The core tool for measuring the sustainability of the Library and Information Science (LIS) discipline is the curriculum which has always been a source of concern within the Nigerian space. It was on this premise that the study systematically investigated the redesigning of LIS curriculum for sustainable environmental transformation among students of the Department of LIS, Lead City University (LCU). Findings of the study showed that the majority of students opined that the redesigned curriculum is promoting sustainable environmental transformation as it is equipping the ideal 21st-century librarian with the requisite skill set (70%); redefined curriculum promotes a socially oriented librarian (53.2%); curriculum emphasizes the economic implications of the library for sustainable environmental transformation (43.3%); curriculum broadens the horizon of students further into meeting the information needs of the present clienteles without compromising the future generations (55.7%). The outcome of the study is expected to inform policy in adopting the redefined LIS LCU curriculum in Nigeria.
衡量图书馆和信息科学学科可持续性的核心工具是课程，这一直是尼日利亚国内关注的问题。正是在此前提下，本研究系统地调查了Lead City University（LCU）LIS系学生为实现可持续环境转型而重新设计LIS课程的情况。研究结果显示，大多数学生认为，重新设计的课程正在促进可持续的环境转型，因为它为理想的21世纪图书馆员提供了必要的技能（70%）；重新定义课程促进了以社会为导向的图书馆员（53.2%）；课程强调图书馆对可持续环境转型的经济影响（43.3%）；课程进一步拓宽了学生的视野，在不影响后代（55.7%）的情况下满足当前客户的信息需求。该研究的结果有望为尼日利亚采用重新定义的LIS LCU课程的政策提供信息。
{"title":"Redesigning Library and Information Science Curriculum for Sustainable Environmental Transformation Among Students of the Department of Library and Information Science, Lead City University","authors":"Oluwabunmi Dorcas Bakare, Babajide Mike Bakare","doi":"10.3138/jelis-2021-0016","DOIUrl":"https://doi.org/10.3138/jelis-2021-0016","url":null,"abstract":"The core tool for measuring the sustainability of the Library and Information Science (LIS) discipline is the curriculum which has always been a source of concern within the Nigerian space. It was on this premise that the study systematically investigated the redesigning of LIS curriculum for sustainable environmental transformation among students of the Department of LIS, Lead City University (LCU). Findings of the study showed that the majority of students opined that the redesigned curriculum is promoting sustainable environmental transformation as it is equipping the ideal 21st-century librarian with the requisite skill set (70%); redefined curriculum promotes a socially oriented librarian (53.2%); curriculum emphasizes the economic implications of the library for sustainable environmental transformation (43.3%); curriculum broadens the horizon of students further into meeting the information needs of the present clienteles without compromising the future generations (55.7%). The outcome of the study is expected to inform policy in adopting the redefined LIS LCU curriculum in Nigeria.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48485466","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}
Marcia Rapchak, Africa S. Hands, Merinda Kaye Hensley
This paper explores the practice of ungrading, a movement embraced by a growing number of teachers and professors who see the process of grading as disconnected and sometimes counter to the learning goals they have for their students. We discuss the limitations of traditional grading systems in the United States, mainly in the way that grading is subject to instructor preferences and reflective of white, middle-class ideals of learning. Describing the benefits of ungrading for library and information science education, we focus particularly on how ungrading can encourage a more equitable classroom environment and student autonomy. Taking an autoethnographic approach, we each describe our own evolution as teachers and how we discovered and began implementing ungrading, including the scholars and movements that influenced us. We argue that ungrading dismantles some of the power imbalance between students and professors, leading to an environment in which students take responsibility for their own learning. Ultimately, we reflect on ungrading as a more inclusive approach that encourages curiosity, growth, and freedom in the learning environment.
{"title":"Moving Toward Equity: Experiences With Ungrading","authors":"Marcia Rapchak, Africa S. Hands, Merinda Kaye Hensley","doi":"10.3138/jelis-2021-0062","DOIUrl":"https://doi.org/10.3138/jelis-2021-0062","url":null,"abstract":"This paper explores the practice of ungrading, a movement embraced by a growing number of teachers and professors who see the process of grading as disconnected and sometimes counter to the learning goals they have for their students. We discuss the limitations of traditional grading systems in the United States, mainly in the way that grading is subject to instructor preferences and reflective of white, middle-class ideals of learning. Describing the benefits of ungrading for library and information science education, we focus particularly on how ungrading can encourage a more equitable classroom environment and student autonomy. Taking an autoethnographic approach, we each describe our own evolution as teachers and how we discovered and began implementing ungrading, including the scholars and movements that influenced us. We argue that ungrading dismantles some of the power imbalance between students and professors, leading to an environment in which students take responsibility for their own learning. Ultimately, we reflect on ungrading as a more inclusive approach that encourages curiosity, growth, and freedom in the learning environment.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46997352","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}
Michele A. L. Villagran, Nayana Pampapura Madali, Amanda S. Green, Suliman Hawamdeh
Information ethics governs the way in which information is created, manipulated, and used. The integration of ethical values in education and coursework has been of interest in many fields, including the discipline of library and information science (LIS). Integrating information ethics in library and information science education and research is essential for preparing the next generation of information professionals for an increasingly diverse and multicultural society. This study examines information ethics from multicultural perspectives by exploring the extent to which LIS faculty view and articulate information ethics in their research and scholarly publications. The study sample was assembled by identifying the top LIS schools in the United States, selecting one LIS faculty member for each school, and examining the research output for each scholar for the use of multicultural and information ethics terminology. The text analysis was conducted using Python. Faculty were selected for the study based on their engagement in multicultural research rather than their minority status. The study results indicate that information ethics is not a primary research focus of LIS scholarship. There is no uniform reference for information ethics, and the most commonly associated terms received low percentage results. The impact of information ethics should be considered in every area of LIS scholarship and practice.
{"title":"Information Ethics from a Multicultural Perspective: Content Analysis of Selected Library and Information Science Publications","authors":"Michele A. L. Villagran, Nayana Pampapura Madali, Amanda S. Green, Suliman Hawamdeh","doi":"10.3138/jelis-2021-0056","DOIUrl":"https://doi.org/10.3138/jelis-2021-0056","url":null,"abstract":"Information ethics governs the way in which information is created, manipulated, and used. The integration of ethical values in education and coursework has been of interest in many fields, including the discipline of library and information science (LIS). Integrating information ethics in library and information science education and research is essential for preparing the next generation of information professionals for an increasingly diverse and multicultural society. This study examines information ethics from multicultural perspectives by exploring the extent to which LIS faculty view and articulate information ethics in their research and scholarly publications. The study sample was assembled by identifying the top LIS schools in the United States, selecting one LIS faculty member for each school, and examining the research output for each scholar for the use of multicultural and information ethics terminology. The text analysis was conducted using Python. Faculty were selected for the study based on their engagement in multicultural research rather than their minority status. The study results indicate that information ethics is not a primary research focus of LIS scholarship. There is no uniform reference for information ethics, and the most commonly associated terms received low percentage results. The impact of information ethics should be considered in every area of LIS scholarship and practice.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47196677","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}
{"title":"Recordkeeping Cultures (2nd ed.). By Gillian Oliver and Fiorella Foscarini","authors":"Sarah A. Buchanan","doi":"10.3138/jelis-2021-0042","DOIUrl":"https://doi.org/10.3138/jelis-2021-0042","url":null,"abstract":"","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69366455","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}
{"title":"Deconstructing Service in Libraries: Intersections of Identities and Expectations Edited by Veronica Arellano Douglas & Joanna Gadsby","authors":"E. Houtman","doi":"10.3138/jelis-2021-0025","DOIUrl":"https://doi.org/10.3138/jelis-2021-0025","url":null,"abstract":"","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41641212","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}
E-learning has increased through the years in MLIS programs, a trend that has been intensified during the COVID-19 pandemic. Some students choose to take online classes; others have been required to do so by the pandemic. This raises the question: Are students properly prepared to learn online? For this study, researchers created an E-Learning Guide with resources and tips for e-learning. Several sessions were offered during orientation for incoming graduate students in a Library and Information Science program in the northeast United States. During these sessions, the researchers reviewed the E-Learning Guide. Students were surveyed immediately after the sessions and at the end of the semester to learn what, if any, resources were useful. Based on the results, students appreciated having a synchronous session wherein the researchers reviewed the E-Learning Guide, having specific resources to use for e-learning, and having access to a guide with resources for e-learning.
{"title":"E-Support for E-Learning: A Tool to Empower Students in Online Courses","authors":"R. Bettivia, Rebecca Davis","doi":"10.3138/jelis-2021-0047","DOIUrl":"https://doi.org/10.3138/jelis-2021-0047","url":null,"abstract":"E-learning has increased through the years in MLIS programs, a trend that has been intensified during the COVID-19 pandemic. Some students choose to take online classes; others have been required to do so by the pandemic. This raises the question: Are students properly prepared to learn online? For this study, researchers created an E-Learning Guide with resources and tips for e-learning. Several sessions were offered during orientation for incoming graduate students in a Library and Information Science program in the northeast United States. During these sessions, the researchers reviewed the E-Learning Guide. Students were surveyed immediately after the sessions and at the end of the semester to learn what, if any, resources were useful. Based on the results, students appreciated having a synchronous session wherein the researchers reviewed the E-Learning Guide, having specific resources to use for e-learning, and having access to a guide with resources for e-learning.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42447071","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}
Mohammadreza Hashemian, Firozeh Zare-Farashbandi, Alireza Rahimi, N. Yamani, Peyman Adibi
This study aims to identify the most important barriers in medical library and information sciences (medical LIS) education in Iran and to present suitable solutions to remove these barriers. In this qualitative study, data were gathered from semi-structured interviews with 18 medical LIS PhD students and then analyzed using a qualitative content analysis approach. Educational barriers in medical LIS divided into four categories: curriculum barriers, department and faculty member barriers, official education and professional needs barriers, and student and graduate barriers. Medical LIS education requires major changes, including changes in the current curriculum, quality evaluation of educational groups and faculty members, matching curriculum with current stakeholder needs, as well as addressing motivational and employment barriers for graduates.
{"title":"Medical Library and Information Sciences Educational Barriers: A Qualitative Study","authors":"Mohammadreza Hashemian, Firozeh Zare-Farashbandi, Alireza Rahimi, N. Yamani, Peyman Adibi","doi":"10.3138/jelis-2021-0060","DOIUrl":"https://doi.org/10.3138/jelis-2021-0060","url":null,"abstract":"This study aims to identify the most important barriers in medical library and information sciences (medical LIS) education in Iran and to present suitable solutions to remove these barriers. In this qualitative study, data were gathered from semi-structured interviews with 18 medical LIS PhD students and then analyzed using a qualitative content analysis approach. Educational barriers in medical LIS divided into four categories: curriculum barriers, department and faculty member barriers, official education and professional needs barriers, and student and graduate barriers. Medical LIS education requires major changes, including changes in the current curriculum, quality evaluation of educational groups and faculty members, matching curriculum with current stakeholder needs, as well as addressing motivational and employment barriers for graduates.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45743622","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 study compares library and information studies (LIS) departmental websites from 1999, 2009, and 2019 to explore the evolution of program promotion practices. Websites were analyzed using the 7Ps Marketing Mix model to explore how programs were marketed across this timeframe. Similar promotional messages were used across the years, but a key difference over time was that the 1999 sites promoted the program whereas the 2019 sites promoted people (faculty and students). Three key findings concerning changes in how LIS program websites evolved between 1999 and 2019 to serve program public relations goals were that (1) websites and social media have become key mechanisms for relationship building and promotion; (2) websites have evolved from sharing program details to showcasing faculty and student success stories as the core element of program promotion; and (3) the development of social media and dynamic websites have made these websites more interactive and content rich. An understanding of changes in LIS program websites over time can assist LIS program administrators in developing current and future program promotions activities.
{"title":"The Evolution of Library and Information Science Education Promotion: A Comparative Analysis of LIS Program Websites between 1999 and 2019","authors":"Melissa Fraser-Arnott","doi":"10.3138/jelis-2021-0028","DOIUrl":"https://doi.org/10.3138/jelis-2021-0028","url":null,"abstract":"This study compares library and information studies (LIS) departmental websites from 1999, 2009, and 2019 to explore the evolution of program promotion practices. Websites were analyzed using the 7Ps Marketing Mix model to explore how programs were marketed across this timeframe. Similar promotional messages were used across the years, but a key difference over time was that the 1999 sites promoted the program whereas the 2019 sites promoted people (faculty and students). Three key findings concerning changes in how LIS program websites evolved between 1999 and 2019 to serve program public relations goals were that (1) websites and social media have become key mechanisms for relationship building and promotion; (2) websites have evolved from sharing program details to showcasing faculty and student success stories as the core element of program promotion; and (3) the development of social media and dynamic websites have made these websites more interactive and content rich. An understanding of changes in LIS program websites over time can assist LIS program administrators in developing current and future program promotions activities.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48895112","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}
Despite demographic changes which indicate larger numbers of racial and ethnic minorities make up most of American society, library and information science (LIS) research remains focused on majority groups. This work proposes ways in which researchers and LIS educators, can incorporate more diversity, equity, and inclusion (DEI) into their research, especially by making racial and ethnic minorities more visible in it. The main ideas discussed in this regard deal with self-awareness, positionality, and sampling methods. While not exhaustive, the suggestions offered here are straightforward ways in which researchers can become more intentional in their inclusion of historically excluded populations into their research. The ideas shared in this work are aimed at aiding those who are considering the incorporation of DEI topics into their existing research agendas, as well as helping LIS educators set the foundation of sound research which values DEI when guiding students’ research endeavors.
{"title":"Incorporating Diversity, Equity, and Inclusion (DEI) into Research","authors":"Mónica Colón-Aguirre, Kawanna Bright","doi":"10.3138/jelis-2021-0013","DOIUrl":"https://doi.org/10.3138/jelis-2021-0013","url":null,"abstract":"Despite demographic changes which indicate larger numbers of racial and ethnic minorities make up most of American society, library and information science (LIS) research remains focused on majority groups. This work proposes ways in which researchers and LIS educators, can incorporate more diversity, equity, and inclusion (DEI) into their research, especially by making racial and ethnic minorities more visible in it. The main ideas discussed in this regard deal with self-awareness, positionality, and sampling methods. While not exhaustive, the suggestions offered here are straightforward ways in which researchers can become more intentional in their inclusion of historically excluded populations into their research. The ideas shared in this work are aimed at aiding those who are considering the incorporation of DEI topics into their existing research agendas, as well as helping LIS educators set the foundation of sound research which values DEI when guiding students’ research endeavors.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41995513","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}
Gina de Alwis Jayasuriya, Aminath Riyaz, Shaheen Majid, N. Prabu
Due to many factors, particularly developments in technology, LIS professionals need to continuously refresh and upgrade their knowledge and skills through participation in continuing professional development (CPD) activities. The objective of this pilot study was to understand LIS employees’ perceptions, motivation, assessment, and preference for participation in CPD programs. Both quantitative and qualitative data collection techniques were used. An online questionnaire was administered, and 49 responses were received which was adequate considering the small size of the country. Seven semi-structured interviews were conducted via Zoom with four LIS employees representing national, academic, and school libraries and with three other LIS professionals in the country. Findings revealed that only 30.7% of the respondents had participated in any CPD learning programs. It was also revealed that LIS employees in the Maldives had access to a very limited number of LIS-related CPD programs. The CPD programs offered by the National Library of Maldives’s (NLM) were mainly targeted at new entrants to the profession as a majority of them were without any LIS qualification. As a result, appropriate training programs were lacking for supervisory and middle management employees across all types of libraries. Data analysis also revealed that the top three barriers to pursuing CPD programs were lack of suitable training programs, too costly to pay from personal funds, and lack of opportunities for career advancement. Three areas of potential improvement pertaining to LIS employees’ engagement in CPD activities were identified. The findings are expected to provide some basic data for developing a CPD plan and strategies for the LIS sector in the Maldives.
{"title":"Library Employees’ Perspective of Capacity Building through Continuing Professional Development in the Republic of Maldives","authors":"Gina de Alwis Jayasuriya, Aminath Riyaz, Shaheen Majid, N. Prabu","doi":"10.3138/jelis-2020-0002","DOIUrl":"https://doi.org/10.3138/jelis-2020-0002","url":null,"abstract":"Due to many factors, particularly developments in technology, LIS professionals need to continuously refresh and upgrade their knowledge and skills through participation in continuing professional development (CPD) activities. The objective of this pilot study was to understand LIS employees’ perceptions, motivation, assessment, and preference for participation in CPD programs. Both quantitative and qualitative data collection techniques were used. An online questionnaire was administered, and 49 responses were received which was adequate considering the small size of the country. Seven semi-structured interviews were conducted via Zoom with four LIS employees representing national, academic, and school libraries and with three other LIS professionals in the country. Findings revealed that only 30.7% of the respondents had participated in any CPD learning programs. It was also revealed that LIS employees in the Maldives had access to a very limited number of LIS-related CPD programs. The CPD programs offered by the National Library of Maldives’s (NLM) were mainly targeted at new entrants to the profession as a majority of them were without any LIS qualification. As a result, appropriate training programs were lacking for supervisory and middle management employees across all types of libraries. Data analysis also revealed that the top three barriers to pursuing CPD programs were lack of suitable training programs, too costly to pay from personal funds, and lack of opportunities for career advancement. Three areas of potential improvement pertaining to LIS employees’ engagement in CPD activities were identified. The findings are expected to provide some basic data for developing a CPD plan and strategies for the LIS sector in the Maldives.","PeriodicalId":37587,"journal":{"name":"Journal of Education for Library and Information Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42508920","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}
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