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Lynn

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






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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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