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Information is widely recognized as a vital resource in economic development. The skills of information handling traditionally associated with libraries, are now in great demand in all sectors, including government, business and commerce. The education and training of information professionals is, therefore, an issue of growing significance.
Education for Information has been since 1983 a forum for debate and discussion on education and training issues in the sphere of information handling. It includes refereed full-length articles and short communications on matters of current concern to educators and practitioners alike. Its news section reports on significant activities and events in the international arena. In-depth book reviews complete each issue of this quarterly publication, essential reading for those involved and interested in education and training for information handling.
Authors: Sibiya, Philangani | Ngulube, Patrick
Article Type: Research Article
Abstract: Education curricula need constant updates in response to job market requirements, which may be influenced by the changing technological environment. In the library and information science (LIS) job market there are dynamics brought about by the Fourth Industrial Revolution (4IR). These dynamics call for LIS schools to reconsider their curricula in line with the job market. The job markets expect the education system to reflect their demands, as they are the primary clients. This study explored the education and training of LIS professionals on digital scholarship in line with the LIS curriculum in higher education institutions of South Africa. This …was to enable the development of a framework for incorporating digital scholarship into the LIS curriculum. Wolf’s (2007) curriculum development model and an aspect of the customer satisfaction model (Zeithaml et al., 1993) informed the study. The models assisted in producing a framework that can be used to incorporate digital scholarship content into the LIS curriculum in South Africa. The framework suggests that when developing digital scholarship, consultation with relevant stakeholders both internal and external should be considered. Relevant infrastructure and resources should also be in place when developing a digital scholarship curriculum. The relevant infrastructure should include the 4IR-driven infrastructure such as smart sensors, three-dimension (3D) modeling, and cybersecurity tools, among others. Relevant documentation such as resources in the form of policies, course outlines, and other curriculum-related documents should also be consulted. This model, if adopted, could assist LIS schools in developing a curriculum that is driven by digital scholarship, leading to the production of LIS graduates that meet the requirements of the current LIS job market. Show more
Keywords: Digital scholarship, South Africa, information science, curriculum development, LIS curriculum, scholarly communication
DOI: 10.3233/EFI-230011
Citation: Education for Information, vol. Pre-press, no. Pre-press, pp. 1-18, 2023
Authors: Santos-Hermosa, Gema | Boté-Vericad, Juan-José
Article Type: Research Article
Abstract: This paper reports on the perceptions of Spanish academic libraries regarding Open Science (OS). OS is irrupting into academia and academic librarians need to support researchers. On the other side, researchers need to be ready to change their scientific behaviour in relation to publications and research data. We conducted a focus group with 8 academic librarians. We also sent a survey to (N = 67) academic libraries, obtaining a response rate of 71.6%. In the survey, we asked for drivers and constraints for OS services as well as for any training taking place. Our results …show that facilitators are the system relationships (SD = 4.74) and internal promotion of systems relationships (SD = 4.54). In relation to the level of knowledge of OS, both researchers (SD = 3.27) and librarians have a high level in terms of the OA area (SD = 4.15) but little development of the rest of the components of OS. On the other hand, in relation to training librarians, results indicated that OA (SD = 4.79), Open Data (SD = 4.79) and new evaluation models (SD = 4.79) should be part of the training for researchers. The results of the focus group reinforce some of the indicators mentioned. We conclude that academic libraries may train researchers in OS through the acquisition of new skills and trainers-training and with the strategic support of the university. We argue that academic incentives and a change in research accreditation are also needed to shift researchers’ perceptions in relation to OS. Show more
Keywords: Open-Science, librarians, mixed-methods, Information Science, academic libraries
DOI: 10.3233/EFI-220069
Citation: Education for Information, vol. Pre-press, no. Pre-press, pp. 1-24, 2023
Authors: Irfan, Faizan | Rafiq, Muhammad | Mahmood, Khalid
Article Type: Research Article
Abstract: The primary goal of this study was to identify gaps in curriculum coverage and required skills for research support services (RSS) in university libraries in the Punjab province of Pakistan. A convergent parallel mixed methods design was used to meet its objective. To collect data for the quantitative strand, a cross-sectional survey with a closed-ended questionnaire was conducted. The population for the cross-sectional survey was reference/research librarians working in university libraries in the Punjab province. SPSS was used to analyze quantitative data. In the qualitative strand, the curriculum documents of seven LIS/IM schools in the Punjab province were examined by …using the content analysis technique. Results of both strands were compared for gap analysis. The findings revealed a gap between the skills required for RSS and the offerings of LIS/IM schools. The findings have practical implications for LIS/IM schools that will help to realign their curricula to meet market needs. Show more
Keywords: Library services, user services, research services, curriculum, reference librarian, research librarian, RSS, needs
DOI: 10.3233/EFI-230054
Citation: Education for Information, vol. Pre-press, no. Pre-press, pp. 1-16, 2023
Authors: Dadon-Golan, Zehorit | Ziderman, Adrian
Article Type: Research Article
Abstract: While there is a rich literature reporting the prevalence of data sharing in many academic disciplines, and particularly STEM-related ones, the extent of data sharing in journals in Social Science fields has been subject to only little empirical enquiry, hitherto. Focusing on a particular Social Science discipline, Education, this research examines empirically two related issues associated with data sharing in Education. First, journal data sharing policies were scrutinized via a search of the websites of 47 randomly selected Education journals. Over half of the journals in the representative sample had issued statements on websites encouraging authors to make …the data underlying published research, generally available to the academic community, though only a handful of journals make such sharing mandatory. Thus, while the importance of data sharing is well recognized by journals in the Education field, a sizeable minority seems not to have taken a stand on this issue. The second issue related to the efficacy of the positive stance taken by journals, in eliciting the desired response from authors, leading to the sharing of their data. This was probed in a limited, mainly qualitative, survey of the authors of papers published in journals that encouraged data sharing through their websites. It was found that not a single author had made data available – indeed, some authors were even unaware of the journal’s policy on this matter. Thus, journals’ well-intentioned procedures to encourage greater data sharing are seen to be markedly ineffective. Two main sets of reasons were offered to justify author reticence to data share: either authors did not regard it as being in their interest or data sharing was seen to be inappropriate or not possible for the data set in question. However, these fears relating to engaging in data sharing may not necessarily present insurmountable barriers to its wider adoption, as measures are available to circumvent, at least partially, or to meliorate their effect. Show more
Keywords: Data sharing, education research, journal data sharing policies
DOI: 10.3233/EFI-230007
Citation: Education for Information, vol. Pre-press, no. Pre-press, pp. 1-15, 2023
Authors: Dali, Keren | Charbonneau, Deborah H.
Article Type: Research Article
Abstract: This article continues the discussion of the experiences of disabled and neurodiverse Ph.D. students in Library & Information Science programs in American and Canadian universities, following up on the previous report that addressed their struggles during and in the immediate aftermath of the COVID-19 pandemic. This article directs attention to their experiences in Ph.D. programs irrespective of the pandemic and focuses on both existing barriers and support mechanisms. Based on the results of a qualitative, online, self-administered survey, guided by hermeneutic phenomenology, the study identifies barriers rooted in attitudes and perceptions; policies and procedures; information and communication; physical spaces; virtual …spaces and technology; and access to support services and networks. At the same time, an only mitigating factor and an only sustainable and consistently mentioned support mechanism was the good will, compassion, and supportive actions of individual faculty members. The article places the analysis and interpretation of empirical data in the context of academic ableism, conceptualizing the situation of Ph.D. students as a lingering state that was not improved even through the lessons and experiences of the pandemic. Show more
Keywords: Disability, diversity, neurodiversity, pandemic, Ph.D. programs
DOI: 10.3233/EFI-240001
Citation: Education for Information, vol. Pre-press, no. Pre-press, pp. 1-34, 2024
Authors: Dali, Keren | Charbonneau, Deborah H.
Article Type: Research Article
Abstract: Amid the growing body of research on disability and neurodiversity, disabled and neurodiverse Ph.D. students are not often in the focus, despite the fact that Ph.D. students occupy a unique position of a learner-scholar-teacher in academia. A particular gap is felt in the field of Library & Information Science (LIS). This study stands to address this gap by focusing on the experiences of disabled and neurodiverse Ph.D. students in American and Canadian LIS Programs during the COVID-19 pandemic and in its immediate aftermath. Guided by the Holistic Empowering Methodological Approach (HEMA) that puts participants in the driver’s seat and allows …them to determine the nature and extent of participation, the study spotlights participants’ experiences during the remote learning and returning to campus phases of the lingering public health crisis. The findings show that while there was a fair balance of positive and negative experiences during the earlier stage of the pandemic, the stage of returning to campus was associated with additional challenges and an overwhelming number of negative experiences. The article addresses personal, program-related, and environmental factors in both positive and negative experiences, using the findings as a basis for conclusions and recommendations to Ph.D. program administrators and faculty. Show more
Keywords: COVID-19, disability, inclusion, neurodiversity, Ph.D. programs
DOI: 10.3233/EFI-230088
Citation: Education for Information, vol. Pre-press, no. Pre-press, pp. 1-34, 2024
Authors: Faletar, Sanjica
Article Type: Research Article
Abstract: The goal of the study presented in the paper is to assess the knowledge about Alzheimer’s Disease (AD), among library and information science students in Croatia. Understanding how much future librarians know about dementia is the first step towards providing them with relevant educational intervention which will equip them with required knowledge to develop dementia-friendly library services in a society which is increasingly affected by dementia. A total of 183 students participated in the study which used Alzheimer’s Disease Knowledge Scale (ADKS), a validated instrument that measures what people know about AD using a 30-item questionnaire across seven knowledge domains: …risk factors, symptoms, assessment and diagnosis, course of the disease, life impact, treatment, and management, and caregiving. The collected data were analysed using basic descriptive statistics and a parametric test (t -test). Findings show that respondents have poor AD knowledge. Only 35.78% questions were answered correctly and the mean knowledge score was 10.76. The findings revealed that participants with previous exposure to the disease have significantly better knowledge (P = 0.003). Show more
Keywords: Dementia, knowledge about dementia, Alzheimer’s Disease Knowledge Scale (ADKS), library and information science students, Croatia, survey
DOI: 10.3233/EFI-230175
Citation: Education for Information, vol. Pre-press, no. Pre-press, pp. 1-17, 2024
Authors: Duran-Riquelme, Alex | Flores-Fernández, Cherie | Riquelme-Ríos, Judith
Article Type: Research Article
Abstract: A professional practice is a type of internship, a practicum, that encompasses a supervised hands-on training experience for students to develop and identify the core and enabling competencies required in a professional environment. It also allows them to identify the developed and underdeveloped skills that are important in the labour environment while still undergoing an academic training. Therefore, the purpose of this research is to determine the core and enabling competencies required and developed by the students coursing the Library and Information Science Programme at Universidad Tecnologica Metropolitana during their professional practices carried out from 2019 through 2021. To this …end, a questionnaire with open and closed-ended questions was used as data collection instrument. It was applied to a sample of 64 graduates from this Programme, out of a universe of 70 students in addition to a focus group to delve deeper into the answers obtained. The results established that both core and enabling competencies had been relevant in their professional practice. The most relevant core competencies were those related to information and knowledge services; information analysis and data retrieval; and organisation of data, information and knowledge assets meanwhile the most relevant enabling competencies were communication, teamwork and adaptability. Show more
Keywords: Professional practice, internship, librarianship, library and information sciences, competencies, skills
DOI: 10.3233/EFI-230157
Citation: Education for Information, vol. Pre-press, no. Pre-press, pp. 1-27, 2024
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