iCaucus院校LIS教育发展动向与启示

[目的/意义] 归纳、总结当前高水平LIS教育的发展状况,为推动LIS教育的改革和创新提供借鉴和参考。[方法/过程] 通过网络调查法获取36所iCaucus院校关于LIS教育的相关信息,采用定性与定量相结合的研究方法深入分析这些院校在LIS教育方面的主要特点,并挖掘当前环境下LIS教育的发展动向,具体分析维度包括教育项目、课程设置和师资队伍。[结果/结论] iCaucus院校开设多领域、多层次、多途径的学位教育和非学位教育,注重从LIS基础知识、核心能力及实践应用等方面进行模块化和个性化的人才培养;且其课程体系全面,主题分类明晰;师资结构合理,学科背景多元,内部流动频繁。     

国外图书情报学远程教育相关研究述评及启示

在对国外图书情报学远程教育领域1990年至今的相关文献调研基础上,分别从"远程教育发展的历史"、"提供远程教育的机构和项目"、"远程学习者"、"教学和管理人员"、"技术应用"、"教学支持和图书馆服务"、"远程教育合理性认识和发展趋向"等几个角度进行了述评。研究指出,对国内图书情报领域开展的远程教育进行调研、客观理性地分析其需求和定位、关注远程教学技术和方法对传统图书情报学教育带来的影响、关注远程学习环境下图书馆服务的变化等是今后研究和实践中应着重考虑的问题。     

Continuing Education (CE) of LIS Professionals: Need Analysis & Role of LIS Schools

Information explosion, development and applications of ICTs, changing dynamics of information users, and evolving trends in library and information services have promoted the discussion of continuing education (CE) in Library and Information Science (LIS) domain. ICTs are increasingly changing the landscape of libraries and challenging the traditional prevailing roles of LIS professionals. LIS professionals find it hard to remain in context in this technological era. They require the new set of skills and knowledge to address the challenges and issues of their professional life.The purpose of this study was to explore the opinions of LIS professionals to make an assessment about CE needs and the role of library schools to address these needs. The study opted sequential mixed methods of research. In first phase, an online survey was conducted to meet the objectives of the study. Data was collected by using a structured questionnaire. A total of 144 responses (70% male and 30% female) were received. In 2nd phase, a focus group was conducted to collect the qualitative data. The meta inferences were drawn on the basis of inferences of both QUAN and QUAL strands. The findings of the study revealed that respondents perceive a very active and instrumental role of LIS schools in their continuing education. Workshops, post-master certificate, and post-graduate diplomas were preferred formats of continuing education programs. The respondents preferred week long and 1–6 months long CE programs. In terms of the timings, weekends programs were most preferred. The respondents recommended that course instructor should be based on the contents of the course and a blend of teaching faculty and practitioners may be productive. The study also identified core areas of CE offerings.The findings of the study are helpful for LIS schools, professionals, trainers, funding bodies and policy makers. The study has the potential to bridge the gap by providing insight about the CE needs and recommend the concrete suggestions to act upon.     

Scholarly productivity of U.S. LIS faculty

One aspect of faculty effectiveness can be measured through research productivity, and publication and citation rates can serve as an indicator of that productivity. This study, the fourth in a series to examine LIS faculty and program productivity as measured by publication and citation, uses the same methodology as the previous investigations. A consistent data instrument (the Social Science Citation Index) provided publication and citation data for LIS faculty, covering the years 1999 to 2004. Tables show the faculty and programs with the highest publication and citation rates, both overall and per capita, as well as a cumulative ranking of LIS programs based on faculty research productivity. This study, in conjunction with the three previous, documents an increase in LIS research productivity, suggesting an increase in faculty effectiveness.     

Infusing Knowledge of Indigenous Lifeways Into Graduate Collection Management Education

ABSTRACT

In 2013, we conducted a survey of faculty and recent graduates from graduate schools of library and information science (LIS). The purpose of this study was to assess student (as represented by recent graduates) and faculty awareness and opinions about incorporating content about Indigenous ways into their curricula. In short, we found that recent graduates and their faculty were both aware of Indigenous ways but sought varying ways to inform themselves. Faculty believed that they covered this topic in the classes they taught, while graduates reported that they did not hear of Indigenous ways in their course work. Of the courses that LIS students take in their programs, a class on collection management provides a useful platform through which to explore Indigenous identity and access and care of Indigenous cultural knowledge.     

Librarian Copyright Literacy: Self-Reported Copyright Knowledge Among Information Professionals in the United States

Librarians often act as default copyright experts at their institutions and thus must have an awareness of copyright law and practices. Nevertheless, there is little in the scholarly literature about how well informed librarians are about copyright law. Through a national survey of professional librarians, this study illustrates librarians’ self-perceived familiarity with copyright concepts, interests in training, and sources of support for copyright questions. The results will be of interest to library directors and library and information science (LIS) faculty and could inform curricular decisions in LIS schools and may also be applied to local professional development initiatives for librarians.     

Adoption of Internet resource-based value-added processes by faculty in LIS education

In response to the proliferation of digital information accessible over networks, significant changes have taken place in library and information science (LIS) education during the last decade. To understand the changes, the study examined LIS faculty members' innovative behavior toward the end of the decade by applying a model of adoption that purports that material resources, experiential resources, value attributed to the innovation, and communication with adopters influence adoption of an innovation. The particular innovation examined was a complex, digital information-related innovation. It was termed collectively as Internet resource-based value-added processes and included the following set of processes that add value to Internet resources: (1) selection of Internet resources, (2) organization of Internet resources, (3) Internet reference services, (4) interface design in digital libraries, and (5) user analysis in digital libraries. Survey results indicated that the value LIS faculty attached to the innovation was the most influential variable in their decisions in favor of early adoption. However, communication between early adopters and late adopters in LIS education was found to be weak and not influential in the late adopters' decisions.     

知识时代的LIS如何定位和发展

简要地回顾我国（大陆）的图书馆学和情报学教育的发展道路,指出目前LIS面临着知识生产方式转变、学术交流方式变革、社会经济制度再设计、数字不平等、社会对LIS专业认知度不高等诸多挑战,提出要进一步明确LIS教育的定位和发展方向,加强批判性思维能力和信息设计能力培养等对策建议。     

Publication patterns of LIS faculty from 1982–1992: Effects of doctoral programs

Previous studies have examined the publication patterns of library and information science (LIS) school faculty with respect to the effects of the presence of a Ph.D. program in the school on overall publication productivity. These studies have come to different conclusions and are not strictly comparable due to differences in methodology and data sets. Online indexes were searched to compile a database of 7,937 publications from the 607 faculty members teaching in accredited North American LIS schools. Analysis of these data shows that publication productivity is generally higher in LIS schools with a Ph.D. program than in those without, that Carnegie Research Universities I schools tend to publish more, and that although the Ph.D. and master's granting schools devote about the same proportion of their total output to refereed journals, the Ph.D. institutions have a greater output of refereed articles.     

How Much of Library and Information Science Literature Qualifies as Research?

There is an extensive amount of Library and Information Science (LIS) writing produced each year. While there is general awareness regarding the variety of journal literature, there is no certainty on the percentage of the collection that we can call research. This project is an important first step in answering the question. A content analysis of the LIS academic/scholarly journals at the Simmons College Library was conducted. The research level collection of LIS literature makes the library an ideal candidate for this study. The latest issue of each journal subscribed to for fiscal year 2012–2013 containing academic/scholarly content was analyzed. Each article was analyzed to determine: 1) if it was research or non-research, 2) the method used to collect data for the study in the article, and 3) the subject terms or keywords associated with the article. 105 journal titles were identified out of 177 periodicals. In the 1880 articles analyzed from these, 16% qualified as research. Surveys were found to be the most popular research method used. This study will benefit students, faculty, and staff with research requirements as well as librarians who guide patrons through a search for research literature.     

FROM THE EDITOR

Abstract

This paper reports on a survey of faculty perceptions of the role of the library in online distance education. The study is second in a series of related studies exploring The Pennsylvania State University's library services to patrons at a distance. In 2004, faculty of the World Campus (Penn State's online distance education program) were surveyed on their perceptions of e-learners' research needs. The faculty responded to questions on how their students access research information for their courses, whether they require their students to use the library as part of their courses, and their expectations of the library as an academic support service. The survey revealed that 60% of the responding faculty supply all of the required research information to students in their courses, and 62% do not require students to use the library as part of their course(s). The study concludes that online, distance-education faculty members have minimal to moderate expectations of the library in supporting their teaching and their students' research needs. Moreover, the study shows a significant lack of faculty awareness of existing library services and resources available to the e-learning community.     

Leadership competencies and the importance of research methods and statistical analysis in decision making and research and publication: A study of citation patterns

The roles of academic librarians and administrators include the use of statistical analysis and general analytical abilities in their decision-making processes, as well as in their roles as researchers, in developing research collections, and in providing instruction and reference assistance for students and other researchers. The research presented in this article addresses the original research published in frequently cited library and information science (LIS) journals to consider the extent to which academic librarians and administrators conduct and publish original research and to evaluate the range of research methodologies used and the level of collaboration among academic librarians, LIS faculty members, and others. The research results extend the prior self-report research in this area and indicate that academic librarians, administrators, and LIS faculty are authors of most of the published research in highly ranked journals. The level of collaboration among those in different types of roles is limited, however. In addition, most of the research articles have been authored or coauthored by those in research university libraries.     

Information technology courses and their relationship to faculty in different professional ranks in library and information science programs

This study investigated information technology (IT) courses offered in American Library Association–accredited library and information science (LIS) programs and the role of faculty with different professional ranks in teaching those courses. More than 20% of the courses offered in 42 programs in the academic year 2002 are IT-related, and 57% of the programs require one particular IT course as part of their core requirements for the master's degree. The contents of the IT courses range widely and go beyond traditional library settings. Faculty with different professional ranks teach significantly different subject areas of the IT courses. Almost half of the junior faculty and more than half of the senior faculty are from multidisciplinary fields; others have a traditional LIS background. Junior faculty's predominant research areas are as follows: information issues; information needs, information-seeking behavior, and information services; cognitive science; systems analysis and evaluation; and information organization.     

Mixed methods research in library and information science: A methodological review

Mixed methods research is gaining prominence in the library and information science (LIS) discipline. However, according to previous analyses, few LIS studies utilized mixed methods research, and the researchers did not recognize or describe them as such. The present methodological review assesses the current state of mixed methods research in LIS. Eighty-four articles published between 2017 and 2018 and indexed in two core LIS databases, match the common definition of mixed methods. Out of those, 65 articles self-identified as mixed methods were analyzed focusing on reporting and conduct, specifically, the integration of quantitative and qualitative components. Review results suggest that more efforts are needed to raise awareness about using and reporting mixed methods research in LIS. This review provides guidance for future work and contributes to the discussion on how we can further improve methodological rigor, research training, and reproducibility in LIS.     

Use and Perceptions of E-books by Academic Staff in Further Education

This article reports on a study of the awareness, perceptions and use of e-books by academic staff in Further Education (FE) colleges throughout Northern Ireland (NI). It is the first comprehensive study of e-book use by FE faculty in NI and fills a significant gap in the research literature on e-books in education, which has tended to focus on Higher Education and the university setting. Data was collected through an online survey which was distributed to FE faculty across NI. The findings show that although FE academic staff are receptive to e-books and welcome them as a resource, poor reading experience and lack of awareness of relevant titles have had an impact. In particular, the research found that 40% of academic staff, in post less than five years, had not used e-books. Greater availability of titles, promotion, and better integration within teaching and learning emerge as key requisites for effective service delivery and enhancement of e-books within FE, as does the need for better targeted instruction and training aimed at academic staff. Understanding patrons' views, awareness, needs, habits and expectations in relation to e-books is crucial to help direct collection content while budgets remain tight and physical space limited.     

MPACT and citation impact: Two sides of the same scholarly coin?

This article provides the first comparison of citation counts and mentoring impact (MPACT) indicators — indicators that serve to quantify the process of doctoral mentoring. Using a dataset of 120 library and information science (LIS) faculty members in North America, this article examines the correlation between MPACT indicators and citation counts. Results suggest that MPACT indicators measure something distinct from citation counts. The article discusses these distinctions, with emphasis on differences between faculty ranks. It considers possible explanations for weak correlations between citations and mentoring at the full professor rank as well as implications for faculty activity analysis and broader institutional evolution.     

An analysis of the development and use of theory in library and information science research articles

This study identifies the state and characteristics of theoretical research in library and information science journals by examining the number and the quality of theory incidents. Theory incident is characterized as an event in which the author contributes to the development or the use of theory in his/her own paper. This study assumes that both theory building and theory use are intertwined to construct a cohesive body of knowledge in the filed. Theory incidents were identified by a content analysis of 1661 articles in four LIS journals from 1984 to 2003. The findings suggest that 41.4% of the articles contributed to the development or use of theory. The overall proportion of theoretical articles has increased. They showed a tendency to converge into a few subfields, such as information seeking and use or information retrieval. However, the declining share of theory development articles in recent journal issues and the overall low level of theory incidents are urging LIS researchers to the importance of continuous and creative research in LIS.     

An analysis of the development and use of theory in library and information science research articles

This study identifies the state and characteristics of theoretical research in library and information science journals by examining the number and the quality of theory incidents. Theory incident is characterized as an event in which the author contributes to the development or the use of theory in his/her own paper. This study assumes that both theory building and theory use are intertwined to construct a cohesive body of knowledge in the filed. Theory incidents were identified by a content analysis of 1661 articles in four LIS journals from 1984 to 2003. The findings suggest that 41.4% of the articles contributed to the development or use of theory. The overall proportion of theoretical articles has increased. They showed a tendency to converge into a few subfields, such as information seeking and use or information retrieval. However, the declining share of theory development articles in recent journal issues and the overall low level of theory incidents are urging LIS researchers to the importance of continuous and creative research in LIS.     

Research methods: What's in the name?

Research methods are applied in all kinds of studies, though no consensus exists regarding what constitutes a research method and how research methods should be categorized. Over 1900 research articles were obtained from three major journals published between 2001 and 2010 in library and information science (LIS). Each selected article was coded using a schema of research methods developed in this study. The coded data, along with related publications, were analyzed qualitatively and quantitatively. This exploration shows that research methods comprise data collection techniques (e.g., interview, observation) and data analysis techniques (e.g., qualitative, quantitative). Research methods should perhaps be categorized by data collection technique, as it makes more sense than if research methods are labeled as qualitative or quantitative. This study is one of the many efforts to facilitate a better understanding of research methods in LIS and help scholars make more informed decisions about research method selection in their endeavors. Its implications can be extended to LIS research education, training, and advocacy. Because research methods themselves are not discipline-specific, researchers beyond the LIS field would benefit from this study as well.