Silipigni Connaway PhD Senior Research Scientist OCLC Research 18 th August 2014 IFLA SET 40 th Anniversary Summit Library and Information Education and Training Confluence of Past and Present Toward a Strong Future ID: 132835
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Slide1
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
connawal@oclc.org
@
LynnConnawaySlide2
(
Rabor
and Connaway 1996, 121)
“Both the theory and practice of library and information science are caught between cultures—[the university and the profession].”Slide3
“…there has been a sustained interest in the theory versus practice issue throughout the history of LIS education…”
(
Connaway 1997, 28-29)Slide4
“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)Slide5
Academy vs. Practicing Profession
Competing definitions of service
Applied vs. pure research
Theoretical vs. practical education
(
Raber
and Connaway 1996)Slide6
Crying Wolf about an Educational Crisis
(Dillon and Norris 2005)Slide7
“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)Slide8
“There is a dearth of research in US LIS schools that is dedicated to the real needs of real
libraries
.”
(Gorman 2004, 6)Slide9
Crisis as a Moment of Change
Contemporary Issue
Technological revolution
Longstanding Issue
Quality control
(Dillon and Norris
2005)Slide10
“…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)Slide11
“…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)Slide12
“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)Slide13
Current Information Environment
Reduced funds
Budget cutsHiring freezesAlternative resources
Alternative services(Connaway
2014)Slide14
L
ibrary directors rated less than half of entry-level librarians as adequately trained for the job.
(Powell and Creth 1986)Slide15
“[The library] can’t count on MLS/MLIS program[s] to deliver what is needed.”
-
ARL Director
(Mullins 2012, 131)Slide16
Qualified job candidates lack the requisite people skills that would allow them to serve as liaisons for the library
(Mullins 2012)Slide17
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)Slide18
(
Mehra
et al. 2011)
Students need leadership, customer service, public administration and human resources trainingSlide19
Current Expectations of
Information Professionals
Demonstrate institutional value
Define outcomesMeasure attainment of goalsSlide20
“Courses in LIS
curriculum should be based on identifying
and meeting users' and prospective users' expectations and needs.”(
Connaway 2014)Slide21
Why? Slide22
LIS professionals must have knowledge & skills to lead formal assessment
(
Connaway
2014)Slide23
User-Centered Assessment
Library offerings
ServicesSystems Sources
Individual behaviorsAccess UseSlide24
Issues Affecting Curriculum Development
(
Connaway 1997)(Stenstrom
1987)(Younger 1990)
Fear technology leads to
deprofessionalization
Increased dependence on networksSlide25
(
Connaway
1997)LIS curriculum should include problem-solving that requires decision-making
skills & flexibility—an intellectual
exercise
Slide26
Teaching vs. Training
26Slide27
Research Meth
ods
Skills & confidence to conduct researchMatch questions
to methodTheoretical foundationSlide28
Opportunities for Librarians
Asses value of services
Develop new services based on assessment
Narrative-based marketing
Reinforce value propositions
(
Germano, 2010) (Connaway 2014) Slide29
“A mixed economy of institutional and national data management capabilities is emerging.”
(
Hyams, Martinez-Uribe and Macdonald 2008, 21)Slide30
New Opportunities:
Data LibrarianshipSlide31
“[Data Librarians] deal with selection, acquisition and management of a multi-disciplinary collection of electronic data resources.”
(
Hyams, Martinez-Uribe and Macdonald 2008, 21)Slide32
Data Librarianship
Data Deluge Manage
Share DataFluidity Harvesting, curating & facilitating access to datasetsSupport research
(
Hyams
,
Martinez-Uribe and Macdonald 2008)Slide33
Data Librarianship
Adequate training
FundingGrowing Infrastructure
(
Hyams
, Martinez-
Uribe and Macdonald 2008)Slide34
“…challenges evolve as technology and information practices changed.”
(
Boyko
et al. 2003, 8)Slide35
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)”Slide36
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.”Slide37
“With basic research knowledge and a user-centered theoretical foundation, LIS professionals will be able to articulate the value of libraries.”
(
Connaway 2014)Slide38
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.Connaway, L. S. (2014). Why libraries? A call for use-centered assessment. Textos Universitaris de Biblioteconomia I Documentacio, 32.
[Available:
http://bid.ub.edu/en/32/connaway3.htm
]
Connaway
, L. S. ; Radford, M. (2013). Academic library assessment: beyond the basics. [
Powerpoint
presentation],
Raynor
Memorial Libraries, Marquette University, [18 July 2013].
Creel, S. &
Pollicino
, E. (2012). 'Practitioners' & LIS students' perceptions on preparedness in the New York metropolitan area', Education For Information, 29(1):53-69.
Dalton, M. S. (1992).
Change and challenge in library and information science education
. Chicago: American Library Association.
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.
Gorman
, M. (2004). “Whither Library Education?”
New Library World
(105), 376-380. Slide39
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.
Kaufman, P.; Watstein
, S. B. (2008). "Library value (return on investment, ROI) and the challenge of placing a value on public services". Reference Services Review, 36(3): 226–231.
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. Mullins, J.L. (2012). 'Are MLS graduates being prepared for the changing and emerging roles that librarians must now assume within research libraries?', Journal Of Library Administration, 52, (1): 124-132.
Powell, R.; Baker, L.; Mika, J. (2002). "Library and Information Science Practitioners and Research". Library and Information Science Research, (21)1:
49–72
Powell, R. R. &
Creth
, S.D. (1986). Knowledge bases and library education.
College & Research Libraries
47: 16-27
.
Pung
, C.; Clarke A.; Patten, L. (2004). "Measuring the economic impact of the British Library". New Review of Academic Librarianship, vol. 10 (1): 79–102
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
.
Ranganathan
, S. (1931). The five laws of library science. London: Edward
Goldston
, Ltd.
Stenstrom
, P.F. (1987). Current management literature for technical services. Illinois Libraries, 69 (February): 96-103.
Tenopir
, C., Allard, S., Birch, B., & Sandusky, R. J. (2013). Academic librarians and research data services: Preparation and attitudes.
Ifla
Journal, 39, 1, 70-78.
Younger, J. (1990). University library effectiveness: A case study of the perceived outcomes of structural change. PhD. Diss., University of Wisconsin.
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