PurposeThe main purpose of this paper is to explore library practitioners' views of knowledge management (KM) and its incorporation into library practice.Design/methodology/approachThe study is based on the review of literature available in secondary sources, and the result of interviews of ten library practitioners worldwide. The respondents are purposively selected from the participants' lists of two international conferences held in 2008. The interviews were conducted through e‐mail using a short, structured, and open‐ended questionnaire.FindingsThe ways of knowing and degrees of understanding of KM concepts among the library practitioners are varied. But the most library practitioners have focused on a shallow perception of KM for its incorporation into library practice – dealing with only explicit information and/or knowledge. This study also finds some of the reasons for responding to KM, e.g. increasing value of knowledge in the knowledge economy, role of information technologies, opportunities for improved library practices.Research limitations/implicationsThe study is limited in its scope, conducting interviews of only ten library practitioners worldwide, and hence, generalization may not be derived from the findings.Practical implicationsThe paper suggests that library practitioners need to broaden their understanding, change their traditional mindset, and to apply a holistic approach of KM system design and library practice, focusing on both explicit and tacit knowledge.Originality/valueThe paper investigates the original views of library practitioners regarding KM in libraries.
PurposeThe purpose of this paper is to develop a theoretical framework of an integrated digital library (DL) system based on knowledge management (KM) process.Design/methodology/approachThe study is based on viewpoints, review of existing concepts and frameworks of DL and KM, and the result of an interview of nine DL practitioners world‐wide. The respondents are purposively selected from the participants” lists of two international conferences held in 2008. The interview is conducted through e‐mail using a short, structured and open‐ended questionnaire.FindingsThe study finds some significant overlaps between DL and KM and argues that a generic KM process of acquisition, organization, storage and retrieval, and dissemination of knowledge with receiving feedbacks can suitably be fitted in DL. Thus an integrated DL system can be consisted of digital resources, technological infrastructure, experience and expertise, DL services and a KM process. The integration of KM can add value to developing a knowledge‐based culture, management of intellectual assets, promotion of knowledge sharing, innovations in DL services and a strong leadership position for DL.Research limitations/implicationsThe research presents theoretical viewpoints of DL and KM, and the model, therefore, demands for practical investigation.Practical implicationsThe study suggests the adoption of KM process in DL system to enhance its effectiveness.Originality/valueThe proposed model is an original work and theoretically, it would contribute to the advancement of academic debate in both the areas of DL and KM.
The study aims at exploring the relevancy of knowledge management (KM) to library and information science (LIS). Besides the review of relevant literature, the study has conducted an online survey of KM education programs offered by different schools of the world. An interdisciplinary approach of KM education is analysed to find its link with LIS. After a random search of KM education programs, 30 graduate programs are investigated to identify leading academic and professional disciplines contributing to the promotion of KM education and research, and also to examine the extent and scope of KM education with special reference to LIS schools. The survey finds that the highest number of KM graduate programs originated from LIS/Information Management (IM) followed by computing/engineering and business and management. The convergent course titles and wide range of KM skills and competencies clearly indicate its interdisciplinary nature. Finally, the paper explores some areas where both LIS and KM can contribute to each other and encourages KM implication in LIS education and library practices.
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