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 Download Presentation
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Silipigni. . Connaway. , Ph.D. . 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.
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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
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.”
and Connaway 1996, 121)Slide5
Academy vs. Practicing Profession
Competing definitions of service
Applied vs. pure research
Theoretical vs. practical education
and Connaway 1996)Slide6
Crying Wolf about an Educational Crisis
(Dillon and Norris 2005)Slide7
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
(Gorman 2004, 6)Slide9
Crisis as a Moment of Change
(Dillon and Norris
“…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
changes in the information world call for profound changes in the education of those that will enter this new
world.” (Moran and Marchionini
Current Information Environment
Budget cutsHiring freezesAlternative resources
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.”
(Mullins 2012, 131)Slide16
Qualified job candidates lack the requisite people skills that would allow them to serve as liaisons for the library
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
et al. 2011)
Students need leadership, customer service, public administration and human resources trainingSlide19
Current Expectations of
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.”(
LIS professionals must have knowledge & skills to lead formal assessment
Individual behaviorsAccess UseSlide24
Issues Affecting Curriculum Development
Fear technology leads to
Increased dependence on networksSlide25
1997)LIS curriculum should include problem-solving that requires decision-making
skills & flexibility—an intellectual
Teaching vs. Training
Skills & confidence to conduct researchMatch questions
to methodTheoretical foundationSlide28
Opportunities for Librarians
Asses value of services
Develop new services based on assessment
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
“[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 Deluge Manage
Share DataFluidity Harvesting, curating & facilitating access to datasetsSupport research
Martinez-Uribe and Macdonald 2008)Slide33
Uribe and Macdonald 2008)Slide34
“…challenges evolve as technology and information practices changed.”
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.
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
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.”
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