Revamping the LIS curriculum in the Department of Library Science and Information Systems at the TEI of Athens (original) (raw)
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Reinvigorating Library and Information Science (LIS) Curriculum in a fast changing society
This paper discussed the need for reinvigorating Library and Information Science (LIS) curriculum in a fast changing society. Reinvigorating LIS curriculum is not only a necessity but mandatory if the prospective LIS graduates would be employers of labour rather than job seekers in a continuously fast changing society of the 21 st century. To train LIS students in entrepreneurship requires the development of a comprehensive but dynamic curriculum that responds to changing needs in the field. The implementation of this curriculum will enable beneficiaries to be self-employed by carrying out such entrepreneurial activities like abstracting, indexing, publishing, database development and management, collection management, knowledge management, organization of knowledge, current awareness services, staff recruitment and development, conduct of researches, bibliographic and metadata searching, journals and book business, material conservation and preservation, generation of ideas, etcetera.
2012
The belief that information organizations, such as libraries, archives and museums have common goals and manage the same resource, i.e. information, leads to the proposition presented here, that they should be regarded as an integrated unit. Furthermore, the development of new technologies offers a common platform via which all information organizations can acquire, organize and disseminate information in the form of electronic data and metadata. This study focuses on assessing the results of the implementation of a curriculum based on the aforementioned principle. The study collected data from the student work experience program which took place after a three year implementation of the new curriculum. The work experience program took place in diverse information organizations and both parties involved, i.e. students and employers participated in the research. The research was designed to explore the degree of knowledge gained and the ability of students to apply it to diverse information organizations. Furthermore, it attempted to determine the needs of information organizations in specific areas of knowledge. The methodology used included two surveys with cross corresponding questions, one addressed to the students during the work experience program and the other to the hosting organizations. Results highlight the emerging students' professionalism and indicate that students can manage at a good level all major information science tasks independently of the type of organization or the form of their collections. It became evident that students are able to work and implement professional tasks likewise in libraries, archives and museums. Similarly, organizations perceive their abilities and knowledge in the same way, independently of their nature. Suggestions for further improvement of the curriculum, deriving from the research described here, include the incorporation of a course or a module within a course regarding user education/information literacy.
Education for library and information science: a means to an end, not an end in itself
The work of library and information science (LIS) is strongly influenced by changes in society, which are complex and far-reaching. Educating future information professionals must take the changing context into account if they are to contribute effectively to the Information Society. It is posited here that IT does affect, and will continue to affect, libraries and librarianship, but that there is an essential core of knowledge that is unique to LIS, which can equally be seen to constitute a core for the "newer" areas of work. This core can be enhanced by the use of IT. This paper seeks to identify and describe this unique domain, and establish whether such a core is useful for each of the different information professions. Operational definitions of fundamental terms, such as information, document and knowledge, are essential for semantic and conceptual clarity in order to draw such conclusions. If workable definitions can be formulated, then common knowledge bases and the connections between these various aspects of professional information management might be easier to describe.
CURRICULA OF LIS PROGRAMS IN THE USA: A CONTENT ANALYSIS
2006
Close to 3,000 courses, both required and elective, listed in each curriculum of the 45 ALAaccredited LIS master's programs in the USA are analyzed qualitatively as well as quantitatively. Based on the changes observed in the core, electives and particularly courses that appear being created recently, this study finds that more and more elective courses are offered in LIS education while the number of core requirements is reduced to as few as two courses. In either case, a wider range of subject topics seem being covered nowadays than in the pre-Internet era. On the other hand, approximately 10 percent of all the LIS courses sound new in that they are designed to deal with emerging subjects and latest developments in the field besides reflecting the growing interdisciplinary nature of LIS. This research also shows that catalysts for LIS curricular transformations do not come from technology alone, but also originate from the cultural and societal dimensions. In other words, a holistic approach should be taken for enhancing LIS curricular contents to prepare information professionals for leadership in the time to come.
Przegląd Biblioteczny/Library Review , 2014
This article examines the U.S model of library and information science (LIS) education in light of the changes brought about by information and communication technology. The accepted model of professional preparation in the United States has emphasized graduate education on a Master’s level from LIS programs accredited by the American Library Association (ALA). The authors trace the historical development of this approach and provide an overview of the ALA accreditation process. Furthermore, they examine the strategies of LIS programs in adjusting to the changing information environment, present the debate about the iSchool movement, and discuss the evolution of the core curriculum. In addition, the article explores the relationship between LIS education and the field of practice and presents a practitioner’s perspective on educating library professionals. The authors conclude that the model of advanced professional preparation for librarianship is still relevant in the digital environment, but it requires greater flexibility and close cooperation with the field of practice.
Przegląd Biblioteczny
This article examines the U.S. model of library and information science (LIS) education in light of the changes brought about by information and communication technology. The accepted model of professional preparation in the United States has emphasized graduate education on a Master’s level from LIS programs accredited by the American Library Association (ALA). The authors trace the historical development of this approach and provide an overview of the ALA accreditation process. Furthermore, they examine the strategies of LIS programs in adjusting to the changing information environment, present the debate about the iSchool movement and discuss the evolution of the core curriculum. In addition, the article explores the relationship between LIS education and the field of practice and presents a practitioner’s perspective on educating library professionals. The authors conclude that the model of advanced professional preparation for librarianship is still relevant in the digital envi...
2014
Abstract: The library and information science practitioners in general, recognize the need to reform library and information science education to meet with the present trends. Library schools have failed to develop the required knowledge and skills relating to the use of information technology among students and the practitioners. As a result, the graduates from the library schools have little competitive potentials in the information market. This paper discusses the need for quality assurance in LIS schools, ICT as a tool for reformation, prospects and challenges of ICT in LIS education. However, ICT have the prospect of preparing the profession for a better direction. This turning point if grasped effectively, could graduate the LIS education and profession to catch up with other disciplines and failure will lead to falling behind. Key words: Education, Functional, Information, Reforming, Science, Profession, Viable
Library and Information Science Education in the Digital Age
Advances in Librarianship, 2010
Education in library and information science (LIS) in the first decade of the 21st century is reviewed and discussed in terms of changes, developments, and associated issues. Specifically, courses and concentrations newly added to the LIS curriculum are described along with a summary of what has been revised, including the core. Distance education in LIS is presented as a result of technology application while reposition, relocation, and closures of LIS schools are also examined. Of the organizational changes among LIS schools, the emergence of iSchools and related topics received particular coverage with data gathered recently. Issues persistent in LIS education (i.e., accreditation of LIS programs, library education crisis, and chasm between LIS education and practices) are revisited with analysis. The author believes on the basis of this review that the digital age has brought us in LIS education with opportunities greater than ever. LIS education will move forward and even thrive in this digital age when the field not only makes intelligent use of the technology but also changes in other dimensions as the society advances.
The paper discusses the paradigm shift from delayed book and journal print information services to fast items like open access and institutional repositories for scholarly world and impact of the revolutionary inventions. In this context, LIS curricula should include the components like areas of library automation, networking, internet, website development, digital technology (including digital library/institutional repositories, open source movement) etc. It also discusses about the constraints and opportunities of the library schools and key to success of Indian LIS students in national and international job market.
STUDENTS' KNOWLEDGE ON LIBRARY AND INFORMATION SCIENCE (LIS): AN OPTION FOR CHOOSING A CAREER
Library and Information Science (LIS) is a degree program being offered in the different HEIs in the country though this program has been offered long time ago there are few takers of the said program. This study analyzed the level of knowledge of senior high school students on LIS as a career. Further, this study looked into significant differences in terms of knowledge when grouped according to sex and track. Also, this study explored on the possibilities of senior high school students to enrol in the LIS program. The output of this study is to assess their knowledge and to know the reasons if they are interested or not interested in taking up LIS as a career. Knowing the results would help identify promotional strategies to campaign for the degree LIS for more takers in the future. The qualitative-quantitative, descriptive method of research were used in this study. Participants were 97 Grade 12 students in a state-run University in Benguet, Philippines. Results revealed that they have an average knowledge of the LIS course. Both sexes have similar knowledge on the program while STEM track has better knowledge on the program as compared to the TVL track. Sadly, all of the respondents signified that they will not enrol in LIS Program because it is not popular and they already have their plans on what to enrol in college. Career orientation is the best promotional strategy identified by the respondents which can be used to incoming college students to campaign for the degree LIS.