LIS Students Research Articles

The Status of Library Anxiety Among Library and Information Science Students: A Case of Universities in Khyber Pakhtunkhwa, Pakistan

The purpose of the current study was to measure the level of library anxiety among library and information science students in the universities of Khyber Pakhtunkhwa. The total number of populations was 532. The data were collected from a sample of 207 through stratified simple random sampling because of various programs in the LIS discipline. The study used a quantitative, descriptive survey method using the Library Anxiety Scale questionnaire to collect data from the respondents. The AQAK library anxiety instrument was used to measure the respondents’ library anxiety level and significance differences with respect to respondents’ gender and their program of study. The overall status of the study also found that the respondents' library anxiety level with respect to ''Information resources' was higher among LIS students than other factors. This study also reported that no significant difference was found between male and female students with respect to library anxiety. However, the library anxiety mean score for the BS students was higher than that of M. Phil/MS students, but few differences were found between M.Phil/MS and MLIS students. This study suggests that updated information may be provided to the LIS students, and an information literacy program should be arranged for the newly enrolled students in LIS to decrease the level of library anxiety.

LIS Curriculum Coverage of Sustainability

The Association for the Advancement of Sustainability in Higher Edcuation calls for higher education to be effective change agents and drivers of sustainability innovation. The International Federation of Library Associations and Institutions has advocates for libraries’ unique and important contributions to the global sustainable development efforts (2016). In 2019, the American Library Association added sustainability as a core value of librarianship. Under this environment, LIS publications on libraries and sustainable development identified a lack of the awareness and knowledge of sustainability among librarians and called for it to be covered in LIS curriculum. This study explores the coverage of sustainability in LIS curriculum and aims to explore how LIS profession understands sustainability, whether sustainability should be in LIS curriculum, and what competences it develops in LIS students. Findings from this study will further the discussion on libraries’ roles in society and how to equip LIS professionals with needed knowledge and skills to act on those roles.

Making A PACT—Ethical Principles for Critical Community Informatics

ABSTRACTThis research proposes an ethical framework for engagement with the data collected by information institutions on and about their community members, part of a field better known as community informatics. As data collection becomes a key element of library and information patron services, it is crucial that workers have experience and training in dealing with the collection and handling of data related to their patrons. The PACT framework, which stands for Power, Access, Consent, and Trust, was developed and workshopped in LIS classrooms across three ALA‐accredited programs and aims to prepare LIS students for the types of ongoing relationships and issues they will encounter working in an institutional setting. The framework is grounded in critical theory, and takes a participatory approach towards community informatics, as well as drawing on the Codes of Ethics of three major professional organizations for cultural heritage and information professionals.

“So, That Would Have Been Useful”: Curriculum in LIS in Support of Liaison Librarian Preparation

LIS education has historically come under fire for what some perceive as a disconnect between what is taught in the classroom and what the job really entails. This study is part of a larger research study that used a sequential explanatory mixed-methods design to investigate liaison librarians’ perceptions of their academic preparation to take on the liaison role, specifically whether and how their LIS program curriculum prepared them for this role. This qualitative strand of the study relied on in-depth semi-structured interviews of survey participants to explore two research questions: What are the perceptions of academic liaison librarians regarding the degree to which their programs prepared them for their current role? And which factors influenced these perceptions? This research identified the main reasons hindering the effectiveness of LIS education for preparing librarians for the liaison role to be a range of complex issues that LIS programs and educators should consider, such as changing career plans among students who did not initially plan to become liaison librarians, students not taking certain courses due to scheduling or course timing issues, and the abstract nature of some course content which obscures connections to real-world practice. Participants also identified courses in collection development, reference, instruction, and research methods as those that should take center stage when preparing liaison librarians. These results have the potential to inform various aspects of LIS program curriculum planning and design and provide course-selection guidance for LIS students considering a career in academic libraries.

Guest Speakers as Mentors: What Classroom Experiences Mean to Them

Resulting from the collaboration between five practicing professionals and an LIS faculty member, this article illuminates the experiences of librarians and archivists who engage with LIS students on a continuous basis as guest speakers in LIS classrooms. The phenomenological approach helps to elicit first-hand accounts that encapsulate practitioners’ priorities and concerns. The free-floating narratives are combined with an extensive literature review related to mentorship practices in professional fields; they are used to produce a blended viewpoint-analytical article that places empirical data in the context of the three-pronged framework of mentorship motivations, focusing on outcome-oriented, student-oriented, and personal-learning-oriented motivations. These types of mentorship motivations focus on transmitting professional knowledge, socializing LIS students to become responsible professional citizens, and learning about the state of the field and the workforce from students themselves. The article provides suggestions for future empirical research into the motivation of LIS professionals who choose to mentor LIS students through classroom engagements and other avenues.

CURRICULUM DEVELOPMENT FOR LIBRARY AND INFORMATION SCIENCE

With the changing IT landscape and shifts in user needs, there is a massive need for a curriculum for education in library and information science that could stay updated and dynamic. This paper would try to propose a basic framework for curricula that would imbibe within its core competencies information management, digital literacy, and critical thinking, as well as house or embrace these emerging trends related to data science, artificial intelligence, and open access. The main emphasis areas are a mix of theoretical foundations and practical applications that may offer ample opportunities for hands-on learning through internships, community engagement, and collaborative projects in preparing graduates to serve diverse populations, advocate for information equity, and pay attention to the evolving roles of libraries in society. The development process of the curriculum involves stakeholders-the academic professional and the practitioner or expert, and the community members-ensuring that it will reflect and respond to the needs of the field. In so doing, by promoting a culture of lifelong learning and innovation, this curriculum should prepare future information professionals for the landscape of the future of library and information services. This approach, therefore, shall not only improve the education experience of LIS students but also add value to this evolving pattern wherein libraries shall be at the centre of knowledge, culture, and community endeavours

Bridging theoretical abstraction to professional practice: an assessment of LIS students’ experience of their internship program

Purpose Internships are widely used as one of the best learning tools for professional practice. The purpose of this research paper is to comprehend to what extent the LIS interns become competent with practical tasks through this program, current facilities offered by the internship-offering institutions and their plan in this regard. Design/methodology/approach This study used a mixed-method approach. To examine LIS students’ practical experience, this study conducted a survey. Participants were 110 students having internship experience from the LIS bachelor’s degree offering universities of Bangladesh. For qualitative data, representatives of internship-offering institutions were interviewed. Findings Results indicate that there is a certain lack of coordination between theoretical knowledge with practical demonstrations. Some essential ICT-based tasks missed out from this program like library automation software (e.g. KOHA); online-based cataloging such as Machine Readable Cataloguing, Resource Description and Access; digital library software (Greenstone); Institutional Repository software (Dspace, EPrint, etc.); virtual library services; radio frequency identification, etc. which should be taken into consideration in internship modules. Including faculty members and practitioners is suggested for a model internship framework ensuring ever-advanced LIS education. There is no significant difference between interns’ gender with their satisfaction level. Research limitations/implications The major limitation of this study is the absence of coverage of faculty perceptions regarding Internships. As in the higher education institution, the three stakeholder groups’ subsets, namely, faculty members, practitioners and students are parallelly important to take any initiative. Practical implications The input from interns will assist the industries in redesigning their modules in light of interns’ feedback to best prepare interns for the competitive job market. Originality/value Internship in LIS education is not a new research area; however, research attempts to show students’ experience along with organizations’ preparedness in offering internships is new in nature.

Use of Social Media by Library and Information Science Students

This study examined the use of social media by final year Library and Information Science students of Nnamdi Azikiwe University, Awka. Three research questions guided the study. The study employed descriptive survey design using questionnaire to gather information. The sample size is one hundred and sixty-five (165) undergraduate LIS final year students in the Department of Library and Information Science, Nnamdi Azikiwe University, Awka and Delta State University, Abraka. The data collected was analysed using mean and standard deviation to answer the research questions. The study findings revealed that the most used social media by final year LIS students are Facebook, WhatsApp, Instagram, YouTube and telegram while zoom, twitter, skype, myspace, blog and LinkedIn are least used. The final year LIS students used social media for different purposes such as; to obtain information for project writing, assignment, to supplement lecture notes, interacting with course mates/friends, socialization/entertainment and interaction with family members. The LIS students encountered various problems with the use of social media which include time management, distraction, addiction, encroachment on academic activities, high cost of internet connectivity and poor social media skills. The study recommended that the challenges of using social media should be tackle, so that students can properly use social media for information access.

Comparing Library Science Education in India and Australia: Issues, Challenges and Growth Strategies for India

Library education in India and Australia has developed independently with distinct features. This paper provides brief profile of the history of India and Australia followed by discussion of the evolution of LIS education in both the countries. The paper is a comparative study. It discusses the different issues and challenges encountered in LIS education in India and Australia. This comparison is an attempt to critique improvements that must be made to LIS education in India to ensure on going sustainability and relevance. In India, the growth of library schools; dated LIS curricula; increasing student faculty ratios; accreditation; and the employability of graduates are some key issues. In Australia challenges include the broad employment landscape; mismatch between pay and qualifications; decreasing numbers of educators; existence of a multi-tiered system; LIS students and institutional affiliations. A number of strategies have been used in both India and Australia to enhance LIS education. Using LIS education in Australia as a benchmark the authors show how LIS education in India can be enhanced and improved.

Media Literacy Skills and Use of Electronic Resources by Library and Information Science Students’ in Digital Environment, University of Uyo, Nigeria

This study investigated the influence of media literacy skills and use of electronic resources by Library and Information Students in digital environment, University of Uyo. Three research questions and three research hypotheses were formulated to guide the study. The study involved 213 LIS undergraduates who were registered library users in 2021/2022 academic session. Census sampling technique were used for the study; the total population was used as sample size. A structured questionnaire tagged: media literacy skills and use of electronic resources by LIS in digital environment was used for data collection. The instrument was vetted by two experts in department of educational foundation, University of Uyo. The instrument was administered on the respondents by the researchers with help of research assistants in the three campus libraries in the University of Uyo. The data collected were analyzed using mean statistics and t-test to test the hypotheses. The result of the data analyzed revealed that a significant influence exists between each of the media literacy skills and use of electronic resources by LIS students in the University of Uyo. The study recommends among others that the University Library and Department of library and Information Science should collaborate in designing programme for teaching of media literacy skills in the University to equipped students with adequate basic media literacy skills.

An assessment of entrepreneurial skills of LIS students in Federal Polytechnic, Offa, Kwara-State, Nigeria

The study assessed the entrepreneurial skills of LIS students in Federal Polytechnic, Offa, Kwara State, Nigeria. The descriptive research survey design was used for this study. The population for the study consisted of 250 HND I and HND II students of Department Of Library and Information Science for 2021/2022 academic session. Purposive sampling technique was used since it is believed that they have completed their mandatory Industrial Training Programme and offered entrepreneurship education course for at least 5 semesters. 250 questionnaires were distributed and 236 questionnaires (representing 94.4%) were returned and found usable. Data from the study were analyzed using mean. Mean was used to answer all the research questions and decision rule for positive (agreed) response was set at mean score of 2.50 and above, while a mean score of below 2.50 set as negative and rejected. The major findings of the study included low level of entrepreneurial skills acquisition by the LIS students; out of the sixteen skills examined, they only agreed to have 4; the major challenges identified were lack of financial support to start a business, high student population among others. It was recommended that the curriculum should be reviewed and practical skills required to function effectively as an entrepreneur after graduation should be included.

Preference of LIS students in responding to a survey questionnaire: A task-based comparison between open-ended, close-ended, and scale-type questions

Preference of LIS students in responding to a survey questionnaire: A task-based comparison between open-ended, close-ended, and scale-type questions

ICT Skills and Competencies as Determinant to Reading Habit of LIS Undergraduates in Kwara State University

This study investigates ICT skills and competencies as determinant to reading habit of LIS undergraduates in Kwara state university. The study adopted a Proportional stratified method, where the number of participants from each subgroup was determine by their number relatively to the entire population. The sample size of the study was 306 respondents which cut across all the levels of LIS students in Kwara State University. Data was collected using a questionnaire which was distributed to the 306 respondents in which all the copies of questionnaire were retrieved and used for the study. The data collected were analyzed using simple percentage and frequency count. The findings of the study were: word processing skills, spreadsheet skills and technical skills (maintenance) while on a contrary view minority disagreed with Software design skills and website design skills as the ICT skills that influence reading habit of LIS undergraduates. The study also found out that ICT is used for learning, mastering a range of assessment paradigins, and career development as ICT competencies that influence reading habit of LIS undergraduates. The study recommended that(i)Tertiary institutions offering LIS need to be provided with ICT facilities by the appropriate authorities to enhance the preparation of LIS students for the world of work. (ii)There should be a policy to ensure that all academic research study (project, thesis, dissertation, seminar, conference) are always presented in electronic form.

Exploring Information Behaviour: A Cross-Cultural Analysis of Educational Video Consumption among LIS Students in Three Countries

Abstract
 Purpose. The use of educational videos in higher education is progressively widespread among professors and students. Numerous digital platforms worldwide provide publicly available educational videos. This study investigates the perceptions of LIS students in three countries: Bosnia and Herzegovina, Croatia, and Spain, specifically focusing on their search for educational videos on YouTube. Additionally, it examines their habits, motivations, and reasons for searching educational videos in relation to their studies.
 Methodology. In this study, the authors employed the focus group technique. Two focus groups were conducted in Bosnia and Herzegovina, one in Croatia, and two in Spain. The sample consisted of LIS students selected through convenience sampling. The age range of the students was approximately 19 to 25 years old.
 Limitations. This study has a few limitations. One of the limitations is that some students had to communicate in English, which is not their native language. While they were quite fluent, it is possible that some nuances in the interaction may have been missed. 
 Results. The results show that LIS students have similar motivations for searching for educational videos, such as improving their knowledge and having more or new information than what is provided in class. However, there are differences in the way they consume educational videos. The number of videos available in their native language generates a different cultural approach, as well as the use of different strategies for searching for educational videos.
 Originality/value. This study examines the variations in information behaviour regarding the use of educational videos on YouTube among LIS students from different countries, highlighting the contrasting contexts.

Social media proficiency, digital information accessibility and information sharing behaviors among library and information science students

Background of the study: Students proficiency in using academic resources is a topic of interest, particularly in social media utilisation, digital information literacy, and online information sharing practices. Purpose: The study investigated the social media proficiency, digital information accessibility and information sharing behaviours among library and information science students, university of Maiduguri, Borno State Method: The study was guided by 3 research objectives and 2 hypotheses. The study consisted 742 undergraduate students, out of which 649 responded to the questionnaire dispersed through online survey. Mean scores and standard deviations were used for descriptive analysis and inferences were made with regression analysis. Findings: Students demonstrated moderate digital literacy skills for academic activities, with average competencies in locating and evaluating quality online sources and leveraging digital tools, (x̅w = 3.01, Std. 1.489); and that social media usage among the students is moderately frequent (x̅w= 2.97, Std.= 1.48); while collaborative digital learning behaviours are moderately high among the LIS students (x̅w = 3.68, Std. = 1.435). Conclusion: Individual student engaged in online collaboration and communication via social media for educational purposes, but still have deficiencies in certain abilities such as evaluating online authenticity, and effectively managing distractions.

The Changing Landscape of Technical Services Education

Technical Services (TS) has been undergoing many changes in response to societal, technological, and institutional shifts as are many areas within LIS. In addition to understanding changes in cataloging standards, technical services staff must have cultural and behavioral competency to meet the needs of increasingly diverse user populations. To prepare LIS students effectively, technical services educators must continually adapt and update their courses. 
 The Technical Services Education SIG session will include a panel of three educators who will discuss current areas of importance in TS education: innovative online pedagogy, EDI (equity, diversity, and inclusion), and core competencies.
 Susan Rathbun-Grubb will report on the development of a new online course supported by a University of South Carolina Center for Teaching Excellence (CTE) Innovative Pedagogy Grant. This includes collaborating with a CTE instructional designer in preparation for teaching the course in Spring 2024. This presentation will describe the creative process and the proposed course plan including objectives, topical coverage, pedagogical strategies, and assessments. Dr. Rathbun-Grubb is interested in having a conversation with attendees about their best practices for teaching TS management online in a student-centered seminar format.
 Lesley Farmer will present on the incorporation of EDI into the Organization of Information course in California State University Long Beach's Teacher (school) Librarian program. An explicit EDI strand was developed for the course, including readings/videos for each module and corresponding learning activities. Students have responded very favorably by actively identifying and addressing EDI issues and by seeing themselves as necessary change agents for social justice. This presentation explains the process, the results, and useful resources.
 Karen Snow is leading an effort to revise the American Library Association’s 2017 Core Competencies for Cataloging and Metadata Professional Librarians and will report on the status of the endeavor. This includes determining if the 2017 Competencies are sufficient for current cataloging and metadata professionals. Dr. Snow will discuss how TS educators help provide a good foundation of cataloging and metadata competencies that best prepares our students for such a rapidly-changing field. 
 After the presentations, audience members will be encouraged to ask questions and offer their own experiences and ideas concerning this area of LIS education. These presentations align well with the ALISE 2023 conference theme of “Bridge the Gap: Teaching, Learning, Practice, and Competencies.”

Youth Services

The ALISE Youth Services Special Interest Group (SIG) presents a panel exploring ways youth services in libraries empower youth and families and builds resilience to respond to crises and social issues. The session will begin with presentations of papers (15 minutes each) with a question and answer portion to conclude. Attendees will be able to share their own experiences and work in progress on these topics in the discussion. The presentations include research from Cahill et al., Kociubuk & Willett, Matthews, and Naidoo & Mahand. 
 In their presentation “You may be at your home and I'm at mine. But we are in this together”: Children’s librarians’ motivations for virtual storytime programming during the COVID-19 pandemic, Cahill et al. discuss findings from an Institute of Museum and Library Services (IMLS) nationwide survey focused on public library virtual storytime programming. This study examines the motivating factors influencing librarians’ decisions whether to adopt virtual storytime programs in response to the COVID-19 pandemic. Preliminary findings suggest that children’s librarians acted quickly and of their own volition to provide virtual storytime programming to children and families. The top three motivating factors were to (a) maintain a connection with patrons, (b) support children’s early learning, and (c) reduce children’s feelings of isolation. 
 Kociubuk & Willett’s presentation Parents’ and Caregivers’ perceptions of the value of public libraries during the pandemic shares an analysis of interviews with 26 caregivers about their use and perceived value of resources provided by public libraries during the pandemic, focusing on the provision of resources, the role of libraries in communities, and promotion of social capital. The authors will discuss how their findings have the potential to inform future decision-making processes concerning resource provision, particularly during times of crisis.
 Matthews’ presentation The Forgotten Ones: Anti-Black Racism, Public Libraries, and Black Youth in Canada shares how anti-Black racism has far-reaching and long-lasting impacts on Canadian Black youth. Her presentation identifies how these tensions impact library services and how libraries can better address structural barriers. Matthews’ study, grounded in Critical Race Theory and anti-racism frameworks examines how current approaches to library service may perpetuate systemic racism. Community-based research is also in this study to work with Black youth and community organizations to envision new service trajectories for public libraries. 
 Naidoo & Mahand’s presentation From the LIS Classroom to the Stacks: Examining Social Justice Education in Practice for Youth Library Professionals, spotlights the transition youth library professionals make when moving from an LIS student to a working professional. Professional youth services competencies created by ALSC, YALSA, and ILFA provide suggestions on particular skill sets needed for successful youth librarians as they bridge the gap between theory and practice. This presentation will discuss a case study of a racist incident that occurred during a conversation about Black stereotypes in children’s literature. 
 Youth services can nurture youth, community, and inclusion and mitigate crisis and social issues. These presentations and attendee discussion will explore the ways that the LIS field can work to address these urgent community needs.

Media and Information Literacy Self-Efficacy of LIS Students in Bangladesh

Media and information literacy (MIL) is one of the crucial factors to sustain in the age of information explosion. Particularly, LIS students need to be literate regarding media and information around them to provide authentic information in their future workplaces. The study aims to identify the MIL self-efficacy level of LIS students and the influence of demographics on this. The study adopted a quantitative approach to identify the MIL level of LIS students using a structured questionnaire. The data was collected from 337 LIS students from different public and private universities in Bangladesh using a convenience sampling technique. The study reveals that LIS students in Bangladesh rated their level of MIL as moderate, but at the same time, they are confident regarding their competence in accessing relevant resources using different media. It is also observed that LIS students’ MIL level is comparatively less in creation than other dimensions like access, evaluation, use, and understanding. The research also found significant differences between the students’ demographics and their MIL level. This is one of the first attempts in Bangladesh to analyze LIS students’ MIL self-efficacy level. The study can be broadened in the future to understand the factors affecting the MIL level of LIS students in Banglaesh by adopting a qualitative research strategy. In addition, the problems can also be identified from future studies which will provide a guideline to the respective LIS departments on how to improve the MIL level of the students.

Idea Lab

In recent years, social media companies like Twitter (or “X”) and Meta have come under scrutiny. These companies face data leaks, provide platforms for hate speech and disinformation, promote unchecked echo chambers, and are becoming increasingly predatory. Still, many libraries continue to use these platforms as a convenient tool to reach their users. Considering these ethical challenges, we sent out a call for contributions targeted to LIS professionals and students that asked, “should librarians and libraries walk our digital footprints away from exploitative platforms?” Potential authors were encouraged to consider the following topics and questions: As information professionals, do we have a responsibility to our users to lead by example and stop lending our credibility to troubling products? What other platforms (Mastodon, post.com, Bluesky, etc.) are you using or considering as Twitter alternatives and why? How effective are they?

Culturally Responsive Librarians: Shifting Perspectives Toward Racial Empathy

Abstract Libraries are charged with being inclusive spaces for all patrons. Library (library and information science [LIS]) preparation programs, by extension, must prepare the next generation of librarians to meet the needs of an increasingly diverse population. It is imperative that today’s librarians are equipped to infuse diversity, equity, and inclusion (DEI) theory with best practice when establishing policy and procedure for the library environment, staff, and programing. With little research and no established protocol in LIS education, it is unclear how pre-service librarians are trained in DEI to meet the needs of all users. This exploratory study used a participatory action research model to examine how a library educator-researcher might begin to develop a framework centered on cultural competence and implement it with one class of emerging librarians to explore issues impacting racial DEI in library services. Findings suggest that the framework provided a structure by which the LIS students could interrogate their own bias, gain greater empathy toward understanding DEI and racial issues, and begin to shift their beliefs toward creating a culturally responsive library setting.