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1 – 10 of 444Andrew Chean Yang Yew, Dickson K.W. Chiu, Yuriko Nakamura and King Kwan Li
Advancements in technology have led to many changes in the field of Library and Information Science (LIS). As global communications and technology continue to become more…
Abstract
Purpose
Advancements in technology have led to many changes in the field of Library and Information Science (LIS). As global communications and technology continue to become more available and sophisticated, LIS programs need to prepare students for employment in rapidly changing and globalized LIS professions.
Design/methodology/approach
Data from a total of 63 programs from the American Library Association (ALA) and 32 programs from the Chartered Institute of Library and Information Professionals (CILIP) was collected through openly accessible websites of these programs. Areas explored include program name, name and level of the academic unit offering the program, credit hours, required courses, percentage of required courses and capstone measurements used within the different LIS programs.
Findings
A majority of programs still preserve the keyword “Library” in their name, but not the academic units offering them. Most programs in ALA and CILIP follow a semester-based program. Research methods, internships, practical experience, combined with traditional library core and information technology requirements were found to constitute the major subjects in general. Comprehensive exams were replaced by e-portfolios among ALA programs while a dissertation remains the preferred choice of capstone requirement for CILIP.
Originality/value
Scant studies compare accredited LIS programs worldwide, motivating the study of the similarities, differences and trends of LIS programs under the current globalized technology-driven knowledge economy. This paper seeks to fill the literature gap and promote a global discussion and understanding of LIS curricula in different regions of the world, guiding potential students to select their suitable LIS programs.
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Tim Gorichanaz, Jonathan Furner, Lai Ma, David Bawden, Lyn Robinson, Dominic Dixon, Ken Herold, Sille Obelitz Søe, Betsy Van der Veer Martens and Luciano Floridi
The purpose of this paper is to review and discuss Luciano Floridi’s 2019 book The Logic of Information: A Theory of Philosophy as Conceptual Design, the latest instalment in his…
Abstract
Purpose
The purpose of this paper is to review and discuss Luciano Floridi’s 2019 book The Logic of Information: A Theory of Philosophy as Conceptual Design, the latest instalment in his philosophy of information (PI) tetralogy, particularly with respect to its implications for library and information studies (LIS).
Design/methodology/approach
Nine scholars with research interests in philosophy and LIS read and responded to the book, raising critical and heuristic questions in the spirit of scholarly dialogue. Floridi responded to these questions.
Findings
Floridi’s PI, including this latest publication, is of interest to LIS scholars, and much insight can be gained by exploring this connection. It seems also that LIS has the potential to contribute to PI’s further development in some respects.
Research limitations/implications
Floridi’s PI work is technical philosophy for which many LIS scholars do not have the training or patience to engage with, yet doing so is rewarding. This suggests a role for translational work between philosophy and LIS.
Originality/value
The book symposium format, not yet seen in LIS, provides forum for sustained, multifaceted and generative dialogue around ideas.
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María Pinto, Rosaura Fernández-Pascual, Carlos Lopes, Maria Luz Antunes and Tatiana Sanches
The aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies…
Abstract
Purpose
The aim of the study is to analyze the perceptions of belief-in-importance (BI), self-efficacy (SE) and preferred source of learning (SL) of information literacy (IL) competencies among psychology students in Spain and Portugal.
Design/methodology/approach
Unified protocol was based on the questionnaire IL-HUMASS (26 items). Quantitative diagnostic-comparative study was carried out, including factor and variance analysis. Hypothesis compliance was checked.
Findings
By country, there are no significant differences in students' perceptions, although the scores in BI are higher than in SE. By category, there are some significant differences, and the least valued is that of processing. By individual competency, seven of them show differences between countries. Learning preferences are for a mix of classroom and autonomous learning. Students barely realize the value of libraries. Within factor structures, which share the same components in each dimension, some emerging factors do appear.
Practical implications
Motivation (BI and SE) with respect to IL competencies is a key asset for future psychologists. Interest should focus on some emerging motivational factors. Students' appreciation of the library should enhance through the corresponding initiatives for improvement. This method could be complemented by qualitative studies.
Originality/value
This is probably the first diagnostic-comparative study on perceptions of IL competencies among future psychology professionals.
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