Incorporating digital scholarship content in South African library and information science schools

IF 1.3 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE Library Management Pub Date : 2024-03-26 DOI:10.1108/lm-08-2023-0085
Philangani Thembinkosi Sibiya
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Abstract

Purpose

The library and information science (LIS) profession experienced drastic changes in its job requirements due to emerging digital scholarship trends, especially the growth of the Fourth Industrial Revolution (4IR). As a result, there is a discrepancy between the job market and the LIS curriculum. This study addresses this gap by looking into incorporating digital scholarship into the LIS school curricula in South Africa. This may have implications for other contexts as well, because digital scholarship is becoming pervasive.

Design/methodology/approach

The study adopted a constructivist paradigm using a qualitative approach and a multiple case study design. Primary data using semi-structured interviews were collected from 10 academics at LIS schools and 10 librarians from both academic and special research council libraries in South Africa.

Findings

The study revealed that LIS schools did not have content on digital scholarship such as research data management (RDM), digitisation, metadata standards, open access, institutional repositories and other related content. Stakeholders who needed to be consulted included librarians, information technology (IT) and information and communication technology (ICT) specialists, computer scientists, humanists, the South Africa Qualifications Authority (SAQA) and Department of Higher Education and Training (DHET) and LIS professional bodies. There were gaps and redundancies in the curriculum as far as digital scholarship was concerned. Digital scholarship presented opportunities for librarians and academics to acquire emerging jobs and to collaborate more in the digital space.

Originality/value

The article advances knowledge on the importance of incorporating digital scholarship in the LIS curriculum in South Africa. Furthermore, it provides guidance regarding stakeholders to be consulted when incorporating content into the LIS curriculum with the intention of closing the gaps and curbing or removing discrepancies between job requirements and graduates’ skills and competencies.

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在南非图书馆和信息科学学校纳入数字学术内容
目的由于新兴的数字学术趋势,特别是第四次工业革命(4IR)的发展,图书馆与信息科学(LIS)专业的工作要求发生了巨大变化。因此,就业市场与 LIS 课程之间存在着差距。本研究通过探讨将数字学术纳入南非 LIS 学校课程的问题来弥补这一差距。本研究采用建构主义范式,采用定性方法和多案例研究设计。研究结果表明,LIS 学校没有关于数字学术的内容,如研究数据管理(RDM)、数字化、元数据标准、开放存取、机构资料库和其他相关内容。需要咨询的利益相关者包括图书馆员、信息技术(IT)和信息与传播技术(ICT)专家、计算机科学家、人文学者、南非资格认证局(SAQA)、高等教育与培训部(DHET)以及 LIS 专业机构。在数字学术方面,课程设置存在空白和冗余。数字学术为图书馆员和学者提供了获得新兴工作和在数字空间开展更多合作的机会。此外,文章还就将内容纳入 LIS 课程时应咨询的利益相关者提供了指导,目的是缩小差距,遏制或消除工作要求与毕业生技能和能力之间的差异。
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来源期刊
Library Management
Library Management INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
2.70
自引率
15.40%
发文量
30
期刊介绍: ■strategic management ■HRM/HRO ■cultural diversity ■information use ■managing change ■quality management ■leadership ■teamwork ■marketing ■outsourcing ■automation ■library finance ■charging ■performance measurement ■data protection and copyright As information services become more complex in nature and more technologically sophisticated, managers need to keep pace with innovations and thinking in the field to offer the most professional service with the resources they have.
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