The role of the academic Library Information Specialist (LIS) in teaching and learning in the 21st century
| Published date | 20 February 2017 |
| DOI | https://doi.org/10.1108/IDD-09-2016-0030 |
| Pages | 1-9 |
| Date | 20 February 2017 |
| Author | Lee E. Allen,Deborah M. Taylor |
| Subject Matter | Library & information science,Library & information services,Lending,Document delivery,Collection building & management,Stock revision,Consortia |
The role of the academic Library Information
Specialist (LIS) in teaching and learning
in the 21st century
Lee E. Allen and Deborah M. Taylor
University of Memphis, Memphis, Tennessee, USA
Abstract
Purpose – This study aims to examine the impact of information and communication technologies (ICT) usage with mobile technologies and
e-learning in academic libraries.
Design/methodology/approach – Selection of appropriate resources using the Communication and Mass Media, EBSCO, Web of Science and
Library Literature and Information Science Fulltext databases.
Findings – The “Library as place” concept requires libraries to explore and re-purpose its physical space while redefining its virtual, online space
to align with the needs of those who are native to the digital age. Library information specialists (LIS) must also be knowledgeable of – and
comfortable with – the use of the new technologies introduced. As mobile technologies continue to evolve and advance in developing countries,
libraries and LIS may be best positioned to assist students and researchers in accessing information required to be proficient and productive in
scholarly pursuits without physical boundaries.
Practical implications – The existing research literature surveyed here implies that the growth of ICT and evolving concepts of libraries require the
need for LIS training and greater understanding of the use of mobile technologies in providing academic library services.
Originality/value – Academic librarians are at the forefront of providing aspiring academics and professionals with access to digital collections and
e-learning courses using mobile information communication and technology devices; the implications of the research discussed in this survey of the
current literature discloses a need for diverse skills for the appropriate and continuing effectiveness to support students and academic researchers.
Keywords Information technology, Academic libraries, Information services, Distance learning, Developing countries,
Library and information networks
Paper type Literature review
At the center of every teaching, learning or research institution
is a library. And, at the heart of every library is a thriving
information community, which helps to distinguish each
library type. Libraries are divided into four distinct
categories – public, academic, school or specialized. Public
libraries are supported by public funding and are geared
toward local or community activities. Academic libraries are
positioned around teaching and learning institutions. School
libraries collect and disseminate literary and information
resources with a focus on Kindergarten through 12th grade
teaching and learning. And specialized libraries support
institutions with a specific subject (e.g. law, theological,
medical or health science). This survey of the existing
contemporary research literature will discuss libraries from the
perspective of academic library information specialists (LIS).
The advanced education, experience and professional
support today’s LIS will derive from his or her preparation
directly corresponds to their role in facilitating the delivery of
the best possible library and information services to students.
Optimally, the LIS also provides resources and services that
can benefit the entire school community at large: teachers,
staff, administration, as well as students’ families (Todd and
Gordon, 2012).
As with nearly all public (municipal and state) libraries,
most school and academic library catalogues are available
online. However, technology resources within school districts
vary widely, influenced greatly by districts’ and schools’
budget priorities, along with the knowledge and advocacy of
the LIS at that school (Greenwood et al., 2010). Given the
increasing scarcity of financial resources for many public
schools (Rankin and Brock, 2012), it is imperative that LIS
becomes effective users of technology as well as
teacher-leaders able to maximize the instructional value of
technology resources (Graham-Smith, 2012).
The requirements for an ever-changing role for the LIS has
thus necessitated changes in the preparation of the school LIS,
especially in the use of – and facility with – new technologies,
modes of communication and delivery systems for research,
instruction and learning (Shannon, 2002).
Purpose and methodology
This survey of literature examines the impact of information
and communication technologies (ICT) usage with mobile
The current issue and full text archive of this journal is available on
Emerald Insight at: www.emeraldinsight.com/2398-6247.htm
Information Discovery and Delivery
45/1 (2017) 1–9
© Emerald Publishing Limited [ISSN 2398-6247]
[DOI 10.1108/IDD-09-2016-0030]
Received 8 September 2016
Revised 21 November 2016
Accepted 22 November 2016
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