Global trends and transformations in library science education

Pages215-225
Published date12 March 2018
Date12 March 2018
DOIhttps://doi.org/10.1108/ILS-11-2017-0110
AuthorAndrea Wyman,Mushvig Imamverdiyev
Subject MatterLibrary & information science,Librarianship/library management,Library & information services
Global trends and transformations
in library science education
Andrea Wyman
Library Department, Edinboro University of Pennsylvania, Edinboro,
Pennsylvania, USA, and
Mushvig Imamverdiyev
Department of Library and Information Services, ADA University,
Baku, Azerbaijan
Abstract
Purpose This paper aims to review changes related to library and information science (LIS) education
over the past 20 years.
Design/methodology/approach The literature reviewed for this paper is obtained by internet and
databasesearches and personal communication and is conducted to look for similaritiesand differences in LIS
program changes. A time period for the review is set from 1997 to 2017, and is completed betweenJanuary
and Octoberof 2017. The majority of the searches are conducted in English.
Findings Numerous similaritiesin changes were evidenced in areas of LIS education, such as curriculum,
identication of new training and skills, instructional methods, follow-up on graduates, research on the
current job market and post-graduate training support. Differenceswere identied in areas of capability of
program changedue to country regulation and course change exibility.
Originality/value A review of global program changes is relevant for LIS programs to realize and
maintain their value in todaysworkforce. It is signicant for LIS programs all over the globe to realize that
their shifts in curricularand program changes are similar to other LIS programs or where differencescan be
equally important.
Keywords Skills training, Curriculum reform, Graduate review, Graduate support,
Library and information science education (LIS), LIS program name changes, Program changes
Paper type General review
Introduction
Information is literally at the ngertips of users 24 hours a day, seven days a week,
thanks to search engines such as Google and an array and expansion of mobile devices
and the size and complexity of datasets. Because of this, training in the traditional
library science profession is being transformed. At the heart of these changes is the
professional mission and commitment of library and information science (LIS)
programs to train library science students to be responsive to current needs and better
prepared for the workplace upon graduation. This paper presents viewpoints on the
current literature to put a global perspective on the changes facing and transforming
LIS education.
For the past 20 years, LIS programs around the world have been reviewing and
rethinking training for their students. While some transformations and changes were
nominal, other efforts to restructure LIS curricula and instruction have been substantial.
More importantly, as Kaur stated, LIS educatorsthroughout the world have a great deal to
learn from each other(Kaur,2015a).
Library
science
education
215
Received8 November 2017
Revised12 January 2018
9March 2018
Accepted10 March 2018
Informationand Learning Science
Vol.119 No. 3/4, 2018
pp. 215-225
© Emerald Publishing Limited
2398-5348
DOI 10.1108/ILS-11-2017-0110
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/2398-5348.htm

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