Education for Information

This study examines the current state of diversity course offerings in Library and Information Science (LIS) programs through the analysis of syllabi of diversity-related courses offered in the American Library Association accredited Master of Library and Information Science (MLS) programs at iSchools (a group of information schools that include the majority of the largest LIS programs) in North America. Utilizing Pawley's four paradigms that dominate research and teaching in LIS – science/technology, business/management, mission/service, and society/culture – this study analyzes the syllabi of diversity-related courses to better understand the content, context, availability, emphases, and level of these courses, as well as the paradigm into which the course fits. This study found only a small number of courses in the sample focused on diversity, and of these courses, almost all were electives that emphasized a small number of diversity topics. The analysis of the findings forms the basis for recommendations about improving the focus on and for future studies of diversity in LIS education.

The fitness for purpose of professional education for library work has been constantly debated. Librarianship education and library practice have changed significantly as a result of technological, social and other factors affecting information provision and use. The key role of subject librarian in academic libraries has been particularly affected by both technological and pedagogical developments that have transformed the information arena, expanded their teaching activities and raised questions about the relevance and value of contemporary library-related courses for their present hybrid responsibilities. An investigation of UK course content and practitioner opinion was conducted in summer 2010 to explore whether existing programmes offered suitable preparation for current subject librarian roles. A pragmatic mixed methodology combined document analysis of course content with a mainly quantitative sector-wide survey of subject librarians (n = 65) and library managers (n = 48), followed by interviews with 8 librarians and 7 managers. Quantitative data were analysed using descriptive statistics and qualitative data were analysed thematically. Results showed generally positive opinions of UK library education, but revealed different priorities among the two groups and a strong desire among subject librarians for improved coverage of pedagogy. Findings confirmed that personal qualities are at least as important as specialist abilities for contemporary librarians.

While interest and activity in health informatics continues to increase worldwide, concerns about the most appropriate educational preparation for practice also arise. Health informatics is an interdisciplinary field that pursues effective use of data, information and knowledge to support effective decision making; in the health field, those efforts are directed toward improving healthcare. Recent trends suggest that there is now sufficient activity in health informatics for it to emerge as a field in its own right distinct from its parent disciplines. Several professional associations are pursuing accreditation processes that will exert control over health informatics education, but currently no similar moves have been made by the information professions. Although some educational programs for health informatics are located in health sciences schools, schools of information science have an important role to play, particularly in educating health informationists. The authors urge information science educators to engage in dialogue with other health informatics stakeholders to ensure that the core principles and values of the information sciences are retained in health informatics, and that no one field exerts professional control to the exclusion of others.

The Visegrad group comprises four countries: the Czech Republic, Hungary, Poland and Slovakia. The literature on information literacy, mainly in the respective national languages, and the development of initiatives are presented in this paper. The situation in each country is discussed separately, followed by a short discussion of similarities and differences. Approaches vary in details, but there is a common background and shared roots. The use of terminology is similar in all countries, because they are the national (native language), translated variations of internationally accepted English terms. Because of the linguistic affinity, Czech and Slovak terminology usage is even closer. Though the context behind the terminology is the same in all languages, there are some differences in the interpretations at the conceptual level, in all languages. Related national and regional initiatives are enumerated and analyzed.