Library and information science (LIS) is an academic, intellectual and industrial field with a large international reach. LIS educates library and information professionals, and is an active field in research and practice with a tradition of research development, standards, networks and distribution worldwide. The field has in recent years experienced a significant growth and development in all parts of the world, however, the field's long-term future is at the same time being challenged by new technologies, education changes and the development of new industries. A refocusing from a library to an information focus is in development within the LIS field. However, the field of information is also being grasped by the technology fields on the one hand and the psychological/behavioural fields on the other. Unfortunately for the field of LIS, information is now everyone's problem and of greater interest to more scientific fields and in addition, industry and government are looking for information management solutions that require technological development based on the psychological quality research. How the LIS field survives over the next 20 years will be played out in educational and industry environments globally.
Purpose – The general aim of the chapter is to assess the impact of the Bologna Process (BP) on Library and Information Science (LIS) education in Europe, investigating…
Purpose – The general aim of the chapter is to assess the impact of the Bologna Process (BP) on Library and Information Science (LIS) education in Europe, investigating the curriculum content, the different concepts and values of LIS institutions, the learning and teaching definition and the learning outcomes orientation, with student-centred learning considered the first objective to be achieved.
Design/methodology/approach – The past and recent debate inside European Association for Library and Information Education and Research (EUCLID), European Bureau of Library, Information and Documentation Associations (EBLIDA), International Federation Library Associations (IFLA) studies and conferences are used together with relevant literature to describe the ongoing debate.
Findings – The main problem of LIS education in Europe is that there are different concepts of LIS and that the internationalisation of LIS education lends itself to various interpretations. The quality criteria of the contents of the LIS curricula evidenced here are the research orientation and, in particular, the qualities (and competencies) that you expect graduates of the programme to possess. The first tenet of LIS education in a European course is that it should have a student-centred approach. Pedagogy should be based on a constructivist approach and students should be encouraged to engage in a research project of some kind, so that they are more critical consumers of research.
Research limitations/implications (if applicable) – In the discussions inside the EUCLID project European Curriculum Reflections (Kajberg & Lorring, 2005), there was no common understanding of the LIS professional role. It is suggested that further research is needed towards Europeisation of LIS curriculum.
Social implications (if applicable) – Possible benefits of the Bologna Process for quality enhancement of LIS education, which can also be described as problematic areas, are the stimulus of the politicians which push a constructive dialogue between stakeholders.
Originality/value – Ambiguities are not lacking for the learning outcomes approach as a whole. The paper tries to evidence what the learning outcomes subject to evaluation are, and hence how they can be measured.
Purpose – Changes in the environment – political, economic, social, educational and technological – have demanded changes in many areas of work, most particularly in the roles and tasks of those involved in the preservation and transmission of cultural heritage, and interpersonal information intervention. Sending, storing and receiving digital information are commonplace activities, and now formally constructed digital libraries constitute an important component of this virtual information environment. Similar to traditional physical libraries, digital libraries are constructed for particular purposes, to serve particular clienteles or to collect and provide access to selected information resources (whether text documents or artefacts). Information intermediaries – or digital librarians – in this transformed information environment must learn new skills, play different roles and possess a new suite of competencies.
Design, methodology and approach – Myburgh and Tammaro have, for several years, examined the new knowledge, skills and competencies that are now demanded, in order to design and test a curriculum for digital librarians which has found expression in the Erasmus Mundus Master's in Digital Library Learning (DILL), now in its sixth year.
Findings – The chief objective of the Digital library program is to prepare information intermediaries for effective contribution to their particular communities and societies, in order to assist present and future generations of digital natives to negotiate the digital information environment effectively. This includes, for example, the necessity for digital librarians to be able to teach cultural competency, critical information literacies and knowledge value mapping, as well as understanding the new standards and formats that are still being developed in order to capture, store, describe, locate and preserve digital materials.
Research limitations – In this chapter, we propose describing the work we have done thus far, with special reference to the development of a model of the role of the digital librarian, including competencies, skills, knowledge base and praxis.
Social implications – Amongst the various issues that have arisen and demanded consideration and investigation are the importance of a multidisciplinarity dimension in the education of digital librarians, as information work is orthogonal to other disciplinary and cultural categorisations; that a gradual convergence or confluence is being identified between various cultural institutions which include libraries, archives and museums; the new modes of learning and teaching, with particular regard to knowledge translation and the learner-generated environment or context; and possibly even a reconsideration of the role of the information professional and new service models for their praxis.
Originality/value – The chapter tries to evidence the present debate about digital librarianship in Europe.
The purpose of this paper is to analyse the trends for digital library education in Europe. It addresses two questions: what are the roles for digital librarians? How…
The purpose of this paper is to analyse the trends for digital library education in Europe. It addresses two questions: what are the roles for digital librarians? How should they be educated?
The analysis is based on the results of the project “European Curriculum Reflections on Library and Information Science Education” and the proceedings of the Workshops on Digital Library Education, held in Italy in 2005 and in Croatia in 2006.
Three approaches to education for digital library are described: the emergence of the concept of “memory institutions”; the library‐based approach to knowledge management; and the isolation of IT from library and information science (LIS) schools.
The roles of the digital librarian are suggested, and the structure of a course for digital library education is proposed, but further research is needed on the definition of the digital library concept.
A digital librarian should have a combination of technological and librarianship competences.
The paper addresses the issue of education needed for digital librarians in Europe.
Why evaluate quality in Library and Information Science (LIS) schools? From a historical perspective, quality assurance always has been considered a strategic issue by LIS…
Why evaluate quality in Library and Information Science (LIS) schools? From a historical perspective, quality assurance always has been considered a strategic issue by LIS schools for improvement of the teaching and learning experience and for accountability. Internationalization has added a new role to quality assurance in LIS. In terms of the context of the World Trade Organization General Agreement on Trade in Services (WTO-GATS), LIS is increasingly recognized as part of the knowledge sector. The WTO-GATS has approved a multilateral framework that sets out rules for the conduct of international trade in services, including educational services. The GATS includes both general rules—for example, those related to the transparency of trade-related regulations—and a framework for specific commitments under which countries choose whether, and under what conditions, to allow access to their markets for foreign suppliers. The provisions in the GATS related to trade regulations and ways countries choose to allow access to their markets are relevant to the recognition of international standards or qualifications for professionals. Although not mandatory, international standards are encouraged, both for quality assurance of LIS school offerings in general, and for recognition of a specific LIS school outside its home country. Additionally, in the context of an increasingly internationalized job market, employers need reliable information on how to evaluate specific higher education degrees and assess degrees recognized and granted in their domestic market. The goals are to facilitate the mobility of students and to increase employability. The need to reinforce the comparability of higher education internationally through quality assurance systems is now becoming more pressing.