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Defining Information Literacy Competences in a Professional Framework of Library and Information Professionals in Croatia
Abstract
This paper presents the main findings of research conducted with the aim of proposing and exploring a professional framework for library and information professionals in Croatia. Two online surveys were conducted among key library and information stakeholders in Croatia, and part of the Tuning methodology was applied for the purpose of identifying subject-related and generic competences in the library sector in Croatia. The results revealed that all respondents agreed on one distinctive core of subject-related competences which consists of user-centered and information-based competences, and which were identified as information literacy competences. Information literacy competences are valued equally highly by labor market stakeholders as in academia, while subject-related competences within the competence periphery point to differences in opinions among all respondents. Generic competences were highly rated by all respondents.
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The paper gives and overview of the existing professional education programs.
Introduction. The term 'the bibliographic paradigm' is used in the literature of library and information science, but is a very seldom term and is almost always negatively described. This paper reconsiders this concept. Method. The method is mainly 'analytical'. Empirical data concerning the current state of the UDC-classification system are also presented in order to illuminate the connection between theory and practice. A nalysis. The bibliographic paradigm is understood as a perspective in library and information science focusing on documents and information resources, their description, organization, mediation and use. This perspective is examined as one among other metatheories of library and information science and its philosophical assumptions and implications are outlined. Results. The neglect and misunderstanding of 'the bibliographic paradigm' as well as the quality of the new UDC-classification indicate that both the metatheoretical discourses on library and information science and its concrete practice seem to be in a state of crisis.
How an automobile dealer used a two-dimensional grid to relate consumers' views of the service they receive to identify priority areas for marketing effort.
Information literacy instruction is a core activity in academic libraries, and an increasingly important focus in public libraries. To explore the degree to which professional librarians are trained for this work, the curricula at ninety-three schools of library and information science around the world were examined using content analysis of the schools' Web pages. A majority of the schools appear to offer no course in information literacy instruction. In existing courses, a range of topics was included: instructional strategies (pedagogy), program planning and implementation, assessing instruction, learning theory, instructional design, basic information literacy concepts, outcomes evaluation, needs assessment, and Web-based instruction strate- gies. Only one school in the world makes its instructional course core (re- quired) for the training of its graduate librarians. These results reveal inadequate formal preparation for professional librarians doing instructional work. It is hoped that the results may provide some guidance to curriculum development in the area of instruction, by assisting programs to address the core competency of instructional skills in their graduates.
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Europe: LIS Education Global Library and Information Science: a Textbook for Students and Educators
- L Kajberg
- A Horvat
- E S Oğuz
Competency-Based Lifelong Learning of Librarians in Croatia: An Integrative Approach In: IFLA Satellite Meeting: Cooperation and Collaboration in Teaching and Research: Trends in Library and Information Studies Education
- D Machala
- A Horvat
LIS Competences in Croatia in the Lifelong Learning Context: Doctoral Thesis
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