Education for Information

Computer-supported learning environment (CSLE) Information Retrieval Game (IR Game) is described and evaluated. The IR Game is based on idea that test collections used in laboratorybased IR experiments could be used in instruction as a rapid query analysis tool. The goal is to provide a realistic environment for demonstrating the performance of queries in different types of search situations. The outline of the IR Game is introduced both at the technical and instructional levels. An evaluation experiment is reported revealing that students found different characteristics of the IR Game both enhancing and inhibiting learning. The perceived usefulness of features like query performancefeedback, visualization of serch results, comparison of queries, document browsing and help facilities are discussed. Several ideas for the elaboration of information retrieval learning environments are put forward. These include design of search tasks, implementation of feedback, social negotiation and articulation of student's working theories. 1.

This paper summarises the findings of a survey of the careers and characteristics of past post-graduate diploma students of the Department of Library and Archival Studies, University of Ghana between 1981/82 and 1987/88. It examines issues such as their sex; how they came to choose the profession; what jobs they were doing before enrolling at the library school; job mobility; job satisfaction; and the relevance of the courses at the Department to their present employment and activities. Among the findings are that the Department has produced more males than females; the highest number of graduates are found in special libraries; and most the graduates complained about the theoretical bias of the courses in the Department.

Describes a new degree entitled the Information and Communication Pathway which takes a theoretical and analytical approach to information technology, information and library science, and mass communications, and is fully integrated with the social science department. The discussion covers the program objectives, its organization and structure, and a sample course of study. (CLB)

The purpose of this study was to ascertain the perceived prestige of professional journals held by the deans/directors of ALA accredited schools of library and information studies and the directors of ARL libraries. The results suggest that the two survey populations hold very different views of these professional journals. This divergence of perceptions raises further questions regarding the relationship of library/information science faculty and the leadership of major library/information centers.

This paper will describe and analyze the concept of information as a craft skill. In addition this paper will also discuss the way in which the Department of Library and Information Studies at Manchester Metropolitan University have crafted the new undergraduate courses. Particular attention is paid to two pathways - the business pathway and the information management pathway - which have been carved out of a whole series of options on the courses, in order that the student will achieve the `ideal' he seeks.

The paper describes an international joint course between Queen Margaret College in Scotland and the Royal School of Librarianship in Denmark which introduced undergraduate students to tools and issues that are relevant to teleworking. The approach was one of active learning, and the collaborative training programme lasted twelve weeks (September to December 1996). The course designers aimed to give the students experience in: 1) working and learning at a distance; 2) international broking across national frontiers; 3) working productively in teams with students from different educational traditions; 4) communication across national cultures and traditions; 5) acting as informed professionals. Students were assessed according to the norms of the respective syllabi in each of the two participating institutions. Both Danish and Scottish groups, however, shared a common task: to produce a written evaluation report on the legislative, financial and social conditions of teleworking both in Denmark and in Scotland. The purpose of this report was to review the conditions as well as the advantages and disadvantages of running this kind of business operation in the two different countries. The report was based on literature searches and analyses as well as the experience of the students themselves, combined with practical and theoretical knowledge in information resource management.

At the Technical University of Budapest (Hungary), abstracting is taught in "Professional Documentation," a class designed to make Hungarian students of English translation familiar with written genres that are not translation but which a translator might be required to write: calls for papers, scientific articles, research proposals and reports. Describes the theoretical basis of the course and how it is taught. (PEN)

This paper reviews the preparation, planning and implementation of the Continuing Education (CE) program aimed at upgrading the skills and the competencies of the library staff at the King Fahd University of Petroleum & Minerals (KFUPM) Library, Saudi Arabia. The process of assessing the needs and strategies used for program development and implementation as well as problems faced in coordinating the various components of CE program is discussed. The CE program consisting of (1) short courses, (2) W9rkshops, (3) symposia, (4) pre- and post-conference tutoria1s, and (5) 10ca1 seminars - proved to be an effective means of staff development. Perhaps the key to the success of the CE program was the involvement of the library staff in assessing the needs and the structure of the program. A total of six short courses, nine workshops and 1610ca1 seminars were conducted over a three year period as part of the CE program. An interim eva1uation, follow-up to assure the utilization of training imparted, and an appropriate mechanism for continued motivation of staff have been considered necessary for future success of the program.

Examines issues of access, copyright, and intellectual property in the global information infrastructure. Highlights include policy application to higher education; policy platforms; access and gender equity; copyright and intellectual property; the National Information Infrastructure; digital libraries and electronic publishing; and balancing the needs of authors, publishers, and libraries. (67 references) (LRW)

The lack of information system (IS) education throughout the development cycle can impede the successful introduction of new technology in organizations. This paper reports on university and industry cooperation in developing a plan to educate the managers of a large public organization undergoing major information systems development to improve decision making and productivity. This paper presents: (1) the scientific motivation for providing IS education and training, (2) the meshing of organizational curriculum guidelines with normative goals in IS education and training, (3) the problems encountered in this joint effort, and (4) implications of this process for future researchers and practitioners.

This paper describes a project funded by the UK Library Association (LA) which sought to investigate factors impacting upon length of time taken to achieve Associateship of the Library Association and to gather attitudinal data as to the benefits of Associateship, barriers to successful completion and continuing professional development (CPD). Data was gathered via a postal questionnaire (38.3% response rate) and telephone interviews with not yet complete and withdrawn candidates. The respondent group reflected a representative sample of the research target, coming from a range of employment sectors. Results suggested that significant factors included: conflicting pressures, lack of time, loss of interest and poor supervision. Those candidates still to submit or who had withdrawn tended to have received less support from employers. Associateship was seen as advantageous largely in that it conferred chartered status and professional recognition: fewer respondents felt that it had, or was likely to, lead to an enhanced career, a salary increase or prestige. The majority of respondents were interested in their personal continuing professional development (93.5%), reading professional literature as part of their CPD (85%), while between a half and two thirds attended external seminars/courses, networked with colleagues and engaged in internal training activities. A slight majority (54.2%) felt that CPD should not be compulsory: some suggested a system of reward rather than a compulsory approach should be preferred. Funded by the UK Library Association.

From an international perspective, sources for change that impact on library and information science are identified and analysed and current advances in the field are discussed. An attempt is made to determine the extent to which they impact on and are applicable to the library and information environment in South Africa. The South African political, economic and social conditions are particularised and analysed insofar as they have an influence on professional practice. Implications for education for librarianship are considered in the light of accelerated rate of change in social, political and economic relations. Key issues to be addressed by the organized profession are identified and a plea is made for a reformulation of strategic objectives for library and information science in South Africa which will also imply a redefinition or refinement of educational goals and objectives. Note. The terms such as as white, black (African), coloured and Asian (or Indian) used by the Population Census (and by the South African Institute of Race Relations) are employed in this paper for purposes of clarity and because, as Kallaway notes, "race as an analytical category presents itself forcefully to anyone concerned with understanding the dynamics of South African society".

A paper assesses continuing education programmes and initiatives in the library and information service (LIS) sector of South Africa. The LIS sector like many others in South Africa has been adversely affected by the past policy of apartheid. The paper briefly looks at the policy of separate development and how it has left educational institutions, including LIS personnel, and organizations unevenly developed. It argues that in spite of the availability of programmes most LIS personnel, especially those who do not belong to professional organizations and those from previously disadvantaged institutions etc., have not benefited from these programmes. The paper identifies some critical areas for continuing education and possible delivery institutions and organizations. It concludes by reiterating the need for continually assessing training needs, levels of training required, keeping track of available programmes and encouraging institutions to commit resources to continuing education for professional development.

Students from historically disadvantaged educational systems have not been exposed to information technologies and information sources. The School of Librarianship at the University of Cape Town has recognised the need for information literacy training that would be appropriate for students from the developing world. It is therefore offering a single semester course to undergraduates in the Faculty of Social Sciences and Humanities, with the specific aim of providing students with transferable learning and information skills. This paper presents an overview and an evaluation of the course.

Research productivity has become a critical factor for library and information science educators striving for tenure and promotion. Yet, no objective measure has been formulated for assessing the quality of one's scholarly records. Claims have also been made that the most significant function for research is to influence public policy. The basic query addressed in this presentation is to what extent does a point of juncture exist between establishing a creditable publication record and the influence of scholarly writings in the shaping of public policy decisions? In an attempt to explore the question, this essay is a synthesis and interpretation of studies that have investigated the criteria for evaluating professors' article publications in terms journal prestige ratings supplied by academic deans and library directors, faculty specializing in school and public librarianship, and practitioners.

Undergraduate and graduate Computer Information Systems (CIS) students were surveyed regarding the effectiveness of various teaching formats and teaching aids. The survey revealed that both undergraduate and graduate CIS students find small group projects a very effective learning method. The data suggest that traditional teaching formats such as case study and speaker are effective. Group size also impacts teaching effectiveness; clear preference is given to small-size groups. The preferred teaching aid of students was handouts. The findings suggest that resources should be directed toward providing interactions between students as well as between students and instructors.

All 57 library and information studies programs in the United States that are accredited by the American Library Association offer master's degrees to candidates who already have at least a bachelor's degree in some other subject. The dominance of the graduate route to professional qualification, however, has not gone unchallenged, whether viewed in a historical or a contemporary context. First, it took seventy years from the establishment of the first library school in the United States for graduate programs to become the standard. Second, many undergraduate LIS programs do function in North America, albeit without a stamp of approval from the American Library Association. Third, critics of the graduate program as the only way to professional qualifications continue to argue the case for undergraduate programs, either in parallel with or as a precursor of graduate programs. And fourth, some schools with accredited LIS master's programs are establishing new undergraduate programs in specialized areas like information systems or information management.

The paper introduces a directory of Schools of Librarianship and Information Sciences in Latin America. This was based on existing printed directories, and an extensive web search in January 2007. An appended directory lists 127 instituions in the region that have or are currently offering courses in the subject, of which 100 appear to be active.

Describes the different levels of education and the management of various types of libraries (academic, special, public and school) in Saudi Arabia. Presents the current state of library and information science education in Saudi Arabia. Indicates constraints of librarianship as a career and suggests how to overcome them. (Author/AEF)

Discusses past achievements and future plans of the International Federation of Library Associations (IFLA) and other international organizations, such as UNESCO, that are concerned with library education and training. The fields of management and information technology are emphasized, and resolutions and recommendations from various international seminars and meetings are appended. (LRW)

Reports on an analysis of 35 American management textbooks that identifies 17 core concepts for management courses for information professionals. Each concept--accountability, accounting, authority, budgeting, change/innovation/creativity, communication, controlling, decision making, delegation and organization, ethics, fiscal management, leadership, staffing--is defined in non-cultural terms to show that concepts should be global. (Author/MBR)

Applications from artificial intelligence and expert systems research will most likely be incorporated in future information services to improve decision making, to solve problems normally thought to require human intelligence, and to achieve levels of performance previously obtainable only by human experts. Expert systems are creating new methods of replicating and multiplying the value of human expertise while preserving this knowledge in computer storage. The successes achieved by these early systems have been modest, but they hold great promise, and they are attracting widespread interest. Information scientists are exploring potential applications of artificial intelligence as guidance for the development of new information services such as aids in formulating search requests, as general problem treatment schemes, and as expert systems for library management, cataloguing, and reference. The role of the library is changing, and schools need to modify their programmes to prepare students for new roles and new careers in information transfer.

This article reviews formal library and information science programmes at the postgraduate level offered by university departments, documentation centres and research institutions in India, Pakistan, Bangladesh and Sri Lanka. A brief historical background is followed by a detailed account of LIS education for each of the four countries under the following headings: Library scene, Courses, Admission requirements and Duration, Enrollment, Main features of the curricula, and Teaching faculty. For each country, this is followed by general observations on the state of LIS education. Similarities and differences between the countries are summarised.

As the demand for education rises, and with the increasing availability and sophistication of the means of delivery, open education and e-learning is being seen as a way to rapidly increase student numbers. This paper explores some realities of providing traditional open education and e-learning in an international environment and examines the influences of local context and cultures on the successful provision of traditional open education and e-learning in the light of Charles Sturt University's experience in Asia. The provision by a non-Asian university of open education programmes to Asian students creates a number of challenges. Many students will have to move to a different learning environment from those with which they are familiar. The success of such programmes is dependant upon the extent to which local context and cultural considerations are incorporated into the planning and delivery of teaching and learning.

Citations are examined as an index of the quality of library and information science school faculties. Using the citations of the faculties at those schools appearing on White's 1986 list of schools perceived to be "best," a comparison is made between total citation count per school and total citation count per school normalized by total numbers of faculty. Citations of the faculties of ten randomly selected library and information science schools are examined in the same manner. The author's own school is included for comparison. The data for all the schools examined tend to show that measuring productivity by citation does not correlate with perceived quality. For each school there tends to be one or two individuals who are the major producer of articles which in turn draw the largest number of citations. Questions are raised about productivity as a measure of quality and about the need for schools to be located within research institutions.