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Contemporary Issues Facing LIS Education

This document discusses contemporary issues in library and information science (LIS) education. It outlines the differences between the traditional library science paradigm and the emerging information paradigm. Researchers argue that LIS curriculum needs to emphasize educational theory, literacy, technology skills, and cultural roles of libraries. Challenges facing LIS education include lack of funding, disagreement on curriculum focus, need for continuous education, and adapting to distance learning models. The role of the master's degree in LIS is also discussed. Overall, the document examines how LIS education must evolve to address changing information environments and technology.

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82 views20 pages

Contemporary Issues Facing LIS Education

This document discusses contemporary issues in library and information science (LIS) education. It outlines the differences between the traditional library science paradigm and the emerging information paradigm. Researchers argue that LIS curriculum needs to emphasize educational theory, literacy, technology skills, and cultural roles of libraries. Challenges facing LIS education include lack of funding, disagreement on curriculum focus, need for continuous education, and adapting to distance learning models. The role of the master's degree in LIS is also discussed. Overall, the document examines how LIS education must evolve to address changing information environments and technology.

Uploaded by

gloria denaque
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Contemporary Issues

Facing LIS
Education
Prepared by:
Mary Jane Pesado
Meriam Serrano
LIBRARY VS.
INFORMATION
Library Science Information
Paradigm Paradigm
• library is an • importance of
educational information
institution provision
RESEARCHER’S
• Apostle and RaymondVIEW:
(1997), LIS curriculum should
emphasis on educational theory, library service, literacy,
and reading.

• The purpose of libraries to serve as a “cultural


agency in the everyday life experience of ordinary
people” (Wiegand 2005)
• Van House and Sutton (2000), LIS education must
change from a traditional orientation to an information
focus.
• Crowley (2008), expressed that literacy and reading
return as a central focus.
• Dillon and Norris (2005), libraries as stewards of the
cultural record of human knowledge.
• King (2005), LIS education are lacks of funding,
lack of respect, and disagreements between
practitioners and educators about what should be
taught.
• Estabrook (2005), LIS education needs both an
understanding of technology and core library principles.
• Miksa (1992), “a more essential approach to what is
involved in the work of the field, one that
conceptualizes the processes in a more thoroughgoing
but unitary manner”
Ideally, LIS education mission is to educate individuals
for careers as Librarians and Information specialists and
to undertake instruction, research and service programs
that meet current and emerging Library, Information and
Technology needs (University of Hawaii, Manoa).
CONTINUING EDUCATION
• Although the ALA Code of Ethics requires
librarians to update their professional skills, CE
remains a voluntary activity.
• Asian LIS departments face a wide range of
shortcomings.
• Blakiston (2011), professional learning must be
continuous and should be integrated into the
organizational culture.
- cataloging,
- RDA, and metadata management and
- quality control
- The digital world, including webinars,
blogs,
and Twitter, adds a new dimension to
CE.
DISTANCE EDUCATION
• A high-quality LIS education delivered to
remote sites using interactive video and Web-
based instruction.
• Web-Based Information Science Education
(WISE) Consortium
- provide a collaborative
- cost-effective distance
education model
• In India, 6 open universities and more than 20 formal
education universities offer LIS programs through
distance education.
• Distance learning is appealing for a number of reasons
- not having to travel or relocate,
- relieving stress on family and finances
- students don’t have to quit their jobs
• Lester (2011), found that the faculty composition of
distance learning programs was different from face-
to-face program.

• In India, its producing students with degrees but with


little theoretical knowledge, little or no exposure to
practical librarianship.
Competencies and the Evolving LIS Curriculum

• Kaur (2015), the emerging information environment


and developments in information technology require
continuous updating of LIS curriculum.

• Main (1990), we must be concerned with is what


enables us to survive in a competitive world, namely
information technology.
• The walls of the Library are giving way to
electronic environments. (Singh, 2015)

• In the Philippines, a new curriculum mandated


by CMO 24 s. 2015
The Role of the Master’s Degree in Library and
Information Science
• Graduate library education at the master’s level was the
accepted norm for entry into the library profession.
• White (1986) master’s degree is a qualification not so
much for a particular position as for entry into the
profession
• Bertot and Sarin (2015) LIS need to develop MLIS
programs that provide broad-based skills to enable
LIS professionals.

• If LIS schools are to prosper, the MLIS must be


responsive to the rapidly changing social,
technological, and information environment.
Other Issues
• Lack of training for teachers, shortage of
experienced teaching staff, inadequate resources.
• LIS education in South Asia is getting
recognition but students are not passionate to
enter the profession.
• Given the context and status of LIS schools in the
Philippines the following challenges are noted: low
enrollment, lack of capable teachers, negative
perceptions on the program, inadequate support for
programs and infrastructure, and problems with
compliance.

• Lack of Textbooks in national languages.


References:
Obille, K. L. B., (2017). Challenges and prospects to Philippine LIS education.
Journal of Philippine Librarianship. Quezon City: University of the
Philippines Diliman.
Kaur, T., (2015). Challenges and Concerns for Library and Information Science
(LIS) Education in India and South Asia. India: Punjabi University.
Rubin, R. E., (2016). Foundations of Library and Information Science. (4th ed.)
Chicago: Neal-Schuman.
Alimohammadi, D. & Jumali, H. R. Common Problems of Library and
Information Science Education in Asian Developing Countries: A Review
Article. International Journal of Information Science and Management.
Iran: Tehran University.
Singh, K., (2015). LIS education: issues and challenges in the present era.
The Journal of Library and Information Management. 6 (1): 46.
Thank
you

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