LIS Schools Research Articles

Cross‐country partnerships in European library and information science: education at the crossroads

Formal and informal links between LIS schools in Europe exist. The EU’s SOCRATES programme, the NORDPLUS scheme, and professional bodies offer frameworks for communication as well as European LIS education projects and networking activities. Besides increased communication and networking efforts there are few results, some progress can be noted, but visible effects of partnerships and networking in the LIS academic community are difficult to identify. The Bologna Declaration also has implications for the European LIS academic world. Consideration is given to how the recommendations of the declaration can be fleshed out in a LIS educational context. However, progress within the LIS educational community in terms of co‐operation and co‐ordinated curriculum development appears meagre. Active co‐operation and networking efforts within the European LIS education world must be initiated.

Information management in the Baltic, Nordic, and UK LIS schools

The aim of this paper is to analyse information management study programmes and courses given at the Nordic, Baltic, and British library and information studies schools, and also to highlight the differences that depend on different backgrounds, traditions and experiences and common features. The paper consists of three parts. The first introduces some earlier research done by the scholars in the area of information management education or helping to clarify the issue. The second provides an overview of higher education institutions teaching information management in the Baltic States, Nordic countries, and the UK. The third is an attempt to find coherence in study programmes of information management and summarise the concepts they reflect.

Can we meet the challenge? The educating systems librarian research project report 3

The investigators examined 133 job advertisements with job title “systems librarians’‘ and other similar job titles in American Libraries from January 1996 to December 1997. Information about full‐time positions available in the United States only was collected. For examination, four variables and their components were studied: degree requirements, work experience, job responsibilities, and knowledge and skills. Based on the classified job advertisements three types of libraries were identified: academic, public and other libraries. Two follow‐up questionnaires were distributed to library directors and newly hired systems librarians of the 133 libraries. The follow‐up survey based on the two questionnaires reflects that the majority of employers are satisfied with their newly hired systems librarians. However, they have higher expectations from the positions in terms of qualifications and responsibilities. The investigators also examined the curricula of seven American LIS schools which concentrate on educating “systems librarians” to provide recommendations to the curriculum design.

Practitioners as educators: formal quality assessment of the Bristol MSc in Information and Library Management

This article updates a more substantial article published in Library Review in 1999. The earlier article describes an LIS school based in the University of Bristol. The school runs an MSc in Information and Library Management which is unique in the UK as it is taught by practising LIS professionals. The present article reports on recent quality assessment of the MSc by the Quality Assurance Agency for Higher Education. This quality assessment awarded the course the highest possible marks and the article explains why the course received such a strong endorsement.

Australian Professional Library and Information Education: Structural Changes in the 1990s

ABSTRACTImpacts of the substantial changes in Australian higher education during the 1990's on LIS professional education are discussed. The study draws on documentary and statistical data from the annual returns of LIS schools to the Australian Library and Information Association (ALIA) to review trends in graduation rates, staffing levels, institutional placement and course offerings.

The Transition of the Profession: FID Expands Professional Horizons

ABSTRACTIt is emphasised that the information profession, in order to promote its creativity and strengthen its development, has to go beyond the traditional roles and functions, and must find new ways and means of providing information services in modern society. As facilitators or managers of information resources, today's professionals will have to demonstrate an enterpreneurial attitude and be able to identify and market new opportunities. LIS schools must do much more to extend the professional horizons: they have to train professionals who, one day, will create new jobs and not just fill the old ones. There are given suggestions as to new skills and competencies which are vital for bringing career qualifications up-to-date and making them more sophisticated. The article details the reason why FID has endeavoured to react rapidly to signals from the information market and the user environment, by continuing to run and establish committees ans special interest groups in a number of emerging topics of ...

Education and training for librarianship and information services in the UK: A broad overview of some trends and issues

Examines the envisaged expansion of research activity in librarianship and information services (LIS) in the UK as a result of the nationalization of the higher education system. Looks at possible exacerbation of sensitive areas already existing in the relationship between LIS schools and the profession which they serve. Despite a professed commitment to Continuing Professional Development (CPD) in LIS, revolutionary changes will have to be faced and those schools unwilling to adapt may consequently fall by the wayside.

Expert systems teaching: The needs of information professionals

The LIS profession is beginning to place expert systems in perspective. Expert systems are no longer heralded as being the only necessary tool but rather one tool among an array of several. LIS educators are realistic, both about expert systems technology and about what can be achieved within the limitations of an LIS course. New technologies for refining and controlling information are constantly emerging; LIS schools have to keep up‐to‐date with them as they emerge, but they must also ensure that they do not overprioritize one particular development at the expense of others. They can, at best, only hope to give a taste of the possibilities and potential in different areas. Expert systems are still new enough to warrant special treatment but no doubt they will be ousted by newer technologies in the course of time. Meanwhile, LIS professionals should make the most of what is currently available. Hopefully it should pay dividends in the future.

Expert systems teaching and research in North American LIS Schools

Expert systems teaching and research in North American LIS Schools

AIDS Awareness in the LIS Classroom and School

AIDS Awareness in the LIS Classroom and School

Aberystwyth—at a distance

An account is given of the experiences of the LIS school at Aberystwyth in distance learning over five years from the inception of its course in 1985 to its current expansion. A description of the course and an analysis of responses to it and of issu

Foreign Students in American LIS Schools: A Historical and Statistical Survey

This paper presents a statistical survey of international students' enrollment in American library and information science schools from the late 1800s to 1988. Data is presented regarding home countries of foreign students, and trends are identified in different regions of the world regarding the training of nationals in American LIS schools. The increase of Asian students attending these schools and the decline of European counterparts is noted.

Teaching conservation

An ideal syllabus is proposed for teaching conservation in LIS schools. The feasibility of the ideal is examined and two realistic syllabuses, one for all students and one for specialists, are suggested. [French, German, and Spanish translations of t