Issues Related to the Education and Recruitment of Science/Technology Librarians

Storm, Paula; Wei, Wei

doi:10.1300/j122v14n03_03

Cited by 13 publications

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“…It is also emphasized that in order to obtain a working knowledge of the literature of science and technology, MLS students should be taught by faculty who have experience with science and technology (Vazakas and Wallin, 1992 ). Finally, science and technology librarians must be creative in their assumption of leadership roles in the information profession (Storm, 1994).Medical and Health Science Librarians. In general, the literature about competencies for medical and health science librarians emphasizes the concept of medical informatics, or the applied use of information science for medical information problems (Ball, Douglas and Lunin, 1988; Detlefson, 1993), as well as the recommendation that health information professionals be employed as faculty to teach potential health information professionals (Creth, 1993).…”

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

Karp¹,

Allen²

2017

Educ. Lib.

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“…Debates regarding the need for undergraduate or graduate training in the sciences as a prerequisite for science librarianship have abounded for over forty years (Krupp 1984, Haselbauer 1984Frank 1989;Frank and Kollen 1989;Stuart and Drake 1992;Gibbs 1993;Liu and Allen 2001;Liu and Wei 1993;Storm and Wei 1994;Lucker 1998;Hackenberg 2000;Morris-Knower 2001). Multiple studies have gauged the number of science librarians with and without formal training in the sciences while also discussing perceptions regarding the usefulness of such a degree in their positions (Mount 1985;Dewey 1986;Liu and Wei 1995;Mosley 1995;Sandy et al, 1998;Hooper-Lane 1999;Hackenberg 2000;Winston 2001;Watson 2005).…”

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confidence: 99%

Made from Scratch

Fritzler

2006

Science & Technology Libraries

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“…Their role in the chain of scholarly communication is vital in keeping the flow of information moving from the laboratory bench to the peer reviewed journal and back again to the bench. Since the 1980s there has been concern about the shortage of physical science librarians in the workforce (Mount 1985;Dewey 1986;Brown 1988;Vazakas and Wallin 1992;Stuart and Drake 1992;Storm and Wei 1994;Hallmark and Lembo 2003). Various articles have debated whether it is necessary for science librarians to have a science degree.…”

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confidence: 99%

“…Some authors assert that a science degree or extensive coursework is either necessary or highly preferable in order to provide quality service to patrons (Krupp 1984;Stuart and Drake 1992;Wiggins and Monnier 1994;Lucker 1998). Other authors argue that librarians who possess certain important characteristics or skills could learn to be successful science librarians even without a science background (Haselbauer 1984;Frank 1989;Frank and Kollen 1989;Gibbs 1993;Storm and Wei 1994;Morris-Knower 2001). Other authors suggest ways that science librarians could compensate for a non-science academic background and could further develop professional expertise by attending conferences (Fisher and Matarazzo 1993;Hallmark 1998;Hooper-Lane 1999;Hackenberg 2000;Winston 2001).…”

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confidence: 99%

The Face of 21st Century Physical Science Librarianship

Ortega

Brown

2005

Science & Technology Libraries

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Physical science librarians from the U.S. and Canada participated in a survey about their educational background, experience, and professional activity. This group of information professionals can be characterized as having an extensive academic background in the sciences, as being highly experienced, and as professionally active. The large proportion of practitioners who have more than eleven years of experience in the field could signal the impending retirement of large numbers of physical science librarians in the near future. This survey of physical science librarians in the early part of the 21st century suggests that for physical science librarianship to continue to evolve and flourish, it is critical that the profession encourage research and scholarship, in addition to service, among our newest recruits and experienced colleagues.

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Issues Related to the Education and Recruitment of Science/Technology Librarians

Cited by 13 publications

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

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

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The Face of 21st Century Physical Science Librarianship

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