This document discusses bridging the theory-practice gap in library and information studies (LIS) education through an experiment at the University of Cape Town (UCT). It provides context on the relationship between theory and practice in LIS education. At UCT, the LIS school is organizationally located within UCT Libraries in an effort to better integrate theory and practice. The document evaluates this model and lessons learned, focusing on how UCT Libraries and the LIS school have worked to address the theory-practice gap and prepare LIS graduates for the changing nature of academic libraries.
This document discusses an experiment by the University of Cape Town (UCT) to bridge the gap between theory and practice in library and information studies education.
UCT established its Library and Information Studies Centre (LISC) in 2012, locating it organizationally within UCT Libraries to facilitate close collaboration between academic and practical training. This was done to help graduates enter the workforce with understanding of contemporary issues like scholarly communication in the digital environment.
The partnership faced challenges to improve graduate quality and increase research, but worked to define new missions for academic libraries in facilitating knowledge creation and improving society through librarians as connectors of knowledge. This aligned the LISC with UCT's strategic goals and national needs to transform South
Academic library system in Europe, India, UK and USA: A brief overviewridadoll
The document provides an overview of academic libraries and school libraries. It discusses how academic libraries support university curriculum and research, and outlines the typical phases of development from a single library building to coordinated faculty libraries. School libraries are described as the "heart" of learning communities and as essential for developing lifelong learning skills. Examples are given of resources, services, and collaboration provided by school libraries in countries like the US, UK, and Europe. Challenges facing school libraries like limited budgets and lack of dedicated staff are also mentioned.
The Library Then and Now: Its Importance and Relevance to the Present Genera...Fe Angela Verzosa
presented at PAARL’s seminar outreach program on “The Essence of the Library as the Heart of an Educational Institution,” held at St. Augustine School, Iba, Zambales, Philippines on 2006 Sep 28
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
University Futures, Library Futures: institutional and library directions in ...Constance Malpas
The document summarizes a presentation given by Constance Malpas at the OhioLINK Directors Meeting on university and library futures. Malpas discussed a collaboration between OCLC Research and Ithaka S+R examining how the increasing diversification of US higher education impacts academic libraries. As universities invest in different areas like teaching, learning, or research, libraries may shift from a collection-centric model to one that supports each institution's distinctive needs. Malpas presented a model for classifying institutions based on their research, liberal education, or career preparation focus. She noted libraries need to consider how their services align with different institutional types and priorities like student success.
LIBRARY FACILITIES, RESOURCES AND SERVICES TO DISTANCE LEARNERSDr. Anjaiah Mothukuri
The document contains the details of a Ph.D. viva-voce examination, including the date, participants, and topic of the research scholar's dissertation. It provides an outline of the dissertation's 7 chapters, which discuss topics like the history and development of distance education, learner support services, profiles of two open universities, data analysis, and findings from the research. The research scholar's objectives are to examine library resources, facilities, and services for distance learners at two open universities in India and identify any issues faced by learners.
The role of library in educational development08180512000
The document discusses the role of libraries in educational development. It defines different types of libraries, including academic libraries, public libraries, and special libraries. It states that libraries influence students from primary school through tertiary education by supporting curriculums and research, developing reading habits, and providing lifelong learning opportunities. Libraries also aid mass education through extension services, audiovisual materials, and programs. The document concludes that libraries significantly aid the education of citizens and support educational revival programs in developing literacy and knowledge.
lecture presented by Elvira B. Lapuz at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
This document discusses an experiment by the University of Cape Town (UCT) to bridge the gap between theory and practice in library and information studies education.
UCT established its Library and Information Studies Centre (LISC) in 2012, locating it organizationally within UCT Libraries to facilitate close collaboration between academic and practical training. This was done to help graduates enter the workforce with understanding of contemporary issues like scholarly communication in the digital environment.
The partnership faced challenges to improve graduate quality and increase research, but worked to define new missions for academic libraries in facilitating knowledge creation and improving society through librarians as connectors of knowledge. This aligned the LISC with UCT's strategic goals and national needs to transform South
Academic library system in Europe, India, UK and USA: A brief overviewridadoll
The document provides an overview of academic libraries and school libraries. It discusses how academic libraries support university curriculum and research, and outlines the typical phases of development from a single library building to coordinated faculty libraries. School libraries are described as the "heart" of learning communities and as essential for developing lifelong learning skills. Examples are given of resources, services, and collaboration provided by school libraries in countries like the US, UK, and Europe. Challenges facing school libraries like limited budgets and lack of dedicated staff are also mentioned.
The Library Then and Now: Its Importance and Relevance to the Present Genera...Fe Angela Verzosa
presented at PAARL’s seminar outreach program on “The Essence of the Library as the Heart of an Educational Institution,” held at St. Augustine School, Iba, Zambales, Philippines on 2006 Sep 28
The Role of Libraries and Librarians in Information LiteracyPLAI STRLC
*Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
University Futures, Library Futures: institutional and library directions in ...Constance Malpas
The document summarizes a presentation given by Constance Malpas at the OhioLINK Directors Meeting on university and library futures. Malpas discussed a collaboration between OCLC Research and Ithaka S+R examining how the increasing diversification of US higher education impacts academic libraries. As universities invest in different areas like teaching, learning, or research, libraries may shift from a collection-centric model to one that supports each institution's distinctive needs. Malpas presented a model for classifying institutions based on their research, liberal education, or career preparation focus. She noted libraries need to consider how their services align with different institutional types and priorities like student success.
LIBRARY FACILITIES, RESOURCES AND SERVICES TO DISTANCE LEARNERSDr. Anjaiah Mothukuri
The document contains the details of a Ph.D. viva-voce examination, including the date, participants, and topic of the research scholar's dissertation. It provides an outline of the dissertation's 7 chapters, which discuss topics like the history and development of distance education, learner support services, profiles of two open universities, data analysis, and findings from the research. The research scholar's objectives are to examine library resources, facilities, and services for distance learners at two open universities in India and identify any issues faced by learners.
The role of library in educational development08180512000
The document discusses the role of libraries in educational development. It defines different types of libraries, including academic libraries, public libraries, and special libraries. It states that libraries influence students from primary school through tertiary education by supporting curriculums and research, developing reading habits, and providing lifelong learning opportunities. Libraries also aid mass education through extension services, audiovisual materials, and programs. The document concludes that libraries significantly aid the education of citizens and support educational revival programs in developing literacy and knowledge.
lecture presented by Elvira B. Lapuz at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
The Innovative Library Classroom 2015 Preliminary ProgramTheILC
This document provides the schedule and details for the "Innovative Library Classroom" conference held on May 12, 2015 at Radford University. The schedule lists various presentations and sessions taking place throughout the day in different classrooms. It thanks the organizations that helped make the conference possible. It also provides conversation starters and lightning talk topics that will be discussed at the event.
The document discusses the challenges faced by academic libraries in the 21st century. Users' demands for information have changed as they are more aware of information resources. Academic libraries must adopt new technologies to provide better services, redesign activities around technology, and ensure library staff have the necessary skills. However, academic libraries face problems like lack of staff expertise in technologies, data security issues, inadequate infrastructure, and outdated management attitudes. To overcome these challenges, libraries must maintain a positive attitude, learn new skills, and continually update and improve their services.
Developing close partnerships between academic librarians and faculty can enhance student learning. The document discusses how librarian Elaine Robbins strengthened her role as the English liaison at The Citadel by collaborating closely with the English faculty. This included tailoring library instruction to English courses, improving the library's collection based on faculty needs, and integrating library instruction into the curriculum. As a result, student research improved and the library's value to the university was demonstrated.
This document discusses the soft skills required for 21st century librarians. It identifies key soft skills like listening, communication, interpersonal, customer service, leadership, project management, and presentation skills. It also covers technical skills in areas like information literacy, collections development, research contributions, and information technology. Overall, the document emphasizes that today's librarians require both professional qualifications and a diverse range of soft skills to effectively manage libraries and provide user-oriented services.
New and innovative services in university libraryShiv Prasad
This document discusses new and innovative activities and services in university libraries. It begins by defining what a library and university library are. It then discusses the growth of universities in India and how this impacts university libraries. It outlines the role and functions of university libraries, including their user communities and the various services they provide. The document also discusses the role of library professionals and the skills required in today's changing environment. Finally, it explores how technologies like Web 2.0 and social media can help university libraries better serve their users.
Academic libraries: facing the future - the role of library and information p...Jo Webb
The document discusses the changing environment for academic libraries and the role of library and information professionals. It notes pressures from public spending cuts, increased competition in higher education, and the impact of the recession. Academic libraries are restructuring and cutting information resources budgets. Library professionals need to develop new services, demonstrate their professional skills and knowledge, and engage with learning, teaching, research and technology to support students and academics.
Keynote delivered at #asl2015 'The inside out library: collaboration, inspiration, transformation' by Helen Shenton Librarian & Archivist Trinity College Dublin.
February 27 2015
Presentation delivered by Nancy Graham, chair of CoPILOT, as part of the 'Ooer-OERs! Using free, shared information literacy resources' event held at the University of Bradford, 24th June 2015, organised by the Yorkshire and Humberside division of the Academic and Research Libraries Group.
The document describes the development of a library curriculum by the Parkway School District library team. They created student-focused "I Can" statements aligned to standards and expanded them into "Library Media Expectations". The curriculum has four strands - Find, Use, Share, Enjoy and Grow information. It is organized by grade level in an online guide. The team evaluated how the library program was evolving and used guidance from professional organizations to develop the curriculum to better support student learning.
Supporting world-class research with ebooks at the University of OttawaLibrary_Connect
Katrine Mallan, Head of Acquisitions from the University of Ottawa explores the role of the library in growing a world-class research university with a collection that ranks among the top 5 research libraries in Canada.
The presentation uncovers challenges and opportunities and looks at the impact on daily workflow for librarians. Through sharing in the overarching goals of the university, librarians can ultimately spend more time on teaching, researching and developing innovative library services.
Presented on June 26, 2014 at the Elsevier APAC eBooks Forum held in Brisbane, Australia.
State Of New Hampshire School Libraries ReportAndrea Ange
The document discusses the state of school libraries in New Hampshire based on a survey conducted in 2009. It finds that while elementary schools provide structured information literacy instruction, it is less formal in middle and high schools. Some schools operate without a certified library media specialist. Budget cuts have led some districts to use paraprofessionals instead of hiring qualified librarians. Internet access is generally good but policies restrict uses like social media. Collections are aging due to lack of funding and time for librarians to maintain them. The state does not have statewide curriculum standards for media literacy.
The document discusses the role of the school library in supporting the International Baccalaureate (IB) programmes and standards. It covers the library's philosophy, organization, resources, curriculum, and areas for improvement. Key points include: the library mission aligns with IB philosophy; staff receive IB training; collaborative planning between teachers and librarians needs to be better supported; the library plays a central role in resources, equipment, and curriculum; and areas of improvement include expanding international language sections and better supporting students with special needs.
The document introduces a new library collection aligned with IB standards for international schools. It includes over 200 ebooks and print books curated by IB teachers and librarians. The collection supports IB pedagogy through extensive tagging and is organized by themes, concepts, and attributes. It can be implemented through different purchase and licensing options, and provides resources to support teachers, librarians, students, and school administration.
CCCOER: Regional Models for OER ImplementationUna Daly
Join us to hear from a statewide and a regional consortium who are establishing open education policy and collaboration models to accelerate the creation and adoption of OER across disciplines and crossing the segments from K-20.
Affordable Learning Pennsylvania, a grant-funded project lead by the Pennsylvania Academic Library Consortium, Inc. (PALCI), is now entering its second year of supporting the creation of a robust OER community among higher education campuses throughout Pennsylvania and the region for the active development and use of open textbooks and related educational resources.
The Midwestern Higher Education Compact (MHEC) OER Policy and Implementation Summit in the fall of 2018 launched a regional effort to help Midwestern states to scale and expand their OER projects. Leadership teams from the 12 states are working with MHEC to develop and coordinate on action plans.
When: Wednesday, June 5, 12pm PT/ 3pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College, Affordable Learning PA Steering Committee
Jenny Park, Director of Academic Leadership Initiatives, Midwestern Higher Education Compact (MHEC)
Tanya Spilovoy, Director of Open Policy, Western Interstate Commission for Higher Education (WICHE) Cooperative for Educational Technologies (WCET)
This document summarizes a presentation given by Dr. Ross Todd on effective school libraries. Some key points:
- School libraries help students learn by supporting curriculum, developing literacy skills, and providing instruction on information literacy and technology.
- Research shows student achievement increases when libraries are staffed by qualified teacher-librarians who collaborate with teachers.
- Effective school libraries have sufficient resources and technology, and view their role as developing student knowledge rather than just providing information. They focus on learning outcomes over other metrics.
- Evidence-based practice is important for school libraries to demonstrate how they specifically contribute to student learning. This helps justify resources and focus efforts on effective strategies.
Pathfinders to Information: Administering Reference Service in School LibrariesJohan Koren
The document discusses reference services in school library media centers, including defining reference services, the elements of providing reference, developing and maintaining a reference collection, evaluating collections, and policies and tools for selection and weeding. It also addresses issues around the role of books versus digital resources and providing reference services to meet the needs of all patrons.
This presentation covers several topics related to building a knowledge society through education, including the pervasiveness of technology, Education for All goals, national strategic objectives, teacher competencies, and conclusions. It discusses how a knowledge society ensures young people have the right skills through education and technology. It also addresses challenges to achieving Education for All goals, such as improving learning outcomes, classroom environments, and attracting qualified teachers. National strategic plans are outlined to address early childhood development, schools, training, teachers, and higher education to improve the education system. [/SUMMARY]
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
In the past 6-8 years, the jewelry industry has seen the biggest fundamental shift in decades in how consumers shop. Brought on by the digital revolution and the proliferation of mobile devices, this shift has drastically changed the business landscape. Adaptation is key for ongoing business success and requires a strategic plan that helps navigate potential customers from an online world to an in-store experience. We’ll take a look at a variety of key digital mediums and outline ways to develop an online strategy and message for todays consumer.
The Innovative Library Classroom 2015 Preliminary ProgramTheILC
This document provides the schedule and details for the "Innovative Library Classroom" conference held on May 12, 2015 at Radford University. The schedule lists various presentations and sessions taking place throughout the day in different classrooms. It thanks the organizations that helped make the conference possible. It also provides conversation starters and lightning talk topics that will be discussed at the event.
The document discusses the challenges faced by academic libraries in the 21st century. Users' demands for information have changed as they are more aware of information resources. Academic libraries must adopt new technologies to provide better services, redesign activities around technology, and ensure library staff have the necessary skills. However, academic libraries face problems like lack of staff expertise in technologies, data security issues, inadequate infrastructure, and outdated management attitudes. To overcome these challenges, libraries must maintain a positive attitude, learn new skills, and continually update and improve their services.
Developing close partnerships between academic librarians and faculty can enhance student learning. The document discusses how librarian Elaine Robbins strengthened her role as the English liaison at The Citadel by collaborating closely with the English faculty. This included tailoring library instruction to English courses, improving the library's collection based on faculty needs, and integrating library instruction into the curriculum. As a result, student research improved and the library's value to the university was demonstrated.
This document discusses the soft skills required for 21st century librarians. It identifies key soft skills like listening, communication, interpersonal, customer service, leadership, project management, and presentation skills. It also covers technical skills in areas like information literacy, collections development, research contributions, and information technology. Overall, the document emphasizes that today's librarians require both professional qualifications and a diverse range of soft skills to effectively manage libraries and provide user-oriented services.
New and innovative services in university libraryShiv Prasad
This document discusses new and innovative activities and services in university libraries. It begins by defining what a library and university library are. It then discusses the growth of universities in India and how this impacts university libraries. It outlines the role and functions of university libraries, including their user communities and the various services they provide. The document also discusses the role of library professionals and the skills required in today's changing environment. Finally, it explores how technologies like Web 2.0 and social media can help university libraries better serve their users.
Academic libraries: facing the future - the role of library and information p...Jo Webb
The document discusses the changing environment for academic libraries and the role of library and information professionals. It notes pressures from public spending cuts, increased competition in higher education, and the impact of the recession. Academic libraries are restructuring and cutting information resources budgets. Library professionals need to develop new services, demonstrate their professional skills and knowledge, and engage with learning, teaching, research and technology to support students and academics.
Keynote delivered at #asl2015 'The inside out library: collaboration, inspiration, transformation' by Helen Shenton Librarian & Archivist Trinity College Dublin.
February 27 2015
Presentation delivered by Nancy Graham, chair of CoPILOT, as part of the 'Ooer-OERs! Using free, shared information literacy resources' event held at the University of Bradford, 24th June 2015, organised by the Yorkshire and Humberside division of the Academic and Research Libraries Group.
The document describes the development of a library curriculum by the Parkway School District library team. They created student-focused "I Can" statements aligned to standards and expanded them into "Library Media Expectations". The curriculum has four strands - Find, Use, Share, Enjoy and Grow information. It is organized by grade level in an online guide. The team evaluated how the library program was evolving and used guidance from professional organizations to develop the curriculum to better support student learning.
Supporting world-class research with ebooks at the University of OttawaLibrary_Connect
Katrine Mallan, Head of Acquisitions from the University of Ottawa explores the role of the library in growing a world-class research university with a collection that ranks among the top 5 research libraries in Canada.
The presentation uncovers challenges and opportunities and looks at the impact on daily workflow for librarians. Through sharing in the overarching goals of the university, librarians can ultimately spend more time on teaching, researching and developing innovative library services.
Presented on June 26, 2014 at the Elsevier APAC eBooks Forum held in Brisbane, Australia.
State Of New Hampshire School Libraries ReportAndrea Ange
The document discusses the state of school libraries in New Hampshire based on a survey conducted in 2009. It finds that while elementary schools provide structured information literacy instruction, it is less formal in middle and high schools. Some schools operate without a certified library media specialist. Budget cuts have led some districts to use paraprofessionals instead of hiring qualified librarians. Internet access is generally good but policies restrict uses like social media. Collections are aging due to lack of funding and time for librarians to maintain them. The state does not have statewide curriculum standards for media literacy.
The document discusses the role of the school library in supporting the International Baccalaureate (IB) programmes and standards. It covers the library's philosophy, organization, resources, curriculum, and areas for improvement. Key points include: the library mission aligns with IB philosophy; staff receive IB training; collaborative planning between teachers and librarians needs to be better supported; the library plays a central role in resources, equipment, and curriculum; and areas of improvement include expanding international language sections and better supporting students with special needs.
The document introduces a new library collection aligned with IB standards for international schools. It includes over 200 ebooks and print books curated by IB teachers and librarians. The collection supports IB pedagogy through extensive tagging and is organized by themes, concepts, and attributes. It can be implemented through different purchase and licensing options, and provides resources to support teachers, librarians, students, and school administration.
CCCOER: Regional Models for OER ImplementationUna Daly
Join us to hear from a statewide and a regional consortium who are establishing open education policy and collaboration models to accelerate the creation and adoption of OER across disciplines and crossing the segments from K-20.
Affordable Learning Pennsylvania, a grant-funded project lead by the Pennsylvania Academic Library Consortium, Inc. (PALCI), is now entering its second year of supporting the creation of a robust OER community among higher education campuses throughout Pennsylvania and the region for the active development and use of open textbooks and related educational resources.
The Midwestern Higher Education Compact (MHEC) OER Policy and Implementation Summit in the fall of 2018 launched a regional effort to help Midwestern states to scale and expand their OER projects. Leadership teams from the 12 states are working with MHEC to develop and coordinate on action plans.
When: Wednesday, June 5, 12pm PT/ 3pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College, Affordable Learning PA Steering Committee
Jenny Park, Director of Academic Leadership Initiatives, Midwestern Higher Education Compact (MHEC)
Tanya Spilovoy, Director of Open Policy, Western Interstate Commission for Higher Education (WICHE) Cooperative for Educational Technologies (WCET)
This document summarizes a presentation given by Dr. Ross Todd on effective school libraries. Some key points:
- School libraries help students learn by supporting curriculum, developing literacy skills, and providing instruction on information literacy and technology.
- Research shows student achievement increases when libraries are staffed by qualified teacher-librarians who collaborate with teachers.
- Effective school libraries have sufficient resources and technology, and view their role as developing student knowledge rather than just providing information. They focus on learning outcomes over other metrics.
- Evidence-based practice is important for school libraries to demonstrate how they specifically contribute to student learning. This helps justify resources and focus efforts on effective strategies.
Pathfinders to Information: Administering Reference Service in School LibrariesJohan Koren
The document discusses reference services in school library media centers, including defining reference services, the elements of providing reference, developing and maintaining a reference collection, evaluating collections, and policies and tools for selection and weeding. It also addresses issues around the role of books versus digital resources and providing reference services to meet the needs of all patrons.
This presentation covers several topics related to building a knowledge society through education, including the pervasiveness of technology, Education for All goals, national strategic objectives, teacher competencies, and conclusions. It discusses how a knowledge society ensures young people have the right skills through education and technology. It also addresses challenges to achieving Education for All goals, such as improving learning outcomes, classroom environments, and attracting qualified teachers. National strategic plans are outlined to address early childhood development, schools, training, teachers, and higher education to improve the education system. [/SUMMARY]
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
In the past 6-8 years, the jewelry industry has seen the biggest fundamental shift in decades in how consumers shop. Brought on by the digital revolution and the proliferation of mobile devices, this shift has drastically changed the business landscape. Adaptation is key for ongoing business success and requires a strategic plan that helps navigate potential customers from an online world to an in-store experience. We’ll take a look at a variety of key digital mediums and outline ways to develop an online strategy and message for todays consumer.
The document discusses competency-based teacher education (CBTE) as a framework for music teacher education. It describes the CBTE program evolving at the University of North Florida, which is individualized, field-based, and focuses on measurable competencies and teaching modules. An informal evaluation of the UNF program concluded that implementing a CBTE approach for music teacher education is worthwhile despite the effort involved.
Teaching and Learning of 21st-century Competencies in Schools Benedict Chua
The document discusses the teaching and learning of 21st century competencies in Singaporean schools. It outlines a framework for 21st century competencies and how they can be taught through the total curriculum, including co-curricular activities and the Programme for Active Learning. It also discusses building teacher capacity to teach these competencies and ensuring alignment between pre-service teacher training and in-service professional development. Moving forward, the focus will be on further equipping teachers to teach 21st century skills to students.
Competency Based Teacher Education and METHODS Assessing Teacher Competence.Priyanka Nain
This document discusses competency-based teacher education. It defines teaching competency as an overall assessment of a teacher's classroom performance based on their subject matter knowledge, teaching methods, questioning skills, use of aids, student participation, personality, classroom management, and objective clarity. Competent teachers are pupil-oriented and able to develop instructional materials, use varied teaching methods, and evaluate student progress. Teaching competencies improve education quality, help students and teachers achieve objectives, improve teacher status, and aid personal and professional development. Competencies are categorized as cognitive, performance, consequence, and affective-based. Methods for assessing teacher competence include telling, lecture, discussion, demonstration, and problem-solving approaches.
Herzberg's two-factor theory proposes that there are two sets of factors that influence job satisfaction and dissatisfaction: motivators and hygiene factors. Motivators such as achievement, recognition, responsibility, and advancement can increase job satisfaction, while hygiene factors like company policies, supervision, salary, and job security prevent dissatisfaction if adequately managed but do not strongly motivate. Herzberg conducted interviews with engineers and accountants to develop this theory. The theory suggests addressing both hygiene factors and motivators to improve satisfaction and productivity in an organization.
The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and
- John Bowlby was a British psychiatrist who developed the theory of attachment, which proposes that the bonds formed between children and their caregivers have a significant impact that lasts throughout life.
- Key aspects of attachment theory include the four phases of attachment development from birth to 2 years old, the concept of an internal working model, and different styles of attachment identified in Ainsworth's Strange Situation experiments, including secure, avoidant, resistant, and disorganized attachment styles.
- Attachment theory has influenced research showing relationships between early attachment and later social/emotional development, as well as the importance of caregiver sensitivity and responsiveness in forming secure attachment. However, critics note it focuses primarily on the mother's role and evolutionary
Mod 1 the role of the teacher librarian and the schooltlspecial
The document discusses the evolving role of teacher-librarians and school library programs in the 21st century. It outlines how learning has changed with increased access to information and emphasizes the importance of developing students' skills in areas like critical thinking, communication, and collaboration. Several organizations describe how teacher-librarians support curriculum, help students develop literacy and learning skills, and work collaboratively with teachers to plan instruction. Reflections from one teacher-librarian focus on providing evidence of implementing 21st century skills and having an impact on student achievement through collaborative leadership.
Mod 1 the role of the teacher librarian and the schooltlspecial
UBC LLED 469: Role of the TL and the School Library Program
Module 1 presentation introduces students to the capacity of the teacher-librarian to support classroom teachers designing resource-based inquiry learning.
Paper Presented during International Conference on What’s next in libraries? Trends, Space, and partnerships held during January 21-23, 2015 at NIT Silchar, Assam. It is being jointly organized by NIT Silchar, in association with its USA partner the Mortenson Center for International Library Programs, University of Illinois at Urbana-Champaign.
The Impact of TEF and Proposed Sector Changes on Academic Libraries - Liz Jol...Talis
The document summarizes the key points of the UK government's "Green Paper" on higher education reform and discusses its potential impacts on academic libraries. It outlines proposed changes like the Teaching Excellence Framework (TEF) and new regulatory bodies. It then explores how these reforms could affect the roles of academic libraries in areas like content and scholarly communication, physical and learning spaces, supporting learners and researchers, and the future roles of library staff. The presentation argues libraries must align their strategies to institutional missions and collaborate more broadly across partnerships.
This document discusses trends in library and information science (LIS) education internationally. It begins by outlining the purpose of LIS education as educating individuals for careers as librarians and information specialists. It then provides an overview of the history and development of formal LIS education programs. The document discusses objectives of LIS education curricula, including equipping students with skills in areas like information systems, research methodologies, and information technologies. It also summarizes approaches to LIS education in regions like the United States, Canada, Europe, Australia and existing issues and trends in the field globally, such as integrating new areas like data management and digital humanities.
Decolonising the academic library: opening the library doorsdecolonisingdmu
Kaye Towlson, De Montfort University
In a recent workforce mapping exercise sponsored by the Chartered Institute of Information professionals (CiLiP) less than 5% of the survey sample (4336) identified with a “non-white” ethnicity. The overwhelming whiteness of the library sector is well established. Decolonising DMU offered opportunities to address this issue. Experience of this has been positive for post incumbents and library staff.
At DMU our library staff profile reveals 17% identify as a person of colour. This figure fails to reflect the local demographic profile (57% Leicester City population is of a minoritised ethnicity) or the DMU student cohort, approximately 50% students of colour:50%white students.
Research shows a sense of belonging and connectedness with the institution will encourage help seeking and a diverse staff profile to be beneficial (NUS 2011). Although usage statistics reveal the LLS typical user to be a female of colour and more students of colour engage with learning support services, there is a social justice imperative to enable diversity and cultural representation within the library and information service workforce. Mindful of barriers to entering this sector the delivery of a Library Traineeship funded through Decolonising DMU and the uptake of institutional paid internships is offered as a slow burn path to decolonising libraries.
This session charts the development and delivery of a Library Trainee role within De Montfort university Library and Learning Services 2021 –2023. Opportunities afforded to and by the Library Trainee role will be noted and ways of maximising work opportunities through institutional paid internships will be discussed. The positive impact these roles have on the experience of staff within the institution and the role holders, the learning that flows from this approach are offered as a positive, although incremental way forward to making the academic library workforce more diverse.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
South African higher education library mergersIna Smith
The document summarizes a study on the effects of mergers between technikon libraries and universities of technology in South Africa. It finds that while some libraries saw benefits like more diverse collections and skills, most had not received improved funding, staffing or infrastructure to match the increased demands of becoming a university. The majority of libraries planned to restructure to better align with university needs, but over half remained dissatisfied with budget allocations not meeting expectations. It recommends that institutions include library funding in research infrastructure requests and redress project submissions to address the mismatch between merger goals and resourcing.
SA Higher Education Library Mergers - Vivian Agyei HELIGLIASA
The document summarizes the findings of a study on the impact of higher education library mergers in South Africa. The study found that:
1) Only 34% of the surveyed libraries saw improvements in human and financial resources since the mergers, while 66% saw no improvements.
2) None of the libraries saw improvements to infrastructure since the mergers.
3) The majority of libraries plan to realign organizational structures and human resources to better meet the demands of providing services to a university of technology.
4) Recommendations include ensuring resources are aligned with institutional outcomes, and including libraries in infrastructure and funding submissions.
This document outlines plans for developing a world-class library at the Forest College and Research Institute (FC&RI) in Mulugu, Telangana, India. It proposes establishing an advisory board to help achieve world-class library standards. The library would have different sections like circulation, acquisitions, serials, reference, and a competitive exam cell. It emphasizes using modern technologies like RFID security, SOUL library automation software, WiFi, and exploring LiFi internet. The document includes visions, missions and characteristics of world-class universities, along with pictures of proposed library buildings, furnishings, and sections.
the important issues in collection developmentmichelle523
This document discusses important issues in collection development for academic libraries in the 21st century. It outlines the needs of traditional and non-traditional students, challenges related to budget cuts and increasing costs, and the importance of having an updated collection development plan, assessing the existing collection, selecting new materials, weeding outdated items, and cooperating with other libraries and departments. The goal is to develop and maintain a collection that best serves students and meets the library's mission by balancing print and electronic resources and anticipating user needs.
Demonstrating the Value of Academic Libraries in Times of Uncertainty: A Rese...OCLC
Connaway, Lynn Silipigni. 2017. “Demonstrating the Value of Academic Libraries in Times of Uncertainty: A Research Agenda for Student Learning and Success.” Presented at the University of Hong Kong, Hong Kong, April 7.
Demonstrating the Value of Academic Libraries in Times of Uncertainty: A Rese...Lynn Connaway
Connaway, Lynn Silipigni. 2017. “Demonstrating the Value of Academic Libraries in Times of Uncertainty: A Research Agenda for Student Learning and Success.” Presented at the University of Hong Kong, Hong Kong, April 7.
ARLG 2014 conference workshop detail with abstractsCILIP ARLG
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Partridge, H. (2008) Library education: The future is now. Queenlsand Public Library Association Annual Conference. State Library of Queensland, Brisbane, 19-21 October 2008.
Prototype pengajaran information literacy (il)Nazaruddin Musa
The document describes a proposed "Training of Trainers for Effective Teaching and Collaborating in Information Literacy" program at the Academic Library of Ar-Raniry. The program aims to develop the librarians' capacity for teaching information literacy to users. It will train them in effective instructional methods and the use of multimedia technology to better meet users' diverse needs. The librarians hope this training will help solve issues like a lack of teaching ability and resources that were identified after an initial information literacy workshop. The overall goal is for the librarians to become professional trainers in information literacy.
The document outlines a proposed "Training of Trainers for Effective Teaching and Collaborating in Information Literacy" workshop for librarians at the Academic Library of Ar-Raniry in Indonesia, which would provide training to develop the librarians' skills in teaching information literacy, designing instruction, and collaborating with faculty through methods like lectures, demonstrations, role-playing and microteaching over two days.
Innovative library services a case study of rayat shikshan sanstha’s ycis sat...अमोल खोब्रागडे
Library is considered as an important part of the college which is the major learning resource for the students and staff. As per the changing time, role of library is also being changed. Advanced technology has been utilized by the library to provide library services. The main aim of library is to avail the various reading material and learning resources to the students and work for the amusement and imbibe values in the readers by reading various autobiographies of great leaders. Students get inspirations and life-force for their future life by reading.
Library and information science (LIS) is a multi-disciplinary and dynamic field which adapts rapidly to technological and social developments, and keeps pace with emerging ideas and technologies. The willingness of library and information professionals to proactively accept changes and venture into new knowledge territories is helping the LIS discipline to stay relevant and useful in the fast changing society. Other factors that are driving innovation and creativity in LIS, are the popularity of the Web as an alternative source for information acquisition as well as competition from non-library agencies now involved in information provision.
Information and communication Technology (ICT) has been considered as the most instrumental factor for the change in the mode of delivery of library services. General and traditional services of the library have been influenced with the introduction of new innovative practices, because of application of new ICT –based products and services.
Rayat Shikshan Sanstha
Late Padmabhushan Dr. Karmaveer Bhaurao Patil founded Rayat Shikshan Sanstha in 1919 with a view to provide education to all classes of the society. “Education through self help” is our motto. Rayat Shikshan Sanstha is the biggest educational institution in Asia in a class of its own. It is spread over 14 districts of Maharashtra and 1 district of Karnataka having 674 branches which include colleges, industrial training institutes, high schools, primary and pre-primary schools and ashram shalas. At present it caters to the educational need of upto 4.5 lakh students through excellence human resource of 1800 workforce.
Karmaveer Vidhya Probodhini is the academic council of our institution involved in undertaking the projects indigenously to keep pace with the challenges in the competitive world.
The annual report summarizes activities of Queen's University Library in 2013-2014. It highlights developments like the approval of a new Library and Archives Master Plan to adapt facilities to changing learning and research needs, and enhance the student experience. It also describes how the Library supports learning outcomes through information literacy instruction reaching over 14,000 students, experiential learning opportunities, and involvement in curriculum development. The report indicates the Library's role in supporting the university's vision and priorities through engagement with faculty and students.
Excellence: Leading for Library RelevanceJesus Lau
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The document discusses the City University London Library's efforts to create student-centered employability resources. It outlines the formation of a Library Employability Group to research best practices, develop employability support materials, and embed employability in information literacy programs. Surveys and interviews were conducted with students and staff to inform the resources. Case studies provided feedback, including promoting the new Employability Library guide through social media and offering workshops on job searching. The creation of personal narratives and increased collaboration between departments were outcomes that can strengthen employability support.
Similar to Bridging the theory-practice gap in LIS education: a UCT experiment - Jaya Raju & Gwenda Thomas (20)
The LIASA 17th Annual Conference will be held from September 28-30, 2022 in Durban, South Africa. The conference theme is "Libraries: Catalysts for Transformation and Development." It will bring together library and information professionals to discuss the role of libraries in transforming communities and promoting development. A variety of topics related to the theme will be covered over the three day event.
Information literacy in an online world: A digital approach to address the n...HELIGLIASA
This document discusses information literacy in the digital age and how to address the needs of digital natives. It defines key concepts like information, research, literacy, and discusses information literacy and how it applies to media and the digital world. The document examines who the main users are, from children to adults, and how their needs vary. It also explores concepts like digital citizenship and how information and research literacy can be developed using digital tools and online resources. The goal is to develop an information and research literacy framework for South Africa that builds digital skills and allows libraries to better support all members of society.
This document summarizes Information Literacy initiatives at CPUT. It discusses the Information Literacy policy, committee, and certificate program. The certificate program includes 5 modules taught over 5 weeks and is assessed through a multiple choice test. Statistics on participation in the program from 2009-2015 are provided. Challenges include large class sizes, scheduling sessions, and ensuring teaching skills for librarians. Next steps discussed are improving long-term skills retention, taking a departmental approach, and integrating Information Literacy across subjects and levels as a graduate attribute.
Advancing learning and transforming scholarship in higher educationHELIGLIASA
This document discusses adopting an information literacy framework for higher education in KwaZulu-Natal, South Africa. It proposes redefining the role of librarians as educators who integrate the library into teaching, learning and research. The framework is based on the ACRL's six frames for information literacy and recommends approaches like stand-alone instruction, embedded teaching, and e-learning. It suggests infusing information literacy for inquiry-based learning through collaboration between librarians and faculty. The goal is to enhance student learning by moving beyond teaching information literacy to applying pedagogical theories that support student-centered learning.
Information Literacy in Higher EducationHELIGLIASA
This document provides an overview of information literacy (IL) in higher education in South Africa. It discusses the challenges students face in higher education in South Africa and gives a brief history of IL in South African higher education. It summarizes two information literacy days that were held, one in the Western Cape and one in KwaZulu-Natal, where different universities shared their IL programs and frameworks. It recommends the development of an IL framework for post-school education in South Africa and increased collaboration and discussion on IL through the Higher Education and Libraries Interest Group.
The document outlines the information literacy journey of Tshwane University of Technology (TUT) in South Africa. It discusses TUT's plans to develop and implement an information literacy module that will be integrated into its first year experience program (TUT101) and other courses. The plans include piloting the module in 2016, making it compulsory in TUT101 by 2017, and credit-bearing by 2018. It provides details on developing the module's framework, outcomes, content, assessment strategies, and instructional design for the online learning platform myTUTor. The goal is to build students' information literacy skills and create an enabling environment for learning across all TUT campuses and faculties.
Investigating the use of mobile information literacy training over traditiona...HELIGLIASA
The document discusses investigating the use of mobile information literacy training over traditional computer-based training methods. It notes that mobile learning is the next step in technology-mediated learning. The objectives are to determine how first-year health sciences students at the University of Pretoria access library resources and how the library can enable them to use mobile devices. A survey found students already use mobile devices extensively in their daily lives. The document proposes delivering typical information literacy topics through mobile-friendly formats like applications and mobile-optimized websites and databases. Challenges include devices without internet access and licensing of databases for mobile. It concludes mobile literacy training can provide students important skills for accessing library resources via their ubiquitous mobile devices.
The document discusses information literacy (IL) at the University of Cape Town (UCT). It notes that UCT currently lacks an IL policy or framework, resulting in each librarian teaching according to their own methods. It provides an example of IL being embedded in the nursing curriculum. It then discusses the purpose of UCT Libraries and highlights topics from a librarian workshop on teaching and learning, including effective and ineffective teaching strategies. The document concludes by outlining IL initiatives librarians have undertaken in the past three years in the absence of an official IL policy.
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The document provides information about services and resources available at the Open Learning Centre (OLC) library on the Crawford Campus. It outlines that the library offers photocopying, printing, faxing, laminating, and access to past examination papers, internet, e-books, magazines, and books. A code of conduct is provided which requires students to check bags at the front desk, keep valuables on them, and refrain from eating, disruptive behavior, and playing games on computers. The benefits of using the OLC are listed as doing structured research, studying in a quiet area, and completing assignments ahead of time by accessing additional resources.
This document discusses information literacy frameworks and standards. It provides an overview of several influential models for information literacy including the Big 6 model, the Seven Pillars of Information Skills, and the Australian and New Zealand Information Literacy Framework. It also summarizes the ACRL's five competency standards and new framework adopted in 2016. The document then discusses information literacy initiatives and strategies in South Africa, at UNISA, and possibilities for an interactive online information literacy program in Africa.
The document outlines the information literacy workshops and programs provided by the library at TSiBA. It describes two initial workshops for new students covering establishing the need for information, accessing different formats, using information effectively, and distinguishing parts of books and journals. A second workshop covers evaluating online and printed resources, ethical use of information, referencing styles, and worksheets. Additionally, it mentions an EBSCOHost workshop on using online databases and collaboration between the library and academic teams to coordinate resources with lectures and assignments.
The document discusses efforts at the University of the Western Cape (UWC) to embed 21st century literacies into teaching and learning. Key points:
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The document summarizes information literacy initiatives at CPUT. It discusses the Information Literacy policy, committee, and certificate program. The certificate program is a 5-week course with modules on search strategies, sources, evaluation, copyright, and referencing. It includes a summative multiple choice assessment and subject essay. Over 15,000 students have completed the program since 2009. Challenges include large class sizes and scheduling sessions. Next steps include promoting IL as a graduate attribute through curriculum mapping and a departmental approach.
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This document provides an overview of digital humanities (DH), including brief definitions and history, examples of DH projects and tools, and the role of libraries in supporting DH. Some key points include:
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- Libraries support DH through digitization, technical skills, project
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This webinar (based on a presentation of the same name at the LIASA conference on 24th September 2014) gives a brief background to altmetrics and demonstrates how Rhodes University, Grahamstown, librarians are using social media to raise the visibility of the research output of their institution.
Presented by Eileen Shepherd, Principal Librarian, Science & Pharmacy, Rhodes University Library
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Bridging the theory-practice gap in LIS education: a UCT experiment - Jaya Raju & Gwenda Thomas
1. University of Cape Town
Library and Information Studies Centre
Bridging the theory-practice gap in
LIS education: a UCT experiment
Jaya Raju & Gwenda Thomas
15th LIASA Annual Conference: libraries in dialogue for
transformation and innovation, Cape Town International
Convention Centre, Cape Town, 8-11 October 2013
2.
3. Overview
• Introduction
• Purpose of the paper
• Methodological approach
• Conceptual framework: theory and practice in higher education
• Bridging the theory-practice gap in LIS education: UCT Libraries
• Bridging the theory-practice gap in LIS education: LIS School at UCT
• Lessons, the way forward and conclusion
A school of choice in Africa for
Library and Information Studies
3
4. Introduction
• Recurrent tension between theory and practice in
LIS – well documented (Chu 2010; Lynch 2008)
• “Inclusive” rather than a dichotomous
conceptualisation of relationship between theory
and practice is a “holistic necessity for
professional development” (Stigmar 2010)
A school of choice in Africa for
Library and Information Studies
4
5. Introduction
• LIS graduates entering a world of work (higher
education) - transformed by “the revolution in
scholarly communication”
• These changes have dramatically affected all
aspects of academic library operations (Davis &
Moran 2005)
• Do LIS schools “really understand the
increasingly complex … academic libraries … in
the digital environment…? (Barthhorpe 2012)
A school of choice in Africa for
Library and Information Studies
5
6. Purpose of the paper
• Universities globally restructuring themselves for
efficiency purposes in a highly competitive higher
education environment (Raju 2013)
• UCT LIS School: organisational locus within the
university libraries; academic home in the
Humanities Faculty
• Paper uses a conceptual framework to mount a
critical evaluation of the implementation of this
model
A school of choice in Africa for
Library and Information Studies
6
7. Methodological approach
• Evaluative approach
• Evaluation as a research tool aims to assess the
“impact of social interventions” within a particular
“social context” (Babbie 2013)
• ‘Evaluation indicators’ drawn from the experiences
of Executive Director of UCT Libraries and the
Head of the LIS School at UCT - qualitative element
A school of choice in Africa for
Library and Information Studies
7
8. Theoretical framework: theory and
practice in higher education
theory
practice
theory and practice
Theory and practice: from segregation to integration (Source: Stigmar 2010)
A school of choice in Africa for
Library and Information Studies
8
9. Bridging the theory-practice
gap in LIS education: UCT Libraries
A school of choice in Africa for
Library and Information Studies
9
10. LIS education at UCT: past & present
• UCT School of Librarianship established in 1939
• University Librarian was head of the Library and the
Library school until the mid-1970s
• Senate decision to close the school in 2011
• LIS education re-established in 2012 as the Library
and Information Studies Centre (LISC) with a three
year window of opportunity
• LIS School located organisationally in the UCT
Libraries & offers its qualifications through the
Humanities Faculty
A school of choice in Africa for
Library and Information Studies
10
11. Re-establishing the partnership
• The organisational model facilitated the way for a close
relationship between academic project and practice
• Vision developed over two years to grow the next
generation of librarians able to enter the workplace with
a sound understanding of scholarly communication
systems, associated specialisations and contemporary
issues
• Resulted in some tough exchanges and debates to
recognise and respect what was expected of both the
Libraries and the LIS school – the social intervention and
social context of the partnership
A school of choice in Africa for
Library and Information Studies
11
12. UCT Libraries & the Library School:
challenges of a new social context
• Quality of the graduates needs to improve to meet the
workplace requirements as determined by the
practitioners
• The student cohort would need to grow over the next 3
years and attract a different calibre of student if the LIS
school is to be sustainable
• Student, academic and practitioner research productivity
would need to increase
• National imperative to produce the next generation of
academic librarians
• Urgent need to address the theory-practice gap in LIS
education
A school of choice in Africa for
Library and Information Studies
12
13. Academic libraries are located in a
new ‘social context’
• Academic Libraries are framed in & defined by all the
cross-cutting influences of the knowledge economy &
globalization;
• They have become “unhinged” from their traditional
frame of reference based on functions (user
services, acquisitions, cataloguing);
• Academic libraries find themselves between two
missions:
-an old traditional order focused on functions
-a new transformational order shaped by
globalisation, the knowledge economy, user
expectations and institutional priorities
A school of choice in Africa for
Library and Information Studies
13
14. Towards a transformational mission
for librarians
• R. David Lankes in “The Atlas of New Librarianship” (2011)
advances that the new mission of librarians is:
“to improve society by facilitating knowledge creation in
their user communities.”
• Shift from an old traditional order where library missions
were function-based to a new mission shaped by 3 drivers
of transformation:
- knowledge creation
- people and skills
- using knowledge & skills to improve society to the
benefit of all communities
A school of choice in Africa for
Library and Information Studies
14
15. The “three pillars” of transformation are
shaping the mission of academic libraries
PILLARS
CRITICAL SUCCESS FACTORS
• LIS schools to LIS departments
ACADEMIC LIBRARIES
PILLAR 1: KNOWLEDGE & INNOVATION
Facilitate knowledge creation
PILLAR 2: PEOPLE
People & skills development
Academic library as a “commons” within the
user community where knowledge is
produced/created
USER COMMUNITIES
Foremost, libraries are communities of users,
physical or virtual
ACADEMIC LIBRARIANS
Librarians as facilitator, liaison, connector &
disseminator of universal body of knowledge
PILLAR 3: SOCIAL GOOD
Improve society
NATION & CITIZENS
Body of Knowledge disseminated & used to
bring benefit to all in society
A school of choice in Africa for
Library and Information Studies
15
16. Scholarly communication system:
core to the academic enterprise
• Scholarly communication is more than scholarly
publishing
• It is sustained by both formal and informal networks
• Scholars develop ideas, exchange information, build
and mine data, cite and give credit, certify
research, publish findings, disseminate results and
preserve outputs
• It is a vast and changing system
• Central to the academic enterprise and therefore,
• Central to the work of academic librarians
∼ACRL 2012∽
A school of choice in Africa for
Library and Information Studies
16
17. Towards scholarly communication
librarianship: a new social context
• Journal of scholarly communication & librarianship launched in 2012
• Recognises increasingly prominent role of librarians in shaping
future of scholarly communication
• Scholarly communication librarianship is becoming a core service
area for academic librarians
• Important that there is an institutional and intellectual home that
becomes the centre for policy, direction and procedure to bring
stakeholders together – librarians, academics, technologists,
publishers and research funders
• Scholarly communication librarianship is the “new librarianship” in a
new social context
A school of choice in Africa for
Library and Information Studies
17
18. A school of choice in Africa for
Library and Information Studies
18
19. Through the transformation lens: a
reality check
Transforming academic libraries in the global context
Higher Education within the context of a
transforming South African society and economy
SA academic libraries in a context of cross-cutting
influences
Global impact of new mission for academic libraries
National imperatives to transform South African society
Institutional strategic priorities and outcomes
A school of choice in Africa for
Library and Information Studies
19
20. HEIs Strategic outcomes: advancing
transformation of South African society
Strategic priorities
Critical success factors
Pillar 1: People & skills
Produce next generation of academics for SA
& the rest of the continent
• Graduate & train next generation of academics for SA,
the continent & beyond
• Grow number of academics with PG qualifications
Pillar 2: Knowledge creation
Establish HEIs as leading, globally
competitive, research-led institutions but
with a competitive edge rooted in the African
continent
• Strengthen research & make SA globally competitive
•Grow the body of African knowledge
• Grow faculty research productivity
• Increase research oriented degrees
• Grow research intensive teaching-learning
• Successful student education & graduation
Pillar 3: Improving society
Transformation in broader society to improve
the quality of life for all communities across
South Africa, & beyond
• Diverse & talented workforce within an inclusive &
nurturing institution
• Deliver on high level knowledge & skills requirements of
marketplace
• Graduates who are critical thinkers & leaders &
confident users of information
A school of choice in Africa for
Library and Information Studies
21. UCT Libraries: the challenge of the
new social context
• Transformational mission has placed Libraries &
LISC at intersection of new librarianship and
national imperatives for South African higher
education
• LIS School required to frame its curricula to
embrace and advance scholarly communication
librarianship
• Libraries are confronted with the demands and
complexities of technologies, digital environment
and scholarly communication system
A school of choice in Africa for
Library and Information Studies
21
22. Role of the educator in scholarly
communication librarianship
• New graduates have to be equipped for jobs in
academic libraries
• Educators need to understand the complexities of:
•
technologies
•
digital environment
•
scholarly communication system
• Curricula should include more content about
IPR, publishing, data management to produce
graduates who offer relevant services, lead
discussions and conduct useful research
A school of choice in Africa for
Library and Information Studies
22
23. UCT Libraries: the challenge of the
transformational mission
• Advance research and scholarship by:
develop the research workforce
partnering & engaging with
researchers & scholars in the
production, dissemination &
presentation of knowledge
provide support at all stages of the
research cycle from idea generation
to research process & publication
A school of choice in Africa for
Library and Information Studies
23
24. Roles and skills required to advance
research & scholarship
• Building new research information infrastructure
• Optimising researcher access to resources
• Developing digitisation strategy as integral part of
supporting unique and distinctive collections (large
scale digitisation as well as physical preservation)
• Being a responsible steward of unique and local
collections
• Playing an integral role in integrating special
collections in curricula
A school of choice in Africa for
Library and Information Studies
24
25. Roles and skills required to advance
research & scholarship
• Investing in institutional repository development &
open access hosting
• Developing digitisation strategy to sustain local and
unique collections
• Providing leadership in research data management
services
• Providing leadership in metadata creation and
management
• Develop specialist skills in financial management,
statistics, web design, spatial planning and project
management
A school of choice in Africa for
Library and Information Studies
25
26. Bridging the theory-practice gap: the
LIS School at UCT
• 2012 - radical review of teaching and research
programmes
• Firmly located within a strategic framework
• Curriculum renewal informed by trends re-defining
the LIS sector
• progamme enriched by dove-tailing
epistemological grounding with application input
from specialist practitioners from UCT Libraries
A school of choice in Africa for
Library and Information Studies
26
27. Bridging the theory-practice gap: the
LIS School at UCT
• Seamless access to expertise from Library
specialists without any budgetary implications for
the School
• Positively influenced qualification outcomes and
quality of entry-level graduates being produced
• Curriculum designers - a close-up view of
knowledge, skills and competencies required of
practising professionals in a digital age information
environment
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28. Bridging the theory-practice gap: the
LIS School at UCT
• School’s research too benefitted from its inclusive
relationship with UCT Libraries
• Proximity of the School to a practising
environment transformed by technology - has
impacted on the School’s research agenda
• Steadily increasing registrations for research
degrees focusing on new areas in scholarly
communication in the digital environment
• Cohort and team research projects
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29. Bridging the theory-practice gap: the
LIS School at UCT
• Champion to recognise the work and contribution of
the LIS School
• Not just ‘a bed of roses’ - challenges
• Two different worlds informed by different priorities
and with philosophical differences in our approaches
• Respect for each other’s space, expertise and working
cultures
• Inclusive working relationship between the two
domains
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30. Bridging the theory-practice gap: the
LIS School at UCT
• LIS School - significant strides
• Student registrations and throughput rates
• Exceeded projections in the School’s business plan
on which its budget allocation is based
• Robust marketing and branding
• Attracting young graduates who have just
completed bachelor degrees
• Budget and other support from UCT Libraries
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31. Lessons, the way forward and
conclusion
• Inherent tension between LIS practitioners and
educators/theory and practice - likely to continue
• But “LIS educators and practitioners working
together can ensure that tomorrow’s professionals
will be well prepared to enter the field” (Davis and
Moran 2005)
• Evaluative accounts - drawn qualitatively from
respective ‘head’ roles - does, despite inherent
challenges, point to a positive trajectory
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32. Lessons, the way forward and
conclusion
• Lesson from this unique experiment:
theory and practice, in any professional discipline, are best
conceptualised ‘inclusively’ rather than ‘dichotomously’
• Whatever our prevailing ‘social contexts” in the
institutions we find ourselves
LIS educators and practitioners should make a tangible
effort to bridge the theory-practice divide
• “Theory and practice vitally interact, and one renews
the other” – theory and practice are “tied inseparably
to each other” (Boyer 1990)
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33. Thank you!
Jaya Raju & Gwenda Thomas
Library and Information Studies Centre/UCT Libraries
University of Cape Town
jaya.raju@uct.ac.za/gwenda.thomas@uct.ac.za
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