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Journal articles on the topic 'Graduate Library'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Sawalinar, Sawalinar, and Malta Nelisa. "Penelusuran Informasi Rekam Jejak Alumni Program Studi Informasi, Perpustakaan, dan Kearsipan Universitas Negeri Padang." Ilmu Informasi Perpustakaan dan Kearsipan 8, no. 1 (October 29, 2019): 534. http://dx.doi.org/10.24036/107485-0934.

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Abstract This study aims to determine (1) the profile of the graduate, (2) the absorption of graduate in the world of work, (3) the use of knowledge gained by the graduate in the work, (4) the assessment of stakeholders on the ability of graduate. This study uses a descriptive method with a quantitative approach. Data collection uses research instruments. The population in this study was Graduate from the major of Information, Library, and Archives of Padang State University (PS IPK UNP). The sample in this study amounted to 105 graduates who returned the instrument. The results showed, First, the profile of Graduate PS IPK UNP was dominated by female graduates. Most of the graduates are graduates who graduated in 2018. Judging from the length of the study period, the average graduate has a length of the study period of 3 years. Second, the absorption of graduates in the workforce is quite high, with most graduates stating that they are currently working with the time needed to get the job <3 months. Third, the use of knowledge obtained by a graduate at the PS IPK UNP in employment is very high. The science that has a very high level of wear is fieldwork learning, technology mastery skills, and the ability to cooperate in teams. Fourth, the assessment of graduate users (stakeholders) on the ability to graduate in the work world has also been good. The ability of the graduate to be considered good by graduate users (stakeholders) is integrity, expertise based on the fields of science, mastery of information technology, and teamwork.Keywords: Information retrieval, graduate, tracer study

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Carter, Jane Robbins. "Multi-cultural Graduate Library Education." Journal of Education for Library and Information Science 56, no. 1 (February 2015): 53–72. http://dx.doi.org/10.3138/jelis.56.1.53.

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Kayongo, Jessica, and Clarence Helm. "Graduate Students and the Library." Reference & User Services Quarterly 49, no. 4 (June 1, 2010): 341–49. http://dx.doi.org/10.5860/rusq.49n4.341.

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Onwuegbuzie, Anthony J., and Qun G. Jiao. "Understanding library‐anxious graduate students." Library Review 47, no. 4 (June 1998): 217–24. http://dx.doi.org/10.1108/00242539810212812.

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5

Madland, Denise. "Library Instruction for Graduate Students." College Teaching 33, no. 4 (November 1985): 163–64. http://dx.doi.org/10.1080/87567555.1985.10532312.

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Garnar, Martin. "Professional Principles and Ethics in LIS Graduate Curricula." Journal of Intellectual Freedom and Privacy 1, no. 2-3 (December 30, 2016): 6. http://dx.doi.org/10.5860/jifp.v1i2-3.6166.

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As a degree, the master of library science is regularly questioned as to whether it is still effective as preparation for professional roles in the field. Concerns range from a lack of technical proficiency and practical skills in graduates to whether a graduate degree is even necessary to be a librarian. Defenders of the degree talk about the theoretical foundation given to graduates of library and information science (LIS) programs, including a grounding in the principles and values that undergird the professional work of a librarian. If that is one of the primary justifications of the degree, then it is important to understand how those principles and values, including professional ethics, are taught in library and information science programs. More than twenty years have elapsed since Shelley Rogers conducted a comprehensive review of ethics education in LIS program, so the American Library Association’s Committee on Professional Ethics decided to undertake a survey of all accredited LIS programs to ascertain the current state of ethics education in graduate programs, compare it to historical approaches, and discover how the committee can best use its resources to support the teaching of ethics to future librarians.

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MacDonald, Heather. "Recent American Library School Graduate Disciplinary Backgrounds are Predominantly English and History." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 119–21. http://dx.doi.org/10.18438/eblip29550.

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A Review of: Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178 Abstract Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population. Design – Cross-sectional. Setting – 7 library schools in North America. Subjects – 3,191 students and their 4,380 associated degrees. Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds. Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.

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Lu, Yunhui, and Denice Adkins. "Library anxiety among international graduate students." Proceedings of the American Society for Information Science and Technology 49, no. 1 (2012): 1–4. http://dx.doi.org/10.1002/meet.14504901319.

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Ayanlola, Atanda Luqman, and Ugwulebo Jeremiah Emeka. "Graduate Joblessness: Conviction for Entrepreneurship Studies in Library and Information Science Programme of Nigerian Tertiary Institutions." International Journal of Sociology 2, no. 1 (January 29, 2021): 52–63. http://dx.doi.org/10.47604/ijs.1210.

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Purpose: The purpose of the study was to understand what the Nigerian graduates are passing through, most especially graduate of library and information science programme of Nigerian tertiary institutions. Findings: The statistics of unemployed graduates in Nigeria as at 2011 showed that a disheartening figure of 42.7 million with over 1,8 million graduates churned out of our higher institutions yearly. It was further revealed that the unemployment rate in Nigeria stood at 38 percent in 2013 with further increase expected in succeeding years. The slow rate of economic growth and undeveloped private sector, faulty manpower planning, high expectations of the fresh graduate attitude towards some types of jobs, recruitments, the quest for higher education, inadequate educational curricular, immobility of labour, the long period of initial unemployment among graduates of higher institution, use of capital intensive technology, wide rural-urban migration Conclusion: It is evident that entrepreneurship education is important for Library and Information Science students in higher institution of learning. The training of Library and Information Science students must reflect the 21st century development in the field which is influenced by the emergence of Information Technology, hence, Library and Information Science students must have computer proficiency, familiarity with metadata, database management and application, web development and design, knowledge of electronic resources and services

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Newman, Steven E., and Susan H. Ellsbury. "Increasing Library Skills of Horticulture Students." HortTechnology 1, no. 1 (October 1991): 126–28. http://dx.doi.org/10.21273/horttech.1.1.126.

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A library skills workbook was developed for horticulture students to provide them with instruction in the use of bibliographic research materials and services available to them from the university library system. The effectiveness of the library skills workbook was tested by comparing pre- and post-test scores of undergraduate and graduate students. International and national graduate students were compared. Graduate students scored higher on the pre-test than did undergraduates. Students from the United States scored higher than Asian students, but not higher than Latin American students. Students' knowledge of the library collection and layout were improved 21.3%; however, undergraduate students' knowledge increased 13% more than that of graduate students.

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Bair, Jeffrey H., and Janice C. Barrons. "The Academic Elite in Library Science: Linkages among Top-Ranked Graduate Programs." College & Research Libraries 58, no. 3 (May 1, 1997): 233–35. http://dx.doi.org/10.5860/crl.58.3.233.

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In a national survey of deans, top administrators, and senior faculty, the ten top-ranked graduate programs in library science were substantially linked to one another by hiring one another’s graduates. It is suggested that this linkage helps these programs to maintain and enhance their prestige.

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Onwuegbuzie, Anthony J., and Qun G. Jiao. "I’ll Go to the Library Later: The Relationship between Academic Procrastination and Library Anxiety." College & Research Libraries 61, no. 1 (January 1, 2000): 45–54. http://dx.doi.org/10.5860/crl.61.1.45.

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Approximately 95 percent of college students procrastinate on academic tasks such as writing term papers, studying for examinations, and keeping up with weekly reading assignments. At the graduate level, an estimated 60 percent of students procrastinate on academic tasks. Academic procrastination stems primarily from fear of failure and task aversiveness. It has been theorized, though not tested empirically, that highly anxious graduate students typically procrastinate while engaged in library-related tasks. This study investigated the relationship between academic procrastination and library anxiety at the graduate level. Participants included 135 graduate students enrolled in three sections of a required introductory-level educational research course. Findings revealed that, overall, academic procrastination was significantly positively related to the following dimensions of library anxiety: affective barriers, comfort with the library, and mechanical barriers. A canonical correlation analysis revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to barriers with staff, affective barriers, comfort with the library, and knowledge of the library. Implications for library anxiety reduction as a procrastination intervention are discussed.

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Noprianto, Eko. "Factors Affecting Library Anxiety of Graduate School Students in Gadjah Mada University." Record and Library Journal 5, no. 2 (December 22, 2019): 207. http://dx.doi.org/10.20473/rlj.v5-i2.2019.207-217.

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Background of Study: The library has an important role in supporting the process of education and research in a university. Students need a library as a place to study, discuss, work on assignments, or do research. But sometimes students who visit the library feel uncomfortable and confused about the condition they are facing that is usually known as library anxiety.Purpose: This study aims at identifying library anxiety among Graduate School Students in Gadjah Mada University, and examine several factors considered to affect library anxiety, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanical/technological, information retrieval, regulation, resources.Method: This is aquantitative deductive research, using a survey approach. The population were Graduate School Students at Gadjah Mada University, with a total sample of 60 students taken by purposive sampling technique. Data were collected using questionnaires. The data were analyzed using smartPLS 3.0.Finding: The results showed that 95% of Graduate School students at Gadjah Mada University experienced library anxiety. There are 8 factors that affecting library anxiety of Graduate School Students in Gadjah Mada University, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanic/technology, information retrieval, regulation, resources.Conclution: The library anxiety experienced by Graduate School students in Gadjah Mada University is 100% influenced by those 8 factors tested in this study.

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Damschen, Kalli, and Hannah Gascho Rempel. "Making research visible: A library competition for graduate students." College & Research Libraries News 80, no. 10 (November 5, 2019): 569. http://dx.doi.org/10.5860/crln.80.10.569.

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Graduate students have always been a core academic library user group. However, because undergraduates typically make up a larger percentage of the on-campus student body, the development of targeted library services and programming for graduate students has often taken a back seat. Recently, however, interest in academic library services for graduate students has increased, as demonstrated by conferences devoted to this topic and the formation of an ACRL interest group focused on this issue.

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Jiao, Qun G., and Anthony J. Onwuegbuzie. "Perfectionism and library anxiety among graduate students." Journal of Academic Librarianship 24, no. 5 (September 1998): 365–71. http://dx.doi.org/10.1016/s0099-1333(98)90073-8.

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Clarke, Rachel Ivy, Satyen Amonkar, and Ann Rosenblad. "Design thinking and methods in library practice and graduate library education." Journal of Librarianship and Information Science 52, no. 3 (September 8, 2019): 749–63. http://dx.doi.org/10.1177/0961000619871989.

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Despite interest in the application of design thinking and methods in librarianship, there seems to be a disconnect between application and education to support it. This study used an online questionnaire to elicit feedback from library workers in the United States about interest in and use of design thinking and methods in library practice, and the need for design skills and abilities in library education. We found that practicing librarians perceive design thinking and methods have relevance to library work, but opinions vary based on library type and nature of the work. Design thinking and methods were used mostly for space planning and program development, with applications emphasizing empathy and user/community understanding aspects—despite myriad other possibilities. Most respondents were in favor of including design thinking and methods in MLIS programs, which can support more robust applications through inclusion of the theoretical, philosophical, and epistemological underpinnings from which design thinking and methods emerge.

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Phelps, Sue F. "Library Fines Make a Difference in Academic Library Book Return Behaviour." Evidence Based Library and Information Practice 10, no. 3 (September 13, 2015): 96. http://dx.doi.org/10.18438/b8h89k.

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A Review of: Sung, J. S., & Tolppanen, B. P. (2013). Do library fines work?: Analysis of the effectiveness of fines on patron’s return behavior at two mid-sized academic libraries. Journal of Academic Librarianship, 39(6), 506-511. http://dx.doi.org/10.1016/j.acalib.2013.08.011 Abstract Objectives – To quantify library fines and their impact on patron return behaviour. Design – Hypothesis testing of data extracted from integrated library systems. Setting – Two midsize academic libraries, including one from the Pacific, University of Hawaii at Manoa (UHM), and one from the Midwest, Eastern Illinois University (EIU). Subjects – Undergraduates, graduate students, and faculty. Methods – The authors collected data from two midsized universities. The universities have identical integrated library systems, which allowed for uniform data extraction. The authors counted book returns in each population group (undergraduates, graduate students, and faculty) for those books that were returned before and after the due dates with a focus on late fees as the primary variable. The authors tested the following five hypotheses: • Hypothesis 1: “There is no difference in return rates before due dates among the UHM patron groups because the fine policy is the same for all patron groups” (p. 507). • Hypothesis 2: “Before 2006, the EIU undergraduate students’ return rates before due dates should be the highest among the three EIU groups because this was the only group which had overdue fines. . . . There should be no difference in the return rates before due dates between EIU faculty and EIU graduate students (both groups had no overdue fines)” (p. 507). • Hypothesis 3: “EIU graduate students’ return rates before due dates was lower for 2002–2006 than 2007–2011” (p. 507). This hypothesis tests the impact of a change in fine policy that the library implemented in the fall of 2006. • Hypothesis 4: “UHM undergraduate students’ return rates before due dates is higher than that of EIU undergraduate students” because there is no grace period for UHM undergraduates (p. 507). EIU undergraduate students have a 10-day grace period. • Hypothesis 5: “UHM faculty’s return rates before due dates is higher than that of EIU faculty” (p. 507). UHM faculty incur overdue fines, but EIU faculty encounter no penalty for overdue materials. From the integrated library systems, the authors extracted data for the number of books returned before due dates and after overdue notices and for the number of books borrowed by the different populations for the time period starting with Fall 2002 and ending with Spring 2011. The authors analyzed the data using Statistical Package for Social Science (SPSS) and made comparisons using analysis of variance (ANOVA) expressed with an F-ratio and p-value < 0.01 as the level of significance. Main Results – The findings did not support hypotheses 1 or 2. For hypothesis 1, in which fines were the same for undergraduates, graduate students, and faculty, return rates increased with academic level and faculty groups. The rates were 90.4%, 93.9%, and 95.7%, respectively (F = 112.1, p < 0.001). For hypothesis 2, the return rate was 88.8% for undergraduates, 92.6% for graduate students, and 80.1% for faculty. The group difference was small but still statistically significant (F = 171.4, p < 0.001). The graduate students, who were not fined, had significantly higher return rates before due dates than undergraduates who incurred fines. Graduate students had higher return rates than faculty, though both groups had no fines. The data did not support hypotheses 3 and 4. For hypothesis 3, no significant change occurred in return rates before and after imposing fines (F = 5.75, p = .031). For hypothesis 4, the return rates of undergraduates at the university with a grace period showed no statistically significant difference in return rates from those undergraduates with no grace period (F = 4.355, p = .044). The findings supported hypothesis 5. The return rates indicated a statistically significant difference between faculty with fines for overdue books and those with no fines (F = 1701, p < 0.001). For those hypotheses for which the differences were not significant, the authors cite other variables, including reminders, grace periods, maturity of the borrower, withholding of privileges, fees, and lost book charges, that may contribute to return rates. Conclusions – In answer to the main research question, the authors conclude that “fines indeed make a difference” (p. 511) in patron book return conduct. However, they also note that fines can mar the reputation of the library creating a barrier to access and that courtesy notices and overdue notices are also effective ways to ensure timely return of materials.

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Anderson, Linda. "Library Website Visits and Enrollment Trends." Evidence Based Library and Information Practice 11, no. 1 (March 15, 2016): 4. http://dx.doi.org/10.18438/b8f918.

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Abstract Objective – Measures of trends in Iowa State University library website visits per student/faculty/staff headcount show decreased use. Analysis was conducted to test for a relationship between this decrease and decreasing graduate/undergraduate enrollment ratios and decreasing visits to a popular digital collection. The purpose was to measure the influence of these factors and to produce an adjusted measure of trend which accounts for these factors. Methods – Website transaction log data and enrollment data were modelled with Box and Jenkins time series analysis methods (regression with ARMA errors). Results – A declining graduate to undergraduate enrollment ratio at Iowa State University explained 23% of the innovation variance of library website visits per headcount over the study period, while visits to a popular digital collection also declined, explaining 34% of the innovation variance. Rolling windows analysis showed that the effect of the graduate/undergraduate ratio increased over the study period, while the effect of digital collection visits decreased. In addition, estimates of website usage by graduate students and undergraduates, after accounting for other factors, matched estimates from a survey. Conclusion – A rolling windows metric of mean change adjusted for changes in demographics and other factors allows for a fairer comparison of year-to-year website usage, while also measuring the change in influence of these factors. Adjusting for these influences provides a baseline for studying the effect of interventions, such as website design changes. Box-Jenkins methods of analysis for time series data can provide a more accurate measure than ordinary regression, demonstrated by estimating undergraduate and graduate website usage to corroborate survey data. While overall website usage is decreasing, it is not clear it is decreasing for all groups. Inferences were made about demographic groups with data that is not tied to individuals, thus alleviating privacy concerns.

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Travis, Tiffini A. "From the Classroom to the Boardroom: The Impact of Information Literacy Instruction on Workplace Research Skills." Education Libraries 34, no. 2 (September 19, 2017): 19. http://dx.doi.org/10.26443/el.v34i2.308.

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Since the wide-scale adoption of the ACRL Information Literacy Standards (2000), there have been numerous students who have graduated from universities that have formal library instruction programs. Currently there has been very little assessment of their post-graduate research skills or what role information literacy plays on workplace performance. [...]

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McDaniel, Sarah. "Library roles in advancing graduate peer-tutor agency and integrated academic literacies." Reference Services Review 46, no. 2 (June 11, 2018): 272–93. http://dx.doi.org/10.1108/rsr-02-2018-0017.

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Purpose This paper aims to apply integrated academic literacies and threshold concepts constructs to the development of graduate student literacies. Western Washington University has developed a graduate peer-tutors program to advance integrated academic literacies and graduate student agency. Graduate peer-tutors are expert-outsiders (Nowacek and Hughes, 2015): expert in conversations about literacies and outsiders to disciplinary expertise. Peer-tutors augment a support ecosystem that includes faculty advisors, subject librarians and others. Libraries should lead innovative programs to develop integrated literacies, and librarians should leverage both subject and literacies expertise as part of an ecosystem of support. Design/methodology/approach Drawing on library, writing center and higher education scholarship, the author draws on research methodologies from writing center scholarship to explore models for integrated graduate student literacies. The author collaborates with graduate peer-tutors to connect theory and practice in the Graduate Research & Writing Studio (GRWS). Findings Peer-tutor models offer a valuable layer of support for graduate students engaged in thesis-writing. Peer-tutors, faculty advisors and subject librarians play important roles in advancing development of integrated literacies. The role of peer-tutors is unique in advancing integrated literacies, and addressing affective barriers and equity concerns. Practical implications Economic pressures have transformed higher education, ushering new populations into graduate programs. Opportunities to enhance inclusivity cannot be realized without support for development of literacies. Libraries should lead with innovative services that address barriers to graduate student success. Originality/value The author leverages the unique laboratory offered by the GRWS and engages graduate peer-tutors in connecting scholarship and practice. Drawing on contemporary theoretical lenses on literacies, she argues for libraries’ leadership of programs that support integrated graduate student literacies.

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Forbes, Carrie, Gina Schlesselman-Tarango, and Peggy Keeran. "Expanding Support for Graduate Students: Library Workshops on Research Funding Opportunities." College & Research Libraries 78, no. 3 (April 19, 2017): 297. http://dx.doi.org/10.5860/crl.78.3.297.

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This case study describes the development, implementation, and assessment of a series of grants research workshops for graduate students, which were implemented to fill a gap in graduate student support. We assessed the workshops through a series of focus groups, and findings show overall satisfaction with the grants tools and workshop. However, participants noted areas of improvement around outreach and promotion and general communication with graduate students. Additional themes emerged related to graduate student socialization and research behaviors, which suggests that librarians have an important role to serve in these areas.

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O'Clair, Katherine. "Preparing graduate students for graduate‐level study and research." Reference Services Review 41, no. 2 (June 7, 2013): 336–50. http://dx.doi.org/10.1108/00907321311326255.

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Corrigan, Andy. "Long-distance library service for a graduate school." College & Research Libraries News 51, no. 11 (December 1, 1990): 1064–67. http://dx.doi.org/10.5860/crln.51.11.1064.

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Jiao, Qun G., Anthony J. Onwuegbuzie, and Sharon L. Bostick. "Racial differences in library anxiety among graduate students." Library Review 53, no. 4 (May 2004): 228–35. http://dx.doi.org/10.1108/00242530410531857.

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Critz, Lori, Mary Axford, William M. Baer, Chris Doty, Heidi Lowe, and Crystal Renfro. "Development of the graduate library user education series." Reference Services Review 40, no. 4 (November 9, 2012): 530–42. http://dx.doi.org/10.1108/00907321211277341.

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Yeager, H. Jamane. "Lagniappe: Career Resources for Librarians/Information Professionals." North Carolina Libraries 61, no. 1 (January 21, 2009): 33. http://dx.doi.org/10.3776/ncl.v61i1.202.

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While doing research for a presentation on “Librarianship as a SecondCareer,” I discovered a cornucopia of wonderful career resources forlibrarians. This information is not just for new graduates coming tolibrarianship from other professions, but also for librarians who have been in the profession for a while. As a recent library school graduate, I was sometimes perplexed by the job titles listed, so I was ecstatic when I discovered “Real Job Titles for Library and Information Science Professionals” by Michelle Mach (http://alexia.lis.uiuc.edu/~mach/realjobs.html), an exhaustive and very helpful list.

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Opuda, Eugenia. "Survey Respondents Suggest that Some Academic Library Professionals without a Graduate Degree in Librarianship Have Prior Library Experience and Do Not Plan to Pursue a Library Degree." Evidence Based Library and Information Practice 15, no. 1 (March 13, 2020): 254–56. http://dx.doi.org/10.18438/eblip29617.

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A Review of: Oliver, A., & Prosser, E. (2018). Academic librarianship without the degree: Examining the characteristics and motivations of academic library professionals. The Journal of Academic Librarianship, 44(5), 613-619. https://doi.org/10.1016/j.acalib.2018.07.006 Abstract Objective – To examine the motivations and career paths of professionals outside the field of library science who work in academic library settings, including their reasons for not pursuing a graduate degree in librarianship. Design – Multiple-choice survey questionnaire. Setting – Not clearly stated. Subjects – 193 adults without graduate degrees in librarianship employed in professional positions in academic libraries. Methods – A nineteen-item multiple-choice questionnaire hosted on Select Survey and a previous study by the same authors. Filtering excluded survey respondents who did not currently work in academic libraries, who had graduate degrees in librarianship, or who do not identify as an academic library professional. Main Results – Most of the survey respondents (n=115, 59.9%) had positions in a library prior to pursuing a professional academic library career. Of those with prior library experience, most (n=98, 85.2%) had gained experience in academic library settings. The two top reasons cited for becoming an academic library professional were an interest in employment in academic library settings (n=59, 52.2%) and meeting position requirements (n=54, 47.8%). A fifth of respondents both met the requirements for their position and had an interest in working in academic libraries (n=23, 20.4%). Most respondents had less than five years’ experience (n=41, 36.6%) or six to ten years’ experience (n=43, 38.4%) in an academic library. Less than half of respondents had became academic library professionals after applying as an external candidate (n=83, 44.6%) and a number of respondents had applied as an internal candidate (n=52, 28%). Several respondents had become academic library professionals because they were promoted, appointed, or recruited within their academic libraries (n=35, 18.8%). Few respondents were actively working on a graduate librarianship degree (n=21, 11.3%) and most expressed that they did not need such a degree (n=112, 67.9%). Those who were pursuing a graduate degree in librarianship did so because of their desire to advance their careers (n=17, 81%). Respondents’ current positions were mostly categorized in areas such as administration (n=77, 31.2%), scholarly communications (n=34, 13.8%), technical services (n=27, 10.9%), and information technology (n=20, 8.1%). Conclusion – Having prior experience working in an academic library served as a notable motivating factor for entry into the position of academic library professional. Two main pathways towards obtaining such positions included positions without graduate library degree requirements and the transition of paraprofessionals into professional-level jobs. Most survey respondents noted their lack of interest in pursuing an advanced degree in librarianship, as they did not see the significance of having one. These findings may help library education programs to better understand growing needs in librarian education and prepare the future library workforce to meet these new demands.

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CAGASAN, EDITHA, TONI MARC DARGANTES, NICOLASA FLORENTINO, and HEIDE LASQUITES. "TRACER STUDY OF THE GRADUATE DEGREE PROGRAMS OF VISAYAS STATE UNIVERSITY." Science and Humanities Journal 11, no. 1 (December 1, 2017): 17–39. http://dx.doi.org/10.47773/shj.1998.110.2.

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Tracer study is needed to understand how well a university has performed in terms of developing the competencies of its students and in preparing them for the world of work. This study was conducted to determine the employment characteristics and job experiences of the graduates of VSU's graduate degree programs, and their feedback on their educational experiences in the university. Data were gathered by sending online questionnaires to graduates with active email accounts, handing in questionnaires to alumni working in VSU and nearby agencies and institutions, and conducting interviews and focus group discussions with graduates working in some institutions in Bohol. Of the 73 respondents, 78% finished master's degree only at ViSCA/LSU/VSU, while 16% finished both master's and doctorate degrees from the university. Almost all (99%) are employed, 84% have regular or permanent positions, 78% are working in academic institutions/state universities and colleges either as faculty members, researchers, extension workers or administrative staff, 27% occupy supervisory positions, and 64% got promoted after earning their graduate degrees in VSU. A great majority of the respondents (92%) considered the graduate degrees they earned as highly relevant to their current jobs. The top five skills they learned in VSU which they found useful included teaching (78%), communication (69%), critical thinking (63%), problem-solving (55%), and human relation skills (52%). The graduate programs were rated high by the respondents in terms of seven criteria, including relevance of the program to professional requirements (4.65), teaching/learning environment (4.33), teacher-student relationship (4.31), quality of program delivery (4.29), range of courses offered (4.20), library, laboratory and other facilities (4.10), and work placement (4.07). This suggests that the respondents were generally satisfied with the university's graduate curricular offerings. However, they gave some suggestions to further improve the delivery of graduate degree programs by VSU.

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Yap, Joseph. "Not all students are online: The case of business graduate students in Kazakhstan." Business Information Review 37, no. 1 (March 2020): 25–29. http://dx.doi.org/10.1177/0266382120906683.

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Graduate students who are on the go prefer to have research help virtually for convenience. But, not in the case of Kazakhstan. Our two-year data would show that almost half of the transactions we recorded are face-to-face encounters. While business graduate students use e-mail and chat for research help, they mostly prefer physical interaction. They visit the library on-site for multiple reasons. This study will provide us insights that despite the provision of technological enhancements for online communication and virtual reference, graduate students show up in the library to ask in-person research assistance. This article will describe the types of transactions received from graduate business students.

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Lu, Shaojun. "Graduate Education in Library and Information Science in China." Journal of Education for Library and Information Science 35, no. 4 (1994): 350. http://dx.doi.org/10.2307/40323033.

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Tracy, Daniel G., and Susan E. Searing. "LIS Graduate Students as Library Users: A Survey Study." Journal of Academic Librarianship 40, no. 3-4 (May 2014): 367–78. http://dx.doi.org/10.1016/j.acalib.2014.05.004.

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Kent, Natalie. "My Experience as a Library Graduate Trainee in Law." Legal Information Management 13, no. 2 (June 2013): 112–15. http://dx.doi.org/10.1017/s1472669613000121.

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AbstractGraduate traineeships are an excellent way for people to enter into a career in libraries, providing a vast range of relevant experience. In the following article, last year's Graduate Trainee at Lincoln's Inn Library Natalie Kent, describes her experience as a trainee in law, outlining her background, role, training and visits, and reflects on the profession more widely.

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Shaffer, Barbara A. "Graduate Student Library Research Skills: Is Online Instruction Effective?" Journal of Library & Information Services in Distance Learning 5, no. 1-2 (January 2011): 35–55. http://dx.doi.org/10.1080/1533290x.2011.570546.

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Chaudhry, Abdus Sattar. "Information science curricula in graduate library schools in Asia." International Library Review 20, no. 2 (April 1988): 185–202. http://dx.doi.org/10.1016/0020-7837(88)90018-0.

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Brown, Cecelia M. "Information Literacy of Physical Science Graduate Students in the Information Age." College & Research Libraries 60, no. 5 (September 1, 1999): 426–38. http://dx.doi.org/10.5860/crl.60.5.426.

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This article reports on findings from a survey exploring the information literacy of physical science graduate students. The study also describes the graduate students’ perceptions of the physical and psychological components that enhance or detract from their ability to find, appraise, and use information and how they feel during the various stages of an information search. This snapshot investigation illustrates that physical science graduate students form an information-literate microcosm despite the lack of formal library instruction. The students offer a small number of reasons why they may be inhibited from locating an information source and report experiencing little anxiety as they search for information. They also describe their ideal information-seeking environment as being within the comfort of their home or the convenience of the library. Further, they place some emphasis, but not total reliance, on the capability to connect to the Internet quickly. Relevance, quality, and speed are the cornerstones of a successful search quest. Recommendations for outreach to graduate students who are not native speakers of English are made. Also, suggestions are proposed for library instruction that is specifically designed for, and attracts a greater number of, physical science graduate students.

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Hörzer, Birgit, Karin Lach, Gabriele Pum, Sylvia Rabl-Altrichter, Alina Rezniczek, Christian Schlögl, Monika Schneider-Jakob, and Maria Seissl. "Education for academic librarians in Austria: From the early beginnings up to the present." Education for Information 36, no. 4 (December 16, 2020): 441–55. http://dx.doi.org/10.3233/efi-190343.

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After a short introduction of the LIS landscape in Austria, the development of LIS education for academic librarians will be discussed. Until 2004 library education in Austria consisted mainly of vocational training to which only university graduates and eventually high-school graduates were admitted. In the nineteen-nineties, with Austria joining the European Union and the creation of universities of applied sciences, LIS education became possible at the university level. For various reasons, the two established LIS programmes were discontinued after a relatively short time period. Major changes in university legislation concerning the legal autonomy of Austrian universities meant, however, that a post-graduate inter-university library and information studies programme could be launched in 2004. With the fourth revision of the curriculum in 2019, the programme has become even more aligned with international practice in terms of content, didactic methods and flexibility. The increased dynamism in library education has also had an impact on the creation of non-academic training and continuing education programmes.

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Pionke, JJ. "A secondary analysis of the library profession’s self-reported competence and comfort in working with patrons with disabilities." Library Management 42, no. 6/7 (March 9, 2021): 409–20. http://dx.doi.org/10.1108/lm-10-2020-0153.

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PurposeThis article presents a secondary analysis of previously published data in order to drive discussion of the library profession’s current state of preparedness in working with patrons with disabilities.Design/methodology/approachThis article used a secondary analysis of survey data that have been previously published to determine what the continuum of data said about the current state of preparedness in the profession when working with people with disabilities.FindingsA comparison of the data from both surveys reveals that there are not only gaps in library graduate school education related to disability and accessibility but also that those gaps are not being addressed through professional development and staff training after students enter the workforce.Research limitations/implicationsThis was a secondary analysis of data, so no new data could be added. There was also no representation from library graduate school administration.Practical implicationsAn awareness is built that there needs to be more instruction for library graduate students and library employees on topics related to disability, accessibility and assistive technologies.Originality/valueThe topic has never been studied before in this kind of continuum of data, and the use of the secondary analysis of data with the library and information science profession is exceedingly rare.

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Deardoff, Ariel, and Dylan Romero. "From Python to Raspberry Pi: Celebrating Pi Day with data science." College & Research Libraries News 79, no. 11 (December 5, 2018): 613. http://dx.doi.org/10.5860/crln.79.11.613.

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The University of California-San Francisco (UCSF) Library is a graduate-only health science university with four professional schools (medicine, pharmacy, nursing, and dentistry), a graduate division, and an academic medical center. For several years UCSF has been the number one public recipient of NIH funding, reflecting the school’s dedication to biomedical research. Around 2015, the UCSF Library began investigating new ways to serve the university’s research population. Seeing a need for more computational and entrepreneurship training the library piloted two new programs: the Data Science Initiative (DSI) and the Makers Lab.

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Croxton, Rebecca A., Michael A. Crumpton, and Gerald V. Holmes. "Promoting diversity to add value to the LIS profession." Bottom Line 29, no. 3 (November 14, 2016): 191–206. http://dx.doi.org/10.1108/bl-05-2016-0024.

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Purpose The purpose of this paper is to discuss the impact the University of North Carolina at Greensboro’s (UNCG) Library and Information Studies Academic and Cultural Enrichment (ACE) Scholars Program has had on promoting diversity and adding value to the library and information studies profession. Design/methodology/approach This paper is presented as a case study in which three iterations of the ACE Scholars Program are discussed, including program design and suggested impact the program has had on educating and engaging diverse individuals for careers in the library and information studies professions. Findings Nearly 50 ACE Scholars program participants, representing ethnically, racially and socioeconomically diverse backgrounds, have graduated from UNCG with their Master of Library and Information Studies degrees since 2011. In the five years since the first ACE cohort graduated, Scholar alums continue to impact the Library and Information Studies (LIS) profession through their professional roles as well as through their community engagement, professional association memberships and leadership roles, professional presentations and numerous publications. Originality/value This paper presents a model that has helped to promote diversity in the LIS field in way that can be adapted by other graduate programs that are preparing individuals for successful and engaged careers as library and information studies professionals.

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Ameen, Kanwal. "Graduate researchers’ perceptions and expectations." Reference Services Review 48, no. 2 (July 29, 2019): 227–42. http://dx.doi.org/10.1108/rsr-02-2019-0009.

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Purpose This study aims to explore the perceptions and expectations of graduate research students regarding reference and information services. The purpose was also to determine the information seeking and library usage patterns of the respondents. Design/methodology/approach The qualitative research design was used to conduct this study. Face-to-face interviews were conducted with 18 research scholars enrolled at the University of the Punjab in three main domains of knowledge: sciences, social sciences and humanities. The interviews were verbatim transcribed and analyzed using a thematic approach. Findings The findings revealed that the graduate research students had hardly any idea of reference and information services. Their perceptions of the services were vague. Due to this lack of understanding, they would not expect an important role of the library professionals in their research activities except providing access to physical or online information sources. The study recommends redesigning of reference and information services, as well as their promotion among communities. Research limitations/implications Being qualitative in approach, the findings are based on the perceptions and expectations of a limited number of researchers. However, libraries and institutions may use the findings for assessment of their services. Practical implications Public and university libraries in the developing countries like Pakistan can use the insight for developing user-focused reference and information services and create aggressive awareness strategies about the services offered. The research-related information services can enhance the quality of research output. Social implications The public image of information professionals can be enhanced by meeting the expectations of modern information seekers. Originality/value The paper is the first one in the context of a developing country on the subject of reference and information services. The users' perspectives have hardly been addressed in a qualitative manner. The findings reveal interesting aspects of reference and information services.

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White, Philip Bradley. "Realizable value of the MLIS: insights from a new professional." Bottom Line 29, no. 3 (November 14, 2016): 142–50. http://dx.doi.org/10.1108/bl-05-2016-0019.

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Purpose This paper aims to discuss the value of the Master of Library and Information Science degree from the perspective of a recent graduate and practicing academic librarian. Design/methodology/approach The paper is a viewpoint supported by current literature and practical experience. Findings The author presents ideas for integrating theory into skills-based education and advocates for greater emphasis on technical skill development in Library and Information Science (LIS) education. Practical implications LIS educators may benefit from a recent graduate’s evaluation of LIS education because it relates to hireability and job performance. Originality/value The paper represents the author’s points of view.

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Azadbakht, Elena, John Blair, and Lisa Jones. "Everyone’s Invited: A Website Usability Study Involving Multiple Library Stakeholders." Information Technology and Libraries 36, no. 4 (December 22, 2017): 34–45. http://dx.doi.org/10.6017/ital.v36i4.9959.

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This article describes a usability study of the University of Southern Mississippi Libraries’ website conducted in early 2016. The study involved six participants from each of four key user groups – undergraduate students, graduate students, faculty, and library employees – and consisted of six typical library search tasks such as finding a book and an article on a topic, locating a journal by title, and looking up hours of operation. Library employees and graduate students completed the study’s tasks most successfully, whereas undergraduate students performed fairly simple searches and relied on the Libraries’ discovery tool, Primo. The study’s results identified several problematic features that impacted each user group, including library employees. This increased internal buy-in for usability-related changes in a later website redesign.

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Song, Yoo-Seong. "Evidence-Based Marketing for Academic Librarians." Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 69. http://dx.doi.org/10.18438/b8rp40.

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Objective - In developing marketing strategies for the Business & Economics Library (BEL) at the University of Illinois at Urbana–Champaign (UIUC), a survey was designed to answer the following questions: • Should BEL develop marketing strategies differently for East Asian business students? • What services do graduate business students want to receive from BEL? • With whom should BEL partner to increase visibility at the College of Business? Marketing research techniques were used to gather evidence upon which BEL could construct appropriate marketing strategies. Methods - A questionnaire was used with graduate business students enrolled at UIUC. The survey consisted of four categories of questions: 1) demographics, 2) assessment of current library services, 3) desired library services, and 4) research behavior. The data were analyzed using descriptive statistics and hypothesis testing to answer the three research questions. Results - East Asian business students showed similar assessment of current services as non-East Asian international business students. Survey results also showed that graduate business students had low awareness of current library services. The Business Career Services Office was identified as a co-branding partner for BEL to increase its visibility. Conclusion - A marketing research approach was used to help BEL make important strategic decisions before launching marketing campaigns to increase visibility to graduate business students at UIUC. As a result of the survey, a deeper understanding of graduate business students’ expectations and assessment of library services was gained. Students’ perceptions became a foundation that helped shape marketing strategies for BEL to increase its visibility at the College of Business. Creating marketing strategies without concrete data and analysis is a risky endeavor that librarians, not just corporate marketers, should avoid.

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ur Rehman, Sajjad, and Bibi Alajmi. "Knowledge organization content in graduate coursework." Library Review 66, no. 1/2 (February 7, 2017): 90–106. http://dx.doi.org/10.1108/lr-03-2016-0028.

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Purpose Knowledge organization (KO) content is central to educational programs of library and information science (LIS) and information and knowledge management (KM) programs. The components of information and KO have similar philosophies, theories, approaches, strategies and tools. LIS education programs have strong traditions of teaching KO. Fresh emphasis is noted on metadata, data mining, info-maps, knowledge maps, taxonomy, ontologies and other strategies for organizing an organization’s explicit and tacit knowledge. This paper aims to analyze how LIS schools have responded to the needs of developing competencies related to information and KO among its graduates. Design/methodology/approach This study analyzed the curricula of LIS accredited schools and leading schools in selected regions of the world based on the course titles presented on their websites. Findings This analysis provided an overall picture of the coverage of KO courses in LIS programs of 68 selected schools located in Southeast Asia, the Europe and accredited schools of North America. Research limitations/implications The paper is limited to the treatment of KO in 68 selected programs of LIS education. Practical implications Library and information education programs may benefit from the findings for incorporating needed content in KO coursework. Originality/value The study is ground-breaking as it addresses the needs of development of KO competencies among LIS professionals from the perspective of findings of a systematic study of the curricula of 68 schools.

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Delgadillo, Roberto, and Beverly P. Lynch. "Future Historians: Their Quest for Information." College & Research Libraries 60, no. 3 (May 1, 1999): 245–59. http://dx.doi.org/10.5860/crl.60.3.245.

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This paper examines how history graduate students at one research university seek information and how they use the university library in their information-seeking process. The general question framing the study was whether graduate students in history demonstrate the same information-seeking behavior as established scholars. Related questions explored the use of new technologies and the reliance that history graduate students place on reference librarians and librarians in special collections.

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Soderdahl, Paul A., and Carol Ann Hughes. "That's My Bailiwick: A Library-Sponsored Faculty Research Web Server." Information Technology and Libraries 19, no. 1 (September 17, 2017): 29–34. http://dx.doi.org/10.6017/ital.v19i1.10071.

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Sukiasyan, Eduard. "Library magistrature. Its impact on the fate of library education in Russia." Scientific and Technical Libraries, no. 10 (October 1, 2017): 69–80. http://dx.doi.org/10.33186/1027-3689-2017-10-69-80.

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The author speaks about the influence of the Bologna Declaration principles on the fate of library education in Russia. The problems of education at the level of undergraduate, graduate and postgraduate courses, further training of practical librarians, and the additional education (obtaining a second diploma) have been consistently addressed. The current practice in Russia is compared with the training system in the United States. The experience of teaching Russian students in US library schools is analyzed, from the selection criteria to the evaluation of effectiveness. The conclusion is drawn: there is no connection between educational institutions and libraries. This should be handled by the Russian Library Association.

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Eldermire, Erin R. B., Erica M. Johns, Susette Newberry, and Virginia A. Cole. "Repackaging library workshops into disciplinary bootcamps: Creating graduate student success." College & Research Libraries News 80, no. 7 (July 8, 2019): 394. http://dx.doi.org/10.5860/crln.80.7.394.

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Academic libraries typically offer short, stand-alone workshops focused on specific topics. These might be 60- to 120-minute sessions on topics such as an introduction to citation management software, text analysis, 3-D printing, or systematic reviews, and are predominantly offered throughout the fall and spring semesters.

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Honey, Michelle, Nicola North, and Cathy Gunn. "Improving library services for graduate nurse students in New Zealand." Health Information and Libraries Journal 23, no. 2 (June 2006): 102–9. http://dx.doi.org/10.1111/j.1471-1842.2006.00639.x.

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Tipton, Carol J. "Graduate Students' Perceptions of Library Support Services for Distance Learners." Journal of Library Administration 32, no. 1-2 (January 2001): 393–408. http://dx.doi.org/10.1300/j111v32n01_14.

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