A Review of Progress in Digital Library Education

Ma, Yunlong; Clegg, W.W.; O’Brien, Ann

doi:10.4018/978-1-59904-879-6.ch055

Cited by 8 publications

(11 citation statements)

References 5 publications

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“…Working in the networked environment with digital information and computers is a key driver of the changing roles of LIM practitioners and requires them to acquire new skills and knowledge (Bury and Jamieson, 2014;Dakshinamurti and Braaksma, 2005;Fourie, 2004;Muhammad and Khalid, 2010). To become DL professionals, future LIM practitioners must learn, and current LIM practitioners need to upgrade, technical knowledge and skills; this is one of the main issues in DLE development (Ma et al, 2009;Maroso, 2005).…”

Section: Digital Library Educationmentioning

confidence: 99%

Discovering the contextual factors for digital library education in Vietnam

Dorner

Calvert

2019

GKMC

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Purpose The purpose of this paper is to discover the contextual factors affecting the development of digital library education (DLE) in Vietnam and to determine how those factors are enabling or hindering its development. Design/methodology/approach Based upon the literature and the theories of Fullan (2007), Nowlen (1988) and Rogers (2003), an initial model of contextual factors that were potentially affecting DLE development in Vietnam was developed. The model was then tested using a qualitative methodology involving interviews and focus groups with key stakeholders, along with the gathering of documentary evidence. The data were then analysed using the interactive model of Miles et al. (2014), and the initial model was then revised. Findings The initial model allowed for the depiction of potential factors, both internal and external, along with some relationships between the factors. Based on the data analysis, a revised model was developed composed of seven major contextual factors that were enabling and/or hindering DLE development in the Vietnamese context. These are grouped into three categories: external factors – government, IT infrastructure and social and cultural values; internal factors – stakeholders’ attitudes, DLE characteristics and the personal and organisational nexus; and change agents, which is both an internal and external factor. These factors had different levels of influence on DLE development and are inter-related. Originality/value No prior study has looked at contextual factors affecting DLE development in a developing country such as Vietnam.

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Section: Digital Library Educationmentioning

confidence: 99%

Discovering the contextual factors for digital library education in Vietnam

Dorner

Calvert

2019

GKMC

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“…Yang, Wildemuth, Pomerantz, Oh, and Fox (2009) noted that several disciplines have an interest in the development of a graduate-level curriculum for DL education. Most DL courses have been taught either in LIS or CS programs (Ma et al, 2009). A question was asked to the European LIS faculty to identify the competitors of LIS schools in the case of DL course offering.…”

Section: Digital Librarianshipmentioning

confidence: 99%

“…Readers interested in knowing more about library and information education in Europe can read studies by Virkus (2007Virkus ( , 2008, Audunson (2005), Juznic and Badovinac (2005), Kajberg, Horvat, and Oguz (2009), Spink andHeinström (2012), andTammaro (2011). Ma et al (2009) in their article highlighted the importance of teaching DL:…”

Section: Literature Reviewmentioning

confidence: 99%

“…A very highly significant DL curriculum project of Virginia Tech (VT) and the University of North Carolina (UNC) was granted a 3-year grant of over half a million dollars in 2006. It is perhaps the first formal cooperation in this field between computer science (CS) and library and information science (LIS) and between institutions (Ma, Clegg, & O'Brien, 2009). This curriculum project has affected LIS curriculum and teaching, in particular DL curriculum across the world.…”

Section: Introductionmentioning

confidence: 99%

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Digital Library Education in Europe

Audunson

Shuva

2016

SAGE Open

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Research in digital libraries (DLs) has gained much interest across the globe. Most funding related to DL are available for building DLs, rather than producing digital librarians by developing the DL curricula and offering necessary funding to introduce state-of-the-art DL labs for future library professionals. Based on online surveys, this article investigates the status of DL education/courses in Europe, particularly, it examines the curriculum contents of DL courses, explores the future direction of library and information science (LIS) curricula, and identifies the competitors of LIS schools in the DL world. This study received responses from 54 LIS schools/departments in 27 European countries. The results of the current study clearly show that the majority of the LIS schools have already integrated digital librarianship in their regular bachelor's and master's degree programs. The importance of practical aspects in DL curricula has been highlighted by the authors. The study also reports the recommended books and journals on DL, direction of LIS curricula, and the competitors of LIS schools in the digital world. A number of future research directions have been offered by the authors. The authors expect that the study will contribute to the discussions and debates toward identifying subject elements for DL courses. The top subject areas based on their importance as reported by the participants of the current study should be taken into consideration before designing curricula for DLs and before developing a Europe-wide unique LIS curriculum.

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“…Educational developments are affected by social trends and technology (Ma, Clegg, & O'Brien, 2009), and therefore may be affected by existing factors in the environment where the change or development occurs. These factors may relate to technology, to the people involved in the change, to policies, finances and culture.…”

Section: Motivationmentioning

confidence: 99%

Contextual factors affecting the development of digital library education in Vietnam

Hung¹

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<p>In Vietnam the need for digital library education (DLE) has increased significantly in the last two decades. Educating staff to establish and manage digital libraries has become a critical issue. However, there are no DLE programmes offered by library and information management (LIM) education providers in Vietnam and we do not know why this is the case. The aim of this study is to investigate and understand the factors affecting the development of DLE for LIM practitioners in Vietnam. The interpretive study employed a qualitative approach and its findings are based on the analysis of data gathered in 17 individual interviews and 11 focus groups with key stakeholders, as well as from documentary evidence. The stakeholders involved in this study include LIM practitioners, LIM managers, LIM lecturers, library school deans, government policy makers, academic library directors, professional association chairpersons and LIM students. To guide the data gathering and analysis, an initial conceptual model of factors affecting DLE was developed from three sources: Fullan’s Educational Change theory, Nowlen’s Performance Model in continuing education for practitioners, and Rogers’s Diffusion of Innovations theory. The study found seven major factors were affecting the development of DLE in Vietnam: the government, the information technology infrastructure, the prevailing social and cultural values, the efforts of change agents, the attitudes of key stakeholders, the characteristics of DLE design, and the nexus of the educational needs of library staff and the libraries in which they were working. Of these the government factor was the most influential. These factors were inter-related and affected DLE development at different levels. The initial conceptual model was revised based on the study's findings. The revised model provides a contribution to educational change theories relevant to the identification and understanding of factors affecting professional educational programmes in universities in developing countries. The study’s findings are also of value to governments, libraries, library schools and library associations for developing relevant policies and new curricula for DLE, and for establishing new professional development programmes in DLE for library staff.</p>

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A Review of Progress in Digital Library Education

Cited by 8 publications

References 5 publications

Discovering the contextual factors for digital library education in Vietnam

Discovering the contextual factors for digital library education in Vietnam

Digital Library Education in Europe

Contextual factors affecting the development of digital library education in Vietnam

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