This article introduces the Health in All Policies (HiAP) approach to the LIS community to propose a new way of thinking and teaching about how health is supported in public libraries. The topic of consumer health literacy has been a mainstay in the discourse of public librarianship, but we argue that this approach has not fully supported public librarians seeking to find uniquely local ways to support public health. Health in All Policies (HiAP) was developed by public health researchers and policy makers as a mechanism to promote health by facilitating action across sectors, including those where health is not a primary organizational focus. HiAP's focus on multi-sector community health systems opens a conceptual space for thinking about how to strategically and proactively support and advocate for public libraries and public librarians as one sector among many that contribute to community health. This approach could be a positive alternative to the sometimes negative experiences of public librarians being asked, or ordered, to fulfill public health duties, particularly during the COVID-19 pandemic, when public librarians were pressured to take on new public health roles as perhaps never before. After introducing the concept, the article discusses some of the ways in which it could be incorporated into LIS education, particularly for public librarians, as well as some of the topical areas that need further development to fully bring this perspective into the teaching and research of LIS.
{"title":"Public Library Partnerships for Public Health: Health in all Policies (HiAP) as a New Conceptual Framework for LIS Teaching and Research","authors":"Noah Lenstra, N. Peritore","doi":"10.3138/jelis-2023-0003","DOIUrl":"https://doi.org/10.3138/jelis-2023-0003","url":null,"abstract":"This article introduces the Health in All Policies (HiAP) approach to the LIS community to propose a new way of thinking and teaching about how health is supported in public libraries. The topic of consumer health literacy has been a mainstay in the discourse of public librarianship, but we argue that this approach has not fully supported public librarians seeking to find uniquely local ways to support public health. Health in All Policies (HiAP) was developed by public health researchers and policy makers as a mechanism to promote health by facilitating action across sectors, including those where health is not a primary organizational focus. HiAP's focus on multi-sector community health systems opens a conceptual space for thinking about how to strategically and proactively support and advocate for public libraries and public librarians as one sector among many that contribute to community health. This approach could be a positive alternative to the sometimes negative experiences of public librarians being asked, or ordered, to fulfill public health duties, particularly during the COVID-19 pandemic, when public librarians were pressured to take on new public health roles as perhaps never before. After introducing the concept, the article discusses some of the ways in which it could be incorporated into LIS education, particularly for public librarians, as well as some of the topical areas that need further development to fully bring this perspective into the teaching and research of LIS.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the Arabian Gulf countries, including but not limited to Kuwait, digital library metadata education is currently in its early stages. Empirical data assessing student learning outcomes of metadata instruction would allow for data-driven curriculum development as the courses and academic programs that are intended to provide such education evolve in the region. The study presented in this article provides these much-needed data from an undergraduate library and information science program in Kuwait. In this project, we examined the metadata records created to represent Arabic-language ebooks as part of individual and group assignments. A total of 187 student-created Dublin Core metadata records were collected from multiple sections of the metadata course (including female-only and male-only sections) over four semesters in 2021 and 2022. The dataset included 177 individually created records, and 10 records created by student teams. Accuracy and completeness of these metadata records were evaluated and compared across sections and between individual and team products. The study's findings are presented and discussed in the context of metadata teaching practices in this Kuwaiti undergraduate program, and specifically with regard to activities and assessments intended to develop the Dublin Core record-creation skills. The study results demonstrate that students overall experience the most problems with representing copyright and intellectual rights and source information, describing what times and locations the information resource is about, and representing those who made non-major contributions to the information resource. Substantial differences were also observed in the patterns of metadata accuracy and completeness between individual work and teamwork, and between the metadata created by students in female-only and male-only course sections. Ideas for future research projects that would collectively allow forming a robust understanding of current metadata education and its outcomes in the Arabian Gulf region, as well as suggested curriculum enhancements, are discussed.
{"title":"Student-Created Dublin Core Metadata Representing Arabic Language eBooks: Comparison of Individual and Group Work Outcomes","authors":"Saleh H. Aljalahmah, Oksana L. Zavalina","doi":"10.3138/jelis-2023-0016","DOIUrl":"https://doi.org/10.3138/jelis-2023-0016","url":null,"abstract":"In the Arabian Gulf countries, including but not limited to Kuwait, digital library metadata education is currently in its early stages. Empirical data assessing student learning outcomes of metadata instruction would allow for data-driven curriculum development as the courses and academic programs that are intended to provide such education evolve in the region. The study presented in this article provides these much-needed data from an undergraduate library and information science program in Kuwait. In this project, we examined the metadata records created to represent Arabic-language ebooks as part of individual and group assignments. A total of 187 student-created Dublin Core metadata records were collected from multiple sections of the metadata course (including female-only and male-only sections) over four semesters in 2021 and 2022. The dataset included 177 individually created records, and 10 records created by student teams. Accuracy and completeness of these metadata records were evaluated and compared across sections and between individual and team products. The study's findings are presented and discussed in the context of metadata teaching practices in this Kuwaiti undergraduate program, and specifically with regard to activities and assessments intended to develop the Dublin Core record-creation skills. The study results demonstrate that students overall experience the most problems with representing copyright and intellectual rights and source information, describing what times and locations the information resource is about, and representing those who made non-major contributions to the information resource. Substantial differences were also observed in the patterns of metadata accuracy and completeness between individual work and teamwork, and between the metadata created by students in female-only and male-only course sections. Ideas for future research projects that would collectively allow forming a robust understanding of current metadata education and its outcomes in the Arabian Gulf region, as well as suggested curriculum enhancements, are discussed.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on the third phase of a project studying the integration of information behavior theories and concepts into professional education for reference and information service (RIS). It also provides a synthesis of the results of all studies in the project, including a syllabus study, an interview study, and the survey. Results of the project show that Kuhlthau's information search process model, along with several other key theories, models, and concepts, is perceived by instructors of introductory RIS courses in North America as important for RIS practice. Instructors feel that students are generally receptive to conceptual content in the course, although most teach a more practice-focused course or a course with a balance of conceptual and practical content. Still, 10−31% of introductory RIS courses do not include any information behavior content, suggesting that the relevance of theory to practice remains an ongoing debate.
{"title":"Information Behavior in RIS Professional Education: Survey and Project Synthesis","authors":"A. VanScoy, Heidi Julien, Alison Harding","doi":"10.3138/jelis-2023-0012","DOIUrl":"https://doi.org/10.3138/jelis-2023-0012","url":null,"abstract":"This article reports on the third phase of a project studying the integration of information behavior theories and concepts into professional education for reference and information service (RIS). It also provides a synthesis of the results of all studies in the project, including a syllabus study, an interview study, and the survey. Results of the project show that Kuhlthau's information search process model, along with several other key theories, models, and concepts, is perceived by instructors of introductory RIS courses in North America as important for RIS practice. Instructors feel that students are generally receptive to conceptual content in the course, although most teach a more practice-focused course or a course with a balance of conceptual and practical content. Still, 10−31% of introductory RIS courses do not include any information behavior content, suggesting that the relevance of theory to practice remains an ongoing debate.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138979157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents the Holistic Empowering Methodological Approach (HEMA), which is philosophically informed by the concept of diversity by design; epistemologically and methodologically guided by hermeneutic phenomenology; and supported by the method of qualitative survey combined with the Single Question Aimed at Inducing Narrative (SQUIN) technique. This is a methodological conceptual article whereby the development and application of the HEMA is illustrated through the study that examined the learning and professional development experiences of disabled and neurodiverse PhD students in library and information science (LIS) programs amid the lingering COVID-19 pandemic and explored their academic lifeworlds. The article critically assesses the merits and shortcomings of the HEMA and provides other researchers with a roadmap for replicating the HEMA in every phase of research: from brainstorming to the selection of methods, to data collection, analysis, interpretation, and reporting. In so doing, the article also strives to reaffirm the vitality of rigorous qualitative methodology in studying underresearched, minoritized, and marginalized communities. From the scholarly worldview to specific methodological choices, this framework advocates for the type of research that puts participants in the “driver's seat,” giving them agency and providing the opportunity for self-definition and self-determination. The nuanced presentation of a holistic methodological approach, with particular attention paid to the issues of methodological rigor and quality control, will be of benefit to both beginner and seasoned researchers and can serve as an educational aid in research methods courses and dissertation supervision.
本文介绍了整体赋权方法论（HEMA），该方法论在哲学上以设计多样性概念为基础，在认识论和方法论上以诠释现象学为指导，并以定性调查方法结合单个问题诱导叙事（SQUIN）技术为支持。本文是一篇方法论概念性文章，通过对图书馆与信息科学（LIS）专业的残疾和神经多样性博士生在COVID-19大流行病肆虐期间的学习和专业发展经历的研究，并探索他们的学术生活世界，说明了HEMA的发展和应用。文章批判性地评估了 HEMA 的优点和不足，并为其他研究人员提供了在研究的各个阶段复制 HEMA 的路线图：从头脑风暴到方法选择，再到数据收集、分析、解释和报告。在此过程中，文章还致力于重申严谨的定性方法在研究研究不足、少数群体和边缘化社区方面的活力。从学术世界观到具体的方法选择，该框架都主张让参与者坐在 "驾驶座 "上进行研究，赋予他们权力，为他们提供自我定义和自我决定的机会。本书细致入微地介绍了整体方法论，尤其关注方法论的严谨性和质量控制问题，对初学者和经验丰富的研究人员都有裨益，可作为研究方法课程和论文指导的辅助教材。
{"title":"The Holistic Empowering Methodological Approach (HEMA): Putting Participants in the Driver's Seat","authors":"Keren Dali, Deborah Charbonneau","doi":"10.3138/jelis-2023-0018","DOIUrl":"https://doi.org/10.3138/jelis-2023-0018","url":null,"abstract":"This article presents the Holistic Empowering Methodological Approach (HEMA), which is philosophically informed by the concept of diversity by design; epistemologically and methodologically guided by hermeneutic phenomenology; and supported by the method of qualitative survey combined with the Single Question Aimed at Inducing Narrative (SQUIN) technique. This is a methodological conceptual article whereby the development and application of the HEMA is illustrated through the study that examined the learning and professional development experiences of disabled and neurodiverse PhD students in library and information science (LIS) programs amid the lingering COVID-19 pandemic and explored their academic lifeworlds. The article critically assesses the merits and shortcomings of the HEMA and provides other researchers with a roadmap for replicating the HEMA in every phase of research: from brainstorming to the selection of methods, to data collection, analysis, interpretation, and reporting. In so doing, the article also strives to reaffirm the vitality of rigorous qualitative methodology in studying underresearched, minoritized, and marginalized communities. From the scholarly worldview to specific methodological choices, this framework advocates for the type of research that puts participants in the “driver's seat,” giving them agency and providing the opportunity for self-definition and self-determination. The nuanced presentation of a holistic methodological approach, with particular attention paid to the issues of methodological rigor and quality control, will be of benefit to both beginner and seasoned researchers and can serve as an educational aid in research methods courses and dissertation supervision.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article offers a perspective on teacher education and training for doctoral students in LIS PhD programs. It discusses literature related to doctoral teacher education and training generally and in the LIS discipline in particular and provides an analysis of teacher education curricular offerings and requirements in doctoral programs based in the United States. The article suggests that this function of LIS doctoral studies is inconsistent across programs and potentially affects the quality of education in the LIS field. The article advocates for further discussion and research on the implications of effective doctoral teacher education and training for the profession.
{"title":"Teaching the Teachers: What's Missing in LIS Doctoral Teacher Education?","authors":"Bradley John Wiles","doi":"10.3138/jelis-2022-0060","DOIUrl":"https://doi.org/10.3138/jelis-2022-0060","url":null,"abstract":"This article offers a perspective on teacher education and training for doctoral students in LIS PhD programs. It discusses literature related to doctoral teacher education and training generally and in the LIS discipline in particular and provides an analysis of teacher education curricular offerings and requirements in doctoral programs based in the United States. The article suggests that this function of LIS doctoral studies is inconsistent across programs and potentially affects the quality of education in the LIS field. The article advocates for further discussion and research on the implications of effective doctoral teacher education and training for the profession.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138982124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Library and information science (LIS) graduates work in a variety of jobs that require well-developed information literacy (IL) skills. They not only apply IL skills in everyday interactions with patrons but also use their conceptual understanding to design instructional programs and interventions. In this small-scale, pilot study the instructor of an MLIS (Master of Library and Information Science) elective course on information literacy instruction included a pre- and post-course exercise to better understand how effectively conceptual understanding was delivered alongside content focused on instruction. The ability to define or articulate the meaning of IL is not an explicit learning outcome in the course, so the activity measured how students’ abilities to define IL changed over the course of the semester. At the end of the course, a majority of students demonstrated some or clear growth in understanding of information literacy through their ability to define it, and these pilot data suggest that a user instruction course based around information literacy also improves students’ ability to articulate and define IL.
{"title":"Assessing the Effectiveness of an Information Literacy Instruction Course in Teaching Additional Skills","authors":"Morgan M. Adle","doi":"10.3138/jelis-2021-0071","DOIUrl":"https://doi.org/10.3138/jelis-2021-0071","url":null,"abstract":"Library and information science (LIS) graduates work in a variety of jobs that require well-developed information literacy (IL) skills. They not only apply IL skills in everyday interactions with patrons but also use their conceptual understanding to design instructional programs and interventions. In this small-scale, pilot study the instructor of an MLIS (Master of Library and Information Science) elective course on information literacy instruction included a pre- and post-course exercise to better understand how effectively conceptual understanding was delivered alongside content focused on instruction. The ability to define or articulate the meaning of IL is not an explicit learning outcome in the course, so the activity measured how students’ abilities to define IL changed over the course of the semester. At the end of the course, a majority of students demonstrated some or clear growth in understanding of information literacy through their ability to define it, and these pilot data suggest that a user instruction course based around information literacy also improves students’ ability to articulate and define IL.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136203853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent official pronouncements by the Society of American Archivists (SAA) and the exhortations of recent SAA presidents highlight the importance of diversity, equity, and inclusion (DEI) and social justice in the archival enterprise. Graduate archival education programs have immense influence in readying students for practice. Faculty members therefore have an opportunity—and a responsibility—to embed DEI and social justice in the curriculum to ensure that students are prepared to promote DEI and social justice in their professional work. This exploratory mixed-methods case study relies on semistructured interviews with 33 tenured or tenure-track graduate archival faculty and a survey of 406 students and new archival professionals (SNPs) (those with five or fewer years in the field) to explore the prevalence of DEI and social justice content in the current graduate archival curriculum. Findings suggest, first, that faculty members integrate DEI/SJ into curriculum in numerous ways but could do so more robustly and consistently. Second, SNPs did not necessarily see DEI and social justice as topics essential to optimal professional preparation. Moreover, many students were not exposed to DEI and social justice issues during their graduate education. We discuss the implications of these findings, offer recommendations for practice, and provide suggestions for further research in this underdeveloped area.
{"title":"Where Are Diversity, Equity, and Inclusion (DEI) and Social Justice in North American Graduate Archival Education?","authors":"Alex H. Poole, Ashley Todd-Diaz","doi":"10.3138/jelis-2022-0054","DOIUrl":"https://doi.org/10.3138/jelis-2022-0054","url":null,"abstract":"Recent official pronouncements by the Society of American Archivists (SAA) and the exhortations of recent SAA presidents highlight the importance of diversity, equity, and inclusion (DEI) and social justice in the archival enterprise. Graduate archival education programs have immense influence in readying students for practice. Faculty members therefore have an opportunity—and a responsibility—to embed DEI and social justice in the curriculum to ensure that students are prepared to promote DEI and social justice in their professional work. This exploratory mixed-methods case study relies on semistructured interviews with 33 tenured or tenure-track graduate archival faculty and a survey of 406 students and new archival professionals (SNPs) (those with five or fewer years in the field) to explore the prevalence of DEI and social justice content in the current graduate archival curriculum. Findings suggest, first, that faculty members integrate DEI/SJ into curriculum in numerous ways but could do so more robustly and consistently. Second, SNPs did not necessarily see DEI and social justice as topics essential to optimal professional preparation. Moreover, many students were not exposed to DEI and social justice issues during their graduate education. We discuss the implications of these findings, offer recommendations for practice, and provide suggestions for further research in this underdeveloped area.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of virtual reality (VR) in social work (SW) and pre-service teacher education has become a promising tool for skills development for students. A review of existing scholarship was conducted to provide an overview of the current landscape of VR in SW and pre-service teacher education. This analysis focused on the use of VR in fields that involved working with people, particularly people in crisis. After an initial review of 115 articles, 60 were identified as relevant to this study. Our analysis of recent trends in the literature emphasizes the potential of VR for library and information science (LIS) education. This literature review provides a basis for a study that examines how VR training approaches may be implemented to support LIS graduate students to build communication and de-escalation skills and confidence in interacting with patrons in crisis. Therefore, this literature review demonstrates the value of using VR and informs our proposed future project examining the viability and usability of VR training for this skill development using the social VR platform Mozilla Hubs.
{"title":"Virtual Reality Training and Library Science Education: Examining the Possibilities","authors":"Rachel Williams, Catherine Dumas, Joanna Flanagan","doi":"10.3138/jelis-2022-0021","DOIUrl":"https://doi.org/10.3138/jelis-2022-0021","url":null,"abstract":"The use of virtual reality (VR) in social work (SW) and pre-service teacher education has become a promising tool for skills development for students. A review of existing scholarship was conducted to provide an overview of the current landscape of VR in SW and pre-service teacher education. This analysis focused on the use of VR in fields that involved working with people, particularly people in crisis. After an initial review of 115 articles, 60 were identified as relevant to this study. Our analysis of recent trends in the literature emphasizes the potential of VR for library and information science (LIS) education. This literature review provides a basis for a study that examines how VR training approaches may be implemented to support LIS graduate students to build communication and de-escalation skills and confidence in interacting with patrons in crisis. Therefore, this literature review demonstrates the value of using VR and informs our proposed future project examining the viability and usability of VR training for this skill development using the social VR platform Mozilla Hubs.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136206039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many Library and Information Science (LIS) training programs are gradually expanding their curricula to include computational data science courses such as supervised and unsupervised machine learning. These programs focus on developing both “classic” information science competencies as well as core data science competencies among their students. Since data science competencies are often associated with mathematical and computational thinking, departmental officials and prospective students often raise concerns regarding the appropriate background students should have in order to succeed in this newly introduced computational content of the LIS training programs. In order to address these concerns, we report on an exploratory study through which we examined the 2020 and 2021 student classes of Bar-Ilan University's LIS graduate training, focusing on the computational data science courses (i.e., supervised and unsupervised machine learning). Our study shows that contrary to many of the concerns raised, students from the humanities performed as well (and in some cases significantly better) on data science competencies compared to those from the social sciences and had better success in the training program as a whole. In addition, students’ undergraduate GPA acted as an adequate indicator for both their success in the training program and in the data science part thereof. In addition, we find no evidence to support concerns regarding age or sex. Finally, our study suggests that the computational data science part of students’ training is very much aligned with the rest of their training program.
{"title":"Information Science Students’ Background and Data Science Competencies: An Exploratory Study","authors":"Ariel Rosenfeld, Avshalom Elmalech","doi":"10.3138/jelis-2021-0076","DOIUrl":"https://doi.org/10.3138/jelis-2021-0076","url":null,"abstract":"Many Library and Information Science (LIS) training programs are gradually expanding their curricula to include computational data science courses such as supervised and unsupervised machine learning. These programs focus on developing both “classic” information science competencies as well as core data science competencies among their students. Since data science competencies are often associated with mathematical and computational thinking, departmental officials and prospective students often raise concerns regarding the appropriate background students should have in order to succeed in this newly introduced computational content of the LIS training programs. In order to address these concerns, we report on an exploratory study through which we examined the 2020 and 2021 student classes of Bar-Ilan University's LIS graduate training, focusing on the computational data science courses (i.e., supervised and unsupervised machine learning). Our study shows that contrary to many of the concerns raised, students from the humanities performed as well (and in some cases significantly better) on data science competencies compared to those from the social sciences and had better success in the training program as a whole. In addition, students’ undergraduate GPA acted as an adequate indicator for both their success in the training program and in the data science part thereof. In addition, we find no evidence to support concerns regarding age or sex. Finally, our study suggests that the computational data science part of students’ training is very much aligned with the rest of their training program.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136206051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With growing emphasis on data curation practice in both science and industry, there has been a call for information professionals to take on a substantial role in data curation. Library and information science (LIS) education has been responding to this call by offering various training opportunities from Master's education to professional development. The most recent effort to systematically review a data curation curriculum offered by ALA-accredited LIS schools was in 2012, so it is time to revisit the progress and evolution of data curation education. The main goal of this study is to analyze the course content from the syllabi of various programs to understand what is being taught in LIS schools throughout graduate-level education. Further, because the need for data curation is apparent across different disciplines, and thus not only LIS but also other disciplines have been offering data curation courses, this study also analyzed syllabi from other disciplines. A total of 80 syllabi were analyzed in this study: 15 syllabi from 9 ALA-accredited institutions and 65 syllabi from 53 institutions of Carnegie Classification (CC). Our findings suggest a notable growth in LIS education in data curation since 2012, but LIS education still provides less training in technical skills. There was also a distinctive difference in educational approach to teach data curation between LIS (user- and service-oriented) and other disciplines (technical skills−focused), which brought different strengths and weaknesses in curriculum.
{"title":"Data Curation Education: Cross-Disciplinary Analysis of Master's Programs","authors":"Ayoung Yoon, Angela P. Murillo, Thomas Jettpace","doi":"10.3138/jelis-2022-0025","DOIUrl":"https://doi.org/10.3138/jelis-2022-0025","url":null,"abstract":"With growing emphasis on data curation practice in both science and industry, there has been a call for information professionals to take on a substantial role in data curation. Library and information science (LIS) education has been responding to this call by offering various training opportunities from Master's education to professional development. The most recent effort to systematically review a data curation curriculum offered by ALA-accredited LIS schools was in 2012, so it is time to revisit the progress and evolution of data curation education. The main goal of this study is to analyze the course content from the syllabi of various programs to understand what is being taught in LIS schools throughout graduate-level education. Further, because the need for data curation is apparent across different disciplines, and thus not only LIS but also other disciplines have been offering data curation courses, this study also analyzed syllabi from other disciplines. A total of 80 syllabi were analyzed in this study: 15 syllabi from 9 ALA-accredited institutions and 65 syllabi from 53 institutions of Carnegie Classification (CC). Our findings suggest a notable growth in LIS education in data curation since 2012, but LIS education still provides less training in technical skills. There was also a distinctive difference in educational approach to teach data curation between LIS (user- and service-oriented) and other disciplines (technical skills−focused), which brought different strengths and weaknesses in curriculum.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136206467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：