LIS Schools Research Articles

Cult of the “I”

PurposeThe purpose of the paper is to analyse three Scandinavian iSchools in Denmark, Norway and Sweden with regard to their intentions of becoming iSchools and curriculum content in relation to these intentions. By doing so, a picture will be given of the international expansion of the iSchool concept in terms of organisational symbolism and practical educational content. In order to underline the approaches of the Scandinavian schools, comparisons are made to three American iSchools.Design/methodology/approachThe study is framed through theory on organisational symbolism and the intentions of the iSchool movement as formulated in its vision statements. Empirically, the study consists of two parts: close readings of three documents outlining the considerations of three Scandinavian LIS schools before applying for the iSchool status, and statistical analysis of 427 syllabi from master level courses at three Scandinavian and three American iSchools.FindingsAll three Scandinavian schools, analysed, have recently become iSchools, and though some differences are visible, it is hard to distinguish anything in their syllabi as carriers of what can be described as an iSchool identity. In considering iSchool identity, it instead benefits on a symbolic level that are most prominent, such as branding, social visibility and the possible attraction of new student groups. The traditionally strong relation to national library sectors are emphasised as important to maintain, specifically in Norway and Sweden.Research limitations/implicationsThe study is done on iSchools in Denmark, Norway and Sweden with empirical comparison to three American schools. These comparisons face the challenge of meeting the educational system and programme structure of each individual country. Despite this, findings prove possible to use as ground for conclusions, although empirical generalisations concerning, for instance, other countries must be made with caution.Practical implicationsThis study highlights the practical challenges met in international expansion of the iSchool movement, both on a practical and symbolic level. Both the iSchool Caucus and individual schools considering becoming iSchools may use these findings as a point of reference in development and decision making.Originality/valueThis is an original piece of research from which the results may contribute to the international development of the iSchool movement, and extend the theoretical understanding of the iSchool movement as an educational and organisational construct.

Developments in Education for Information: Will "Data" Trigger the Next Wave of Curriculum Changes in LIS Schools?

Developments in Education for Information: Will "Data" Trigger the Next Wave of Curriculum Changes in LIS Schools?

Is English Language a Barrier in Research Productivity Among Information Professionals? A Descriptive Study

The present study aims to highlight the issue with a specific reference of the information professionals about "English language as a barrier" in their research productivity. It further explores how information professionals acknowledge the challenges related to language barriers and to know their training needs to learn the (four) skills of English. The researchers proceed with a brief history of English as a "lingua franca" and how it turned out to be a barrier in the path of researchers belonging to information professionals. Survey method of quantitative research approach is used to probe out the issue regarding how the language can reduce the research productivity. A structured questionnaire was developed to conduct the research. Through convenient sampling technique, 357 information professionals, librarians and LIS research students were selected as sample and accessed to collect the data. Only 258 (72%) valid responses were received and considered to obtain the results. The study found that English language is a huge barrier for the research productivity of the respondents. The respondents also agree that there is positive relationship between training to learn English language and the research productivity. Respondents need training for all in four skills like reading, speaking, writing and listening. The results also show significant difference in language as a barrier based on gender, qualification and type of institute. The study also reveals that with the help of training sessions, the research productivity can be increased. This study will help the LIS schools to revise their syllabus as per need of the stake holders. Professional associations, policy makers and students can address this issue on professional and academic platform to overcome the language gap and deficiencies. The present research also put a stress to make English language as a mandatory part of the curriculum to increase the research productivity among information professionals.

Education, Libraries and Lis Education in The Republic of South Korea

Briefly describes the geography, economic and education culture of South Korea. Explains its higher education system which has a very high GER. States that education has significantly contributed to its high economic growth in a very short period starting from 1960s. Dwells on the state of public, academic and special libraries. Public libraries are quite a developed lot due to socially active programs like “Citizen Action for Reading Culture”. Lastly it explains the origin and development of LIS education from graduate to doctoral programmes in South Korea since 1950s. Appendixes give data about all types of libraries, LIS schools, Procedure for Ph. D. and curricula for master and graduate programs.

Growth and Development of LIS Education in India

The main purpose of this paper is to discuss the recent trends and development of LIS education and training in India. It has noted that first decade of 21st century was notable for library and information science education in India. A number of universities and institutions have initiated library and information science education and training program. Many universities and institutions have changed the nomenclature of LIS program, revised the curriculum, shifted from certificate course to master degree program to research study, and international collaboration. It is observed that many LIS schools have changed their curricula from minor tinkering to full revision, from traditional course to digital course. LIS schools opened-up for more interdisciplinary, more practical/practice oriented rather than theoretical classes, and also come forward for international collaboration. But, some of the LIS schools still suffer for their existence due to traditional course curricula, lack of infrastructure, lack of computer lab, and lack of teaching faculty and staff. An attempt has been made in this paper to review the trends of LIS education in India under three important phases; genesis of LIS education; LIS education during 1947-2014; and emerging trends in the new millennium in order to cover the important milestones that occurred in Indian LIS education.The literature that informs the study came from a wide range of sources.The paper provides useful current information to inform LIS professionals, fraternities, researchers, students and other stakeholders on the growth and development of LIS education in India. The article provides latest information regarding universities, institutions and colleges those imparting education, research and training program in library and information studies.

Professional Perspectives on Library and Information Science Education

As libraries evolve and innovate to keep pace with transformations in the field, it is incumbent on library schools to ensure that they are developing curricula that effectively prepare graduates for the workplace. Few studies directly consult practitioners for their perspective on student learning and curriculum. This study attempts to address that gap and add to the body of literature on the current and future shape of LIS education by engaging a range of practitioners in focus group discussions to gather their input on curricular emphases, important competencies, and the actual and potential relationships between LIS schools and employers in the training and education of new professionals. Findings confirm the importance of a range of technology skills as well as soft skills including communication, customer service, flexibility, and a commitment to continuous learning. The results will be of interest to LIS faculty, current practitioners, library students, and recent graduates.

A Political and Economic Climate of Crisis?: Perceptions of the Academe at ALA-Accredited LIS Schools

A Political and Economic Climate of Crisis?: Perceptions of the Academe at ALA-Accredited LIS Schools

Cataloguing and Classification Education (CCE) and Training in Library and Information Science/ Studies Departments in South Africa

Recent reports complain about the lack of cataloguers in South Africa to support Library and Information Services. The purpose of this study is to investigate the nature, level, status and challenges of teaching cataloguing and classification in LIS schools in South Africa. Qualitative and quantitative methods, through a survey and content analysis, were employed in this study. All twelve LIS/IS departments in South Africa were targeted. Within these departments, the main sources of research data were the department heads and/or lecturers teaching cataloguing and classification, as well as the course outlines or study guides of cataloguing and classification modules or courses. Survey data was collected through interviews and largely through questionnaires that were emailed to the respondents in the various LIS departments. Content analysis was employed for curriculum and syllabus analysis. Most respondents agreed that CCE should be offered in its current form and some uniformity in the titling of courses should be achieved. While most CCE challenges are not new, intervention is still required, particularly with regards to Resource Description and Access (RDA) which must be addressed by LIS schools as soon as possible. This study informs cataloguing and classification education in South Africa, and perhaps elsewhere, by providing baseline information for the planning, teaching, marketing and recruiting of graduates qualified in the two research domains.

Data curation practices in institutional repositories: An exploratory study

ABSTRACTThis poster reports on the preliminary findings of a study that examines data curation work in institutional repositories (IR). The study identified three perceived roles played by IR staff (i.e., data curator, IR manager, and metadata specialist) and role‐specific sets of activities and skills. The findings of this study can inform the development of best practices and effective infrastructure support for data curation in the context of IRs, as well as teaching data curation in LIS schools.

Who Links to LIS School Web Sites? Examining the Hyperlinks to Seven Canadian Schools: A Comparative Content Analysis

Few endeavors have been made to explore how LIS-school Web sites are hyperlinked from content analysis perspective. This paper examines content of the Web documents in which contain link(s) to LIS-school sites, in order to establish a better understanding on how the sites are used.Peu d’effort a été fait pour explorer comment les sites Web des écoles de BSI sont hyperliées dans la perspective de l’analyse de contenu. Cet article examine le contenu de documents Web qui renferment le(s) lien(s) vers les sites de écoles de BSI, afin de mieux comprendre la manière dont ces sites sont utilisés.

The LIS School in the ICT Age: A Casualty, or a Catalyst for a Paradigm Shift? – The Case of South Africa

The LIS School in the ICT Age: A Casualty, or a Catalyst for a Paradigm Shift? – The Case of South Africa

Outcomes of the Bologna Process in LIS higher education: Comparing two programs in Europe

The Bologna Process (BP) approach is distinguished by its emphasis on outcomes, moving the criteria for quality from input (what faculty teaches) to learning outcomes (what students will be able to do).The authors want to look at the issues and opportunities involved in applying the learning outcomes approach in two southern European countries with similar traditions and no previous experience of this approach. Data were collected from a documentary review based on official documents and open statistics and a survey of selected stakeholders connected to the LIS schools of Parma and Barcelona.Within the BP framework, the LIS schools of Parma and Barcelona have distinctive missions and goals but differ in their approach to defining the attributes they expect of their graduates. Although LIS as an academic and educational undertaking has common historical roots in Spain and Italy, research and education since BP has developed in different directions.Findings are based on the context of higher education in Italy and Spain, although the focus is on the two LIS schools of Parma and Barcelona.There are definite barriers to using learning outcomes as a measure of quality enhancement for LIS educational programs. Not least is the challenge of developing a list of learning outcomes that stakeholders at both national and international level can agree on. Nevertheless, this study concludes that LIS learning outcomes in Europe should be investigated as a means of benchmarking and determining the feasibility of guidelines regarding the equivalency and reciprocity of professional LIS qualifications.

Outcomes of the Bologna Process in LIS higher education: Comparing two programs in Europe

PurposeThe Bologna Process (BP) approach is distinguished by its emphasis on outcomes, moving the criteria for quality from input (what faculty teaches) to learning outcomes (what students will be able to do). MethodologyThe authors want to look at the issues and opportunities involved in applying the learning outcomes approach in two southern European countries with similar traditions and no previous experience of this approach. Data were collected from a documentary review based on official documents and open statistics and a survey of selected stakeholders connected to the LIS schools of Parma and Barcelona. FindingsWithin the BP framework, the LIS schools of Parma and Barcelona have distinctive missions and goals but differ in their approach to defining the attributes they expect of their graduates. Although LIS as an academic and educational undertaking has common historical roots in Spain and Italy, research and education since BP has developed in different directions. LimitationsFindings are based on the context of higher education in Italy and Spain, although the focus is on the two LIS schools of Parma and Barcelona. Originality/value of the paperThere are definite barriers to using learning outcomes as a measure of quality enhancement for LIS educational programs. Not least is the challenge of developing a list of learning outcomes that stakeholders at both national and international level can agree on. Nevertheless, this study concludes that LIS learning outcomes in Europe should be investigated as a means of benchmarking and determining the feasibility of guidelines regarding the equivalency and reciprocity of professional LIS qualifications.

Strengths and weaknesses of the Information Technology curriculum in Library and Information Science graduate programs

This research highlights the status of the information technology (IT) skills and competencies being taught at LIS schools in the United States. Results list specific IT topics that the library schools are teaching and the ones that are missing from the curriculum. Based on a literature review these skills are then juxtaposed with the expectations of the employers as well as the graduates of these programs. This research was conducted in multiple steps, starting from extensive literature review, secondary data collection regarding courses from top LIS schools’ websites, identifying and creating an IT competency list, content analysis on the course names and descriptions in relation to IT competencies and recommendations for further improvement. In conclusion, some potential courses consisting of the lacking IT skills are proposed as a recommendation.

Out of the classroom and into the laboratory: Teaching digital curation virtually and experientially

As graduate LIS/IS education seeks to respond to intensifying virtual information and preservation environments, it becomes increasingly clear that innovative teaching tools and methods are required. These teaching tools must complement and enhance state-of-the-art curriculum offerings in subjects such as digital curation. The digital curation courses offered in the LIS School at Simmons College, Boston illustrate an innovative virtual and experiential approach. At the heart of these courses is the Digital Curriculum Laboratory, a virtual archives and preservation laboratory. This paper discusses and demonstrates the relationship between a digital curriculum laboratory, the successful delivery of a digital curation curriculum and its wider international implications.

A study of XML in the library science curriculum in Taiwan and South East Asia

This paper aims to investigate the current XML-related courses available in 96 LIS schools in South East Asia and Taiwan’s 9 LIS schools. Also, this study investigates the linkage of library school graduates in Taiwan who took different levels of XML-related education (that is XML arranged as an individual course or XML arranged as a section unit in courses) and their professional qualification. Research questions include what is the availability of XML-related courses in countries in Taiwan and South East Asia? What are Taiwan LIS graduates’ views on degree of XML-related courses satisfaction, cognition of learning XML technology, and views of XML-related courses? What is the linkage of Taiwan LIS graduates who studied different levels of XML-related education and their professional qualifications? This study applies 3 research methodologies: information gathering from the internet; questionnaire surveys; in-depth interviews. Results of the analysis show that LIS schools should provide optional XML-related courses with practical sessions, and library associations should provide regular XML-related continuing education to enhance LIS students’ professional qualifications.

The use and awareness of Web 2.0 tools by Greek LIS students

PurposeThe aim of this paper is to investigate the use of Web 2.0 tools and their use by Greek library science and information systems (LSIS) students; to study to what extent students use these tools both in everyday life and in relation to their studies.Design/methodology/approachA web‐based questionnaire was distributed to students of the LSIS Department at the Alexander Technological Educational Institute of Thessaloniki, Greece; 240 (25.5 per cent) students of a total population of 958 responded. The paper presents students' knowledge concerning Web 2.0 tools, their use and understanding of such tools, and to draw conclusions regarding the penetration of such tools into their everyday life.FindingsThe research found that although most of the students have heard of the term Web 2.0 and its tools, further knowledge of the subject is limited. This lack of knowledge was apparent in the poor ways that students exploited Web 2.0 features. The questionnaire, which was divided into two sections, examined the knowledge and use of Web 2.0 tools by students, and further explored the use of Web 2.0 tools in the educational process. It is hoped that the results of this study will provide insightful information to the Greek LIS community in order to better understand students' behaviour, with a view to encouraging the incorporation of new elements into the curriculum with regard to Web 2.0.Practical implicationsThe research suggests that the knowledge and implementation of Web 2.0 should begin in the LIS schools to prepare future library staff for the new challenges ahead. The Greek LIS research community has so far largely overlooked students' use of Web 2.0Originality/valueThe paper highlights that Web 2.0 is playing a leading role in library science.

ENGLISH

Universal Decimal Classification (UDC) by defecto became a knowledge organisation tool, particularly in S&T libraries all over the world. Like DDC updations and revisions, the UDC has also been revised from time to time and incorporates many new classes and changes in the changing context. The third revised edition of UDC in 2005 has many changes. But unfortunately, the common auxiliaries of places, particularly India and its states, are very inadequate even in the recent published edition of UDC. Hence, classifiers and LIS schools all over the country are facing sever problem in assigning the numbers of newly formed states and districts of India. Therefore, this study is an attempt to provide a solution to the above problem by giving a depth schedule for common auxiliaries of places for Indian states, districts, and historically significant entities. http://dx.doi.org/10.14429/djlit.31.6.1316

Losing the quality battle in Australian education for librarianship: a decade on. (An update on the original article by Ross Harvey, ‘Losing the quality battle in Australian education for librarianship’. The Australian Library Journal, 50 no. 1, 2001: 15–22.)

The Editor of ALJ has invited me to comment on my 2001 article ‘Losing the quality battle in Australian education for librarianship’ (Harvey 2001). The article was prompted by a period I spent as a visiting professor in the Department of Information Studies at UCLA (the University of California Los Angeles) and was written while I was there. Coincidentally, I am writing this commentary while based at another top-ranked LIS school in the U.S, the Graduate School of Library and Information Science, Simmons College, Boston. I have resided outside Australia for almost all of the last four years, teaching and researching at the University of British Columbia, the University of Glasgow, and at Simmons College. I explain this because it has inevitably modified my views and has distanced me from the Australian LIS education scene.

Information literacy courses in LIS schools: Emerging perspectives for future education

Information literacy courses in LIS schools: Emerging perspectives for future education