Library And Information Studies Research Articles

Social Services, Law, and Crisis Management Curriculum Offered in Library and Information Studies

This study aimed to examine the trends in American Library Association (ALA)-accredited Library and Information Studies (LIS) master's program course offerings that facilitated societal interactions and support, specifically social services, law, soft skills, and crisis management. Results indicated that most respondents, who were LIS faculty and members of the Association of Library and Information Science Education (ALISE), believed that LIS coursework in social services, law, soft skills, and crisis management were important. Respondents also indicated how they or their departments addressed social issues (e.g., readings), and what kinds of crises a librarian should be equipped to handle (e.g., facilities management). Additionally, it was found that 41.9% of the respondents believed that a Masters and a Juris Doctorate were required to be a law librarian. Moreover, survey data limitations and implications for current and future practice are discussed.

LIS Journals’ Lack of Participation in Wikidata Item Creation

There are many items in Wikidata representing scholarly articles. However, these items have been created mostly by volunteer Wikidata editors and not systematically by journal publishers or editors, which can lead to gaps and inconsistencies in the datasets. This article presents findings from a survey investigating practices of library and information studies (LIS) journals in Wikidata item creation. Believing that a significant number of LIS journal editors would be aware of Wikidata and some would be creating Wikidata items for their publications, the authors sent a survey asking 138 English-language LIS journal editors if they created Wikidata items for materials published in their journal and follow-up questions. With a response rate of 41 percent, respondents overwhelmingly indicated that they did not create Wikidata items for materials published in their journal and were completely unaware of or only somewhat familiar with Wikidata. Respondents indicated that more familiarity with Wikidata and its benefits for scholarly journals as well as institutional support for the creation of Wikidata items could lead to greater participation; however, a campaign of education about Wikidata, documentation of benefits, and support for creation would be a necessary first step. The article presents and discusses the results of the survey, but the conclusions that can be drawn are minimal; therefore, the authors also discuss the benefits of creating Wikidata items for LIS journals as a first step in this educational campaign for editors and publishers.

Cultural Competence in Libraries: Utilizing the Critical Incident Technique and Reflective Journaling to Encourage Reflective Practice

In a political climate in which intellectual freedom and Critical Race Theory (CRT), among other concepts, are under attack, courses with diversity, equity, and inclusion (DEI) content are especially relevant. Examining Library and Information Studies (LIS) curriculum within the United States, scholars have repeatedly found DEI content, despite being foundational to the LIS profession, is insufficient in preparing future LIS professionals. Furthermore, once professionals are employed, opportunities for additional training are limited, given the one-shot nature of many professional development opportunities. This article describes one attempt to effectively integrate DEI content into a continuing education course in which participants can incorporate material into their professional activities via the Critical Incident Technique (CIT) and reflective journaling. The article examines existing scholarship regarding LIS education to establish the need for concerted efforts to implement useful and actionable approaches to DEI concepts. It then describes a continuing education course in which the CIT and reflective journaling can be utilized as effective ways to translate coursework into professional practice. The discussion focuses on the specific nature of this course within the context of continuing education and professional development, with suggestions for incorporating course content into required LIS curriculum, and outlines avenues for future research.

Encouraging Cultural Competence Among LIS Professionals via the Critical Incident Technique and Reflective Journaling

In a political climate in which intellectual freedom, particularly regarding Critical Race Theory (CRT) and other diversity, equity, and inclusion (DEI) concepts are under attack, courses with DEI content are especially relevant. Examining Library and Information Studies (LIS) curriculum within the United States, scholars have repeatedly found DEI content, despite being foundational to the LIS profession, is insufficient in preparing future LIS professionals. Scholars, throughout decades of research within LIS education, have explored various lines of inquiry, including multicultural LIS education (Carter, 1978), recruitment challenges that contribute to a lack of diversity (Childers and Adams, 1972), trainings, and professional development opportunities to better serve diverse populations (Simsova, 1980), and LIS curricula at institutions across the United States (Cohen, 1980). More recent scholarship has provided innovative efforts and approaches regarding recruitment, curriculum, and pedagogy, while also presenting the necessity to expand conceptions of diversity within LIS education (Adkins, Virden, & Yier, 2015; Jaeger et al., 2015; Roy, 2015). Despite extant literature and professional attention to DEI issues, the LIS education, and the profession at large, remains largely White (Bajjaly & Drulia, 2021) and can improve (Chancellor, 2019; DuMont, 1986; Jaeger et al., 2011; Mestre, 2010; Ndumu & Chancellor, 2021). The focus on these issues within LIS education is significant for the training of future LIS professionals as, once employed, opportunities for additional training are limited given the one-shot nature of many professional development opportunities.
 This presentation describes one attempt to effectively incorporate DEI content, specifically cultural competence, into a 4-week continuing education course in which participants can incorporate material into their professional activities via the critical incident technique and reflective journaling. After discussing existing scholarship regarding LIS education to establish the need for concerted efforts to implement useful and actionable approaches to DEI concepts, the presentation describes a continuing education course in which the critical incident technique and reflective journaling are offered as tools to effectively translate coursework into professional practice. A common, although not universal, approach to DEI and cultural competence training within LIS is one-off workshops, with many professional development opportunities limited by nature of their delivery. The present course’s emphasis on continual reflection via journaling and the critical incident technique addresses the limitations of many professional development opportunities.
 The presentation discusses a variety of topics pertinent to LIS curriculum. Instructional modality offers both opportunities and challenges, both of which this presentation addresses. As an online course, striking a balance between asynchronous content with synchronous meetings presents possibilities to check understanding and promote student engagement. As a continuing education course – a form of professional development – necessitates an understanding of educators that students’ schedules are full and, as working professionals, they have demands on their time that affect engagement. includes suggestions for professionals and educators to keep up to date with emerging research (e.g., the move from cultural competence to cultural humility within recent scholarship), incorporating course content into required LIS curriculum, and outlines avenues for future research.

DH Eh? A Survey of Digital Humanities Courses in Canadian LIS Education

Library and librarian involvement in digital humanities (DH) has grown over the past few years. However, it is unclear whether current library and information studies (LIS) programs are properly preparing students for this type of work. This study analyzed course offerings at Canadian ALA-accredited LIS programs. While Canadian ALA-accredited LIS programs offer DH-relevant courses, the number of courses offered and their range/scope vary greatly among institutions. Although many are teaching the technical skills required by the field of DH librarianship, collaboration and project management training remain elusive in most programs.

Cultivating collective praxis for scholarly transformation and racial justice: The Critical Race Theory collective’s introduction to the special issue

This special issue launches from the challenges of white supremacy within Library and Information Studies (LIS) and the demonizing of Critical Race Theory (CRT) within American and British societies. To address these challenges through a commitment to practice as well as theory, a special editorial team for this publication was formed to tackle head on how racialised knowledge justice issues can also manifest in scholarly publishing spheres. This team is the Critical Race Theory collective (CRTc): an international community of scholars, practitioners and activists working at the intersections of race, libraries, archives, information and education. This extended introduction is split into two parts that describe respectively the process and the product of the special issue. Part One charts the national contexts of CRTc praxis in the US and the UK, and outlines the community-building, restorative and pedagogical principles and lessons that have (in)formed the CRTc editorial and developmental process. Part Two outlines the papers that constitute the product of the special issue: contributions from American and British authors from interdisciplinary backgrounds who apply CRT frameworks to LIS discourse and practice. Together, these two parts demonstrate the scholar-activist underpinnings of CRTc to address, challenge, resist, interrupt, and ideally reverse the pushback against all forms of culturally conscious justice, especially racial justice.

Half Has Never Been Told

The use of primary source documents in the pursuit of understanding the complex histories Library and Information Studies (LIS) is essential to connecting the foundations of the profession. The historical perspectives SIG will create a sharing space where attendees can demonstrate how they use artifacts to tell both hidden and known histories. The showing and telling of historical artifacts provide the opportunity for telling historical narratives and fostering community engagement amongst educators and scholars in LIS history and archives. This program explores layered storytelling, with engagement through the expression both of pedagogical experiences and the histories of various historical artifacts. The assembled participants will each share an artifact or story to demonstrate how they use them in LIS courses and research to infuse historical teaching of various topics (Reference, Organization of Information, Collections Development, Youth Services, etc..). The goals for the session are to: 1) Demonstrate the use primary source materials and other artifacts to correct LIS history & hegemonic narratives prevalent in LIS historical studies. 2) Provide various models for students in how to engage with service communities in the telling of unknown histories. 3) Utilize participatory dialogue in sharing narratives in building community around the teaching of LIS history. The session will assist in the development best-practices for the integration of historical materials in LIS courses. It addresses which narratives are missing or need reinforcement in the LIS classroom. Through dialogue the session will answer questions: How can we better include historical contexts throughout the curriculum? What is the role of counterstories? How can we address inclusive histories?

A survey of transformational leadership traits for South African academic libraries in Gauteng province, South Africa

PurposeThe purpose of the paper was to survey transformational leadership traits in three academic libraries in the Gauteng province in South Africa. The three academic libraries were chosen based on the fact that two of the universities were residential research-intensive universities and the third was an academic library of a distance learning university.Design/methodology/approachThe study adopted a quantitative approach with a survey design in three academic libraries in the Gauteng province in South Africa in which a close-ended questionnaire yielded quantitative data. The study included 29 academic staff from the rank of assistant librarian to the director from the three academic libraries, as these are the personnel in leadership positions. To code and analyse, quantitative data from a Likert scale, SPSS version 25 was used. Cronbach's alpha was used to evaluate the instrument's reliability on the five constructs used in this study to determine readiness to adopt a transformational leadership style. The overall level of internal consistency exceeded the theoretical minimum of 70 percent. The Shapiro-Wilk test was used to determine the normality of the data and the p values were greater than 0.05 (p > 0.05). Tables have been used to present descriptive and inferential statistics based on data.FindingsParticipants expressed favourable opinions about academic libraries' ability to learn from the best practices of others in the profession, with mean scores greater than 3.5 on a 5.0 scale. Participants' perceptions of transformative versus traditional management styles yielded a moderate mean score of 3.0, with moderate mean scores ranging from 2.8 to 3.3. The average score for talent identification and succession planning in academic libraries was 3.5. Perceptions of leadership responsibilities had a mean score of 4.1, with attributes on leadership responsibilities scoring at least 3.5. Perceptions of problems for the next generation of leaders in academic libraries were moderate, with a mean score of 3.2 on a scale of 5.0.Research limitations/implicationsOnly three of the seven public university libraries in the Gauteng province in South Africa were surveyed in this study. The sample size was reasonably small for generalizations beyond the South African Gauteng province academic libraries. However, it was felt useful for this particular case. A survey of all 26 South African public universities is required to assess transformational leadership traits in academic libraries.Practical implicationsNext-generation leaders in South African academic libraries are perceived as not being aggressive in terms of team building, coaching and motivating others.Social implicationsIn the wake of COVID-19, new leadership traits such as scenario planning are needed for academic libraries.Originality/valueLeadership studies abound in the library and information studies (LIS) profession and they are not new. However, research on transformational leadership in South African libraries is still in its early stages. As a result, this study fills a gap in the literature on transformative leadership in academic libraries in South Africa.

The ethics of classifying the world: from library catalogues to AI

This paper reports on an initial exploration of knowledge classification ethics: What are the important ethical issues in how we classify knowledge and what kind of cognitive, cultural and social impacts may they have? An important part of Knowledge Management is the classification and organisation of knowledge to make it findable and reveal connections in related subjects. Discussion on the ethical aspects of this issue have recently been brought to the fore in both Library and Information Studies (LIS), in terms of objections to Library classification terms, and also in AI which can classify data using data sets which themselves reflect existing injustices and bias. The ethical implications of both types of knowledge classification can be better understood when the classification ethics debate in LIS and AI are used to inform each other. Findings include that AI provides clarity on measuring adverse outcomes whilst LIS provides nuance on the potential cultural and psychological harm of inappropriate terminology and inaccurate positioning within ‘worlds of knowledge’.

What are the options for library and information studies education reform in addressing racial inequity in the library profession in the UK?

This work explores international research into library and information studies (LIS) education as part of the diversity, equity, inclusion and access (DEIA) agenda and identifies options for LIS education reform in addressing racial inequity in the library profession in the UK. The paper sets out the UK legal, higher education and LIS education contexts, focussing on the role of the professional association, accreditation and the curriculum, and the library and information workforce, and highlights current practices in DEIA in the UK. Using a methodology drawn from bibliometric approaches, a set of academic and professional articles related to DEIA and the LIS curriculum are analysed and nine interpretative repertoires are then identified and discussed. Four core mature repertoires concentrate on the professional association, the university, LIS faculty and the curriculum. These core clusters are surrounded by emerging repertoires which are more recent and more critical. Each repertoire is discussed, referring to key sources and authors to present a picture of trends and complexity in recent (2000–2022) literature on the topic. The aim of this work is to provide a detailed view of existing practice in LIS education relating to DEIA. LIS schools are a vital part of the professional pathway: without a qualification there is no profession, and university students are more-often-than-not drawn from the more privileged and wealthier sectors of society. It is recommended that LIS schools recruit students and faculty who reflect communities and develop the abilities of students to serve the communities they may or may not reflect. These are categorized into clusters, in an attempt to inform LIS education reform in the UK.

A holistic decolonial lens for library and information studies

PurposeThe aim of this paper is to introduce a holistic decolonial lens for Library and Information Studies (LIS). As such it centres in the following questions: what does decolonisation mean in the context of LIS? How can a holistic approach help improve our understanding of the field?Design/methodology/approachThis is a conceptual paper that draws on theoretical analysis and discussion with in-depth examination of two cases of librarianship and information for development.FindingsThe paper presents a decolonial framework for interpreting and comprehending LIS-specific issues. As a result, we believe it is critical to recognise three interconnected types of colonial legacies and identify ways in which LIS academics and practitioners can consider these in the context of their research and work.Research limitations/implicationsThe paper introduces a holistic framework for thinking about decoloniality in the LIS discipline. Further work should consider how this framework can be useful for other LIS fields.Practical implicationsThe framework is of practical significance for LIS academics and practitioners who wish to take a decolonial approach to their research and thinking. We provide questions intended to lead to action.Originality/valueThe paper provides a holistic decolonial approach to critically reflect on research and teaching practices in the context of LIS.

The Evolution of Library and Information Science Education Promotion: A Comparative Analysis of LIS Program Websites between 1999 and 2019

This study compares library and information studies (LIS) departmental websites from 1999, 2009, and 2019 to explore the evolution of program promotion practices. Websites were analyzed using the 7Ps Marketing Mix model to explore how programs were marketed across this timeframe. Similar promotional messages were used across the years, but a key difference over time was that the 1999 sites promoted the program whereas the 2019 sites promoted people (faculty and students). Three key findings concerning changes in how LIS program websites evolved between 1999 and 2019 to serve program public relations goals were that (1) websites and social media have become key mechanisms for relationship building and promotion; (2) websites have evolved from sharing program details to showcasing faculty and student success stories as the core element of program promotion; and (3) the development of social media and dynamic websites have made these websites more interactive and content rich. An understanding of changes in LIS program websites over time can assist LIS program administrators in developing current and future program promotions activities.

Participatory Design, Co-production, and Curriculum Renewal

This article presents an illustrative and instrumental case study of participatory design and co-production as used in curriculum renewal for a bachelor’s degree in library and information studies (LIS). It outlines the process of constant review and reflection to improve the next round of development. The authors use the lenses of participatory design and co-production to shed light on the development of a completely new curriculum (syllabus) for a degree and three undergraduate qualifications. Drawing on their experience, organizational documentation, and the literature, they analyze the success of the development as collaborative engagement and co-production for improving practitioner–academic engagement, and for improving the quality and relevance of LIS qualifications to the professions. The advantages and disadvantages of using participatory design and co-production are discussed from the perspective of curriculum and course development, industry/profession involvement, and faculty needs, in the light of the higher education context in New Zealand. Despite the challenges of using these approaches, the process has been very positive for all the participants. Strong relationships have been developed with industry, and the program has benefitted from diverse perspectives.

‘Informed’, ‘active’ and ‘engaged’? Understanding and enacting information literacy from a UK citizenship perspective

Information literacy (IL) has been considered by Library and Information Studies (LIS) research and praxis to be vital in helping citizens be ‘informed’, ‘active’ and ‘engaged’ within society. LIS discourse has explored different conceptions of citizenship and its relationship with IL within the paradigm of liberal democratic societies. Critical IL approaches have in turn promoted a citizenship of personal agency, empowerment, challenging the status quo and the pursuit of social justice, as well as focusing on what has been termed ‘political literacy’. However, critical information literacy has also problematised some of the approaches to citizenship found in LIS discourse. Despite the complexity of the subject, empirical study into these issues is still severely lacking. This research moves to start addressing this need by investigating how IL is understood and enacted from the perspective of UK citizenship. Using a qualitative approach of semi-structured interviews with five UK citizens based in Oxford, UK, in the summer of 2019, it set out to establish the relationship between IL and citizenship in a personal context. It was found to be understood and enacted through the development of socially-constructed personal citizenship information landscapes, oriented to a personal sense of citizenship, agency, motivation and empowerment. These personal landscapes challenge some of the established IL paradigms of ‘informed’, ‘active’ and ‘engaged’ citizens, as well as related concepts of information ‘wealth’ and ‘poverty’. They also raise questions of the role of personal ethics in decision making as citizens and potential tensions with ‘acceptable’ norms. These findings help to further problematise the dynamic between IL and citizenship, and challenge LIS research and praxis not just to promote specific values and goals, but also to work towards a greater understanding of the personal contexts shaping that dynamic.

Working Together: How South Australian Libraries Shared Their COVID-19 Experiences through a Student-led Project

ABSTRACT 2020 was a challenging year in so many ways. Undertaking student placements as part of a professional accreditation course for LIS (Library and Information Studies) was one challenge that students, course coordinators, and industry had to face together. Working together, two University of South Australia students partnered with a local industry professional in a personal professional capacity to complete their placement. The project they undertook was to design and deliver a symposium for library and information professionals. This article uses the lens of Tuckman’s Small Group Development model to demonstrate how this project was delivered.

Library log analysis and its implications for studying online information seeking behavior of cultural groups

Log analysis, as one of the less overtly intrusive ways to study information seeking behavior online, has been used to closely monitor patterns of user system usage looking at activities and actions since the 1980s (Villén-Rueda et al., 2007). However, to date there have been limited studies discussing its usage in respect of information seeking behaviors of cultural groups in the academic library context. With the growth in international student numbers, the increasing remote use of the library service and a globally connected digital environment, the particular needs and behaviors of different cultural groups, when studying in different settings, merits far greater attention.This paper uses a library log analysis in order to explore international Chinese users' usage of an academic library in the UK and discusses the implication of it as a research method in Library and Information Studies (LIS) research, reflecting on the potential for greater analysis of different cultural groups. The findings demonstrate that log analysis can be used as a method to better understand particular cultural groups information seeking behaviors; it also discusses the limitations of log analysis and gives suggestions for future research work.

Naming patron-perpetrated sexual harassment in libraries

Patron-perpetrated sexual harassment (PPSH) is increasingly recognized as a significant problem in the field of library and information studies (LIS) but is often described and treated as “unfortunate” and “part of the job.” The results from a large-scale survey (505 responses) where participants described incidents of PPSH in the workplace support widely held public statements that define PPSH as a form of gender-based violence (GBV), insisting that it must be named and treated as such. Naming PPSH as sexual harassment and a form of GBV has important implications for library workers, library workplaces, and the broader field of LIS.

Emerging (information) realities and epistemic injustice

AbstractEmergent realities such as the COVID‐19 pandemic and corresponding “infodemic,” the resurgence of Black Lives Matter, climate catastrophe, and fake news, misinformation, disinformation, and so on challenge information researchers to reconsider the limitations and potential of the user‐centered paradigm that has guided much library and information studies (LIS) research. In order to engage with these emergent realities, understanding who people are in terms of their social identities, social power, and as epistemic agents—that is, knowers, speakers, listeners, and informants—may provide insight into human information interactions. These are matters of epistemic injustice. Drawing heavily from Miranda Fricker's work Epistemic Injustice: Power & the Ethics of Knowing, I use the concept of epistemic injustice (testimonial, systematic, and hermeneutical injustice) to consider people as epistemic beings rather than “users” in order to potentially illuminate new understandings of the subfields of information behavior and information literacy. Focusing on people as knowers, speakers, listeners, and informants rather than “users” presents an opportunity for information researchers, practitioners, and LIS educators to work in service of the epistemic interests of people and in alignment with liberatory aims.

Much more than a mere technology: A systematic review of Wikidata in libraries

Wikidata is gaining popularity in libraries as an open and collaborative global platform for sharing and exchanging library metadata. Based on a systematic review of the Library and Information Studies (LIS) literature, this study explores how and why Wikidata is being used in libraries as well as what are some of the benefits and barriers that have surfaced as a result of the early experimentation of Wikidata during its first decade of existence. The review revealed that Wikidata in libraries is generally described as an open and reusable knowledgebase of structured data capable of linking local metadata with a network of global metadata. Libraries have started experimenting with Wikidata to improve the global reach and access of their unique and prominent collections and scholars. While Wikidata holds great potential to become the repository choice for authority data disambiguation and linking, its sustainable integration into library operations remains a challenge. Much more than a technology, Wikidata provides a way for librarians to embrace social justice and practice librarianship on a global scale for the public good.

Teaming up to Teach Teamwork in an LIS Master’s Degree Program

Abstract
 Objective – Collaboration and working in teams are key aspects of all types of librarianship, but library and information studies (LIS) students often perceive teamwork and group work negatively. LIS schools have a responsibility to prepare graduates with the skills and experiences to be successful working in teams in the field. Through a grant from the university office of assessment, the assessment committee at the University of Rhode Island Graduate School of Library and Information Studies explored their department’s programmatic approach to teaching teamwork in the MLIS curriculum.
 Methods – This research followed a multi-method design including content analysis of syllabi, secondary analysis of student evaluation of teaching (SET) data, and interviews with alumni. Syllabi were analyzed for all semesters from fall 2010 to spring 2016 (n = 210), with 81 syllabi further analyzed for details about their team assignments. Some data was missing from the dataset of SETs purchased from the vendor, resulting in a dataset of 39 courses with SET data available. Interviews were conducted with a convenience sample of alumni about their experiences with teamwork in the LIS program and their view of how well the LIS curriculum prepared them for teamwork in their careers (n = 22).
 Results – Findings indicate that, although alumni remembered teamwork happening too often, it was required in just over one-third of courses in the sample period (fall 2010 to spring 2016), and teamwork accounted for about one-fifth of assignments in each of these courses. Alumni reported mostly positive experiences with teamwork, reflecting that teamwork assignments are necessary for the MLIS program because teamwork is a critical skill for librarianship. Three themes emerged from the findings: alumni perceived teamwork to be important for librarians and therefore for the MLIS program, despite this perception there is also a perception that the program has teamwork in too many courses, and questions remain about whether faculty perceive teaching teamwork as important and how to teach teamwork skills in the MLIS curriculum.
 Conclusions – Librarians need to be able to collaborate internally and externally, but assigning team projects does not guarantee students will develop the teamwork skills they need. An LIS program should be proactive in teaching skills in scheduling, time management, personal accountability, and peer evaluation to prepare students to be effective collaborators in their careers.