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Dissertations / Theses on the topic 'Library and Information Science Education'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Buttlar, Lois, and Mont Rosemary Du. "Library and Information Science Competencies Revisited." Association of Library and Information Science Education, 1996. http://hdl.handle.net/10150/105083.

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This study ascertains the attitudes of library school alumni regarding the value of including various competencies in an M.L.S. program in order to facilitate curriculum planning. A total of 736 alumni rated a list of fifty-five competencies. Twenty-five percent of alumni had been out of library school less than three years; 60 percent had been out less than ten years. The largest category of respondents is represented by public librarians (39 percent), followed by academic librarians (20 percent), school librarians (19 percent), special librarians (10 percent), and those in nonlibrary settings (12 percent). There was a significant relationship between the type of library course taken during library school and the type of library in which the respondent found employment. Childrenâ s and young adult literature was the most poplar â type of literatureâ course taken. The five competencies ranked most frequently as essential include: knowledge of sources, collection management skills, conducting a reference interview, communicating effectively in writing, and the ability to apply critical thinking skills to library problems. Rating of competencies was also analyzed by beginning librarians. Competencies valued also differed as a function of setting. Findings were compared to those of an earlier study conducted by the authors in 1987.

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2

Majumder, Apurba Jyoti. "Role of Consortia on Library and Information Science Education." Allied Publisher, 2007. http://hdl.handle.net/10150/105227.

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The way and pace at which information is generated, organized and used is witnessed rapid strides in recent times. Hence, the discipline of LIS meant to manage and provide information service may not be taught effectively and practiced perfectly through a framed curriculum in the formal education steam alone. Driven by the market demands and user needs, the discipline is embracing other disciplines like computers, communication technology, cognition research etc. to continuously monitor and augment their skills to arrive at â pinpointed information from the delugeâ . Manual means of tackling information will not help the user/professional to solve emerging problems in the actual research setup and also the present day researchers expect a faster response to their information needs. Information management and servicing in a highly matured and skill intensive activity and it requires people with different educational backgrounds. Electronic access is increasingly providing a large proportion of current information instead of print and allowing access through a variety of platforms on a twenty-four hour basis. As the traditional custodians of information, librarians need to be aware of the implications of these changes and develop technological and managerial skills that will enable them to make effective use of information to meet their organization and changing needs. However, many librarians lack confidence to learn and master the skills required in adopting the increasingly sophisticated technology. It is vital that they must be kept in touch with modern developments and maintains a proactive approach to work in an ever-changing information world. Professional profiles are changing so rapidly and very radically these days impacting the librarianâ s portfolio, since libraries are becoming knowledge management organizations with librarians as their active agents. Perhaps the most important development of libraries during the current decade has been the move from organizational self-sufficiency to a collaborative survival mode as personified by the growth of library consortia. Information technology is now a level of cooperation that is much broader and deeper than ever before

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3

Sarrafzadeh, Maryam, Afsaneh Hazeri, and Bill Martin. "Educating future knowledge-literate library and information science professionals." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105898.

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This paper reports the core findings of an international study that examined the perceptions of LIS community towards knowledge management inclusion in the LIS education. Taking the perspectives of members of international LIS communities, we try to identify the rationale for a paradigm shift in library education towards knowledge management. We also explore the perceptions of LIS community towards the nature and content of knowledge management program in the LIS education which best meets the challenges of the knowledge management work environment.

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4

Wiles, Alison. "Library usability in higher education : how user experience can form library policy." Thesis, University of West London, 2015. https://repository.uwl.ac.uk/id/eprint/1473/.

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The university library has been called “the heart of a university”, but in the past has been described as being “virtually unusable”. This exploratory study is an investigation into user experience and usability in university libraries in the UK, and aims to examine the difference between users’ experience and their expectations of using their university library. It will also investigate university library policies to determine how a user experience policy can help to improve users’ experience. A user survey was carried out at three UK university libraries, using a questionnaire which asks participants to give their current opinions on their experience of 12 usability properties, and then to rate their expectations of each of the 12 properties. This means that it is then possible to calculate the gap between how the users rate the usability of the library, and how usable it should be. Additionally, a website survey of 121 UK universities was undertaken to see which types of policies UK university libraries have in place, whether a policy for user experience factors exists at these institutions, and if so what the policy covers. The findings show the areas where the largest gaps between expectations and experience occur. One of the largest gaps at the three institutions concerns the adequacy of the information that users are able to retrieve, and this can be addressed by either improving the library’s performance in this area, or by managing the expectations of library users. The website survey of library policies shows that while there is a core of seven types of library policy, user experience policies are unusual. Library user experience and usability is undoubtedly a field growing in importance in the eyes of librarians and researchers. By taking the “lived experiences” of users into account, and doing this in conjunction with a user experience policy, the university library can become a place of continuous improvement.

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5

Tsuji, Keita, Yuko Yoshida, Makiko Miwa, Hiroya Takeuchi, Tomohide Muranushi, and Masami Shibata. "Survey on Faculty of Library and Information Science Education in Japan." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105660.

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As a part of LIPER research, a questionnaire survey was performed on Library & Information Science instructors in Japanese universities. In quantitative terms, this research revealed the characteristics and teaching goals of LIS instructors, the similarities of librarian certification courses, and the overlap with instructors of those courses. Also, an analysis of freeform question responses about LIS education revealed the instructorâ s varied thoughts on LIS education and also revealed awareness of problems related to profession and curriculum issues and education goals.

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6

Islam, Md Shiful, and Mohammed Abu Khaled Chowdhury. "Library and information science education system in Bangladesh: An overall situation." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105393.

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This study has made an attempt to explore the library and information science (LIS) education system in Bangladesh. This paper also identifies the different levels of LIS education, continuing education and training facilities in Bangladesh. At the same time we have tried to find out the existing problems, which create barriers for quality education as well as professional development. In the conclusion, some necessary recommendations have been given for the development of LIS education system and professional development in Bangladesh.

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7

Singh, Jagtar, and Pradeepa Wijetunge. "Library and information science education in South Asia: Challenges and opportunities." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106432.

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All is not good with Library and Information Science (LIS) Education in South Asia. Out of the seven countries in South Asia; India, Pakistan, Sri Lanka, and Bangladesh have provision for Library and Information Science Education, whereas Nepal, Bhutan, and the Maldives depend upon outside support for educating and training people for looking after their professional turf. Existing body of literature shows that in India there is a mushroom growth of Library and Information Science Departments. There is no professional accreditation, though institutional accreditation is in place in India. Many departments have failed to respond adequately to the ICT-based developments. Nomenclature of the courses offered has changed but the course contents are not consistent with the nomenclature in many cases. Moreover, these departments are seriously suffering from insufficient infrastructure, inadequate faculty, lack of quality research and document support. The course contents are not informed by the emerging employment opportunities in the corporate sector. Even today, the focus is on technical services. Academic Librarianship and Literature survey in social sciences are the only options offered by majority of LIS Programmes in India. Whereas, the core is still stuck to classification, cataloguing, indexing, and vocabulary control, the emerging themes, such as information literacy, knowledge management, elearning, ICT application, use of networks in teaching, and teaching about networks have not been adequately integrated in the curricula. On the top of it, there is limited Internet connectivity available in these departments. Attitude of authorities is also not that encouraging as these departments, being small, are considered liabilities. Above all, these departments have not, till today, internalized the concept and practice of cooperation and collaboration. Globalization and privatization of LIS education under GATS is another threat to the developing countries as it will lead to competition among the unequal. In fact, LIS education in majority of the departments in South Asia is in shambles.

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8

Raber, Douglas, and Lynn Silipigni Connaway. "Two Cultures, One Faculty: Contradictions of Library and Information Science Education." Association for Library and Information Science Education, 1996. http://hdl.handle.net/10150/106456.

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Library and information science faculty must live within two competing cultures that have very different values and interests: the academic and the practicing profession. This difference causes these cultures to exert competing expectations and demands upon library and information science education. While the university's value is increasingly judged by its demonstrated utility, its central legitimating value is still intellectual achievement and the creation of knowledge. While the need for a knowledge base is recognized, the central legitimating value of the profession is demonstrated utility in terms of service to users. This is necessarily dominated by technical rather than reflective aspects and the need for immediate solutions to practical problems that include the education and continuing education of professionals. This article addresses the problems that result from the collisions of these two cultures: applied versus pure research, theoretical versus practical education, and competing definitions of service. It explores the applicability of Ernest Boyer's model of higher education as a means of solving problems.

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9

Peterson, Lorna. "Alternative Perspectives in Library and Information Science: Issues of Race." Association of Library and Information Science Education, 1996. http://hdl.handle.net/10150/106445.

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Since the 1970s, most disciplines and schools of professional studies have developed their areas of curriculum, research, and theory construction by including race and ethnic studies. At the same time, library and information studies has lagged in providing a broader understanding of race and librarianship. Although attempts have been made to fill the racial-understanding gap, most of the work is characterized as exceptional/pioneer biography, with little attention given to broader social constructs of race and racism. This article explores how library and information science education falls short in contributing to the literature on race and racism. The current multicultural movement in library science is to be addressed.

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10

Rath, Pravakar. "Preparing library and information professionals for the 21st century: Issues and challenges for library and information science educators in India." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105129.

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Professional developments and initiatives both at international and national level have necessitated library and information professionals in general and library and information educators in particular to prepare themselves and meet the challenges of changing information scenario. Emergence, growth and popularity of knowledge society, digital libraries, library networks and consortia, content development in electronic environment, web based learning, knowledge commission and knowledge centers of which some of the new initiatives have been undertaken by Government of India have compelled to revamp and reorient library and information science education offered by schools of library and information studies in India. The paper discusses the present scenario of library and information science education in India, recent trends and developments in the library and information profession and more specifically the role of library and information science educators to address these issues and meet the challenges in the new millennium.

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11

Cox, Richard J., Mary K. Biagini, Toni Carbo, Tony Debons, Ellen Detlefsen, Jose-Marie Griffiths, Don King, et al. "The Day the world changed: Implications for archival, library, and information science education." University of Illinois at Chicago Library, 2001. http://hdl.handle.net/10150/105956.

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The terrorist attacks of September 11th on the World Trade Center and the Pentagon have had profound implications for many aspects of American and global society. This essay explores the many implications for library and information science schools educating the next generation of information professionals. The essay considers an array of opinions by the faculty located in one such school regarding how to reflect on the aftermath of the attacks for basic aspects of teaching, research, and curriculum design in library and information science schools. Topics examined include disaster preparedness and recovery, knowledge management, workplace design and location, technology and the human dimension, ethics and information policy, information security, information economics, memorializing and documenting the terrorist attacks, the role of the Internet, and preservation.

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12

Nassimbeni, Mary. "The role and value of fieldwork in education for library and information science." Doctoral thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/14702.

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Includes bibliography.
An investigation was undertaken into the role and value of fieldwork in professional education for library and information science. Following a literature search, the researcher undertook a philosophical investigation of the educational rationale of fieldwork as it relates to other components of the educational programme The second part of the investigation comprised an empirical investigation of the fieldwork programmes at two selected South African universities. Employing a combination of qualitative and quantitative methodologies, the candidate evaluated the two programmes and, by means of cross-site comparison, attempted to establish common patterns, to account for differences and to construct a model of fieldwork. Findings relating to each programme were reported and conclusions regarding the most important dimensions and positive indicators of effectiveness were made.

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13

Belkin, Nicholas J. "Priorities and Concerns for Education and Research in Library and Information Science." Association for Library and Information Science Education, 2005. http://hdl.handle.net/10150/105251.

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This is a Plenary Session 4 - Working in Partnership: Priorities and Concerns for the Profession - presentation (in pdf format) on Friday, January 14 at the ALISE 2005 Conference. Professor Nicholas Belkin identifies some priorities for both education and research in library and information science.

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14

Zungu, Nkosingiphile Mbusozayo, and D. N. Ocholla. "Informetrics Education in Library and Information Science (LIS) Departments in South Africa." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1791.

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Dissertation submitted to the Faculty of Arts in accordance with the requirements for the Masters' Degree in Library and Information Science in the Department of Library and Information Studies, at the University of Zululand, 2019.
This research sought to explore informetrics education in Library and Information Science (LIS) departments in South Africa. This study adopted the pragmatic epistemology and pluralistic ontology. The abductive approach was considered appropriate for this study. The employed mixed research methods were survey and content analysis. The survey research methods, through questionnaire, were used to collect data from the LIS heads of departments (HODs) and informetrics lecturers. On the other hand, the content analysis was employed to analyse the content of course outlines. The study‟s population was all LIS departments in South Africa. Nine LIS departments were targeted and responses were received from eight LIS departments. Five of the eight departments were found to offer informetrics education. These were the LIS departments from the University of Cape Town, University of Kwa-Zulu Natal, University of Limpopo, University of Western Cape, and the University of Zululand. The LIS department at the University of Zululand is the only department that offers informetrics education as autonomous module/course in the full programme. Other LIS departments offer it as a chapter/Unit in a module. Three LIS departments (University of Cape Town, University of Limpopo, and University of Western Cape) offer informetrics as module component at a Masters level. The LIS department at the University of Zululand offers informetrics education to level three and four undergraduate students in two programmes- BLIS and BIS. The University of Limpopo also offers it at an undergraduate level (level two, three and honours). The content analysis revealed that the scope of informetrics is broad in the essence that there is no uniformity in the content of informetrics across all LIS departments. The blended learning method is widely used: cased studies, group discussions, and online teaching and learning methods are commonly used for informetrics education. Numerous challenges that surround informetrics education were pointed out. Most of them are linked to the consideration that informetrics is broad, ICT reliant and dynamic. The solutions to the challenges were suggested. The study concluded that there is very limited informetrics education in South Africa. The study recommended that LIS departments create awareness about informetrics education, develop informetrics curricula, provide short courses on informetrics, and keep up with the trends in LIS education internationally.

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15

Kasai, Yumiko. "School library challenge in Japan - LIPER-SL: Library and information professions and education renewal, School Library Research Group report." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105794.

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Japanese school libraries have had issues and conflicts over their specialists for over 50 years. LIPER-SL sets a new hypothetical model of "The Information Specialist for School". A series of research examined the possibilities of this new professional and identified the gap between the ideal and reality. The present situation was analyzed through a national questionnaire followed by a focus group interview. The missions and functions of "The Information Specialist for School" were defined at the end of this research.

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16

Saladyanant, Tasana. "Quality assurance of information science program: Chiang Mai University." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105376.

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Quality Assurance System has been implemented in Thai universities since 1997, initiated by the Ministry of University Affairs. According to the National Education Act 1999, the Office of Education Standards and Evaluation was set up to respond for external assessment while educational institutions do internal assessment. The Information Studies Programs, Chiang Mai University uses QA system and mechanisms as tools to improve quality. Two main elements need strongly support are faculty de-velopment and research.

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17

Stoffle, Carla J., and Kim Leeder. "Practitioners and Library Education: A Crisis of Understanding." Association for Library and Information Science Education, 2005. http://hdl.handle.net/10150/106125.

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The authors respond to the issues presented in the article "Crying Wolf: An examination and reconsideration of the perception of crisis in LIS education," published in the same issue of the Journal of Education for Library and Information Science.

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18

Tammaro, Anna. "Towards internationalisation of library and information of library and information science education : Bologna process as a lever of quality in Italy." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/2364/.

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19

Chang, Durk Hyun. "Knowledge, culture, and identity : American influence on the development of library and information science in South Korea since 1945 /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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20

Adkins, Denice, and Susan Higgins. "EDUCATION FOR LIBRARY SERVICE TO YOUTH IN FIVE COUNTRIES." Routledge Taylor and Francis Group, 2006. http://hdl.handle.net/10150/106453.

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In this study, youth services instructors from five countries (Australia, Canada, New Zealand, the United Kingdom, and the United States) were surveyed as to the content of youth-oriented classes they had taught between 2000 and 2003. As anticipated, a content analysis of those descriptions revealed that the youth-oriented library curriculum was heavily dominated by childrenâ s and young adult materials. Management of the youth library and foundations of youth library services were less frequently emphasized. Descriptive content is remarkably similar between regions, but looking at an analysis of the content with regard to national differences suggests additions to curricula based on the needs of each country.

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21

Kevil, L. Hunter. "Continuing Education and the Reinvention of the Library School." Association of Library and Information Science Education, 1996. http://hdl.handle.net/10150/105580.

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This article emphasizes (1) librarianship today is a technology-dependent discipline that is driven by technological changes, and (2) libraries will need to adopt a much more business-like model and develop management skills. The author thought the ideas about libraries could be applied to library schools. Accordingly, suggestions were made for library schools: (1) they must change redically, and (2) a commitment to reinvigorated continuing education may represent a good step for them to redefine what it does. Some examples were used to illustrated the ideas.

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22

Lin, Chihfeng. "Library & Information Studies (LIS), Information & Communications (ICS), and to join the College of Information: To lead or to follow?" School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105713.

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In accordance with social changes, Library Science (LS) schools have transformed themselves into Library and Information Studies (LIS) schools in the last decade. The first LIS school in Taiwan to take the lead into Information and Communications (IC) was the Department of Library and Information Studies in Shih-Hsin University. Curriculum reform has resulted in a broader range of jobs for students, leading to increased enrollment. A potential move to join the College of Information has become an issue among students and faculty members. This paper presents the results of a preliminary survey among students and faculty members regarding the move. Asked the open-ended question: "What do you think of the Department of Information and Communications joining the College of Information?", full time students and students from the Continuing Education (CE) program gave different answers. Responses received from faculty and students were sorted into categories of reasons and concerns.

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23

Ratzek, Wolfgang. "Characteristics of German library science: Sharing lessons learnt with the international community." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105588.

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Seen from an international point of view, the German LIS structure is of many reasons a very special one. Understanding the system, one has to gain insight into the political structure, the hierarchical system, and the salary system for civil servants. Up to the present, library education and training are more or less characterized by a special German way. Various educational and training programs on school, university and university college level are available. The different certificates open the way to different career paths in the LIS sector. In addition to that, the Bologna Declaration causes vital changes in the European university system in general and in that of Germany in particular. This contribution outlines the change from the old to the new paradigm in Germany in an international Context and pinpoints some actual problems.

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Higgins, Susan E. "A survey of internationalization activities in Asia Pacific library and information science schools." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106055.

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This study replicated Leif Kajberg’s Survey of Internationalization Activities in European Library and Information Science Schools with regards to Library and Information Science Education in Southeast Asia and the Pacific. Kajberg wrote that internationalization activities in European LIS Schools reflect different national traditions, institutional histories and missions. The purpose of this survey was to discover the different paths toward internationalisation that institutions of Higher Education have taken in LIS Schools in Australia, Bangladesh, China, India, Japan, Malaysia, Pakistan, Singapore, South Korea, Sri Lanka, Taiwan, and Thailand using the same types of variables which Kajberg used. Findings would assist in developing a theoretical understanding and a knowledge base regarding the forces of international co-operation relevant for higher education institutions at 70 universities concentrating on the LIS discipline. The following issues are examined: (1) Do international issues and priorities have a place on the educational and research agenda of the schools? (2) To what extent are international LIS issues reflected in the schools’ curricula? (3) What is the number of international-degree students enrolled? (4) Do schools have persons with an international background on their academic staff? (5) Are cross-country links developed with partner institutions abroad? These questions were considered representative of internationalization activities. As with Kajberg’s survey, the questionnaire designed for the study included a mix of close-ended questions (yesno model) and questions of the semi-open and open-ended type. The close-ended questions were formulated to elicit general information on LIS schools’ actual involvement in the various types of internationalisation processes and activities and gauge the level of cooperation. Permission to conduct the study was granted by the Institutional Review Board, Human Subjects Committee of the University of Southern Mississippi. Responses were held confidential.

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Hallam, Gillian. "Trends in LIS education in Australia." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105355.

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Recent reforms to the higher education sector are presenting challenges for academic staff and university administrators across Australia. Within this context, LIS education faces its own specific issues and challenges. This paper reviews the current trends in the LIS education, looking at student numbers, aca-demic staffing and curriculum issues. Education providers also need to consider the career-long learning needs of the profession. It is argued that LIS educators cannot work in isolation: the LIS profession as whole must work together collaboratively to ensure it has a bright and relevant future.

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26

Black, Fiona, and Judy Dunn. "R & D in Continuing Education." Association for Library and Information Science Education, 2005. http://hdl.handle.net/10150/105504.

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This is a PowerPoint presentation (20 slides) on Wednesday January 12, 2005 in Session 4.1: Continuing Education Programs in the U.S. and Canada, sponsored by the Continuing Education SIG at the 2005 ALISE Conference, Boston, MA. The presentation reviews issues of continuing education (CE) from different perspectives. By introducing the experience of the Dalhousie University's Library Science Program in CE, it discusses common problems and highlights some successes. It also advocates collaborative research with other LIS schools and with library associations.

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Farida, Ida, and Pungki Purnomo. "Library and information education at Islamic universities in Indonesia: Obstacles and opportunities." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105788.

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The Library and Information Studies programs at Islamic universities in Indonesia were born from the idealism thought that the advent of globalization era is a reality fact that we have no choice but to face and anticipate it. This is, not only as a challenge toward social culture and social religious for each society group or country, but also as an opportunity for all people to enrich their vision and empower their identity. The establishment of these library studies programs at state Islamic universities in Indone-sia also has a pragmatic background, the real needs of professional librarian provision to fulfill the expectation of people in improving the quality of Islamic educational institutions is very high. It means that the absence of this library and information education, including that is characterized by Islamic lit-eratures, in Indonesia will cause stagnation of our efforts to improve the quality of Islamic educational institutions as a whole. In Indonesia among Islamic universities, which are offering library and informa-tion science program, are Arraniry State Islamic University, Imam Bonjol State Islamic University, Su-nan Kali Jaga State Islamic University and Syarif Hidayatullah State Islamic University. In general, at least, there are three similar elements in the mission of the library and information program offered in Is-lamic Universities. Firstly, to be involved actively in developing librarianship sciences in Indonesia, spe-cifically related to Islamic sciences. Secondly, to fulfill the needs for professional librarians for all kinds of library, documentation and information centers, especially in Islamic educational institutions like madrasah libraries (Islamic school libraries) and Islamic university libraries. And finally, to apply and anticipate the global development of information technology for improving library services. Our mission in establishing the program of library and information sciences is not only to prepare professional librarians but also to keep in touch with all our stakeholders in the government and private sectors.

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28

Wallace, Rick L., and Nakia J. Woodward. "A Simple Plan to Reach for the Stars with Consumer Health Education." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8765.

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Klingler, Scott Lavell. "What makes a quality Ph.D. program in library and information sciences?" Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5499/.

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The intent of this study was to establish and validate criteria for use to assess the quality of a library and information sciences (LIS) Ph.D. program. The Ph.D. student-centric topology for quality Ph.D. programs was developed from a 2001 position statement by the American Association of Colleges of Nursing (AACN) regarding the quality indicators in research-focused doctoral programs in nursing. Topology components were tested using a survey instrument to establish their importance to the community of practice and their potential use to assess a Ph.D. program. Survey participants were asked to rank terms or concepts in a balanced incomplete block (BIB) design then rate, on a Likert-type scale, statements about the applicability of these terms or concepts to assessing a quality LIS Ph.D. program. Survey participants were from the Association for Library and Information Science Education (ALISE) Open Lib/Info Sci Education Forum jESSE Listserv. Of 225 survey participants affiliated with universities or schools from North America who submitted usable surveys, slightly less than two-thirds (64.4 %) were female while 35.5 % were male. Ninety-eight participants (43.6 %) were faculty, 114 (50.7 %) were Ph.D. students or candidates, and 13 (5.8 %) were in other roles. Statistical analysis of survey responses showed consistent results between the different demographic groups. The topology was validated by the results of the statistical analysis of the research data. Every component of the topology was acknowledged as very important to assess the quality of a LIS Ph.D. program. Faculty was the highest ranked item in the BIB analysis with a statistically significant difference (p < .0001) in the mean rank order from the next highest ranked item, Ph.D. students. The rank order from the BIB analysis was as follows: faculty, Ph.D. students, programs (courses) of study, teaching, learning environment, resources, and evaluation. Faculty was also the highest rated item in the Likert-type statement analysis.

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Rehman, Sajjad ur. "New age competencies for information professionals." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106367.

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The paper discusses competencies for new age information professionals. Emphasis has been on the changes within LIS market during the last 2-3 decades, with a particular emphasis on the new roles LIS professionals have to assume in information and knowledge management positions in the corporate world. Management and functional competencies have also been explored, that would make LIS professionals relevant in the emerging market.

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Chen, S. M. S., and F. Zhang. "The refocusing of LIS education [in Chinese]." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106245.

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Text in Chinese. English abstract translated from Chinese.
The community of libraries and information centers is demanding professionals who are equipped with skills in personal communication, leadership and creativity, besides professional expertise. However, library and information science schools are not cognizant of this; students lack particular training in this regard. To meet industry market demand, library and information schools need to incorporate this kind of generalist training into their curriculum.

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Kawatra, P. S., and Neeraj Kumar Singh. "E-learning in LIS education in India." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105799.

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Traces the history of e-learning to the learning age where knowledge will be freely accessed, profoundly abundant, and offered in cornucopia of formats. Distance learning has been accepted and recognized as a mode of education in LIS. The concept of open and distance learning is discussed. In the changing scenario of the society, the skills required of LIS professionals are also identified. The paper also examines the impact of the Internet on the teacher's role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The paper provides an insight into the innovative multi-channel delivery modes adopted by the different universities and their effectiveness for the LIS distance learners. Guidelines for distance learning Library services approved by Association of College and Research Libraries on June 29, 2004 are also discussed. For assessment and accreditation of LIS distance education institutions in India, areas have been identified.

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Hazeri, Baghdadabad Afsaneh, and E61534@ems rmit edu au. "The implications of knowledge management for library and information science education: a mixed method investigation." RMIT University. Business Information Technology, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20081202.143759.

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Knowledge Management (KM) is a popular topic emerging from the business sector, which has influenced many fields of study, among them Library and Information Science (LIS). As KM is quite recent, there is still much ambiguity as to its nature and its place in LIS education. The current study sought to shed a light on these issues. To help achieve better understanding of KM and its implications for LIS education, the researcher employed a mixed method approach, using both a web-based survey of LIS professionals and in-depth interviews with 18 LIS Heads of schools or senior staff at schools operating KM programs and courses. The research indicates that although to an extent, confusion remains over the nature of KM and its relevance to LIS, there is at least recognition among the research community of the need for a proper understanding of knowledge management, as distinct from information management and of the importance of looking at KM from a generalist perspective. The findings further indicate that the LIS community is seeking to expand its boundaries into a wider professional environment than that of traditional librarianship, and that it sees KM as an effective vehicle for this purpose. The indications are also that apart from at the elective level, KM education should be offered not just as a distinct and separate track, but also as a subject pervading the entire LIS curriculum. The findings also highlight a need for greater integration between research and teaching in knowledge management, and for improved links between the curriculum and the outside world of KM practice. This implies the need for LIS schools to import aspects of KM practice into their activities. Participants also acknowledged the importance of matching KM education both to the needs of students and of the marketplace. Furthermore, the research results highlight the necessarily multidisciplinary character of KM curricula, with the need for LIS curricula to focus on tacit knowledge and the human dimension of KM, as well as on business, management and organisational issues. The findings also support a collaborative approach to KM education in order to achieve the creation of a holistic curriculum, with contributions particularly, from business schools, industry and practitioners. Based on the findings of this study, a partial or improper understanding of KM among the LIS community, and a lack of realisation of the value of KM education among LIS students and educators, are key issues facing KM education in the LIS sector. To solve these problems, LIS schools not only need to provide courses in knowledge management, and promote it among the LIS community, but also they must actively market the concept and their own contribution to the field. This thesis makes an innovative contribution to the literature of KM education, and to the understanding of the subject and its related concepts. It is also one of the few such pieces of research into the implications of KM for LIS education to have been conducted on a global basis.

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Yates, Jan M. "An Assessment of Trends And Factors Affecting Future Directions In Library And Information Science Education." NSUWorks, 1992. http://nsuworks.nova.edu/gscis_etd/937.

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The purpose of this study was to determine qualifications for the position of librarian as advertised in Chronicle of Higher Education, (February 1991 through May 1991 issues). An assessment of library science catalogs of all schools currently accepting students (n a 58), which are approved by the American Library Association (ALA), was conducted. This assessment included issues relating to faculty, courses, entry and graduation requirements, and distance education. These qualifications of skill and training, as advertised in The Chronicle of Higher Education, were compared to the curricula of currently ALA-approved schools to determine whether library science curricula is supporting the current job market. Study findings of advertised positions in The Chronicle 2! Higher Education included the following: (1) technical computing skills are being requested by the current job market in the areas of online database searching and automation, not programming, and (2) request for experience in supervision points to the need to enhance the managerial aspects of training in library science. There were geographical differences (alpha = .05) in salaries and the availability of positions among these advertisements when compared to the six regions as designated by the ALA. Study findings based upon official catalogs from the 58 responding ALA-accredited library science schools showed no significant differences between library science school programs and regions by the following: (a) computer programming, (b) availability of the M.L.S. as distance education, (c) tuition cost for the M.L.S. program, (d) financial aid availability for the M.L. S., (e) doctoral program availability, (f) availability of the doctorate as distance education, (g) financial aid availability for doctoral education, (h) tuition for doctoral program, (i) Financial aid availability for the doctoral program, (j) Number of years required for doctoral education, (k) Number of course hours required for a doctorate, (l) Computer requirement for a doctorate, (m) Number of faculty degrees from employing school, (n) total number of technical courses offered, and (0) number of joint degrees offered. As a result of this study it is recommended that: (1) Library science schools enhance curricula related to managerial skills, (2) library science school deans explore the possibility of offering joint degrees with business schools which emphasize the non-profit nature of libraries, (3) the American Library Association offer a publicly accessible clearinghouse for nationwide educational opportunities open to librarians, (4) library science school deans cooperatively monitor the current job market on trends including, but not limited to, regional job offerings and salaries, and (5) library science school deans give increased attention to information, or lack thereof, included in school catalogs.

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Reagon, Renee Anne. "Competencies required by South African, entry-level, library and information science graduates." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis identified competencies required by the South African, entry-level library and information science graduate. It took into account the development of the information society and resultant proliferation of information and communication technologies and how these developments have given rise to new roles for the library and information worker. This thesis also looked at developments within the South African library and information environment and how these have affected the library and information science profession.

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Miwa, Makiko. "Trends and issues of LIS education in Asia." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106428.

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This paper highlights major trends and issues of LIS education in Asian countries, based on content analysis of a series of international workshops held in Tokyo as a part of the LIPER (Library and Information Professions and Education Renewal) Project. We invited speakers from China, Korea, Sin-gapore, Taiwan, and Thailand, in order to improve our understanding of recent trends in LIS education in neighboring countries, anticipating that such understanding would be beneficial not only for the pos-sible reform of Japanese LIS education, but also for future collaboration in LIS education among Asian countries. Each invited speaker reported on his/her country in terms of the current situation in LIS edu-cation, qualification systems for librarianship, recent changes in curricula and job markets for certified librarians, and credit exchanges with nearby countries. Through content analysis of the presentations and discussion sessions, we identified the following common trends of LIS education in Asia: (1) elimination of the word â libraryâ from the names of LIS programs in order to attract students, (2) shift in the educa-tional level from undergraduate to graduate, (3) changes in core subject areas from an emphasis on man-ual-based collection development to ICT-based information/knowledge management, (4) depreciation of LIS education for school librarians (except in Thailand), (5) decreasing opportunities for new employ-ment in library markets due to over production of LIS graduates and economic recession, (6) low interest among well-educated graduates in seeking employment opportunities in the public library market, which is characterized as offering relatively low social status and wage levels compared to national and aca-demic libraries, (7) lack of understanding among employers to accept LIS graduates as capable knowl-edge workers, and (8) increase in the number of faculty with doctoral degrees, who prefer to teach cutting-edge courses rather than traditional library oriented courses.

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Oliver, Gillian. "Globalisation and education for the information management professions: Challenges for small countries." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105503.

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Globalisation raises many issues which are relevant to information management. These include the creation and implementation of international standards, records management, archives and library operational needs of multinational companies and international organisations, the transborder flow of information and the increasing international mobility of information management professionals. This paper considers the tensions that ensue from increasing globalisation in terms of small countries, specifically New Zealand, in terms of the provision of education for information management.

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38

Coleman, Anita Sundaram. "Interdisciplinarity: The Road Ahead for Education in Digital Libraries." CNRI, 2002. http://hdl.handle.net/10150/105984.

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Focus is on curriculum development for Knowledge Organization (a core area, a problem area) using Learning Communities; rather than LIS education continuing to focus on Information Technology.
This article reviews the state of education in digital libraries and curriculum planning documents from professional associations in two areas: Library and Information Science; and Computing. It examines suggestions for integration and interdisciplinarity in education for digital libraries curricula using definitions of a discipline, interdisciplinarity, and the transdisciplinary structure of a university in order to discover how such integration may be successfully accomplished. A plan to use learning communities and develop an interdisciplinary curriculum for Knowledge Organization is briefly discussed.

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Luyt, Brendan, and Alton Chua. "In search of giants: Fostering leadership education in LIS." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106265.

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It is generally acknowledged that university graduates in library and information science are generally expected to hold management positions at some point in their career. It is also understood that a key role managers play is that of leader and in particular, visionary. But current LIS programs in the Asia Pacific region tend to place little emphasis on leadership education. And the field in general suffers a handicap in this regard, due both to the negative stereotypes, real and perceived, that surround the profession. Librarians are perceived to be timid, bookish and retiring. Recently of course, librarianship has evolved to encompass a wide range of potential occupational roles under the all-encompassing label information professional. Nevertheless, information professionals still find themselves obscured by other more ap-parently alluring domains (computer science, life science, business administration). In this paper, we argue that a powerful means to inspire a visionary approach in LIS students, which will create capabilities for successful leadership and expose students to a more empowering view of the profession, is to consciously develop role models from the past and use them as teaching exemplars. We set ourselves the task of arguing the potential and value of infusing biographies of these figures into the curriculum. However, before moving to those tasks, we present some evidence to support our views as to the validity of our approach.

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Coleman, Anita Sundaram. "William Stetson Merrill and Bricolage for Information Studies." Elsevier, 2006. http://hdl.handle.net/10150/105517.

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This is a preprint published in Journal of Documentation 62 (4): 462-481. Purpose: This paper examines William Stetson Merrill, the compiler of A Code for Classifiers and a Newberry Library employee (1889-1930) in an attempt to glean lessons for modern information studies from an early librarianâ s career. Methodology/Approach: Merrillâ s career at the Newberry Library and three editions of the Code are examined using historical, bibliographic, and conceptual methods. Primary and secondary sources in archives and libraries are reviewed to provide insight into Merrillâ s life at the Newberry and his attempts to develop or modify tools to solve the knowledge organization problems he faced. The concept of bricolage, developed by Levi-Strauss to explain modalities of thinking, is applied to Merrillâ s career. Excerpts from his works and reminisces are used to explain Merrill as a bricoleur and highlight the characteristics of bricolage. Research Implications and Limitations: Findings show that Merrill worked collaboratively to collocate and integrate a variety of ideas from a diverse group of librarians such as Cutter, Pettee, Poole, Kelley, Rudolph, and Fellows. Bliss and Ranganathan were aware of the Code but the extent to which they were influenced by it remains to be explored. Although this is an anachronistic evaluation, Merrill serves as an example of the archetypal information scientist who improvises and integrates methods from bibliography, cataloging, classification, and indexing to solve problems of information retrieval and design usable information products and services for human consumption. Originality/Value of Paper: Bricolage offers great potential to information practitioners and researchers today as we continue to try and find user-centered solutions to the problems of digital information organization and services. Paper Type: Research paper

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41

Raghavan, K. S., and Nupur Agrawal. "Has the market place for information professionals changed?" School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106194.

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The focus of the information profession (LIS profession) has been and continues to be: providing access to and delivery of information needed by end-users. Until the arrival of the Internet and online era this activity was largely library-centered. But there is increasing ‘dis-intermediation’ and ‘deinstitutionalization’ of the process of information search, access and delivery. This has implications for manpower development programmes. The composition of the emerging information market also needs to be understood in order to design and implement appropriate manpower development programmes. Based on an examination of ‘market indicators’ this paper suggests that the ‘divide’ between products of educational programmes and the requirements of the market place needs to be bridged.

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42

Laksmi. "The development of library and information science through books published in Indonesia, 1952-2005." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106479.

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This version of the paper contains an appendix with a list of book titles that was omitted from the version published in the conference proceedings.
The aim of this study is to analyze the development of library and information science through its publications written by librarians, scholars, and others who are interest to the field in Indonesia since 1952 to 2005. The book publication is limited to the scientific books that contain the knowledge of the library and information science. The analysis is focused on the kind of books, the subjects, the publication, the originality of books, and the writers. The study uses the content analysis approach that is named as bolometric study. This knowledge is needed as references to develop the science and to create more literatures with the various, innovative, and constructive ideas in the future. This version of the paper contains an appendix with a list of book titles that was omitted from the version published in the conference proceedings.

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43

Bible, Andrea Lee Oliver. "Integrating Information Literacy Instruction into a High School Science Classroom." Defiance College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=def1281545426.

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44

Sacchanand, Chutima. "The Information Science Programs of the School of Liberal Arts, Sukhothai Thammathirat Open University (STOU), Thailand." Association of Library and Information Science Education, 1996. http://hdl.handle.net/10150/105327.

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This article presents the background of Sukhothai Thammathirat Open University, its history, and its major study areas. It goes into some detail about the School of Liberal Arts before concentrating on the Information Science Programs offered by that school. The objectives, qualifications of applicants, and the details of the different Information Science Programs are presented at length. The article then goes on to give a detailed outline of the distance-teaching system as used by STOU. It concludes with a statement as to the unique value of the Information Science Programs offered by STOU.

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45

Rittenberger, Alexis D. "Managing Scholar/Practitioner Tensions in Professional Programs: A Study of Library and Information Science Faculty." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1619606322565193.

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46

Milas, Theodore Patrick Jr. "Information behavior at Highpath School of Theology| A case study." Thesis, The Florida State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705884.

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This study explored the roles of graduate theological students' religious faith and degree program affiliation in their information behaviors, particularly their degree-related research behaviors. In 2015, religious intolerance continues to stratify barriers between communities. One domain where faith significantly affects student life is in graduate studies of religion and theology. This study's purpose was to explore problems in information action inherent to the dichotomy between academic study of theology that leads to Master of Arts (MA) and Doctor of Philosophy (PhD) degrees and professional study of theology that leads to Master of Divinity (MDiv) and Doctor of Theology (ThD) degrees. To locate the most appropriate research subjects for qualitative inquiry, this study first investigated the content of PhD and ThD dissertation acknowledgements using bibliometric analysis. The frequency with which the PhD and ThD dissertations' acknowledgements acknowledge affiliates within their authors' own degree programs and religious faith traditions guided the research design for subsequent interviewing of MA and MDiv students about the roles of their religious faith, degree program affiliation and interpersonal information sources in their research processes. Data were collected, coded and analyzed as a lens into the relationships between authors, affiliations and acknowledgements. The qualitative component - intensive interviewing about Master's students' research processes - qualified the results of the quantitative analysis of PhD and ThD students' interpersonal information source preferences manifest in their dissertations' acknowledgements. The study found that information behavior does relate to degree program affiliations and students' religious faith, thus degree program affiliation and religious faith background should be considered in research consultations and bibliographic instruction in theological libraries.

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47

Ye, Fred Y. "Status quo and problem discussion on Chinese postgraduate education in the field of library and information science [in Chinese]." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105706.

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Text in Chinese, with English abstract
The system of Chinese postgraduate education of library and information science is comprised of doctoral and masterâ s programs distributed in mainland China, Taiwan and Hongkong. In mainland China, there are 9 doctoral programs of library science and 8 doctoral programs of information science, about 30 masterâ s programs of library science and 50 masterâ s programs of information science. In Taiwan, there are 1 doctoral program and 8 masterâ s programs. And in Hongkong, there is only 1 masterâ s program. Two main problems exist in the system, which are lack of authorization for degree award and qualification for professionals. The suggestions for improvement are proposed.

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Poon, Paul W. T. "LIS education in Macau: Big challenges for a small territory." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105842.

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This paper chronicles the history of LIS education in Macau and profiles the current situation. It then goes on to highlight the problems arising from the present situation and to analyze the reasons for the absence of a formal LIS school in Macau. Three options to move forward with the aim of providing a formal and quality LIS education in Macau are proposed. The advantages and disadvantages of these three options are examined and one option considered the most practicable is suggested for adoption.

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49

Miksa, Francis. "The Cultural Legacy of the "Modern Library" for the Future." Association of Library and Information Science Education, 1996. http://hdl.handle.net/10150/105630.

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This discussion focuses on the institutional cultures in which library and information science education finds itself. It concentrates on the general idea of the library and its relation to LIS education. It proposes looking at the library in society as an era-specific phenomenon and discusses the library that people know. The article also looks at three principal aspects of modern library that are being challenged by present circumstances. It dwells on factors that LIS education must consider in order to accommodate the new impression of the library. It reveals the change of modern libraries in three different aspects: its view that its chief cultural legacy lies in the social organization it created, its adoption of heterogeneous normative target populations as a basis for its work, and its dependence on government funding.

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Wang, Yuguang. "Trends of LIS education in China [in Chinese, with English translation]." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105239.

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Text in English and Chinese, with the presentation slides.
This paper summarizes the Education of Library and Information Science in China Nowadays in such aspects as general status, main courses, main research directions, and the problems in it, and put forward some personal opinions on the development of Education of Library and Information Science in China.

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