Search results

Using bibliometrics to examine eight core journals in the year 2000 for the disciplines of higher education and library science, characteristics of the authors were determined, including gender or sex; Carnegie Classification or institutional affiliation; and position of the authors. Characteristics of the articles were also examined, including the research methods used such as descriptive statistics, inferential statistics, or qualitative analysis. A content analysis of each article was performed to determine the subjects discussed in each literature. For both disciplines, it was learned that males publish more, the highest Carnegie Classification, extensive research institutions, were represented the most, and authors came from academic departments other than their own disciplines. In higher education, inferential statistics were used frequently; in library and information descriptive statistics were used frequently; both disciplines failed to use research methodologies regularly. From these findings, it appears that both disciplines are still emerging and are in their early stages of development.

Over the years, Advances in Library Administration and Organization has worked to bring you research articles and well thought out essays on how we manage or ought to manage libraries and other information agencies. This volume is no exception. It brings together essays on an eclectic set of topics, many of which are based on research methodologies developed outside of librarianship and that are not often used in our field. We, the editors, feel that this is as consistently good a collection of pieces as we have ever offered readers and hope you will find that to be true.

Dana W. R. Boden is an associate professor, and has been a subject specialist liaison librarian for the College of Agricultural Sciences and Natural Resources and the Research and Extension Centers at the University of Nebraska-Lincoln for over 20 years. As liaison to five departments in the College of Agricultural Sciences and Natural Resources, she received her B.S. from Western Kentucky University; M.S.L.S. from the University of Kentucky; and Ph.D. in Educational Administration from the University of Nebraska-Lincoln.

This paper presents an overview of the action research methodology and asserts its suitability as an approach to enquiry and practice in the field of information literacy (IL). An experience of action research is briefly presented and some strengths and weaknesses of this methodological approach are critically discussed.

Action research was adopted for investigating the impact of an IL programme on a homogeneous group of students at the University of Parma (Italy). The project consisted of a cycle of four stages: observing, planning, acting, evaluating. Peer observation was adopted both as a validation method and as a support for the reflection on the research process.

Action research is a suitable approach for teaching librarians, as it allows them to experience the role of teacher, researcher and reflective practitioner all together, thus favouring reflection on the complex, “multitask” role that they are playing today. Moreover, action research puts teaching librarians in an attitude of learning from the educational context in which they work, encourages sharing of experiences and promotes change in library context.

This contribution could encourage teaching librarians to adopt action research as a new approach to enquiry and practice and as a way to investigate their context, reflect on their actions and promote change in the field of IL.

Problem‐based learning (PBL) is a teaching strategy that is currently being introduced in undergraduate curricula in colleges and universities across the country, particularly in applied areas such as engineering and the biological sciences. Faculty are increasingly interested in using PBL as an instructional tool because students more readily transfer the knowledge they acquire using PBL to real‐world situations. Librarians at a June 2002 LOEX‐of‐West pre‐conference workshop on PBL questioned how it could be used in the 50‐minute library instruction period, since PBL relies on cooperative learning techniques for successful implementation. The librarians determined that PBL could be applied in the 50‐minute library instruction period using specific Association of College and Research Libraries Information Literacy Competency Standards, but it could be more effectively implemented in two 75‐minute periods where collaboration among students may more easily be facilitated.

The purpose of this paper is to report a study designed to identify qualifications and skills that library and information science (LIS) students should have when they graduate.

The reported research examines the curriculum of 49 institutions in three countries which offer programs in LIS. Course descriptions are studied through the web and the module specifications presented there.

The study identifies 59 qualifications/skills that were central to graduation in the field of LIS.

Course specifications have some limitations as they do not always include the detailed description that would be desirable.

The paper examines the orientation of institutions that provide LIS programs and, more importantly, the way that orientation is integrated into their programs of study.

This article presents an annotated bibliography of literature recently on library instruction and information literacy in academic, school, public, special, and all types of libraries. Interest in the topic remains strong, with a growing number of pieces also including the importance of assessment. Other themes discussed in the articles include research, collaboration, the use of tutorials, tours, distance learning, active learning, problem‐based learning, and the role of accreditation bodies.