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

Marcella, Rita; Oppenheim, Charles

doi:10.3233/efi-200370

Cited by 13 publications

(10 citation statements)

References 17 publications

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“…To bridge the gap between theory and practice, researchers have suggested that there should be improved communication and translation of research into practice (McKechnie et al, 2008), increased collaboration between researchers and practitioners (Abbas et al, 2016;Haddow and Klobas, 2004), and strengthening of theory in professional education (VanScoy et al, 2022). With the attrition of library and information studies in some countries and the uncertainty about the future of the discipline (Marcella and Oppenheim, 2020), it becomes even more crucial to strengthen the connection between theory and practice and to make information science knowledge relevant to librarians.…”

Section: Discussionmentioning

confidence: 99%

Surfacing the ‘silent foundation’: which information behaviour theories are relevant to public library reference service?

VanScoy,

Hands,

Švab

et al. 2024

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Introduction. Despite extensive discussions on the theory/practice gap in library and information science, there is a paucity of research on the value and use of formal theory by librarians in their daily practice. Method. Our card sort and interview study investigated which information behaviour theories were relevant to public librarians from Slovenia and the United States in their reference practice and how they encounter those theories in their practice. Results. All of the information behaviour theories were considered relevant by some of the participants. Bounded rationality or “satisficing” was seen as most relevant for information service, while the key difference between Slovenian and United States librarians was observed in their perception of “information poverty”. Participants were generally able to provide examples of how the theories were used in practice, but usually did not recall learning about the theory or the theory’s name. Conclusion. Information behaviour theory is relevant to reference practice in public libraries although its use by librarians may be implicit. These findings may be useful to instructors in LIS programs to convey to students the value of learning theory. Questions remain about why librarians find certain theories more relevant than others and what factors contribute to the differences in their perceptions.

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Section: Discussionmentioning

confidence: 99%

Surfacing the ‘silent foundation’: which information behaviour theories are relevant to public library reference service?

VanScoy,

Hands,

Švab

et al. 2024

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show abstract

“…This type of interdisciplinary engagement may offer iSchools a new way to have an impact and increase their exposure. In an earlier issue of this journal, Marcella and Oppenheim (2020) present the challenges for the future sustainability of library and information science programs in the UK, part of the iField often covered by iSchools. Yet, they also note that: "The current information environment is full of problems: information overload, fake news, media control, abuse of social media, preservation challenges, etc.…”

Section: Discussionmentioning

confidence: 99%

Digital humanities degrees and supplemental credentials in Information Schools (iSchools)

Cobb

Golub

2022

EFI

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The digital humanities (DH) is an emerging field of teaching and research that invites modern technologies to address traditional humanities questions while simultaneously making space for humanistic critiques of those technologies. A natural relationship exists between DH and the field of information studies (the iField), particularly surrounding their common focus on the interface between humans and computers, as well as subfields such as the organization of information, libraries and archives, data preservation, and information in society. Thus, we propose that iField programs in universities should take an active role in DH education. We are particularly interested in programs that are officially Information Schools (iSchools), members of the international iSchools Organization. Our research began as part of a DH curriculum committee convened by the iSchools Organization. To support iSchool engagement in DH education, we have inventoried and analyzed the degrees and supplemental credentials offered by DH education programs throughout the world. Our study deployed multiple data collection methods, which included conducting both ad hoc and comprehensive website surveys, querying an online DH catalog, and inviting members of the iSchools Organization to participate in an online questionnaire. This work has revealed several common patterns for the current structure of DH programs, including the various types of degrees or supplemental credentials offered. We observe that iSchools have a significant opportunity to become more engaged in DH education and we suggest several possible approaches based on our research.

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“…A kényszerűségből kevesebb képzőintézmény hatékony együttműködése nem kerülhető el. 42 Jelen tanulmányunkban, figyelemmel a magyarországi könyvtárügy fejlődési ívére, 43 valamint a megvilágított nemzetközi trendekre, az Eötvös Loránd Tudományegyetem Bölcsészettudományi Kar (ELTE BTK) Könyvtár-és Információtudományi Intézetében keletkezett oktatási tapasztalataink 44 egyetlen részterületére szűkítjük vizsgálatunkat: hogyan változhat a könyvtáros hivatás viszonya a digitalizált gyűjteményekhez, az online elérhetővé tett tudáskincshez? 45…”

Section: Szakirodalmi áTtekintésunclassified

Időtálló könyvtár, jövőbiztos könyvtárosság: A digitális tartalomfejlesztés kompetenciatükre

Kiszl¹,

Fodor²

2022

TMT

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A felsőfokú képzés során az oktatók érzékelik az új szakmai nemzedék hozzáállásából és reakcióiból a könyvtár- és információtudomány (Library and Information Science, LIS) folyamatosan változó technológiai-társadalmi-gazdasági kontextusát, a hallgatók igényeit és kompetenciaelvárásait. Ezeket a tapasztalatokat értelemszerűen beépítik a képzés korszerűsítésébe, saját – sok esetben évtizedekkel korábbi reflexeiket folyamatosan megújítva –, de fontos tanulságokat vonhatnak le a LIS jövőjével kapcsolatban is. Szükség is van erre a hatékony egyetemi képzéshez, hiszen a hallgatóknak oktatóiktól hiteles jövőképet is kapniuk kell: merre tart a LIS, milyen a jövő könyvtára, mi lesz a feladatuk a mesterséges intelligencia, a virtuális valóság, az adattudomány korszakában? A szakemberjelöltekben felmerülő kétségekre nem elegendő pusztán tagadni a sablonos jóslatokat, melyek szerint például a robotika elveheti munkájukat. Tanulmányunkban a digitális gyűjteményekkel kapcsolatos kurzusaink tapasztalatai alapján, a téves előfeltételezéseket cáfolva vezetjük le a LIS négy jövőbiztos jellemzőjét: (1) az emberi kreativitás nélkülözhetetlen szerepének fennmaradását, (2) a közösségi média professzionális használatának jelentőségét a közösségi tudás lekérdezéséhez, (3) az együttműködési kompetenciák értékállóságát és (4) a könyvtáros hivatásban felértékelődő kutatói attitűdöt.

show abstract

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

Cited by 13 publications

References 17 publications

Surfacing the ‘silent foundation’: which information behaviour theories are relevant to public library reference service?

Surfacing the ‘silent foundation’: which information behaviour theories are relevant to public library reference service?

Digital humanities degrees and supplemental credentials in Information Schools (iSchools)

Időtálló könyvtár, jövőbiztos könyvtárosság: A digitális tartalomfejlesztés kompetenciatükre

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