Library education in Latin America and the Caribbean

Abstract

PurposeThe aim of this paper is to analyze the number of schools and programs of library science that have existed in Latin America and the Caribbean from 1985 to date. It was written in order to understand the nature of library science teaching, and to provide a numerical analysis of the schools and programs identified.Design/methodology/approachThe study is based on previous works that collected information on programs and institutions devoted to library science teaching. The main sources are the works of Fang (1985), Fang et al. (1995) and Maris and Giunti (1999). Differences between the Hispanic‐Portuguese and Anglo‐Saxon educational systems are described, as well as what they mean to library science teaching. With the purpose of standardizing the Anglo‐Saxon and Hispanic‐Portuguese systems, the various study programs were divided according to the classification used by Fang and Nauta.FindingsIt is evident that the number of schools and programs has been increasing and decreasing, and although the causes of this trend are not known, the data show that Latin American library science studies are continuously in motion. Regarding the creation of schools and programs, the data that have been gathered suggest an influence from European and American schools first and UNESCO programs later. Numerical data are provided per country on the number of schools and programs for training, technical studies, tertiary‐undergraduate studies, tertiary‐graduate studies and tertiary‐postgraduate studies.Research limitations/implicationsBecause this study is based on previous works that collected information on programs and institutions, one has to admit that they do not provide information on all the schools that have existed in Latin America and the Caribbean and, thus, data are not fully accurate; however, there is enough information to provide a clear overview of the situation and the trends of library science in Latin America and the Caribbean.Originality/valueThe paper contributes to the knowledge of library education in Latin America and the Caribbean. It points out the formation of human resources in reference to education levels and affirms the diversity of library education in those regions.

Investigating academic library responses to predatory publishing in the United States, Canada and Spanish-speaking Latin America

“…However, it is important to note that the idea of having research specialists in libraries is relatively new in many Latin American countries. As outlined by Rodríguez Gallardo (2007), for many years, librarians in Latin America have typically held an undergraduate qualification in Library and Information Science (LIS), rather than the graduate-level qualification that is expected in North America. However, Rodríguez Gallardo (2007, p. 53) asserts that from “the mid-twentieth century the influence of North American library science was perceived more intensely” in Latin American LIS programs and libraries.…”

“…As outlined by Rodríguez Gallardo (2007), for many years, librarians in Latin America have typically held an undergraduate qualification in Library and Information Science (LIS), rather than the graduate-level qualification that is expected in North America. However, Rodríguez Gallardo (2007, p. 53) asserts that from “the mid-twentieth century the influence of North American library science was perceived more intensely” in Latin American LIS programs and libraries. By 2007, there were 12 LIS master's programs in Spanish-speaking Latin America, and additional programs have since been established, such as the first LIS master's in Colombia in 2011 (Molina Molina and Gaviria Velásquez, 2010).…”

“…By 2007, there were 12 LIS master's programs in Spanish-speaking Latin America, and additional programs have since been established, such as the first LIS master's in Colombia in 2011 (Molina Molina and Gaviria Velásquez, 2010). According to Rodríguez Gallardo (2007, p. 41), the bachelor's training in Latin America has a technical focus, while master's programs provide an initiation into research, allowing graduates of the latter to better support researchers. As more master's graduates are hired by university libraries in Latin America, perhaps more specialist positions (e.g.…”

“…These six libraries are located in Chile (2), Peru, Mexico, and Colombia (2). According to the list of 12 LIS master's programs compiled by Rodríguez Gallardo (2007, p. 48), these programs were offered by universities in Argentina (3), Chile (2), Costa Rica (1), Mexico (3), Peru (1), and Puerto Rico (2). Meanwhile, Molina Molina and Gaviria Velásquez (2010) confirm that Colombia now also offers an LIS master's.…”

Current trends in library and information studies curricula around the world

“…In contrast, there are two other types of studies dealing with LIS education. Studies that review recent trends and issues in LIS education in a particular country (Ameen, 2006; Elkin and Wilson, 1997; Miwa, 2006; Rodriguez Gallardo, 2007; Virkus and Wood, 2004) and studies that identify the skills and competencies that are required of LIS graduates that are also relevant to the scope of this paper.…”