The information professional in a networked society

This examination of the membership trends of the Association for Library and Information Science Education (ALISE), from 1986-87 to 1996-97 as shown in its annual directory suggests that: 1) membership has been in decline since 1993, its peak year; 2) assistant professors are in more severe decline than other faculty ranks; 3) part-time faculty and retired faculty are among the fastest growing groups in the field of library and information science (LIS) education; and 4) the market share that ALISE enjoyed at its height was comparable to other professional associations.

Cet article traite de la difficulte d'effectuer des recherches documentaires dans les bibliotheques, a cause de la complexite des divers modes da classification des informations. En s'appuyant sur une relecture de trois textes precurseurs en la matiere, l'auteur cherche a confirmer la necessite d'un mode de classement universel, qui rendrait l'acces aux documents plus facile au plus grand nombre, et non uniquement aux specialistes

The history of Library and Information Science in Pakistan is traced back to the arrival of W. A. Broaden and Asa Don Dickinson to Sub-continent in 1911 and 1916 respectively. This piece of document tends to explore the history of library and library science education, library activities and role of professional associations in promotion of library culture in North-West part of Pakistan. This study is basically historical in nature. The paper is broadly divided into three parts that is library science education, library developments through ages and library associations and their role in the promotion of libraries in Khyber Pakhtunkhawa. Efforts were made to elaborate the growth of libraries in different eras over the passage of time. The role of Muslims and British in the promotion of library culture is also discussed. It is reflected that both nations have made no stone left un-turned for the establishment of libraries in this part of sub-continent. It is also evident from the pages of history that the introduction of Library and Information Science education was not that late here as compared to the rest of the world. University of Punjab is the third in the race of ranking after Germany and United States to offer this program. Various associations had also played their roles in this regard. They had worked hard for the promotion of library culture. The role of Pakistan Library Association (PLA) is observant and praise worthy in the said context. It is concluded that future of libraries and their education is bright in Khyber Pakhtunkhwa as library schools, senior professionals and associations are playing their due role with zeal and favor.

The knowledge life cycle is applied to two core capabilities of library and information science (LIS) education – teaching, and research and development. The knowledge claim validation, invalidation and integration steps of the knowledge life cycle are translated to learning, unlearning and relearning processes. Mixed methods are used to determine the extent and nature of learning, unlearning and relearning among academic faculty in graduate level library and information science programs. Mixed methods include (1) targeted interviews, (2) manual review of curriculum scope and coverage at seven universities, (3) semantic analysis of the content of 1,711 course syllabi, and (4) machine based analysis of learning, unlearning and relearning semantic markers in 432 journal articles drawn from twelve peer-reviewed journals. The research results provide a foundation for an open and national survey of LIS faculty in 2015. Research results suggest that there is evidence of learning, relearning and unlearning in teaching methods, but only evidence of learning in curriculum and course development, and research. Unlearning practices appear to be scarce in the field. This has implications for the disciplines ability to generate new knowledge and remain competitive in the knowledge economy.

This report presents the final results of Work Package 2 (WP2) – Developing Gender-Inclusive Teaching Innovations in Library and Information Sciences – within the GEDIS project (Gender Diversity in Information Science: Challenges in Higher Education). WP2 provides both the analytical foundations and the pedagogical infrastructure needed to integrate gender perspectives systematically into Library and Information Science (LIS) education across several European universities. The work package combines a comprehensive analysis of existing LIS curricula, a consensus-building process with international experts, staff training activities, and student-centred innovation. WP2 delivers five main results: (1) a Comprehensive Curriculum Analysis Report, documenting how gender is currently addressed in LIS programmes and where gaps remain; (2) a Consensus Document on Innovative Teaching Strategies, realised as the white paper Embedding Gender Perspectives in Information Science Education: Barriers, Opportunities, and Pathways for Change; (3) Prototype Teaching Methods, Tools, and Materials, organised into twelve prototype teaching packages based on 91 student-created and 153 staff-created multilingual Open Educational Resources (OER); (4) a Detailed Implementation and Evaluation Plan for piloting gender-inclusive teaching strategies; and (5) Gender-Inclusive Educational Frameworks that structure these innovations into coherent curricular pathways. The report shows how these outputs contribute to the overall objectives of GEDIS, support the design of professors’ and librarians’ toolkits, and prepare the ground for piloting in subsequent work packages. It also reflects on lessons learned regarding multilingual co-creation of OER, curriculum reform and sustainable integration of gender perspectives in LIS teaching.

In a society that is increasingly diverse in culture, language, and technology, the field of information science education has continued to evolve and respond to the changing information environment. The iSchool movement has attracted a good number of library and information science programs, as well as programs in computer science, while many library and information science programs have revised their mission and curricula to meet the information needs of a pluralistic world without changing the name of their programs (they are often referred to as the LIS Schools). Although iSchools and LIS Schools may seem dichotomous, many of these schools share the history of library and information science education and may have more in common than their names imply. The proposed panel is designed to shed light on the diversity and commonality of information science education in the 21st century by examining the similarities and differences of these two types of schools (including their relationship to the tradition of library and information science education) and the extent to which these schools are meeting the needs of a pluralistic world.The panel will have two parts. Part One is a report on the curricula offered at ALA‐accredited LIS schools and iSchools. In Part Two panelists will respond to the curriculum analysis report and address these topics: Their school's relationship to the tradition of library and information science education. Their experience in changing from an LIS School to an iSchool. Their rationale for remaining an LIS School and how they have changed their programs to meet the need of a pluralistic society. Their perspectives on how they are meeting market needs. Their experience in recruiting new students and placing graduates in libraries and non‐library information environments.

The author traces the development of distance education as a concept driven by educators who have used the available technology, almost at the time of its inception, to extend education to individuals who are without formal learning alternatives. The similarities between the developments in distance education generally, beginning with correspondence study in the 1800s to the present day use of the Internet, compared with a similar evolution by library and information science education are stressed. The author concludes that library and information professionals have been given the opportunity to participate in a model which reflects the best human service possible as well as a demonstration of the profession's commitment to the use of technology to meet the needs of individuals and groups in our society. © 1996 John Wiley & Sons, Inc.

This paper presents a two-fold examination of some recent writings on library and information science (LIS) education emanating from within and without LIS education. The first part is a content analysis of the writings, intended to provide insight into the points of emphasis in documents from the American Library Association, the Medical Library Association, and other official bodies, as well as from individuals writing on LIS education in general or on specific curricular matters. The second part examines the discourse from the theoretical perspectives provided by Michael Foucault and Pierre Bourdieu. In particular, the writings are examined as articulations of symbolic power. In this sense, the writings comprise a dialectic, but one without a clear and common context.

This paper presents the current scenario of library and information science (LIS) education in India, with special reference to open and distance mode. In the centenary year of LIS education in India, it is important to evaluate the existing system. SWOT analysis is a tool to evaluate the Strengths, Weakness, Opportunities and Threats of Indigenous LIS education in distance mode. The analysis is carried out in the light of national-level practices and perspective. Analysis of SWOT results in few strategies, which can be useful for contemporary open and distance education centres in India.

Library and information science education in Nigeria: Curricula contents versus cultural realities

Library and information science education in Nigeria: Curricula contents versus cultural realities

The paper examines how academic social media utilisation can enhance research activities of Library and Information Science educators in Nigerian universities. The study highlighted the various research activities of Library and Information Science educators such as information gathering, collaboration, and dissemination of research findings and measurement of impacts. In addition, the authors elaborated on the benefits of academic social media such as Research gate, Academia.edu, Google Scholar, LinkedIn, Open Researcher Contributor Identity and Mendeley to include profile creation, information gathering, search for potential collaborators, instant research result dissemination, measurement of impact and management of research. The study stated that factors such as social influence, technical factors and personal factors can influence use of academic social media platforms.
 Keywords: Social media, Academics, Research Library and Information Science, Educators

This study aims to explore and identify competency development needs among library and information science educators. A qualitative research methodology was employed, with data collected through semi-structured interviews with lecturers from a Vietnamese library and information science faculty. Educators’ needs related to competencies and forms of development were analysed. The study identifies four main areas of competency requiring development: professional expertise, teaching skills, research capabilities, and support competencies such as soft skills and foreign language proficiency. Applying advanced technologies, attending formal and informal training activities, and self-learning, with the institution's support playing a vital role, were recognized as crucial for faculty development. Based on these findings, the study proposes flexible and continuing training programmes, personalized for each faculty group, while emphasizing the importance of technology integration in teaching within developing countries.

Next article No AccessIntroduction to the Special Issue on Diversity and Library and Information Science EducationPaul T. Jaeger, John Carlo Bertot, and Mega SubramaniamPaul T. Jaeger Search for more articles by this author , John Carlo Bertot Search for more articles by this author , and Mega Subramaniam Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Library Quarterly Volume 83, Number 3July 2013 Article DOIhttps://doi.org/10.1086/670693 Views: 186Total views on this site Citations: 6Citations are reported from Crossref © 2013 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Alex H. Poole, Denise Agosto, Jane Greenberg, Xia Lin, Erjia Yan Where Do We Stand? Diversity, Equity, Inclusion, and Social Justice in North American Library and Information Science Education, Journal of Education for Library and Information Science 62, no.33 (Jul 2021): 258–286.https://doi.org/10.3138/jelis.2020-0018Rita Kosztyánné Mátrai How to make an electronic library accessible, The Electronic Library 36, no.44 (Aug 2018): 620–632.https://doi.org/10.1108/EL-07-2017-0143Kyunghye Yoon, Rachel Dols, Laura Hulscher, Tara Newberry An exploratory study of library website accessibility for visually impaired users, Library & Information Science Research 38, no.33 (Jul 2016): 250–258.https://doi.org/10.1016/j.lisr.2016.08.006Kyunghye YoonLaura HulscherRachel Dols Accessibility and Diversity in Library and Information Science: Inclusive Information Architecture for Library Websites, The Library Quarterly 86, no.22 (Mar 2016): 213–229.https://doi.org/10.1086/685399Kay Mathiesen Human Rights without Cultural Imperialism, (Feb 2016): 265–286.https://doi.org/10.1108/S0065-283020160000041011Fiona Blackburn ‘Cultural Competence is for Everyone’: Cultural Competence in the United States Library and Information Sector. Is It Relevant to Australian Libraries?, Australian Academic & Research Libraries 46, no.33 (Aug 2015): 176–193.https://doi.org/10.1080/00048623.2015.1063800

Eswatini has been impacting and sourcing Library and information science education in training from foreign institutions due to a shortage of institutions offering Library and Information Science (LIS) training. The relevance of sending people for training in other countries has been a great concern for the government of Eswatini. The expense and complexity of sending employees out of the country for training have caused problem many organizations due to their absence from the office. This study, therefore, investigates the development of an open distance e-learning (ODeL) curriculum for the LIS program in Eswatini and proposes strategies in this regard.