Library And Information Science Programs Research Articles

Professor’s and student’s perspectives on digital education during the COVID-19 pandemic in Germany: Online teaching, adaptation of courses and OER

Open educational resources (OER) and digital education (DE) have shown the ability to improve teaching and learning possibilities, particularly in light of unpredictably occurring events. Especially the COVID-19 pandemic revealed that universities were experiencing technological, socio-psychological, and didactic issues. In order to promote, enrich, and improve DE and OER for crises and beyond, this research article addresses specifically the target audiences of students and teachers in Library and Information Science (LIS) programs in Germany. A qualitative approach with interviews and focus groups was applied to identify, analyze and compare students’ and professors’ attitudes, experiences and problems in remote teaching and learning during a crisis. The results showed that LIS professors from our sample are experienced and innovative regarding the use of DE during a period of crisis. However, diverse obstacles for the use and production of OER for online education become visible. Students’ first difficulties with online learning could be resolved and show how quickly they were able to adjust to the new teaching environment. Both LIS professors and students recognize the advantages of employing DE and OER in higher education. They emphasize positive learning experiences based on flexibility when integrating DE and OER in LIS programs.

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.

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.

Class Size Determination and Decision Making in LIS Online Education

The purpose of this study was to develop a national landscape of the decisions made by LIS programs regarding online course enrollment caps. Online education expands learning opportunities for all students and is particularly attractive to nontraditional students who are more likely to have employment and family obligations that make attending traditional face-to-face classes difficult. At the same time, online learning can exacerbate existing opportunity gaps between certain student groups, depending on how well-prepared students are for online learning. This survey methodology study investigated course enrollment caps and the reasons behind the limits placed by Master of Library and Information Science (MLIS) programs nationwide, in an effort to identify ways online education structures at the University of South Carolina iSchool could be transformed to ensure a resilient future of diverse library and information science (LIS) professionals.

Are Library and Information Science Educators Teaching Accessibility?

Library and information science (LIS) graduates are expected to serve patrons from diverse backgrounds, including disabled patrons. While serving patrons with disabilities is a core value of librarianship, graduates often feel unprepared to serve disabled patrons, suggesting that programs inadequately train students to design accessible services. This study’s authors analyzed hundreds of course descriptions and 73 syllabi from 20 North American LIS programs to determine how often accessibility and disability topics are covered and how educators teach accessibility. Findings indicate that accessibility and disability topics are mostly covered in electives, meaning students may never develop accessibility competencies during their programs. Additionally, a lack of disability-focused assessments may create the impression that serving disabled patrons is less important to LIS than addressing the needs of other underserved communities. Recommendations for educators include creating or revising learning objectives and assessments to prioritize accessibility education and support disabled patrons.

Where Are Disability and Accessibility in Library and Information Science Curricula?

While serving all library patrons is a core value of librarianship, patrons with disabilities are often overlooked. A contributing factor to this reality is that many graduates of Library and Information Science (LIS) programs feel ill-equipped to serve disabled patrons. This works-in-progress poster presents preliminary results from an analysis of 241 syllabi from 76 North American LIS programs to determine how often accessibility and disability topics are covered in curricula. The analysis also considers how courses prepare students to effectively advocate for and implement accessibility within their professional practice. Preliminary results indicate that accessibility and disability topics are infrequently covered in foundational or required courses. Consequently, students may never develop accessibility competencies during their programs of study. Preliminary recommendations include creating or revising learning objectives and assessments to prioritize accessibility education. Offering required and elective courses that incorporate service-learning and hands-on experience in topics such as user-centered design, accessible facilities and programming, and services to disabled patrons is critical.

Incorporating Marginalized LIS Educators into LIS Programs Through Remote Work Options

The global pandemic has fundamentally changed the way that people work and learn, and has had a disproportionate impact on Black, Indigenous, and other people of color (BIPOC) (Marcelin, et al., 2021). Throughout the pandemic, all work (including higher education) moved to a fully remote work model. The goal of this panel is to explore the idea of remote work for library and information science (LIS) faculty in the long-term, and particularly discuss the positive implications that this work model could have for those who are BIPOC and/or otherwise marginalized. This is a critical discussion for LIS programs to engage in as the information professions currently face a moment of reckoning and they must work to bring equity for BIPOC colleagues and address the needs of LIS faculty.

Preparing Library and Information Science (LIS) Students for Scholarly Communication Librarianship

A growing number of academic librarians have been responsible for scholarly communication (SC) roles and responsibilities, and other related services. Previous studies (Finlay, et al., 2015) show an increase in job opportunities for librarians with SC expertise. Eighty-four percent of the students in the Hollister (2017) study described the SC as either relevant or very relevant to their career goals. However, a recent search (2021) within ALA accredited programs in Library and Information Science (LIS) reveals that only 6 out 48 offer a course in scholarly communication, and no program offered a course on related areas. Given a growing demand for wide range of SC services it is imperative for LIS programs to prepare students for these emerging new roles and responsibilities. To that end, I developed a course on SC and other related concepts based on the North American Serials Interest Group (NASIG) core competencies for SC librarians and the SC common responsibilities identified in previous studies (Hackstadt, 2020). This study will explore the extent to which the course addresses the core competencies for SC roles and responsibilities. The study will employ a self-assessment survey designed to measure the difference in students’ knowledge pre and post course completion regarding the SC core competencies. The NASIG core competencies for SC librarians align with roles and responsibilities of SC librarians as described in previous studies. Therefore, the focus on NASIG core competencies makes the results from this study broadly useful for instructors of SC courses.

Library or iSchool Involvement in Health-Related Informatics Education

Objective: An underexplored area in Library and Information Science (LIS) is the development of educational offerings and partnerships in Health-Related Informatics (HRI) (e.g., bioinformatics, clinical informatics, health informatics). The purpose of this study is to identify which disciplines are collaborating in HRI education and how partnerships developed. Methods: This study was conducted in two parts: a website review and survey. Seventy-seven North American ALA-accredited and iSchool member websites were searched between November 2019-March 2020 for HRI-related educational offerings and which academic units were involved. Two hundred sixteen individuals involved in LIS and/or HRI education were contacted for a 40-question survey that included: their roles and responsibilities regarding HRI education; the alignment of this education with strategic plans or competencies; and how HRI partnerships developed. The survey also asked those who were not currently partnering in HRI education which factors influenced their circumstances. Results: 352 HRI educational offerings existed within ALA-accredited or iSchool programs. A total of 38 (17.5%) responded to the survey. For almost two-thirds of these, there was no indication of partnership in that education (213/352, 60.5%). LIS or iSchool involvement in HRI is just under one-third of all offerings (111/352, 31%). “Health or healthcare” informatics (35) or “biomedical or bioinformatics” were the most common types of HRI offered from the website review and survey. Conclusions: Opportunities exist for LIS programs to form HRI educational partnerships that will provide richer educational offerings for LIS students and health sciences librarians.

Statistics Training in Library Science: Comparing Approaches in Library and Information Science to Sociology Graduate Programs

Library and information science (LIS) research is becoming more quantitative. However, statistics is not extensively taught within LIS research methods courses, and statistics courses are uncommon within LIS programs. Previous research on statistics in LIS revealed that researchers have mainly relied on descriptive statistics in publications. This article argues that LIS’s partner disciplines, such as sociology, emphasize statistical training more so than do LIS programs at the master’s level. Sociology serves as an appropriate comparison to LIS because of its central status in the development of both qualitative and quantitative research methods and its relevance for library science. The author analyzed the curricular requirements of 109 master’s degree programs (47 sociology and 62 LIS programs) and 81 research methods syllabi (60 in sociology and 21 in LIS). The analysis of master’s in LIS (MLIS) and sociology MA curricula revealed that MLIS students took 0.6 research methods courses while sociology MA students took 2.7 methods courses. LIS programs typically required one methods course, whereas sociology MA programs required three. LIS methods courses spent on average 19% of instructional time on statistics, whereas 64% of sociology MA programs’ instruction in methods focused on statistical analysis. 86% of LIS research methods courses covered descriptive statistics and only 38% of LIS courses discussed inferential statistics. Statistical training in LIS programs remains limited. LIS departments could approach statistical training as sociology has done by teaching inferential statistics and other advanced techniques. Thereafter, information professionals can publish more widely and provide improved research support.

A quantitative review of LIS programs accredited by ALA and CILIP under contemporary technology advancement

PurposeAdvancements in technology have led to many changes in the field of Library and Information Science (LIS). As global communications and technology continue to become more available and sophisticated, LIS programs need to prepare students for employment in rapidly changing and globalized LIS professions.Design/methodology/approachData from a total of 63 programs from the American Library Association (ALA) and 32 programs from the Chartered Institute of Library and Information Professionals (CILIP) was collected through openly accessible websites of these programs. Areas explored include program name, name and level of the academic unit offering the program, credit hours, required courses, percentage of required courses and capstone measurements used within the different LIS programs.FindingsA majority of programs still preserve the keyword “Library” in their name, but not the academic units offering them. Most programs in ALA and CILIP follow a semester-based program. Research methods, internships, practical experience, combined with traditional library core and information technology requirements were found to constitute the major subjects in general. Comprehensive exams were replaced by e-portfolios among ALA programs while a dissertation remains the preferred choice of capstone requirement for CILIP.Originality/valueScant studies compare accredited LIS programs worldwide, motivating the study of the similarities, differences and trends of LIS programs under the current globalized technology-driven knowledge economy. This paper seeks to fill the literature gap and promote a global discussion and understanding of LIS curricula in different regions of the world, guiding potential students to select their suitable LIS programs.

Evaluating the Use of Journal Prestige as a Metric for Academic Research Faculty: A Case of Library and Information Science Faculty in the United States and Canada

This article addresses concerns about the effect of extradisciplinary researchers on recent rankings of library and information science (LIS) school researchers’ productivity by proposing a measure based on Laura Manzari’s 2013 study of LIS journal prestige. Journal ratings from Manzari’s study are assigned to the publications in each of more than 400 LIS faculty-researcher curricula vitae. A cumulative prestige rating for each researcher’s publications is then calculated, and rankings for faculty members and LIS programs are derived. The findings indicate that the cumulative prestige rating is a strong indicator of professor, comparing favorably with early publications of Budd, while diminishing the impact of shifts toward a greater number of extradisciplinary researchers in LIS education on the rankings of top contributors to LIS literature. These findings are important for offering an alternative perspective of scholarly productivity. This approach may prove beneficial for LIS program directors and committees in making tenure and promotion decisions among their faculty.

Against the Clock: Speed Training in Library and Information Science Education

We may not always like the speed of today’s world, but we still need to prepare students for working in a fast-paced environment. In the library and information science (LIS) professions today, deadlines are becoming ever shorter, yet research into the effects of time pressure in LIS is scarce. This pilot project aims to develop and test a speed-training program to improve LIS students’ ability to work under time pressure. An experiment is conducted where students in the control group receive no speed training while students in the experimental group complete speed-training exercises. Students provide feedback through surveys and a focus group. The results suggest that speed training can help students learn to work more quickly and that students feel positively about speed training. Therefore, it may be worth including explicit speed-training exercises in LIS programs.

South African Library and Information Science (LIS) Students’ Perceptions, Motivations and Reasons for Enrolling in the LIS Program

Abstract Library and Information Science (LIS) has gone through many changes over the past two decades. These changes have had an impact on the youth who want to study LIS. Lack of knowledge about LIS and its career opportunities makes it difficult for young people to consider studying towards a LIS qualification. Literature reveals that most LIS students end up in the program accidentally and without knowledge of the content. This study investigated students’ perceptions regarding LIS, the reasons for enrolling, and motivating factors that make students study LIS. The study was informed by the Circumscription and Compromise theory. To answer the research questions, a survey was conducted in three LIS schools in South Africa. A questionnaire was sent to first and final year students, and 165 responded. The findings indicate that before they enrolled, many students had a slight idea of what LIS programs were and prepared them to be. The students’ decision to study LIS was mainly influenced by information brochures, followed by relatives, teachers, friends, and parents. Most of the students decided to study LIS when they were already accepted to enroll at university but did not choose LIS as their first-choice program of study. The availability of job opportunities and a stable LIS work environment are the main factors that motivated students to continue to study LIS. Students also indicated that they were satisfied with LIS and would recommend it to others to study. The study concludes that LIS is a compromise field of study because students did not initially want to study it. Interestingly, after enrolment, they became satisfied and motivated to continue with the program. Public awareness campaigns, especially in high schools, are encouraged to sensitize people about LIS.

Toward a Framework for Preparing Leaders in a Global Information Context

This article addresses a framework for conceptualizing the preparation of leaders for the library and information science (LIS) profession. The framework has three components: curriculum, pedagogy, and assessment (CPA). Moreover, this framework is mirrored in examples from two LIS programs (one in Finland and one in the United States) and discusses how the future expertise of library and information professions can be foreseen in educational programs. This study demonstrates how LIS programs can utilize this framework in developing an intentional and holistic approach to guide, review, and impart leadership education in a global information context.

Are we there yet?

Library and Information Science (LIS) education faces considerable opportunities and challenges in the 21st Century. Institutions must produce a range of information professionals, including teacher librarians. These future professionals must be able to respond flexibly to rapidly evolving social, economic and technological change. Multimedia elearning environments and the interactive nature afforded by Web 2.0 technologies mean that LIS programs can be delivered globally and collaboratively to an international audience. Attracting students who will take LIS and the challenges posed by a rapidly evolving information landscape into the twenty-first century, is an integral part of building strong and sustainable educational programs.

Research productivity of library and information science faculty in India and the United States : A comparison based on publications, citations and h-index

The present study compared research productivity of Library and Information Science (LIS) faculties working in 61 government universities of India and 55 American Library Association-accredited LIS programs in the United States. A regression model is used to determine the effect of independent variables i.e. number of publications, number of citations per publication, and total number of citations for top-cited publication on h-index value of faculties. Further, k-means cluster analysis (three tier) is performed for each rank of faculties (full, associate & assistant professor) based on their publication and citation. The findings of this study indicate that for both countries h-index value of LIS faculties is related to number of publications and citations per publication, while mitigating the impact of a highly-cited publication. The top tier of Indian LIS faculties by publications, have more publications, citations for most-cited publication, and larger h-index than the lowest tier in the U.S. (though these researchers do have a higher number of citations per publication). The most productive LIS Faculties in the U.S. have about 3.5 times more publications, citations, and h-index than Indian LIS faculties. Finally, for the evaluation of LIS researchers for tenure and promotion decisions in regard to h-index, the study suggests that it may provide more equitable valuation of research productivity than looking at raw number of citation counts, while providing more information about quality of publications than just the raw number of publications alone.

An Exploration of Canadian LIS Programs

It is well known that there is a lack of diverse professionals within the field of library and information science (LIS). As the entry point for future LIS professionals, university library programs are in a unique position to proactively address this issue. Websites serve as digital representations of Canadian LIS programs and are several programs’ main recruitment tool. This project adds to the growing body of Canadian focused data on diversity within LIS, and it is the first study to exclusively observe Canadian LIS higher learning institutions. Through a content analysis of Canadian LIS program websites, this project seeks to explore the following research questions: (1) How are Canadian LIS programs addressing issues like diversity, inclusion, and equity?; and (2) How do the LIS programs’ diversity initiatives relate to their recruitment of students? Emergent themes drawn from literature related to diversity efforts in higher education were analyzed alongside data collected from websites of LIS programs in order to frame the larger discussion of how issues like diversity, inclusion, and equity are addressed within higher learning institutions.

Toward a Framework for Quality Assurance of library and Information Science Education in an Open Distance e-Learning Environment in Eswatini

This paper is based on a study that is aimed at developing a framework for quality assurance of Library and Information Science (LIS) education in an Open Distance e-Learning (ODeL) environment. The study was anchored on the interpretive research paradigm and entailed a literature review. LIS, as a field of study that is delivered on an ODeL platform, is proposed for Eswatini. The quality of such a programme is of great concern among stakeholders. This study develops a framework for quality assurance in the development of LIS programmes in an ODeL context in Eswatini.

Teaching Research Methods in Master’s-Level LIS Programs: The United States Perspective

Training in research methodology is an essential component of educating twenty-first century information professionals and library practitioners. Traditionally, competencies in library and information science (LIS) education emphasized the fundamental knowledge of research methods and critical skills in evaluating the findings. However, librarians are not only consumers of research; they are also active contributors to scholarship and need practical skills in designing and carrying out research projects. Research competencies, including the fundamentals of quantitative and qualitative research methods, are listed in the American Library Association’s (ALA) Core Competences of Librarianship. Courses in research methods are offered in many LIS programs in the United States but are not always considered part of the core curriculum. Training in research methodology is inconsistent across LIS programs and in Master’s-level courses rarely goes beyond an overview of methods and terminology. This article summarizes the findings of a study that examined the current state of research methods training in LIS Master’s-level education in the United States and investigated how future library professionals are being prepared to be consumers of research and practitioner-researchers from the perspective of the faculty who teach the courses. The data for this study were collected using multiple techniques, including content analysis of documents, questionnaires, and semi-structured interviews. Teaching faculty, selected from ALA-accredited LIS programs, contributed their perspective through questionnaires and semi-structured interviews.