The research aim is to investigate the relationship between skills required for a business analyst’s (BA) job and learning outcomes from selected Library and Information Science (LIS) degrees in Poland. Two hypotheses are stated: 1. Employers in Poland look for their future BAs among graduates with different degrees; 2. LIS-related degrees provide the core competences required for a BA job in Poland. An analysis of job offers for BAs in Poland was made, along with a comparative analysis of BA skills from the Standard Classification of Occupations, version 3 of the Guide to Business Analysis Body of Knowledge (BABOK 3), job offers and learning outcomes from Polish LIS-related degree courses. The most common requirements posted in job offers are language skills, knowledge of IT tools, communication, presentation and mediation skills, personality traits and analytical skills. Distinctive BA features such as understanding the nature of business analysis, requirements engineering, using notations and process frameworks, systems modelling and programming were found only in job offers and BABOK 3. Recommendations are made for LIS-related degree courses on how to deal with the mismatch between the skills required in the job market and those received through formal education.
{"title":"Education for business analysts in Poland","authors":"M. Zych","doi":"10.3233/EFI-200391","DOIUrl":"https://doi.org/10.3233/EFI-200391","url":null,"abstract":"The research aim is to investigate the relationship between skills required for a business analyst’s (BA) job and learning outcomes from selected Library and Information Science (LIS) degrees in Poland. Two hypotheses are stated: 1. Employers in Poland look for their future BAs among graduates with different degrees; 2. LIS-related degrees provide the core competences required for a BA job in Poland. An analysis of job offers for BAs in Poland was made, along with a comparative analysis of BA skills from the Standard Classification of Occupations, version 3 of the Guide to Business Analysis Body of Knowledge (BABOK 3), job offers and learning outcomes from Polish LIS-related degree courses. The most common requirements posted in job offers are language skills, knowledge of IT tools, communication, presentation and mediation skills, personality traits and analytical skills. Distinctive BA features such as understanding the nature of business analysis, requirements engineering, using notations and process frameworks, systems modelling and programming were found only in job offers and BABOK 3. Recommendations are made for LIS-related degree courses on how to deal with the mismatch between the skills required in the job market and those received through formal education.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"40 1","pages":"347-370"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84538385","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 main objective of this article is to show the evolution of the LIS education in Poland, from the first forms of education programmes for librarians to the current situation. The author, using the method of document analysis and the deductive method, selected the most important dates, facts and factors that had an impact on the Polish LIS education. The study showed that in the field of LIS, the Polish educational market is strongly institutionalized and varies depending on the university.
{"title":"Institutional contexts of LIS education in Poland","authors":"Zbigniew Gruszka","doi":"10.3233/efi-190291","DOIUrl":"https://doi.org/10.3233/efi-190291","url":null,"abstract":"The main objective of this article is to show the evolution of the LIS education in Poland, from the first forms of education programmes for librarians to the current situation. The author, using the method of document analysis and the deductive method, selected the most important dates, facts and factors that had an impact on the Polish LIS education. The study showed that in the field of LIS, the Polish educational market is strongly institutionalized and varies depending on the university.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"1 1","pages":"457-469"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88130979","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}
One of the most widely researched issue on higher education relates to exposed paths that lead to academic success. Nowadays information systems represent an essential part of the education sector in many universities. In particular, the increasing of the number of students in higher education in Portugal leads to the progressive increase of student’s data contained in institutional information systems. This article aims to include the use of student data contained in the Fénix information system of a Portuguese higher educational institution, turning their information in an internal tool, to assist analysis and studies of internal academic success. Providing relevant data for queries can offer a clearer explanation of the paths to success in higher education. It can also help the identification of problems and failures aiming to support a more effective intervention of institutions and researchers to improve the academic success.
{"title":"Provision of academic data for research: A step for academic success","authors":"H. Miguel, Pedro Ramos, S. Martins, J. Costa","doi":"10.3233/EFI-190349","DOIUrl":"https://doi.org/10.3233/EFI-190349","url":null,"abstract":"One of the most widely researched issue on higher education relates to exposed paths that lead to academic success. Nowadays information systems represent an essential part of the education sector in many universities. In particular, the increasing of the number of students in higher education in Portugal leads to the progressive increase of student’s data contained in institutional information systems. This article aims to include the use of student data contained in the Fénix information system of a Portuguese higher educational institution, turning their information in an internal tool, to assist analysis and studies of internal academic success. Providing relevant data for queries can offer a clearer explanation of the paths to success in higher education. It can also help the identification of problems and failures aiming to support a more effective intervention of institutions and researchers to improve the academic success.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"63 1","pages":"389-407"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80509962","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 last decade has seen a decline in the fortunes of the Library and Information Science (LIS) sector in the UK, both in professional practice and in higher education. This paper sets out to assess the health and wellbeing of LIS teaching and research, and to identify key strategies for its future survival. Over the past decade, many schools of LIS have ceased to exist, for example in the University of Central England, Brighton University and Loughborough. Many have become subdivisions of other schools, as in Northumbria University, Strathclyde and the Robert Gordon University, spread indiscriminately around a variety of disciplines like business management, computing and communications. Arguably, there remains only one autonomous school and two autonomous departments of LIS in the UK today, in Sheffield University, and UCL and City University - a very significant decline from fifteen examples in the 1980s (Elkin and Wilson, 1997). From 2018 to 2019, we undertook a series of interviews with colleagues in information and library science education across the UK, both current academics with responsibility for the subject, and also retired heads of school, department or subject. The aim of the interviews was to gather the views of these experienced and knowledgeable individuals about how the discipline has fared in the last thiry years, its current status and where it might go in the future. What emerged from these interviews was a sense of isolation, threat and uncertainty amongst participants about their future and that of the discipline. The authors were of the view that we are currently at something of a crossroads for the subject, as taught in universities in the UK, and that a study such as the present one would help to focus minds on the areas where most impact might be made in creating a legacy for the subject into the future.
{"title":"Does education in library and information studies in the United Kingdom have a future?","authors":"R. Marcella, C. Oppenheim","doi":"10.3233/EFI-200370","DOIUrl":"https://doi.org/10.3233/EFI-200370","url":null,"abstract":"The last decade has seen a decline in the fortunes of the Library and Information Science (LIS) sector in the UK, both in professional practice and in higher education. This paper sets out to assess the health and wellbeing of LIS teaching and research, and to identify key strategies for its future survival. Over the past decade, many schools of LIS have ceased to exist, for example in the University of Central England, Brighton University and Loughborough. Many have become subdivisions of other schools, as in Northumbria University, Strathclyde and the Robert Gordon University, spread indiscriminately around a variety of disciplines like business management, computing and communications. Arguably, there remains only one autonomous school and two autonomous departments of LIS in the UK today, in Sheffield University, and UCL and City University - a very significant decline from fifteen examples in the 1980s (Elkin and Wilson, 1997). From 2018 to 2019, we undertook a series of interviews with colleagues in information and library science education across the UK, both current academics with responsibility for the subject, and also retired heads of school, department or subject. The aim of the interviews was to gather the views of these experienced and knowledgeable individuals about how the discipline has fared in the last thiry years, its current status and where it might go in the future. What emerged from these interviews was a sense of isolation, threat and uncertainty amongst participants about their future and that of the discipline. The authors were of the view that we are currently at something of a crossroads for the subject, as taught in universities in the UK, and that a study such as the present one would help to focus minds on the areas where most impact might be made in creating a legacy for the subject into the future.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"1 1","pages":"411-440"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80902898","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}
Eukene Ansuategi, M. Ubeda, M. Iglesias, I. Urreta, J. Emparanza
Distance working in the context of the COVID-19 crisis has engendered a new model of collaborative activity for the Library of Donostialdea Integrated Health Organisation (San Sebastián, Spain). Promoted by the Clinical Epidemiology and Research Unit, this initiative has enabled Hospital Management to respond to some of the gaps in information revealed during the pandemic. Changes in editorial policies offering open access information, the lack of peer-reviewed literature, and the spread of scientific literature through social media are some of the factors that stand out in the search for the best evidence during the COVID-19 pandemic.
{"title":"Challenges for medical libraries in times of COVID-19: Making clinical decisions that uphold research quality","authors":"Eukene Ansuategi, M. Ubeda, M. Iglesias, I. Urreta, J. Emparanza","doi":"10.3233/efi-200009","DOIUrl":"https://doi.org/10.3233/efi-200009","url":null,"abstract":"Distance working in the context of the COVID-19 crisis has engendered a new model of collaborative activity for the Library of Donostialdea Integrated Health Organisation (San Sebastián, Spain). Promoted by the Clinical Epidemiology and Research Unit, this initiative has enabled Hospital Management to respond to some of the gaps in information revealed during the pandemic. Changes in editorial policies offering open access information, the lack of peer-reviewed literature, and the spread of scientific literature through social media are some of the factors that stand out in the search for the best evidence during the COVID-19 pandemic.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"79 1","pages":"495-499"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74815031","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}
Birgit Hörzer, K. Lach, Gabriele Pum, Sylvia Rabl-Altrichter, Alina Rezniczek, C. Schlögl, Monika Schneider-Jakob, Maria Seissl
After a short introduction of the LIS landscape in Austria, the development of LIS education for academic librarians will be discussed. Until 2004 library education in Austria consisted mainly of vocational training to which only university graduates and eventually high-school graduates were admitted. In the nineteen-nineties, with Austria joining the European Union and the creation of universities of applied sciences, LIS education became possible at the university level. For various reasons, the two established LIS programmes were discontinued after a relatively short time period. Major changes in university legislation concerning the legal autonomy of Austrian universities meant, however, that a post-graduate inter-university library and information studies programme could be launched in 2004. With the fourth revision of the curriculum in 2019, the programme has become even more aligned with international practice in terms of content, didactic methods and flexibility. The increased dynamism in library education has also had an impact on the creation of non-academic training and continuing education programmes.
{"title":"Education for academic librarians in Austria: From the early beginnings up to the present","authors":"Birgit Hörzer, K. Lach, Gabriele Pum, Sylvia Rabl-Altrichter, Alina Rezniczek, C. Schlögl, Monika Schneider-Jakob, Maria Seissl","doi":"10.3233/efi-190343","DOIUrl":"https://doi.org/10.3233/efi-190343","url":null,"abstract":"After a short introduction of the LIS landscape in Austria, the development of LIS education for academic librarians will be discussed. Until 2004 library education in Austria consisted mainly of vocational training to which only university graduates and eventually high-school graduates were admitted. In the nineteen-nineties, with Austria joining the European Union and the creation of universities of applied sciences, LIS education became possible at the university level. For various reasons, the two established LIS programmes were discontinued after a relatively short time period. Major changes in university legislation concerning the legal autonomy of Austrian universities meant, however, that a post-graduate inter-university library and information studies programme could be launched in 2004. With the fourth revision of the curriculum in 2019, the programme has become even more aligned with international practice in terms of content, didactic methods and flexibility. The increased dynamism in library education has also had an impact on the creation of non-academic training and continuing education programmes.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"1 1","pages":"441-455"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83590869","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 starts by a brief overview of the evolution of education in Information Science in Portugal. After, there is a description of the paradigm shift and the significant changes caused by the impact of social, economic, cultural and technological conditions of the information era as well as the emergence of Information Science as an academic field and a new education model in accordance to it. The current situation of IS in the academic context is analysed and some final reflections are exposed in a prospective view towards the next future.
{"title":"Education for information in Portugal: Evolution, institutional context and some reflections","authors":"F. Ribeiro, Olívia Pestana","doi":"10.3233/EFI-190297","DOIUrl":"https://doi.org/10.3233/EFI-190297","url":null,"abstract":"This article starts by a brief overview of the evolution of education in Information Science in Portugal. After, there is a description of the paradigm shift and the significant changes caused by the impact of social, economic, cultural and technological conditions of the information era as well as the emergence of Information Science as an academic field and a new education model in accordance to it. The current situation of IS in the academic context is analysed and some final reflections are exposed in a prospective view towards the next future.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"2 1","pages":"471-483"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81095261","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}
Educators often ask how to motivate PhD students. Before addressing how to motivate students, we should know what motivates prospective doctoral students. Motivational support has been shown to lead to overall satisfaction with the educational process, better engagement, and persistence. Using the interdisciplinary field of library and information science, this research offers insight on doctoral student motivation through quantitative analysis of results from administration of the Academic Motivation Scale. The instrument measures and classifies motivation from the perspective of self-determination theory. Results suggest PhD students are motivated by several types of intrinsic motivation as well as identified regulation, a type of extrinsic yet autonomous motivation. Findings can be used by program administrators, faculty, and other stakeholders to address the “how” of motivation through better alignment of teaching practices, research activities, and student services based on students’ motivation types.
{"title":"What's your type? An examination of first-year doctoral student motivation","authors":"Africa S. Hands","doi":"10.3233/EFI-200373","DOIUrl":"https://doi.org/10.3233/EFI-200373","url":null,"abstract":"Educators often ask how to motivate PhD students. Before addressing how to motivate students, we should know what motivates prospective doctoral students. Motivational support has been shown to lead to overall satisfaction with the educational process, better engagement, and persistence. Using the interdisciplinary field of library and information science, this research offers insight on doctoral student motivation through quantitative analysis of results from administration of the Academic Motivation Scale. The instrument measures and classifies motivation from the perspective of self-determination theory. Results suggest PhD students are motivated by several types of intrinsic motivation as well as identified regulation, a type of extrinsic yet autonomous motivation. Findings can be used by program administrators, faculty, and other stakeholders to address the “how” of motivation through better alignment of teaching practices, research activities, and student services based on students’ motivation types.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"25 1","pages":"371-387"},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80509387","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}
Teachers are the key to an inclusive and quality education for all. Therefore, training teachers and teacher students and understanding how they learn, including information-seeking behaviours, is crucial. This systematic literature review explores the observed research gap regarding teacher students’ information-seeking behaviours. Of specific interest is information-seeking affective behaviours and the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan. After screening, 56 publications were chosen for the qualitative synthesis, of which 39 used only or partly quantitative methods and thereby of interest for the review. The high number of studies resulted in a need to divide the review into two studies. The second part will focus on qualitative methods studies. The results were then analysed through thematic analysis. The results revealed a research gap regarding quantitative and mixed methods studies of non-normative and qualitative features of teacher students’ information-seeking behaviours, especially affective behaviours and in research practices. This is the first systematic review of teacher students’ information-seeking behaviours. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided.
{"title":"Information-seeking behaviours of teacher students: A systematic review of qualitative methods literature","authors":"Claes Dahlqvist","doi":"10.3233/efi-200400","DOIUrl":"https://doi.org/10.3233/efi-200400","url":null,"abstract":"Teachers are the key to an inclusive and quality education for all. Therefore, training teachers and teacher students and understanding how they learn, including information-seeking behaviours, is crucial. This systematic literature review explores the observed research gap regarding teacher students’ information-seeking behaviours. Of specific interest is information-seeking affective behaviours and the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan. After screening, 56 publications were chosen for the qualitative synthesis, of which 39 used only or partly quantitative methods and thereby of interest for the review. The high number of studies resulted in a need to divide the review into two studies. The second part will focus on qualitative methods studies. The results were then analysed through thematic analysis. The results revealed a research gap regarding quantitative and mixed methods studies of non-normative and qualitative features of teacher students’ information-seeking behaviours, especially affective behaviours and in research practices. This is the first systematic review of teacher students’ information-seeking behaviours. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"7 1","pages":"287-313"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/efi-200400","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72406934","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}
Truth and Reconciliation Commissions (TRCs) are established to document violations of human rights and international humanitarian law in post-conflict societies. The intent is to excavate the truth to avoid political speculations and create an understanding of the nature of the conflict. The documentation hence results in a common narrative which aims to facilitate reconciliation to avoid regression to conflict. TRCs therefore do a tremendous job and create compound documentation that includes written statements, interviews, live public testimonies of witnesses and they also publish final reports based on the accumulated materials. At the end of their mission, TRCs recommend the optimal use of their documentation since it is of paramount importance to the reconciliation process. Despite this ambition, the TRCs’ documentation is often politicized and out of reach for the victims and the post-conflict societies at large. The TRCs’ documentation is instead poorly diffused into the post conflict societies and their findings are not effectively disseminated and used.
{"title":"Using African Truth and Reconciliation Commission documentation for truth telling and reconciliation","authors":"Proscovia Svärd","doi":"10.3233/sji-200436","DOIUrl":"https://doi.org/10.3233/sji-200436","url":null,"abstract":"Truth and Reconciliation Commissions (TRCs) are established to document violations of human rights and international humanitarian law in post-conflict societies. The intent is to excavate the truth to avoid political speculations and create an understanding of the nature of the conflict. The documentation hence results in a common narrative which aims to facilitate reconciliation to avoid regression to conflict. TRCs therefore do a tremendous job and create compound documentation that includes written statements, interviews, live public testimonies of witnesses and they also publish final reports based on the accumulated materials. At the end of their mission, TRCs recommend the optimal use of their documentation since it is of paramount importance to the reconciliation process. Despite this ambition, the TRCs’ documentation is often politicized and out of reach for the victims and the post-conflict societies at large. The TRCs’ documentation is instead poorly diffused into the post conflict societies and their findings are not effectively disseminated and used.","PeriodicalId":84661,"journal":{"name":"Environmental education and information","volume":"22 1","pages":"113-120"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87635242","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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