using e-learning systems for delivering education; they are embracing EL for overcoming the barriers of students who cannot enter into a traditional education system due to work load, family commitments, or geographical location. Blackboard/Blackboard Vista (25.89%) is the most frequently used of the EL tools and techniques. WebCT/WebCT Vista (10.59%) is also being used frequently and the majority (i.e., 73 of 85 LIS programs; 86%) are delivering their course contents asynchronously.

Towards exploring a global scenario of e-learning in library and information science schools

The purpose of this study is to explore a global scenario of e-learning in library and information science (LIS) programs. We conducted an online survey of 370 LIS programs’ homepages to explore e-learning offerings globally, covering Africa, Asia, Europe, America and Oceania. Data were gathered from the ALA Directory of Accredited Programs, the IFLA World Guide to Library, Archive and Information Science Education 2007, the Directory of Library and Information Science Programs in Asia, and from the Internet. A content analysis of the programs’ homepages was carried out in order to explore trends in e-learning (EL), including use of EL tools and technologies, modes of course delivery, etc. Results show that 85 ( n = 370) LIS programs (around 23%) are using e-learning systems for delivering education; they are embracing EL for overcoming the barriers of students who cannot enter into a traditional education system due to work load, family commitments, or geographical location. Blackboard/Blackboard Vista (25.89%) is the most frequently used of the EL tools and techniques. WebCT/WebCT Vista (10.59%) is also being used frequently and the majority (i.e., 73 of 85 LIS programs; 86%) are delivering their course contents asynchronously.