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This study aims to showcase the effect of gender in the field of library and information science.

Research and review articles published from 2005 through 2014 in The Electronic Library, a prominent journal in the field of Library and Information Science, were examined from the perspective of authors’ gender. Influence of gender was assessed with respect to at individual and collaborative levels, quality in terms of citedness and citation count, and receipt of research grants.

There has been an increase in the proportion of male authors over the years with a resulting decline in female authors. Male authors are more productive as teachers, while females contribute more as working professionals or while they peruse their academic/research programmes. Though the productivity in collaborative works has increased in all gender combinations, it is more prominent when authors of opposite gender team up. No significant difference is observed in the number of national or international works produced in different collaborative authorship patterns. There is no difference in the number of male and female authors in male–female collaborative works. Works sponsored by grants are produced more frequently in groups comprising male–female or male–male members. No significant difference is observed in the number of cited or uncited works produced in different authorship patterns. The number of citations to works is independent of the nature of gender-wise authorship patterns.

The study examines the status of women in research, specifically in the field of library and information science. The findings of the study are based on the contribution of the authors involved with the journal, “The Electronic Library”. Readers are encouraged to expand the study by including authors that contribute to other library and information science journals.

The study is first of its kind to highlight the involvement and observe the influence of female authors in the field of library and information science research.

Attempts to deal with the issue of how we can educate the next generation of leaders for the information needs of the future.

Uses a case study: the thinking behind the new information science program at Cornell University.

Advocates a broad view of information science. In a rapidly changing world, leadership will come from flexible thinking based on a broad understanding of technology and the social sciences. In the American terminology, information science should be considered a liberal art, not a profession. An education in information science provides an excellent foundation for a career in libraries, publishing or information services, but there are many more career opportunities for somebody with this education.

Most recent initiatives in information science have come from professional schools of librarianship. By starting from a liberal arts viewpoint, universities may be meeting the needs of a very wide audience.

Libraries and librarians have long been early adopters of information technologies. For decades, librarians have applied computerization to library operations. Standardization and computerization of bibliographic records decades ago made possible automation of library systems, the creation and utilization of giant bibliographic utilities such as OCLC with its 52 million records. Collaborative adoption of information technologies decades ago brought shared cataloging, on-line public access catalogs, bibliographic databases, enhanced interlibrary loan and document delivery, and acquisition of information in digital formats, resulting in worldwide access to library resources. Nonetheless the revolution in information technologies that produced the World Wide Web in the mid-1990s hit the information profession of librarianship and the educational establishment like an earthquake.

Funding, first from foundations and later also from government agencies, has been a factor in shaping the development of education for library (and information) science in the U.S. for more than 80 years. Educational programs experienced substantial investments in three periods: (1) from the Carnegie Corporation in the 1920s and 1930s; (2) from the U.S. Office of Education in the 1960s and 1970s; and (3) from the Institute of Museum and Library Services in the first decade of the 21st century. This chapter documents the impacts of the first two and argues for the need to analyze the impact of the third. Other, more modest, investments from both foundations and government agencies have had less lasting impact. This chapter identifies the major sources of funding and projects funded, assesses the level and type of impact, and concludes with implications for the future. The focus is on funding for research, development, and resource enhancement in library (and information) science education, not research conducted by library and information science (LIS) faculty on other topics (e.g., as funded by the OCLC/ALISE library and information science research grant program) (Connaway, 2005).

The purpose of this paper is to assess the influence of personality traits on perception and acceptance of open access (OA) mode of publishing by the author community of University of Kashmir, India. The study is an attempt to highlight the relationship between personality traits of authors and OA mode of publishing.

The study is based on the responses of 48 faculty members affiliated with different Departments of Science Discipline of University of Kashmir. Big Five personality traits (extraversion, agreeableness, conscientiousness, emotional stability and openness to experience) were tapped through ten-item personality inventory, and information regarding OA was gauged through six self-devised statements.

Pearson correlation test confirms statistically significant relation between personality traits and different dimensions of OA mode of publishing. Personality traits are found to have an influence on author’s perception of OA mode of publishing. However, the study could not ascertain any relation between the notions of an author about the quality of OA content with any of the personality traits. Emotionally stable authors are found to explicitly submit their work in OA journals without any anxiety or negativity. Agreeable and conscientious authors also prefer to keep their work open to make it helpful to the broader audience and get maximum recognition from peers and citations to their work respectively. However, some authors (agreeable) hesitate in submitting their work in open platforms due to the fear of getting their works easily copied.

The study is first of its kind highlighting a new dimension in the field of OA and investigates the influence of personality traits on author’s attitude towards open mode of publishing.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

Purpose – This chapter will utilize the apprenticeship model developed by the Carnegie Foundation for the Advancement of Teaching in their Preparation for the Professions series to study how American Library Association (ALA)-accredited Master of Library Science (MLS) programs could be reformed to better integrate the interests of educators with those of the practicing profession and the public they serve.

Design/Methodology/Approach – The Carnegie model uses three “apprenticeships” to distinguish the three areas professional education must address, labeled in this chapter as knowledge, practice, and identity. Each of these three areas is explored as it relates to the education of librarians, with an emphasis on what constitutes the general knowledge, skills, and identity of librarianship. Examples of how these three components could be integrated into an MLS program are given.

Findings – Current ALA-accredited MLS programs differ widely on the number and content of required courses. Applying the model developed in the other Carnegie studies to the field of library education yields a clearer vision for the professional education of librarians and to a reorienting of the educational experience students encounter in their MLS studies.

Originality/Value – Using examples from other professional education programs allows library educators to see the means by which a holistic education is achieved in other professions. The novelty of this approach is in the breakdown of the various components of a professional education program. The tripartite approach to professional education also provides a useful framework around which to build an MLS program.