Current trends in library and information studies curricula around the world

Abstract

PurposeThe purpose of the study is to identify current trends in library and information science (LIS) education related to the user‐centred approach adopted by libraries and information professionals in response to the advent of the internet.Design/methodology/approachCourse descriptions of 30 LIS departments around the world were analyzed based on Wilson's map of information science that proposes five basic foundations fields: information content, information systems, people, organizations, and policy. The analysis focused on the user‐centred people field and on the interactions between this field and the other four fields proposed by the model. Course descriptions found in the departments' web sites were analyzed using the content analysis method and eight categories were revealed in the analysis that represent the different interactions between the fields.FindingsFindings show that LIS departments have been successful in infusing the traditional information‐related curricula with a user‐centred approach but they have yet to develop areas of study that strengthen the students' social skills.Research limitations/implicationsThe data collection method limited the scope of the study. By restricting the data collection to course descriptions as advertised in the departments' web sites the study could only analyze the departments' intent and not their actual work in the field.Originality/valueThe study recommends the implementation of courses dealing with social or personal skills.

An exploration of the library and information science professional skills and personal competencies: An Israeli perspective

“…Myburgh (2003) suggested a shift in education from "a document management perspective to an information management perspective" (p. 214). Bronstein (2007) observed that although LIS departments have been successful in infusing traditional informationrelated curricula with a user-centered approach, these programs have yet to develop areas of study that improve students' social skills. RileyHuff and Rholes (2011) posited that there appears to be a clear need for additional technological courses at a more advanced level.…”

Does education in library and information studies in the United Kingdom have a future?

“…It may also emanate from a lack of conviction and understanding of the fundamental philosophic strengths of classic LIS content, alongside apparently pragmatic recognition of changes in the availability of purchasable catalogue records and free-text searching. Bronstein (2007) also notes a fundamental shift to that of Bowman (2006) but drew more positive conclusions from it: 'LIS curricula have been successful in blending between the traditional approach to LIS education that aims at providing students with basic information handling skills and a user-centred approach that focuses on the information needs and behavior of users. In other words, although cataloguing, reference and bibliographic searching skills remain at the core of LIS education programs they now focused on the users and not on the systems' (Bronstein, 2007, p.75).…”

What if? Exploring alternative models for professional LIS education*

“…The topics covered in professional LIS education have not been static since the ALA decision to recognise only Master's level qualifications. In her study of changes in LIS school curricula, Bronstein (2007Bronstein ( , 2009 found that although most programmes in her sample had a strong focus on information content, they also covered information technology, user behaviour and a range of professional practices, including the organisation of information. She noted that there was relatively light coverage of planning and strategy, which led her to conclude that most of the programmes she examined were designed to prepare their graduates for entry-level positions.…”