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Journal articles on the topic 'Schools of library and information science'

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Published: 4 June 2021

Last updated: 13 February 2022

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1

Wang, Lin. "Twinning data science with information science in schools of library and information science." Journal of Documentation 74, no. 6 (October 8, 2018): 1243–57. http://dx.doi.org/10.1108/jd-02-2018-0036.

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PurposeAs an emerging discipline, data science represents a vital new current of school of library and information science (LIS) education. However, it remains unclear how it relates to information science within LIS schools. The purpose of this paper is to clarify this issue.Design/methodology/approachMission statement and nature of both data science and information science are analyzed by reviewing existing work in the two disciplines and drawing DIKW hierarchy. It looks at the ways in which information science theories bring new insights and shed new light on fundamentals of data science.FindingsData science and information science are twin disciplines by nature. The mission, task and nature of data science are consistent with those of information science. They greatly overlap and share similar concerns. Furthermore, they can complement each other. LIS school should integrate both sciences and develop organizational ambidexterity. Information science can make unique contributions to data science research, including conception of data, data quality control, data librarianship and theory dualism. Document theory, as a promising direction of unified information science, should be introduced to data science to solve the disciplinary divide.Originality/valueThe results of this paper may contribute to the integration of data science and information science within LIS schools and iSchools. It has particular value for LIS school development and reform in the age of big data.

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Hagen, Loni, James Andrews, Lisa Federer, and Gerald Benoit. "Data Science Education in Library and Information Science Schools." Proceedings of the Association for Information Science and Technology 56, no. 1 (January 2019): 536–37. http://dx.doi.org/10.1002/pra2.84.

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Cox, Richard J., Elizabeth Yakel, David Wallace, Jeannette Bastian, and Jennifer Marshall. "Educating Archivists in Library and Information Science Schools." Journal of Education for Library and Information Science 42, no. 3 (2001): 228. http://dx.doi.org/10.2307/40324014.

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Ganaie, Dr Shabir Ahmad. "Response of Library and Information Science Schools of Northern India to UGC Model Curriculum-2001: An Analysis." Indian Journal of Applied Research 2, no. 3 (October 1, 2011): 91–97. http://dx.doi.org/10.15373/2249555x/dec2012/29.

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Cveljo, Katherine. "Foreign Students in American Library and Information Science Schools:." Journal of Library Administration 16, no. 1-2 (August 15, 1992): 67–79. http://dx.doi.org/10.1300/j111v16n01_08.

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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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Ceppos, Karen F. "Innovation and Survival in Schools of Library and Information Science." Journal of Education for Library and Information Science 33, no. 4 (1992): 277. http://dx.doi.org/10.2307/40323190.

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Cox, Richard J., Elizabeth Yakel, David Wallace, and Jennifer Marshall. "Archival Education in North American Library and Information Science Schools." Library Quarterly 71, no. 2 (April 2001): 141–94. http://dx.doi.org/10.1086/603260.

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Kudrina, E. L., and N. L. Golubeva. "Strategy of professional interaction in training professionals in the library and information sphere." Scientific and Technical Libraries, no. 2 (February 20, 2020): 79–90. http://dx.doi.org/10.33186/1027-3689-2020-2-79-90.

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Training of library professionals in the circumstances of transforming modern society is examined. The reasons for deteriorating librarian image are discussed, along the ways to preserve and prospects for the profession. The resources for library profession and libraries modernization within the context of developing library higher school based on sciences convergence, interdisciplinarity and transdisciplinarity are specified. The relevance and prospects for library profession, social and economic efficiency of library activities are examined with consideration of triad functional relations between libraries — higher professional schools — science. The transition to the new educational paradigm in the library and information sphere is examined against the background of the developing library innovative activity and the National Project “The culture” (2019–2024). The focus is also made on educating bachelors and masters in the discipline “Library and information work” (federal education standard FGOS 3++). The project activities are seen as a means of sociocultural design with the library and information instruments. The professional interaction in education is developing within the subject scope reflection contradictions between the sociocultural paradigm of the higher education and the pragmatic intellectual labor market, and between the higher school’s assessment scale and the market.

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Warren, Ruby. "Low Levels of Teacher Information Literacy Awareness and Collaboration Between Librarians and Teachers in Information Literacy Instruction." Evidence Based Library and Information Practice 13, no. 3 (September 13, 2018): 88–90. http://dx.doi.org/10.18438/eblip29459.

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A Review of: McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51-68. https://doi.org/10.11645/11.2.2187 Abstract Objective – Researchers sought to determine school library staff perspectives on the information literacy knowledge held by secondary school teachers, and teacher relationships with the library. Design – Interviews analyzed with thematic and axial coding. Setting – Secondary schools in Northern Ireland. Subjects – 21 schools across Northern Ireland were selected as a sample, including urban, rural, integrated, grammar, and secondary schools. 16 schools ultimately participated. Methods – Semi-structured interviews were conducted with one library staff member at each selected secondary school. Interview audio and notes were transcribed and coded thematically both manually by the researchers and using NVivo. Categories were identified by open coding, then relationships identified via axial coding. Main Results – The majority (10 of 16) of library staff members interviewed expressed that they had not been asked about information literacy by teachers, and only one library staff member described a truly collaborative instructional relationship with teaching staff. The majority of staff expressed either that teachers were familiar with concepts related to information literacy but did not know the name for them, or, that they thought information literacy was entirely unfamiliar to teachers at their school. Staff frequently cited competing priorities (for example, standardized testing) and limited class time as potential causes for teachers not focusing on information literacy concepts. Conclusion – Both cultural and policy changes need to be made in schools to prioritize information literacy as a core competency for both students and teachers. The researchers call for greater intra-school collaboration as a means to achieve this cultural change.

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Sivakumaren, K. S., S. Swaminathan, B. Jeyaprakash, and G. Karthikeyan. "Barriers to Library and Information Science research." Brazilian Journal of Information Science 5, no. 2 (January 23, 2013): 65–76. http://dx.doi.org/10.36311/1981-1640.2011.v5n2.06.p57.

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The study examines the barriers related to Library and Information Science. A structured questionnaire was designed and directly administered to the LIS Research Scholars who are currently involved in the Research in the Universities/Colleges of Tamil Nadu (India). A total of 124 questionnaires were distributed and 109 respondents have replied. The majority of common barriers faced by the respondents are ‘High Expenditure’, ‘Lack of Statistical Skills’, and ‘Inadequate of infrastructures’ and ‘Poor response in data collection’. The study is also recommended that the Universities/Colleges offered the research programmes should consider to reduce the expenditure in terms of fee structures for the research and also the schools/departments which offer the research programme should redesign the syllabus to include the skills required to carry out the research. Further, it is emphasized that the LIS professionals should encourage and support the research scholars by means of providing the required data for the research.

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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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Tonta, Yaşar. "Keynote 2: Developments in Education for Information: Will “Data” Trigger the Next Wave of Curriculum Changes in LIS Schools?" Pakistan Journal of Information Management and Libraries 17 (December 1, 2016): 2–12. http://dx.doi.org/10.47657/201617888.

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The first university-level library schools were opened during the last quarter of the 19th century. The number of such schools has gradually increased during the first half of the 20th century, especially after the Second World War, both in the USA and elsewhere. As information has gained further importance in scientific endeavors and social life, librarianship became a more interdisciplinary field and library schools were renamed as schools of library and information science/ information studies/ information management/information to better reflect the range of education provided. In this paper, we review the major developments in education for library and information science (LIS) and the impact of these developments on the curricula of LIS schools. We then review the programs and courses introduced by some LIS schools to address the data science and data curation issues. We also discuss some of the factors such as "data deluge" and "big data" that might have forced LIS schools to add such courses to their programs. We conclude by observing that "data" has already triggered some curriculum changes in a number of LIS schools in the USA and elsewhere as "Data Science" is becoming an interdisciplinary research field just as "Information Science" has once been (and still is).

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Zakharchuk, T. V., and A. A. Gruzova. "Scientific communication in library and information sphere." Scientific and Technical Libraries, no. 3 (May 11, 2021): 71–94. http://dx.doi.org/10.33186/1027-3689-2021-3-71-94.

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The recent transformations in scientific communication are reviewed. These changes are owing to information and communication technologies increasingly used by scientific community. The main trends in the “Big Science” scientific communication are specified. The developing system of book and periodical publishing, scientific events, scientific schools and invisible colleges is discussed. The institution of peer reviewing is described. Presentation of library and information scientific publications in international science citation databases is characterized. Main features of scientific schools and invisible colleges within library and information science under the circumstances of wide use of information and communication technologies are defined. The conclusions are made on the status of scientific communications and communications between researchers and practitioners. The modern digital communication channels enable to enhance the interaction and to apply research findings to the library and information sphere which, in its turn, will support greater transparency and visibility of scientific activities and research and their intensive use by professional community.

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Moniarou-Papaconstantinou, Valentini, Evgenia Vassilakaki, and Anna Tsatsaroni. "Choice of Library and Information Science in a rapidly changing information landscape." Library Management 36, no. 8/9 (November 9, 2015): 584–608. http://dx.doi.org/10.1108/lm-04-2015-0022.

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Purpose – Library and Information Science (LIS) has for a long time tried to gain legitimacy. In an ever changing environment due to technological and economic developments, the motivations behind choice of LIS are still of great interest. The purpose of this paper is to provide a systematic review of studies investigating the motivations that determine the choice of LIS. Design/methodology/approach – Different search terms were run on different but relevant databases. A number of inclusion and exclusion criteria were applied and in total 45 papers were judged as relevant to choice of LIS discipline. A thorough analysis of these papers’ content revealed three main themes: choice of LIS, choice of LIS specialty and career change to LIS. Findings – A variety of different motivations for choosing LIS were identified. The same motivations were reported in all groups (high school students, students, professionals). Specifically, love of books and reading, nature of library work, desire to help people were among the most reported motivations. LIS was also chosen as a second career by different professionals mainly due to changes in their first career work environment, the nature of library work, the desire to use knowledge and the transferable skills in their new career. Research limitations/implications – This study considered only peer-reviewed research published between 2000 and 2014 in English. Specifically, it focussed on the motivations that specific groups chose to study LIS both as first and second career. Practical implications – Library schools could raise awareness among high school students regarding the value, role and importance of LIS. Originality/value – This paper examines the factors influencing the choice of LIS in a changing information environment, and sheds light on the individuals’ decision-making process attracted to LIS.

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Hagen, Loni. "Teaching undergraduate data science for information schools." Education for Information 36, no. 2 (July 3, 2020): 109–17. http://dx.doi.org/10.3233/efi-200372.

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Rotich, Kenneth K. "Investigating the Relevance of Library Information Science Curriculum to Systems Librarians at Kenya’s Schools of Information Sciences." International Information & Library Review 53, no. 2 (April 3, 2021): 181–86. http://dx.doi.org/10.1080/10572317.2021.1909268.

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Ukamaka, Adaeze, Jude Iwuoha, Lucky Oghenetega Urhiewhu, and Sandra Chidera Nwachukwu. "Awareness of Career Prospects in Librarianship and Students’ Preparedness in Library Schools in South-East Nigeria." Information Impact: Journal of Information and Knowledge Management 11, no. 4 (February 22, 2021): 117–28. http://dx.doi.org/10.4314/iijikm.v11i4.11.

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The paper focused on Awareness of Career Prospects in librarianship and students‟ preparedness in library schools, South- East Nigeria. Descriptive survey research design method was adopted in this study. A total population of 552 respondents covering only final year students of the Library and Information Science Department of library schools in South-East was used for this study, to which 112 were randomly selected. Data was collected by means of a questionnaire and handbook for undergraduate programmes from 2012 to 2019 in each university where Library and Information Science is offered. Findings showed that information networking, software package, and library automation are taught by ESUT, IMSU, NAU, and ABSU only. While literature searching skills is not taught by any of the universities understudied, Introduction to ICT & Internet in Library and information services courses are taught by ESUT, IMSU and NAU. In addition, Electronic publishing and IT tools and computer application are taught only in MOUAU. It was also revealed that students are aware of the following information outlets: libraries, schools, archives, banks, media houses, museums, education and training institutions for information personnel, among others. Results indicated that SIWES and school coursework were the major events put in place in preparing students for a career in librarianship. Recommendations were made based on the findings. Keywords: Awareness, Career prospects, Librarianship, Library schools

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Eyre, Gayner. "Local Management of Schools and school library services." Journal of Librarianship and Information Science 25, no. 1 (March 1993): 33–41. http://dx.doi.org/10.1177/096100069302500105.

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Olajide, Olabode, and Sandy Zinn. "The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities." Libri 71, no. 2 (April 26, 2021): 171–82. http://dx.doi.org/10.1515/libri-2020-0068.

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Abstract Using a constructivist lens, this study investigated the role of school libraries in supporting an inquiry-based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria, the challenges faced and possibilities presented. The significance of this study is based on the importance Nigeria has assigned to science education as a means to achieving national development. A mixed-methods approach was chosen for the study. The population of the study included school librarians, principals, and science teachers in public senior secondary schools as well as staff in the Ministry of Education, Science and Technology concerned with supporting and managing resources for science teaching and learning. Data was collected using questionnaires, interviews, and observation. Quantitative data collected through the questionnaires were analyzed using the SPSS, while qualitative data were transcribed and thematically analyzed. The findings revealed the library resource most frequently available in school libraries for supporting science curriculum implementation is a textbook. Most of the staff in charge of the library had no librarianship qualification. Teacher-centred approaches predominated amongst teachers. The study emphasizes how school libraries are underrated as support for the curriculum. It proffers some far reaching recommendations to position school libraries for better performance.

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Kohl, David F., and Charles Hargis Davis. "Ratings of Journals by ARL Library Directors and Deans of Library and Information Science Schools." College & Research Libraries 46, no. 1 (January 1, 1985): 40–47. http://dx.doi.org/10.5860/crl_46_01_40.

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McKnight, Michelynn, and Carol Rain Hagy. "The Research Imperative: Medical Library Association policy and the curricula of schools of library and information science." Journal of the Medical Library Association : JMLA 97, no. 2 (April 2009): 134–36. http://dx.doi.org/10.3163/1536-5050.97.2.011.

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Audunson, Ragnar Andreas. "Do We Need a New Approach to Library and Information Science?" Bibliothek Forschung und Praxis 42, no. 2 (June 1, 2018): 357–62. http://dx.doi.org/10.1515/bfp-2018-0040.

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Abstract This article analyses the pressure against librarianship and library and information science stemming from digitization and the increased importance attached to libraries’ role as meeting places and arenas for the public sphere. Both these developmental tendencies make many question the need of librarians as intermediaries between users and the sources of information. The navigating and searching for information in a digital world when the world itself has become a library, is far from trivial and the traditional competencies of librarians relating to searching for and finding information is as relevant as ever. LIS schools should also provide their students with theoretical tools helping them reflect upon the role and potential of libraries in relation to the challenges to upholding a sustainable public sphere in a digital and multicultural age. LIS schools should also convey to their students the historical continuity and legacy of libraries as a public sphere institution.

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Medaille, Ann. "Flexible Scheduling May Have a Positive Impact on School Library Circulation." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 64. http://dx.doi.org/10.18438/b8mg86.

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A Review of: Gavigan, K., Pribesh, S., & Dickinson, G. (2010). Fixed or flexible schedule? Schedule impacts and school library circulation. Library and Information Science Research, 32(2), 131-37. Objective – To determine whether a significant, positive relationship exists between flexible scheduling in elementary school library media centers and per-pupil circulation statistics. Design – Online survey. Setting – Library media centers in public elementary schools in two states of the United States. Subjects – A total of 88 elementary school library media specialists completed the survey. Methods – A 22-question online survey was created using Inquisite software. A link to the survey was sent via e-mail to a 600-person random sample of public school library media specialists whose names were drawn from the memberships of the North Carolina School Library Media Association and the Virginia Educational Media Association, with combined memberships totalling approximately 2,000. A random sample of 600 was chosen to provide a 95% confidence level with a confidence interval of plus or minus three points. The survey included questions about school schedules (flexible, partially flexible, or fixed), collection size, circulation statistics, total student enrolment, school type (elementary, middle, or high), school location (urban, rural, or suburban), percentage of students eligible for free and reduced price lunch, numbers of full-time professional library media specialists employed at the school, access procedures, and library closure information. The survey response rate was 29.3% (176 respondents). Because fixed versus flexible scheduling is an issue that primarily affects elementary schools, the authors further narrowed their subject pool to 88 elementary school respondents. Data were analyzed using SPSS 16.0 statistical software. Correlation analysis, including the analysis of covariance (ANCOVA), was used to compare differences in the three scheduling types and to control for other variables (such as location, socioeconomic status, collection size, staffing, days closed, and others) that may affect circulation. Main Results – Of the 88 elementary school responses, 33 (38%) had fixed schedules, 44 (50%) had partially flexible schedules, and 11 (13%) had totally flexible schedules. Fifty-three schools supplied data regarding per-pupil check-out, and the average number of books checked out per student per year was 52, across all types of schools. The number of book check-outs per pupil differed according to schedule type. Students in schools with fixed schedules checked out an average of 51 books per year, those in schools with partially flexible schedules checked out 46 books per year, and those in schools with totally flexible schedules checked out 71 books per year. When the authors adjusted the data for other factors affecting circulation (such as location, socioeconomic status, collection size, staffing, and others), they found that students in schools with fixed schedules checked out 57 books per year, those in schools with partially flexible schedules checked out 68 books per year, and those in schools with totally flexible schedules checked out 102 books per year. The authors concluded that schedule accounts for 21% of variation in the rate of book check-out per pupil. Conclusion – These results suggest that the type of schedule used in elementary school library media centers does have a significant relation to circulation statistics. Specifically, when library media centres employ flexible scheduling, students are likely to check out more books per year on average. Although these results are not generalizable, this study provides much-needed research into the relationship between scheduling and circulation, and establishes a basis for further studies in this area.

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Mose, Peter. "Public libraries and public primary school literacy: a Kenyan case study." Library Management 41, no. 8/9 (August 12, 2020): 689–701. http://dx.doi.org/10.1108/lm-04-2020-0068.

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PurposeThe purpose of this paper is to explain how public libraries have been instrumental in early child school literacy teaching and learning. Most African public schools do not usually afford enough core textbooks and supplementary readers.Design/methodology/approachThis was a qualitative case study in Western Kenya amongst public library staff members, public primary school teachers and parents of library children clients. The following questions were addressed: What is the book situation in public primary schools in the study site? What school-type literacy-related services are offered by the sampled public library? and What are library staff members’, teachers’ and parents’ feelings about the public library services offered? Observations, interviews and document studies were used to collect data. Data were analysed thematically.FindingsPublic schools do not have enough core textbooks and the situation is worse for supplementary readers; the public library branch studied offers critical school-type literacies to school children both at the library building as well as at public schools registered with it; and library staff members, teachers, and parents express positive feelings about the services offered.Research limitations/implicationsThis was a case study whose findings might not apply to the larger situation and the study did not confirm actual literacy benefits of the library services amongst school children by, for instance, conducting literacy tests. The findings are, however, an index to the possible situation in the macro context.Practical implicationsThe relevant stakeholders should find ways of co-opting public libraries as associates of public schools in literacy teaching. This relationship is not straight forward in Kenya.Originality/valueThe findings reported are from original research.

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Sparks, C. Glenn. "An Adaptation of Strategic Planning for Schools of Library and Information Science." Journal of Education for Library and Information Science 31, no. 3 (1991): 204. http://dx.doi.org/10.2307/40323382.

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Chu, Heting, Shaoyi He, and Mike Thelwall. "Library and Information Science Schools in Canada and USA: A Webometric Perspective." Journal of Education for Library and Information Science 43, no. 2 (2002): 110. http://dx.doi.org/10.2307/40323972.

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Kajberg, Leif. "A Survey of Internationalisation Activities in European Library and Information Science Schools." Journal of Studies in International Education 8, no. 4 (December 2004): 352–76. http://dx.doi.org/10.1177/1028315304270756.

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Kajberg, Leif. "A Survey of Internationalisation Activities in European Library and Information Science Schools." New Review of Information and Library Research 9, no. 1 (December 2003): 25–60. http://dx.doi.org/10.1080/13614550410001687918.

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Matarazzo, James M., and Toby Pearlstein. "Schools of Library and Information Science: Some Thoughts on Vision to Purpose." portal: Libraries and the Academy 12, no. 4 (2012): 351–53. http://dx.doi.org/10.1353/pla.2012.0034.

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Liu, Lewis-Guodo, and Bryce Allen. "Business Librarians: Their Education and Training." College & Research Libraries 62, no. 6 (November 1, 2001): 555–63. http://dx.doi.org/10.5860/crl.62.6.555.

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Subject expertise has been regarded as an important contributing factor in determining the quality of information services provided in specialized academic libraries. A telephone survey of academic business librarians was conducted to ascertain their level of business education. A survey of instructors of business information courses in library schools was conducted to discover the areas of business considered important in their courses. Results show that a minority of academic business librarians have been educated in business administration. Broad areas of business are considered important for library school course, but specialized and technical areas are considered less important. These results suggest that traditional education and training for business librarians are less than adequate. Partnerships between schools of business and schools of library and information science are suggested as one way to improve levels of business education for business information specialists.

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Roknuzzaman, Md, and Katsuhiro Umemoto. "Knowledge Management's Relevance to Library and Information Science: An Interdisciplinary Approach." Journal of Information & Knowledge Management 07, no. 04 (December 2008): 279–90. http://dx.doi.org/10.1142/s0219649208002147.

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The study aims at exploring the relevancy of knowledge management (KM) to library and information science (LIS). Besides the review of relevant literature, the study has conducted an online survey of KM education programs offered by different schools of the world. An interdisciplinary approach of KM education is analysed to find its link with LIS. After a random search of KM education programs, 30 graduate programs are investigated to identify leading academic and professional disciplines contributing to the promotion of KM education and research, and also to examine the extent and scope of KM education with special reference to LIS schools. The survey finds that the highest number of KM graduate programs originated from LIS/Information Management (IM) followed by computing/engineering and business and management. The convergent course titles and wide range of KM skills and competencies clearly indicate its interdisciplinary nature. Finally, the paper explores some areas where both LIS and KM can contribute to each other and encourages KM implication in LIS education and library practices.

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Gollop, Claudia J. "Library and Information Science Education: Preparing Librarians for a Multicultural Society." College & Research Libraries 60, no. 4 (July 1, 1999): 385–95. http://dx.doi.org/10.5860/crl.60.4.385.

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For more than a decade, the demographic prognosticators have been saying that the racial, ethnic, and cultural makeup of the United States is on the verge of a major shift; and that not long after the turn of the new century, segments of the population that had previously been in the minority will collectively become the majority, with Hispanics being the largest minority group. The implications of such an unprecedented event have prompted private- and public-sector institutions to question whether they will be equipped to work with their “new” constituencies. Schools of library and information science (LIS) are not exempt from such self-examination and must make every effort to prepare all their graduates to work in larger multicultural environments. However, such preparation may mean altering several courses in a school’s curriculum. These kinds of changes are likely to meet with greater success when all parties involved, both inside and outside the classroom, hold a committed and vested interest in the reorganization efforts. This article discusses issues of diversity in LIS education programs and how these efforts can be addressed positively to better serve students and their future users.

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Varganova, G. V. "The confidence to research as a factor of higher education development." Bibliosphere, no. 2 (June 30, 2017): 3–6. http://dx.doi.org/10.20913/1815-3186-2017-2-3-6.

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The article shows main specific features of the modern stage of library science development, which raise barriers in research activity. The confidence to research is viewed as one of the social trust aspects and is a key factor determining new educational programs designing and strengthening cooperation between library and information science schools and library practitioners. The confidence to library research offers new perspectives, when the educational programs of library-information schools could be implemented in the context of the social requirements growth to library profession. The confidence to science is based on theoretical-methodological knowledge of researchers, their cultural and professional competences

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Irvine, Betty Jo. "Dual Master’s degree in art librarianship, Indiana University, USA." Art Libraries Journal 19, no. 2 (1994): 9–11. http://dx.doi.org/10.1017/s0307472200008749.

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In 1985 the dual master’s degree program in art librarianship was developed at Indiana University by the head of the Fine Arts Library, working with faculty members in the School of Fine Arts/Art History and the School of Library and Information Science. This program is designed to prepare students in the United States for professional library and information specialist positions in fine arts libraries and information centers. The student is offered a coordinated approach to achieving two masters degrees — one in art history and the other in library and information science — and must be admitted to both schools. For this program the course ‘Seminar in Art Librarianship’ was devised, covering topics such as administration, collection development, reference services, and visual resources management. Further requirements include a research bibliography course in art history and fieldwork experience in the Fine Arts and Slide libraries. This program seeks to meet the need for a marketable combination of subject–specific and library/information science education for art library and visual resources professionals.

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Lukenbill, W. Bernard. "Community Information in Schools:." Reference Librarian 9, no. 21 (June 28, 1988): 173–88. http://dx.doi.org/10.1300/j120v09n21_15.

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Marcerou-Ramel, Nathalie. "The Initial Training of Librarians and Curators in France: A National Mission." Bibliothek Forschung und Praxis 44, no. 1 (April 3, 2020): 72–79. http://dx.doi.org/10.1515/bfp-2020-0001.

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AbstractFrance is probably the only European country to have today a national school for training of library and information professionals: Enssib, National Library and Information Science School. An atypical situation, as some countries decided to close their schools of librarianship and entrust the training of their professionals to universities only. How does Enssib train its library executives? The article first describes the recruitment, training and exercise framework for French library and information professionals. Then it focuses on the vast renovation project that Enssib has been launching for four years in order to adapt its training processes to the needs and expectations of the professional communities.

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Makeeva, O. V. "Scientific Schools in the Field of Library and Information Science, Bibliography Science and Bibliology: to the Study of the Question." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (June 28, 2014): 23–29. http://dx.doi.org/10.25281/0869-608x-2014-0-3-23-29.

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The article is devoted to the history of the study, there are determined the criteria and approaches to identification of the scientific schools in the area of library and information science, bibliography science and bibliology. There are presented scientific schools, established by now at the SPSTL SB RAS.

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Beskaravainaya, E. V., and T. N. Kharybina. "The library projects realized to the Institute jubilee." Bibliosphere, no. 2 (June 30, 2018): 28–35. http://dx.doi.org/10.20913/1815-3186-2018-2-28-35.

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The Library of Natural Sciences of the Russian Academy of Sciences (RAS) (a division of Pushchino Research Center RAS) has implemented several large-scaled projects in the light of preparing to celebrate the anniversary of the Institute of Protein Research RAS. Among them is a bibliometric analysis of publication activity of all researchers of the Institute including the information on the publications number, international cooperation, highly cited publications, distribution of papers by quartiles of the publishers with providing this information at the library website. Due to the interest shown in invention activities, we have analyzed the patents' thematic areas of the Institute. Another aspect of the study was to set up a portal on scientific schools of the Institute of Protein Research, which highlights the scientific area and schools significance, the leaders' part in every school, scientific papers of schools and its fellows, awards and honours, defended theses, bibliometric analysis of publications. The next research direction was to create a data base on the former researchers who live abroad in order to invite research scientists-compatriots to establish scientific-professional contacts.

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Jain, Priti. "Delivery of library and information science curriculum." Library Review 66, no. 6/7 (September 5, 2017): 482–504. http://dx.doi.org/10.1108/lr-12-2016-0109.

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Purpose Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana. Design/methodology/approach Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings. Findings The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level. Research limitations/implications The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others. Originality/value This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.

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Holley, Robert P. "Library culture and the MLIS: the bonds that unite librarianship." Bottom Line 29, no. 3 (November 14, 2016): 207–17. http://dx.doi.org/10.1108/bl-05-2016-0023.

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Purpose This paper aims to show the importance of the Master’s degree in the library and information sciences in learning the essential values of library and information science culture. Design/methodology/approach The paper is a discussion based upon the author’s decades of experience as a librarian and library science professor. Findings Cultural values help unify the diverse profession of librarianship. Librarians working in different types and sizes are able to cooperate because of these shared values. Research limitations/implications The paper does not build upon any research studies. Practical implications The paper provides ways in which library and information science schools can help students learn the important elements of library culture. Social implications Library culture helps librarians bond together and work toward common goals to benefit the profession. Originality/value The value of library culture as a unifying factor has not often been systematically investigated. This paper also integrates current trends in librarianship including the increased focus on information technology.

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Association, NCL. "Library and Information Science Research 2005-2006:." North Carolina Libraries 65, no. 1 (February 29, 2008): 24–27. http://dx.doi.org/10.3776/ncl.v65i1.32.

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Mojapelo, Samuel Maredi. "Challenges in establishing and maintaining functional school libraries: Lessons from Limpopo Province, South Africa." Journal of Librarianship and Information Science 50, no. 4 (October 12, 2016): 410–26. http://dx.doi.org/10.1177/0961000616667801.

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Most governments, particularly in poor and developing African countries, are hesitant to pledge themselves through a legislated school library policy to roll out an active and sustainable library and information service for their schools to improve the quality of education. In South Africa, providing schools with a well-resourced and well-staffed library and information service is even more challenging because of the inheritance of the apartheid education system prior to 1994. The article is limited to just one part of a research project which investigated the resource provision in public high schools in Limpopo Province, South Africa. The purpose of the study was to investigate challenges that negatively affect the establishment and sustainability of an active and vigorous library and information service for all schools in Limpopo Province. The study was largely quantitative, blended with triangulation of both quantitative and qualitative methods for data collection. Self-administered questionnaires were used to collect quantitative data from the principals or teacher-librarians at schools, while an interview schedule was used to collect qualitative data from education officials through face-to-face interviews. The findings established that there are daunting challenges which hinder effective establishment and maintenance of functional school library and information service. The national Department of Basic Education has a responsibility to ensure that school library policy is formulated, endorsed and implemented as a matter of urgency. The Government should also fast-track rural development to enable teachers and learners, particularly those in historically disadvantaged rural black communities, to access library materials in other amenities.

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Rahmah, Elva, Emidar Emidar, and Zulfikarni Zulfikarni. "PENGEMBANGAN PERPUSTAKAAN SEKOLAH BERBASIS TEKNOLOGI INFORMASI DI SMA NEGERI 2 DAN SMA NEGERI 3 PADANG." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (June 6, 2018): 6–13. http://dx.doi.org/10.31849/dinamisia.v2i1.788.

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The purpose of science and technology activities for the Society (IbM) is to solve problems in the school library by providing understanding and management of libraries to library officer or teachers placed in the library to be able to manage the school library based on information technology in accordance with established standards. In this activity, it will solve the problem completely from conceptual understanding and conducting school library management practices based on information technology with the implementation of library automation system using Senayan Library Management System (SLiMS) and socialization of information literacy in the school library.The method offered to solve the problem of school library management based on information technology is the training is used lecturing method, question and answer, group discussion, and practice. Then this is followed by information socialization activities information technology-based information for all school members. Training activities accomplished properly according to the expected objectives of the program. This activity received a positive response from various parties and trainees can apply the use of SLiMS software in school library management. From the socialization activities for information literacy performed by involving all elements schools can increase their citizens’ understanding of various sources of information that can be utilized. So hopefully the school library can provide better service and the existence of school libraries will contribute significantly to the society.

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Kim, Mary T. "Publication Productivity of Part-Time Faculty at Schools of Library and Information Science." Journal of Education for Library and Information Science 33, no. 2 (1992): 159. http://dx.doi.org/10.2307/40323263.

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Totten, Herman L. "Perspectives on Minority Recruitment of Faculty for Schools of Library and Information Science." Journal of Education for Library and Information Science 33, no. 1 (1992): 46. http://dx.doi.org/10.2307/40323481.

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Bearman, Toni Carbo. "The Education of Archivists: Future Challenges for Schools of Library and Information Science." Journal of Education for Library and Information Science 34, no. 1 (1993): 66. http://dx.doi.org/10.2307/40323711.

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Islam, Md Shiful, Susumu Kunifuji, Motoki Miura, and Tessai Hayama. "How library and information science academic administrators perceive e-learning in LIS schools." IFLA Journal 40, no. 4 (December 2014): 254–66. http://dx.doi.org/10.1177/0340035214541401.

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Dent, Valeda F. "Observations of school library impact at two rural Ugandan schools." New Library World 107, no. 9/10 (September 2006): 403–21. http://dx.doi.org/10.1108/03074800610702598.

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Davis,, Donald G. "Association for Library and Information Science Education (Association of American Library Schools) Officers and Meetings, 1991-2005." Journal of Education for Library and Information Science 46, no. 3 (2005): 271. http://dx.doi.org/10.2307/40323851.

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