just when the caterpillar thought the world was over, it became a butterfly: developing educational...
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Presented at the IFLA SET 40th Anniversary Summit at the 80th IFLA General Conference and Assembly, August 18, 2014, Lyon, France.TRANSCRIPT
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Lynn Silipigni Connaway, Ph.D. Senior Research Scientist, OCLC Research
18th August, 2014
IFLA SET 40th Anniversary Summit
Library and Information Education and Training: Confluence of Past and Present Toward a Strong Future
Just When the Caterpillar Thought the World was Over, It Became a Butterfly:
Developing Educational Programs for an Emerging Profession
[email protected]@LynnConnaway
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(Rabor and Connaway 1996, 121)
“Both the theory and practice of library and information science are caught between cultures—[the university and the profession].”
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“…there has been a sustained interest in the theory versus practice issue throughout the history of LIS education…”
(Connaway 1997, 28-29)
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“LIS education … must take place within a nexus of defining and dominant cultures—the culture of the university and [of the] practicing profession.”
(Raber and Connaway 1996, 121)
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Academy vs. Practicing Profession• Competing definitions of service• Applied vs. pure research• Theoretical vs. practical education
(Raber and Connaway 1996)
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Crying Wolf about an
Educational Crisis
(Dillon and Norris 2005)
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“Rather than raising optimism about the status of the field, critics
continue to cite curricular problems, lack of relevant research, gender inequality, and an obsession with
technology…”
(Dillon and Norris 2005, 281)
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“There is a dearth of research in US LIS schools that is dedicated to the
real needs of real libraries.”
(Gorman 2004, 6)
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Crisis as a Moment of Change
Contemporary Issue• Technological
revolution
Longstanding Issue• Quality control
(Dillon and Norris 2005)
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“…it would seem difficult to justify any other response from LIS programs than one of embracing the tools and opportunities for study and use they enable.”
(Dillon and Norris 2005, 294)
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“…Casting the field into two divided camps is nothing new, but it is no longer clear that this division reflects the reality of many LIS programs.”
(Dillon and Norris 2005, 283)
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“Profound changes in the information world call for profound changes in the education of those that will enter this new world.”
(Moran and Marchionini 2012, 95)
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Current Information Environment
• Reduced funds– Budget cuts– Hiring freezes
• Alternative resources• Alternative services
(Connaway 2014)
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Library directors rated less than half of entry-level librarians as adequately trained for the job.
(Powell and Creth 1986)
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“[The library] can’t count on MLS/MLIS program[s] to deliver what is needed.”
-ARL Director
(Mullins 2012, 131)
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Qualified job candidates lack the requisite people skills that would allow them to serve as liaisons for the library
(Mullins 2012)
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70% of professionals agree that recent MLS graduates are prepared for work in a public or
school library
22% did not feel the graduates were prepared
(Creel and Pollicino 2012)
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(Mehra et al. 2011)
Students need leadership, customer service, public administration and human
resources training
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Current Expectations of Information Professionals
•Demonstrate institutional value –Define outcomes–Measure attainment of goals
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“Courses in LIS curriculum should be based on identifying and meeting users' and prospective users' expectations and needs.”
(Connaway 2014)
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Why?
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LIS professionals must have knowledge & skills to lead formal assessment
(Connaway 2014)
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User-Centered Assessment
Library offerings
• Services• Systems • Sources
Individual behaviors
• Access • Use
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Issues Affecting Curriculum Development
(Connaway 1997)(Stenstrom 1987)
(Younger 1990)
• Fear technology leads to deprofessionalization
• Increased dependence on networks
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(Connaway 1997)
LIS curriculum should include problem-solving that requires decision-making skills & flexibility—an intellectual exercise
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Teaching vs. Training
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Research Methods
• Skills & confidence to conduct research
• Match questions to method
• Theoretical foundation
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Opportunities for Librarians
•Asses value of services•Develop new services based on assessment
•Narrative-based marketing•Reinforce value propositions
(Germano, 2010)
(Connaway 2014)
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“A mixed economy of institutional and national data management capabilities is emerging.” (Hyams, Martinez-Uribe and Macdonald 2008, 21)
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New Opportunities:Data Librarianship
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“[Data Librarians] deal with selection, acquisition and management of a multi-disciplinary collection of electronic data resources.”
(Hyams, Martinez-Uribe and Macdonald 2008, 21)
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Data Librarianship
Data Deluge • Manage• Share Data• Fluidity • Harvesting,
curating & facilitating access to datasets
• Support research
(Hyams, Martinez-Uribe and Macdonald 2008)
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Data Librarianship
• Adequate training• Funding• Growing Infrastructure
(Hyams, Martinez-Uribe and Macdonald 2008)
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“…challenges evolve as technology and information practices changed.”
(Boyko et al. 2003, 8)
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The Data Librarian position is responsible for
investigating and assisting with implementation of
Library support services relating to description, storage
and sharing of research metadata and datasets.
Main Duties:
•Analyse information requirements relating to research
data management by academics and assist with
documentation of system specifications to meet these
needs.
• Liaise extensively with research and Library staff to
identify and collect information about data collections at
the University.
“Data Librarian (HEW Level 6)”
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• g
(Connaway 2014)
“Integrating a user-centered focus into …core values will prepare LIS
professionals to play a major role in the development and assessment of
library services and systems.”
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“With basic research knowledge and a user-
centered theoretical foundation, LIS
professionals will be able to articulate the value of
libraries.”
(Connaway 2014)
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ReferencesAssociation of College and Research Libraries (ACRL) (2010). Value of Academic Libraries: a Comprehensive Research Review and Report. Researched by Megan Oakleaf. Chicago: Association of College and Research Libraries.
Berg, S.A.; Jacobs, H.; Cornwall, D. (2013). "Academic librarians and research: a study of Canadian Library administrator perspectives". College & Research Libraries, (74)6: 560–572
Boyko, E.S.; Hamilton, E.; Humphrey, C. & Watkins, W. (2003). Lifting ourselves by our bootstraps: Developing a national peer-to-peer training program for data librarians in Canada. In Best Practices in Government Information: A Global Perspective, Walter de Gruyter GmbH & Co. KG, Saur Verlag, Muchen.
Connaway, L. S. (1997). A model curriculum for cataloging education: The library and information services program at the University of Denver. Technical Services Quarterly,15 (1/2), 27-41.
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Dillon, A., & Norris, A. (2005). Crying Wolf: An Examination and Reconsideration of the Perception of Crisis in LIS Education. Journal of Education for Library and Information Science, 46(4), 280-298.
Germano, M. (2010). "Narrative-based library marketing: selling your library's value during tough economic times". Bottom Line: Managing Library Finances, 23(1): 5–17.
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ReferencesHufford, J. (2013). "A review of the literature on assessment in academic and research libraries, 2005 to August 2011". Libraries & the Academy, 1: 5–35
Hyams, E., Martinez-Uribe, L., & Macdonald, S. (2008). Data librarianship: a gap in the market. CILIP Update.
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Mehra, B., Black, K., Singh, V. & Nolt, J. (2011). 'What is the value of LIS dducation? A qualitative study of the perspectives of Tennessee's rural librarians', Journal Of Education For Library & Information Science, 52(4): 265-278.
Moran, B.; Marchionini, G. (2012). "Information professionals 2050: educating the next generation of information professionals". Information Services & Use, vol. 32: 95–100.
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Raber, D., & Connaway, L. S. (1996). Two cultures, one faculty: Contradictions of library and information science education. Journal of Education for Library and Information Science, 37(2), 120-130.
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Thank You!
©2014 OCLC. This work is licensed under a Creative Commons Attribution 3.0 Unported License. Suggested attribution: “This work uses content from [presentation title] © OCLC, used under a Creative Commons Attribution license: http://creativecommons.org/licenses/by/3.0/”
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