Master's Degree In Library Science Research Articles

The heart of the matter: academic and public libraries adapt to pandemics through time and technology

Delaney Daly is earning a Master of Library Science degree at the Texas Woman’s University School of Library and Information Studies. She will graduate in December of 2020 and works at Vail Public Library in Vail, Colorado.

Perspectives on Library Public Services from Four Leaders

This article explores and examines the state of library services through interviewing a small group of directors, associate deans, and associate university librarians of public services and identifying common themes and insightful views on this area of librarianship. The participants respond to the same set of questions that cover topics including the value of the master of library science degree, the importance of partnering with nonlibrary units, and personal philosophies of library services.

Ann Hodge Macomber, AHIP, FMLA, 1926–2010

Ann Hodge Macomber, AHIP, FMLA, the retired associate/acting director of the Louisiana State University (LSU) Health Science Center (LSUHSC) Libraries, died on August 1, 2010, at her home in New Orleans, Louisiana. A native of Birmingham, Alabama, Ann graduated from Newcomb College of Tulane University in 1947 and began her career as a library associate at LSU's medical campus in New Orleans in 1949. She earned her master of library science degree from Emory University in 1951. After a five-year stint at the library of the Emory University School of Medicine, Ann returned to New Orleans and resumed her career at LSUHSC as its acquisitions librarian. In addition to her role in collection development, Ann also served as the library's associate director from 1976 to 1987 and as its acting director from June 1985 to July 1986. She retired from the library in 1987 and was honored at that time with the title of emeritus professor of medical bibliography. Colleagues remember that Ann's knowledge and decision-making skills were instrumental in the development of the library's monograph and serial collections. While maintaining a firm commitment to the traditional roles of librarianship, Ann also helped guide the library through its early progression into the world of automation. She once said, “It's wonderful to have mechanical devices to transmit information, but in my day chips meant wood, and hardware meant hammers and nails.” In her final years with LSU, Ann was a key force in planning the library's design and relocation to the resource center. Much of what the library is today is based on the foundations laid by Ann Macomber [1]. Ann's dedication to the library profession is evidenced by her very active participation in the Medical Library Association (MLA), at both the national and the regional levels. She was a leader in the Southern Regional Group. While opposing the split of the Southern Regional Group into what would become the South Central Chapter and the Southern Chapter in 1973, Ann continued to maintain close ties with both chapters. In a 1993 interview about the history of the Southern Chapter, she recollected the formality of the regional meetings when “all the ladies wore gloves and some wore hats” [2]. Her advice to new medical librarian colleagues was to take time out from all the meetings, continuing education courses, and committee work to “have social intercourse with your colleagues and peers [and to] share thoughts about what's going on in your libraries. That's how you grow” [3]. In 1989, Ann was named a Fellow of MLA. Though she highly valued her professional memberships, Ann firmly believed that the key to personal and professional growth was found in the “one-on-one” sharing of ideas between colleagues. She maintained and promoted this philosophy throughout her professional career. At the time of her death, a colleague from Charleston, South Carolina, noted that “a long time ago, Ann was most kind and thoughtful when I was just starting my professional life. It made a huge difference in my ability to get involved and make an impact. She was a model of not only what to do—but how to do it right” [4]. Ann also devoted much of her private life to civic affairs. She served on the board of directors for various organizations and was interested in the work of the Poydras Home, a nonprofit retirement community providing services for the elderly of New Orleans. She was president of the Poydras Home Auxiliary from 1997 through 2000. She also held memberships in the Orleans Club, the Phi Mu sorority, the Plimsoll Club, and the Fine Arts Club. She endowed a fund at her undergraduate alma mater for the printing of Under the Oaks, a publication for Newcomb College alumnae. In her spare time, Ann was an avid reader and crossword puzzle enthusiast. Ann was preceded in death by her husband, Donald Macomber Jr., a marine paleontologist with the Shell Oil Company. She is survived by a sister, two stepchildren, nieces and nephews, and many colleagues and friends.

Death of Reference or Birth of a New Marketing Age?

The Future Voices in Public Services column is a forum for students in graduate library and information science programs to discuss key issues they see in academic library public services, to envision what they feel librarians in public service have to offer to academia, to tell us of their visions for the profession, or to tell us of research that is going on in library schools. We hope to provide fresh perspectives from those entering our field, in both the United States and other countries. Interested faculty of graduate library and information science programs, who would like their students’ ideas represented in these pages, are invited to contact Nancy H. Dewald at nxd7@psu.edu. Jo Henry is a student in the Library and Information Studies Program at the University of North Carolina Greensboro. Here she reports on the wide variety of marketing options academic libraries in North America are using to revive reference services. The University of North Carolina Greensboro's Library and Information Studies program (http://lis.uncg.edu/) was organized as a formal department in 1928. The first Master of Library Science degree was conferred in 1978. This ALA accredited MLIS program prepares students to work in areas of specialization in public, academic, special, or school librarianship and is offered on both the main campus of The University of North Carolina at Greensboro as well as at the campus of The University of North Carolina at Charlotte. ******

Comparing Job Descriptions for Interlibrary Loan Department Heads at Different Types of Libraries

This article compares job descriptions for the heads of interlibrary loan at six libraries: two small public libraries, one large public library, two small university libraries, and one large university library. The comparison allows interlibrary loan coordinators to compare their job descriptions, specifically their responsibilities, to whom they report, whom they supervise, and what interlibrary loan software they use. It will help administrators create new job descriptions or update old ones, and it will contribute to the discussion of whether having a Master of Library Science degree makes one a better interlibrary loan coordinator.

The Academic Librarian Labor Market and the Role of the Master of Library Science Degree: 1975 through 2005

To examine the evolving role of the Master of Library Science (MLS) degree in academic libraries, pooled cross-sectional data were collected from job advertisements in College and Research Library News. Beginning with 1975 and continuing at 5-year intervals through 2005, pertinent information from all job advertisements in each monthly issue were compiled. The data produced many interesting facts, such as job openings requiring an MLS peaked in the early 1990s, and that there is a significant drop in a prerequisite MLS beginning in the year 2000.

Technology and Copyright Law: A Guidebook for the Library, Research, and Teaching Professions. 2nd edition

Copyright is an issue that has remained on the leading edge of information because of the amount currently available. The Internet, distance education, and continuing emergence of new technologies are only a few examples of influences causing librarians and educators to be wary about copyright matters. Copyright is further complicated by legal verbiage that perplexes many. So where does a practicing librarian, educator, or promising researcher look for copyright information? The second edition of Bielefield and Cheeseman's Technology and Copyright Law is a good start. This new edition is well worth reading, whether one is new to copyright or broadening one's knowledge of the topic. Bielefield is an attorney with a master of library science degree, and coauthor Cheeseman is a practicing law librarian. Both authors have a strong background in copyright issues and intellectual property. They have drawn on their mutual experience and knowledge to prepare a text that is both readable and practical, no small feat considering the complexity of the topic. The second edition incorporates valuable changes. The preface provides an informative overview of the book's content. Each chapter opens with a note explaining what information has been added following the first edition. Questions are presented that can be answered by the chapter's end. Unique to this edition are real world questions and scenarios at the end of each chapter reinforcing the practical application of this text. The “Notes” section concluding each chapter supports the credibility of the information presented. The book is divided into four parts, each building on the previous section. Part I presents “Copyright Law: Past, Present, and Future.” The history of copyright legislation in the United States is thoroughly addressed and succinctly illustrated by including tables highlighting the “chronology of events.” The future of copyright discussion focuses on intellectual property rights and fair use. Part II, “Copyright in Libraries and Classrooms,” is filled with many practical examples and discussions that apply to the educational arena. The chapters on fair use will especially benefit educators who must decide if they are using materials fairly. Court cases establishing the defense of fair use in a court of law are presented throughout the chapter. The fair use checklist offers a series of questions enabling the reader to weigh the factors of fair use. New to this edition is the chapter on the blind and physically disabled. With more people with special needs using libraries and pursuing higher education degrees, addressing their needs is vitally important. The chapter, “Limitations on Exclusive Rights: Reproduction for the Blind or Other People with Disabilities,” includes recent amendments related to this issue. Librarians who are involved in license agreements and contracts will find the chapter, “Contracts and Copyright: Paths that Cross,” helpful. The authors state their purpose in this chapter “is to clarify a number of aspects of contractual agreements whether they are called contracts, licenses, agreements, or something else” (p. 147). Bielefield and Cheeseman more than accomplish this purpose with a solid presentation of the basic facts and links to quality Websites for more information. Their checklist of questions to ask when reviewing a contract will be very useful to the librarian without readily accessible legal counsel. The authors strive to explain the complexity of copyright law in relation to distance education in part III. Those trying to understand the difference between section 107 (fair use) and the TEACH Act, legislated November 2, 2002, will find this new chapter worth reading. The approach of presenting sections of the law followed by the authors' interpretation leads to a better understanding of the uncertainty of using copyrighted materials in distance education. “Twelve Common Misconceptions about Copyright” conclude this section and serve to explain the difference between copyright and plagiarism in relation to commonly occurring misconceptions. Part IV provides a variety of material, including a glossary of copyright terms and phrases. The authors encourage readers to “think of this dictionary as a road map toward gaining understanding” (p. x). This reviewer believes the entire text provides a road map for better understanding of the complexities surrounding copyright. Many librarians and educators shy away from reading about this topic simply because of the ambiguity and intricacy of the topic. Bielefield and Cheeseman have provided a practical guidebook on the complexities of copyright and licensing in their second edition. It is a valuable contribution to the professional literature and worth adding to a library collection.

Guidelines for Creating a Self-Directed Training Program for the New Reference Librarian

Summary Although surveys of entry-level reference librarians have revealed that holding a Master of Library Science degree does not guarantee instant success at the reference desk, a majority of academic libraries do not have formal training programs. This article describes a framework for designing a self-directed training program for the entry-level reference librarian and lists examples of goals and activities to include in such a program. Hopefully, supervisors will continue formal orientation and training efforts and support and encourage self-directed long-term training as well.

Earnings Determinants of Library Faculty of the University System of Georgia (Research Note)

This study analyzes the effects of selected factors on earnings of library faculty employed at senior colleges of the University System of Georgia with a master of library science degree. The factors are also dissected to explore for any differences in their impacts on earnings by gender. Major findings are that earnings increase with experience, becoming a library director, greater supervisory responsibility, and higher academic rank, whereas a decrease in salary can be expected upon changing jobs. Results from the study also suggest that male and female library faculty earnings are determined in the absence of gender discrimination. A surprising finding is that intellectual contributions and additional graduate education are not directly rewarded with significant increases in earnings.

Competitive intelligence library

Competitive Intelligence ReviewVolume 4, Issue 1 p. 70-74 Regular Column Competitive intelligence library Katherine Willson, Katherine Willson Katherine Wilson is Manager of Information Seruice at The Futures Group. She has been with The Futures Group, an internationally-known management consulting firm with US oflices in Washington, D.C. and Glastonbury, CT., since 1975. Her master degree in Library Science is from the State University of New York at Albany. She can be contacted at the Futures Group, 80 Glastonbury Boulevard, Glastonbury, CT 06033-4409. Tel: 203-663-3501. Fax 203-657-9701.Search for more papers by this author Katherine Willson, Katherine Willson Katherine Wilson is Manager of Information Seruice at The Futures Group. She has been with The Futures Group, an internationally-known management consulting firm with US oflices in Washington, D.C. and Glastonbury, CT., since 1975. Her master degree in Library Science is from the State University of New York at Albany. She can be contacted at the Futures Group, 80 Glastonbury Boulevard, Glastonbury, CT 06033-4409. Tel: 203-663-3501. Fax 203-657-9701.Search for more papers by this author First published: Spring 1993 https://doi.org/10.1002/cir.3880040117 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume4, Issue1Spring 1993Pages 70-74 RelatedInformation

A Scenario of the Reference Librarian in a Small University Library

The purpose of this paper is to give a panoramic view of a number of issues relative to a reference librarian in a small university library. From the personal point of view, a pleasant personality is a desired asset. From the professional point of view, being the proud owner of a Master of Library Science degree is a requirement; but these two statements only touch the tip of the iceberg. What are the traits and attributes which should either be possessed or sought after diligently? What comprises the hidden agenda which falls under the responsibilities and duties of a reference librarian? Is it possible to be both idealistic and realistic, or must an academic reference librarian be resigned to a life of professional reality? These questions and others will be considered in this paper.

THE INDIANA UNIVERSITY CHEMICAL INFORMATION SPECIALIST PROGRAM

A program of study leading to the Master of Library Science degree which allows specialization in chemical information science has been developed at Indiana University. Prerequisites and course requirements are presented, with particular emphasis on the three Chemistry Department courses which form the core of the program. Course content and teaching methodology for those course are outlined. In addition, the role of the Chemistry Department's Chemical Information Center (CIC) is discussed.

The Head Librarian and His Education: The Presidents' Attitudes

THAT FORTY-FIVE PER CENT of the presidents surveyed do not want to hire a Ph.D. as the head librarian is a fact that was discovered in a survey designed to measure the employment attitudes of the college and university presidents in New York, New Jersey, and Pennsylvania. One hundred fifty-nine survey forms were sent to all college and university presidents in New York, New Jersey, and Pennsylvania, of which ninety-four were received before the cut off date. Follow-up letters were mailed to remind the tardy. The cover letter accompanying the survey explained that there are four kinds of library science degrees: 1. a Ph.D. in library science; 2. a master of library science degree from a program accredited by the American Library Association; 3. a master of library science degree from a program not accredited by the American Library Association, but granted by a college or university that is accredited by its regional accrediting association, i.e. Middle States; 4. a bachelor of library science granted since 1955. The A.L.A. recognizes no undergraduate degrees granted since 1955. The presidents were first asked whether they knew, before receiving the cover letter, that the A. L. A. accredits library degrees. The A. L. A.