Moving from LIS to IS+L: curriculum renewal at Charles Sturt University

Abstract

, and the resulting program of curriculum renewal and expansion. This program aimed to address concerns over the long-term sustainability of the courses and respond to an increasingly converging professional landscape. The courses were redesigned in a way that allowed them to maintain their relevance to the School's established librarianship market, while at the same time develop a significant application to other information fields. This was achieved by essentially turning the curriculum on its head. Instead of a library focussed core with electives in other information areas, the new curriculum offers core subjects that cover the information-people-technology nexus in generic fashion and provides a foundation for a wide range of specialisations. This transformation represents what could be described as a move from a traditional Library and Information Studies (LIS) approach to a broader Information Studies (IS) orientation, accommodating advanced areas of study in specific fields, including Librarianship (L). The paper goes on to discuss key issues concerning the implementation of the course redesigns, and the results of their implementation to date. IMPLICATIONS FOR BEST PRACTICE:• Information professions have common foundational elements • These common foundational elements can be coordinated to form a core curriculum which is supported and supplemented by specialisations• Information Studies graduates will have a broad range of knowledge and skills that can benefit both library and non-library employers 206

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

“…RileyHuff and Rholes (2011) posited that there appears to be a clear need for additional technological courses at a more advanced level. Other studies have presented specific efforts of LIS departments around the world that have undergone major assessment projects resulting in new and innovative curricula (Edegbo, 2010;Hider et al, 2011;Marouf & ur Rehman, 2007;Toshimori, Mizoue, & Matsumoto, 2010;ur Rehman, 2010).…”

“…Hence, mapping and understanding these skills and competencies are important because they help define future requirements of the LIS professional job market (Mathews & Pardue, 2009). However, even though several attempts have been made to categorize the LIS skills and competencies in the past, these studies have presented a limited scope by focusing on a set of skills for a specific role such as knowledge managers (Harper, 2013), digital librarians (Choi & Rasmussen, 2009), technical services (Fessler, 2007), information literacy instruction (Austin & Bhandol, 2013), and reference services (Gottfried, 2013); or have analyzed only one type of data such as job advertisements (Orme, 2008;Saunders, 2012;Trembach, Deng, & Thomas, 2012) or LIS curricula (Edegbo, 2010;Hider, Kennan, Hay, McCausland, & Qayyum, 2011;Robati & Singh, 2013). The current study addresses this gap by providing a more comprehensive view of the subject and developing an updated typology of LIS skills and competencies from three different sets of data: job advertisements, course descriptions, and survey responses of directors of libraries and information centers in Israel.…”

Changing Trends In LIS Job Advertisements

“…Consequently, LIS/IM curriculum responsibilities have evolved towards "educating graduates to work in broader information environments and to consider new career paths in non-traditional agencies and organizations" (Yu & Davis, 2007) and an "… increasingly converged professional landscape" (Hider et al, 2011). Crucial to these efforts is an understanding of how this professional landscape has changed and what skills are required for the new paths it may afford.…”

Peran pendidikan kearsipan dalam menghidupkan arsip dan kehidupan sosial

“…Memperluas kurikulum ke dalam bidang ilmu informasi mengharuskan perluasan keahlian akademik, salah satu caranya adalah melalui rekrutmen SDM eksternal. Pendidik bidang ilmu informasi harus berusaha mengakomodasi tuntutan konteks profesional (Hider et al, 2011). Peran disiplin ilmu lain melalui konvergensi dalam menangani kebutuhan peserta didik saat ini mengarah pada upaya untuk melintasi batas-batas akademik tradisional dan kaku yang akan menciptakan hubungan baru, sebagai jembatan akademik, serta perbaharuan kurikulum yang didasarkan pada teknologi informasi dan komunikasi (Brooks, 2017).…”