Library And Information Science Schools Research Articles

Incorporating digital scholarship content in South African library and information science schools

PurposeThe library and information science (LIS) profession experienced drastic changes in its job requirements due to emerging digital scholarship trends, especially the growth of the Fourth Industrial Revolution (4IR). As a result, there is a discrepancy between the job market and the LIS curriculum. This study addresses this gap by looking into incorporating digital scholarship into the LIS school curricula in South Africa. This may have implications for other contexts as well, because digital scholarship is becoming pervasive.Design/methodology/approachThe study adopted a constructivist paradigm using a qualitative approach and a multiple case study design. Primary data using semi-structured interviews were collected from 10 academics at LIS schools and 10 librarians from both academic and special research council libraries in South Africa.FindingsThe study revealed that LIS schools did not have content on digital scholarship such as research data management (RDM), digitisation, metadata standards, open access, institutional repositories and other related content. Stakeholders who needed to be consulted included librarians, information technology (IT) and information and communication technology (ICT) specialists, computer scientists, humanists, the South Africa Qualifications Authority (SAQA) and Department of Higher Education and Training (DHET) and LIS professional bodies. There were gaps and redundancies in the curriculum as far as digital scholarship was concerned. Digital scholarship presented opportunities for librarians and academics to acquire emerging jobs and to collaborate more in the digital space.Originality/valueThe article advances knowledge on the importance of incorporating digital scholarship in the LIS curriculum in South Africa. Furthermore, it provides guidance regarding stakeholders to be consulted when incorporating content into the LIS curriculum with the intention of closing the gaps and curbing or removing discrepancies between job requirements and graduates’ skills and competencies.

Integrating Internet of Things (IoT) into Library and Information Science (LIS) School's Curriculum in Selected Universities in Nigeria

This study examined incorporating the Internet of Things (IoT) into the LIS curriculum in selected LIS schools in Southwest Nigeria. The study population comprised final students from the LIS degree program in South-west Nigeria's library and information science department. A total enumeration of respondents was used for the research. Data generated were analysed using descriptive statistics. Findings revealed that the significant technology-related courses in the curriculum of LIS are basic computer operations, web publishing, document management and computer in libraries. Undergraduates positively perceived LIS curriculum preparedness for the Internet of Things (IoT). The major problems affecting the full implementation of technology-based related courses of the LIS curriculum in selected LIS schools are a shortage of funds, lack of infrastructure, unreliable power supply, inadequate learning resources and library support. The paper recommended that the Nigerian government come forward through her agents to provide financial help to integrate the Internet of Things (IoT) into LIS schools and develop essential infrastructures that will enhance the hands-on experience for the students.LIS curriculum

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.

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.

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.

Components of Digital Humanities in Indian LIS Curricula

Digital Humanities (DH) is an interdisciplinary academic discipline that employs computational techniques to
 address humanities and social science problems. It merges various domains such as history, philosophy, literature,
 and modern languages, offering unique approaches to traditional inquiries. DH has gained considerable popularity among students, academicians, and Library and Information Science (LIS) professionals, creating new employment opportunities in libraries, museums, archives, cultural heritage organisations, data science, and other sectors. In India, DH is still in its early stages, with diverse manifestations in university-level teaching and learning practices. This study examines the DH components integrated into the LIS course curriculum by analysing syllabi and course descriptions from central universities. Additionally, we briefly review DH research projects and programs in India and abroad. To enhance the design and implementation of DH programs and degrees alongside LIS curricula, a course module for DH within LIS schools is proposed. This research extends insights into DH pedagogical practices within librarianship education, offering a comprehensive perspective on contextual frameworks, academic discussions, development trends in DH, and the LIS field in India.

Research trends in LIS: The case of doctoral research in Pakistan, 1981–2021

The current study aims to examine doctoral research works produced by Pakistani universities in the field of library and information science (LIS). The study provides an understanding of the perspective of PhD level research in Pakistan and aims to determine developmental patterns, popular focused areas, current trends, and the most productive universities. The content analysis method was used to conduct this study. A self-structured questionnaire was used for the collection of data. A total of five universities were selected for the collection of softcopies of theses for this study. The information was gathered from department heads at five LIS schools in Pakistan. MS-Excel was used to analyze and present the data in the form of tables and charts to achieve the study’s objectives. The findings show that Pakistani LIS schools have produced a total of 62 PhD theses from 1981 to 2021. Steady development has been observed until 2010. However, the growth of LIS research has increased significantly during the last decade. The study has explored LIS research trends at the doctoral level and presents an agenda for future research to inspire potential LIS scholars. The findings are useful to improve research quality at the doctoral level for LIS scholars and faculty members of LIS schools in Pakistan and other developing countries.

Knowledge, Skills and Competencies of the Library Information Science School’s Graduates on Digital Scholarship in South Africa

The Fourth Industrial Revolution (4IR) has presented a paradigm shift in a paradigm in the field of Library and Information Science (LIS). The profession necessitates digital scholarship knowledge, skills, and competencies. Academic and special research council libraries have introduced numerous functions and activities related to digital scholarship, to accommodate the demands of the 4IR. Thus, librarians who practice in these types of libraries and others are called on to revisit their related knowledge, skills and competencies. Most librarians who have been trained by LIS schools received their qualifications before the advent of the digital scholarship activities which now form part of their profession. This has created some uncertainty as far as digital scholarship job requirements are concerned. This paper forms part of a doctoral study that aimed to explore the education and training of South Africa’s LIS professionals in digital scholarship, specifically those now serving in academic and special research council libraries. The study adopted an interpretive paradigm using a qualitative approach. A multiple case study design was used, employing semi-structured interviews as data-collection tool to interview ten digital scholarship librarians and their directors from six libraries in South Africa. The researcher sought to determine to what extent digital knowledge, skills and competences, and digital scholarship units and activities were part of their job requirements. The study concluded that LIS digital scholarship librarians should acquire digital scholarship knowledge, skills and competencies through formal education, training courses, workshops and on-the-job training. LIS schools should develop short learning courses to assist librarians in gaining the relevant knowledge, skills and competencies, while parent organizations should establish the relevant infrastructure and provide funding for training.

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.

LIS Education in India and Employability of Students: Issues and Challenges

The paper examines the growth and development of Library and Information Science (LIS) education in India in terms of the number of LIS schools and the proliferation of LIS courses across the country. It examines the problems, lacunae and quality control issues in the present LIS education system, which has led to rising unemployment or under-employment. The paper discusses the ‘employability’ of LIS students against a highly competitive job market impacted by the developments in information and communication technologies. A few corrective measures have been suggested to improve the quality and standard of LIS education in the present digital information world.

A seventeen-year Research Topic Dispersion and Methodological Choices among LIS Postgraduates in Tanzania

The study explored research topics dispersal and research strategies of Library and Information Science (LIS) postgraduate students in Tanzania from 2000-2017. Data were collected from the East Africana research repository section of the UDSM Library and the Information Studies Programme (ISP) offices from June to November 2017. A total of 269 LIS dissertations were assessed using content analysis to classify research topics. Findings revealed topics extensively researched were information dissemination, information access and information seeking behaviour. Least researched topics were information privacy and ethics, reading habits and encouragement, copyright and Information policy. History of information science and librarianship, quantitative and qualitative research, multimedia, webometrics, human–computer interaction, systems analysis, digital security, internet crime and information licensing and fair use were not researched. In addition, mixed research approach was mostly preferred by students but experimental and action research were least used. The study contributes in LIS education mapping in Tanzania and likely the first study to show topics selection based on globally accepted LIS classification schemes. The study gives an insight on research topics and research strategies used in higher learning organizations (HLIs) in Tanzania and arguably most developing countries. Findings may improve quality of research offered in LIS schools by supporting LIS postgraduate training and establishing library technology hubs and laboratories to match the world LIS research trend and order.

Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

The impact openness to knowledge is having, not only in the Higher Education (HE) sector but at the public and institutional policy level, is largely due to the efforts of information professionals and researchers, and thanks to these two groups, initiatives such as open access (OA), open education (OE), and open science (OSC) have changed the way in which research is being taught, conducted, and communicated. Openness is a way to democratise access to knowledge developed through public funds, and this movement has been led by informational professionals worldwide; however, we have observed that to a large extent, professional development in different areas of openness is rather self-taught, informal, mentored, or continuous, but not formalised in information science, documentation, or scientific educational programmes. In this exploratory research, we gathered evidence on how (or if) openness to knowledge is being taught by reviewing a series of syllabi from undergraduate and postgraduate programmes in Library and Information Science (LIS) schools sampled from universities that either (a) are leading the agenda in OA, OSC, or OE; or (b) have policies in OA, OSC, or OE; or (c) have national/federal mandates, policies, or regulations regarding OA, OSC, or OE and also from a range of non-formal and/or lifelong learning training programmes offered in these same three areas. We found that while LIS schools are not providing formal training to gain skills and competencies in openness, their libraries are offering different kinds of training in this respect. On the other hand, the good intentions and openness awareness of policies have not yet materialised in actions to ensure capacity building. Research implications aim to influence the development of capacity building in open knowledge, by providing solid evidence for enhancing curriculum advancement in LIS schools and by proposing some recommendations in this direction.

Information Ethics from a Multicultural Perspective: Content Analysis of Selected Library and Information Science Publications

Information ethics governs the way in which information is created, manipulated, and used. The integration of ethical values in education and coursework has been of interest in many fields, including the discipline of library and information science (LIS). Integrating information ethics in library and information science education and research is essential for preparing the next generation of information professionals for an increasingly diverse and multicultural society. This study examines information ethics from multicultural perspectives by exploring the extent to which LIS faculty view and articulate information ethics in their research and scholarly publications. The study sample was assembled by identifying the top LIS schools in the United States, selecting one LIS faculty member for each school, and examining the research output for each scholar for the use of multicultural and information ethics terminology. The text analysis was conducted using Python. Faculty were selected for the study based on their engagement in multicultural research rather than their minority status. The study results indicate that information ethics is not a primary research focus of LIS scholarship. There is no uniform reference for information ethics, and the most commonly associated terms received low percentage results. The impact of information ethics should be considered in every area of LIS scholarship and practice.

Key skills and competencies of LIS professionals in the digital library environment: a content analysis of job advertisements

PurposeThe main purpose of this research study is to identify the essential skills and competencies sought by prospective employers for library and information science (LIS) positions in India. The research study aims to find out various designated positions in job advertisements.Design/methodology/approachThe data were collected from a major weekly job journal “Employment News” in India over five years from 2016 to 2020. The Employment News provides the latest job vacancies of central/state governments, public sector undertakings and autonomous bodies in India. Each issue of Employment News was carefully scanned and searched for job advertisements in the field of LIS. The researcher analyzed various posts on permanent, deputation and short-term contracts to gain insights into the job’s skills.FindingsThe findings highlight that public sector academic and school libraries are the top employers of LIS professionals. One of the most frequent demands of employers is profession-related work experience. Results show that employers place the strongest emphasis on library administration, computer knowledge, technical skills, managerial skills and soft skills. Library management, library supervision and procurement of journals and books are the primary job responsibilities for top-level positions.Research limitations/implicationsThe weekly job journal, Employment News, is the largest source of LIS jobs in publicly funded organizations and institutions in India. It does not cover private educational institutes, industries and corporates. Job-related data were collected solely from this journal for the duration of 2016–2020. Therefore, this research study does not fully represent the LIS job market with regard to private educational institutes and corporate organizations.Practical implicationsThe research findings can help LIS professionals prepare themselves according to market needs and demands. The LIS school should integrate these required skills and competencies into the course curriculum for preparing professionals in the digital age.Originality/valueThe results are benchmarked to guide and evaluate LIS course curricula in India. LIS schools may emphasize soft skills in future curriculum design, which employers frequently seek.

The essential skills and competencies of LIS professionals in the digital age: alumni perspectives survey

PurposeThe librarianship profession has gone through many changes over time, more so with the emergence of digital technologies. To thrive in the library and information science (LIS) profession, professionals must have knowledge, skills, competencies and abilities to perform their job duties. The purpose of this paper was to identify essential knowledge, skills and abilities (KSAs) for the LIS professionals.Design/methodology/approachThe targeted survey group for the study were alumni of ten LIS schools in India, who are now working in various library sectors. A structured questionnaire was designed to seek their opinions, and the snowball sampling technique was adopted to collect the data. A total of 377 responses were received from the respondents.FindingsFive broad areas of KSAs were identified: traditional library skills, research skills, computing skills, data management skills and soft skills. This study found that computing skills, library automation and library digitization are considered absolutely essential for the LIS professionals. The results also brought out the importance of “soft skills” for the LIS professionals. Prerequisite knowledge of library liaison services, technical services and foreign language were reportedly important only for working in special libraries.Practical implicationsThis study identified 54 skills across five broad areas that are essential for the professionals working in library and information centres. The research findings will be helpful for the educators who want to design, develop and upgrade the LIS course curriculum in accordance with the skills that are in demand in the market.Originality/valueThis study establishes that though the participants expressed satisfaction with the practicum of the curriculum, the LIS course curriculum needs to be improved. It would be in the best interest of the LIS schools to identify and rectify the gap.

A thematic analysis of library association policies on services to persons with disabilities

PurposeLibrary association policies and guidelines are important to study because they reflect consensus values of the profession. As such, they can shape the association, itself, and set the tone for the values of its individual members in their professional practice. From the titles alone, these documents proclaim themselves to be guides for the development of individual library policy. Additionally, as library and information science (LIS) graduate education programs are accredited by national associations, LIS schools pay attention to association policies and guidelines to help shape professional and continuing education. In these ways, they have a role in shaping professional ideology around a topic. The paper aims to discuss these issues.Design/methodology/approachThe services to persons with disabilities policies from three national-level LIS organizations were analyzed through a thematic analysis.FindingsThe guidelines speak to a shared understanding of disability and accessibility around the themes of library staff, library policies and library resources and services. While not surprising, additional themes around disability context and legislation show a shared understanding of accessibility that is much broader than what the legislation requires.Originality/valueAn analysis of guidelines on services to persons with disabilities from the American Library Association (ALA), Australian Library and Information Association (ALIA) and Canadian Federation of Library Associations (CFLA) is of interest because of the ways these organizations intersect. The ALA and ALIA have reciprocal agreements so that students in LIS education programs are recognized as equivalents. Second, the ALA accredits library education programs in Canada. Given these intersecting relationships, the guidelines-shared notions of accessibility become of high interest.

Library and Information Science (LIS) Education in Nigeria: Emerging Trends, Challenges and Expectations in the Digital Age

In Nigeria, formal university-based Library and Information Science (LIS) educational programme began in 1959 at the Institute of Librarianship,University College, Ibadan (as it was then called) now University of Ibadan Library School. Since then, LIS education in Nigeria has passed through certain developmental trends in its chequered history and has seen steady progression, notably in terms of expansion. Considering the recent transformations in all sectors which have resulted in globalization that is accompanied with massive radical changes in all spheres of human endeavor, LIS educational programmes globally are expected to be amenable to such radical changes. Therefore, changes in curriculum, teaching and learning methods as well as assessment systems are inevitable and desirable. This paper, based on relevant literature, examines LIS education in Nigeria, its emerging trends, challenges and expectations in the digital age. It provides a historical antecedent of LIS education in the country. The paper also discusses contemporary global trends and developments in LIS education and the responses of LIS education towards these changes. It examines the present Nigerian perspective in LIS education and stresses that total reformation is desirable through ensuring that curricula and teaching facilities are always up to date for meaningful training. The paper further explores the major challenges/constraints confronting LIS education in Nigeria that include among others; perennial failure of the government to fund education properly, and LIS education in particular, paucity of infrastructure and learning resources as well as the general deficit of faculty members especially those with PhD degrees. It then explores the expectations of LIS education in the digital age, and as well offers suggestions on how to mitigate the identified challenges, notably through developing impact-oriented operational strategies by the LIS schools and galvanizing support to attract more funds. The paper concludes by emphasizing that LIS education in Nigeria can be more significant in this digital age if curricula and relevant teaching aids/infrastructure are in line with the current emerging global trends and perspectives.

Mapping the Canadian library and information science research landscape

This work-in-progress paper aims to map the scholarship produced by the eight Canadian Library and Information Science (LIS) schools. After using the citation network to divide publications into several research areas, we analyze how the research output of different LIS schools is distributed across these areas, in an attempt to shed light on the schools’ specificities and commonalities and how each school contributes to the global picture of Canadian LIS research.

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.

Knowledge Production in Library and Information Science Schools in South Africa: A Bibliometric Analysis

The current economic conditions, especially in third-world countries like South Africa, requires a highly knowledgeable workforce. In South Africa, this is making knowledge production more relevant to the country’s social and economic needs. This study therefore employs bibliometric research techniques to examine knowledge production in Library and Information Science (LIS) from 2015 to 2019 in South Africa. The results suggest that the production of LIS research degrees has improved tremendously in recent times mainly because of the higher outputs from a few LIS schools. Overall, knowledge production in LIS has improved in recent years but mainly because of a few prolific authors who contributed a large number of publications.