IFLA's Contributions to Education for Library and Information Science

Fang, Josephine Riss; Nauta, Paul

doi:10.1177/034003529101700307

Cited by 2 publications

(3 citation statements)

References 8 publications

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“…3 be placed within international (Fang and Nauta, 1991;Tallman, 1991;Kibirige, 1993) social, economic, cultural, and political contexts (Association of College and Research Libraries, 1992;Sineath, 1992). It is stressed that this process of integration will help to assure that library professionals have a common fo cus (Oen and Cooper, 1988), pride in their accomplishments (Martin, 1995), and a leadership, self-confident mentality (Penniman, 1991; Wh ite, 1995 ).…”

Section: Library Science Graduate Programsmentioning

confidence: 99%

Education for Librarianship: A Survey of the Literature, 1988-1995

Karp¹,

Allen²

2017

Educ. Lib.

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(Office, 1992). One of the hallmarks of the new accreditation standards is their emphasis on "broad-based, continuous program planning, development and improvement," (Office, 1992, p. 3) and their emphasis on "systematic planning process [es]" (Office, 1992, p. 11. Additionally, the new standards emphasize the need to develop a curriculum which "reflects the findings of basic and applied research from relevant fields," and which takes into account "the statements of knowledge and competencies developed by relevant professional organizations" (Office, 1992, pp. 11-12). Since 1983, the DLS Faculty have utilized a five year process of continuous curriculum revision which begins with a comprehensive search of the literature about education for librarianship and competencies needed by librarians.Following is a summary of the competencies and suggested curriculum components which were indicated in the literature about librarianship, 1988-1994. Library Science Graduate ProgramsLiterature about graduate education in library science points to a definition of the process as a "pluralistic," -i.e., interdisciplinary and diverse -mix of multiple traditions, standards, methods, and userneeds (Robbins, 1990;Lowry, 1990;Te es, 1991;Bradley, 1993;Koenig, 1993;Ostler, 1995) within which there exist theory (Boyce, 1994) and skills which should be mastered by all MLS graduates, and whose content shoul dEducation Ubrariea • Vol 19, No. 3 be placed within international (Fang and Nauta, 1991;Tallman, 1991;Kibirige, 1993) social, economic, cultural, and political contexts (Association of College and Research Libraries, 1992;Sineath, 1992). It is stressed that this process of integration will help to assure that library professionals have a common fo cus (Oen and Cooper, 1988), pride in their accomplishments (Martin, 1995), and a leadership, self-confident mentality (Penniman, 1991; Wh ite, 1995 ). In addition, the knowledge gained in library school should be applicable at an entry level to a variety of library environments (Preschel, 1988;"Dean's ... ," 1994). Some writers debate the need for certification of librarians (Ford, 1989;Lindberg, 1990;Kaatrude, 1992;Martin, 1994); others stress the need to provide library school students with field experiences, or internships which provide on-the-job training (Meiseles and Fe ller, 1994) and which also can be used as recruitment vehicles for minority students (Diaz and Starkus, 1994;Kendrick, Lipkind, and Clinkscales, 1990). Curricula must keep up with new technology (Kaula, 1988;Hurd, 1988;Main, 1990; Sharma, 1992;George, 1994) and that they should include the foll owing components: discussion of ethics (Rogers, 1994) and issues such as equal access to information (McCook, 1992b); balance of theory and practice ( Oack, 1993; Curras , 1993 ); systematic study which integrates basic knowledge and skills into a unified structure (Eisenberg, 1991; Intner, 1991); study of communication theory (Lester, 1993); recognition of the impact of information on individuals and institu...

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Section: Library Science Graduate Programsmentioning

confidence: 99%

Education for Librarianship: A Survey of the Literature, 1988-1995

Karp¹,

Allen²

2017

Educ. Lib.

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“…The report entitled Guidelines to Equivalence and Reciprocity of Professional Qualifications (Fang and Nauta, 1987) was a follow up to the International Guide to Library and Information Science Education: a reference source for educational programs in the information fields world-wide (Fang et al, 1985) and laid out recommendations for reciprocal LIS education (e.g., academic level, program length and program content). The report included evaluation forms for those that implemented the recommendations, but, as Fang and Nauta (1991) reported, none of these recommendations or evaluation forms were used systematically. The issue continued to be a topic of concern through the 1990s and 2000s as a number of researchers presented papers related to degree equivalence and reciprocity at IFLA's Annual Conferences (Weech and Tammaro, 2007).…”

Section: Literature Review: Credentialing Of Librarians and Accreditamentioning

confidence: 99%

“…academic level, program length and program content). The report included evaluation forms for those that implemented the recommendations, but, as Fang and Nauta (1991) reported, none of these recommendations or evaluation forms were used systematically. The issue continued to be a topic of concern through the 1990s and 2000s as a number of researchers presented papers related to degree equivalence and reciprocity at IFLA's Annual Conferences (Weech and Tammaro, 2007).…”

Section: Literature Review: Credentialing Of Librarians and Accreditation Of Lis Educationmentioning

confidence: 99%

Foreign LIS degrees in contemporary US academic libraries

2010

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Abstract:Purpose -This case study summarizes a task force's efforts to change the educational degree requirements for open librarian positions at a large Midwestern university.Design/methodology/approach -Reviews the literature on degree requirements in academic libraries, and the nature of foreign LIS degrees. Analyzes 136 position advertisements for academic librarians by required terminal degree and the type and Association of Research Libraries (ARL) status of the institution.Findings -Concludes that, while most position advertisements do not specifically address foreign Library and Information Science (LIS) degrees, many advertisements, especially those at ARL libraries, contain flexible language that allows for degrees that are "equivalent" to the American Library Association (ALA) accredited LIS degree. Literature review suggests that LIS education in many countries outside the United States is robust.Research limitations/implications -The data collected from the relatively small sample of 136 job advertisements for academic librarians posted on the ALA Joblist and Chronicle of Higher Education websites was largely meant to be anecdotal.Practical implications -Provides useful information for academic libraries in the United States receiving applications for professional positions from applicants with foreign LIS degrees.Originality/value -Although the literature on the ALA-accredited Master's of Library and Information Science (MLS) degree is extensive, no study considers the availability of positions to those with MLS degrees from other countries.

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IFLA's Contributions to Education for Library and Information Science

Cited by 2 publications

References 8 publications

Education for Librarianship: A Survey of the Literature, 1988-1995

Education for Librarianship: A Survey of the Literature, 1988-1995

Foreign LIS degrees in contemporary US academic libraries

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