2 ifla2010 session123_katherine_howard
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Transcript of 2 ifla2010 session123_katherine_howard
New paradigm, new educational requirements?
Australian viewpoints on education for digital libraries
Katherine Howard
Background to the study
Survey Research methodology using an online questionnaire Use of both open and closed questions
Practitioners and Educators Useful for identifying the level of
discrepancy or concurrence between research and practice
Research Questions(1)
What are the skills and knowledge required of today‟s information professional to work in a digital library (DL) environment, in the opinion of both Library and Information Science (LIS) educators and practitioners in Australia?
Research Questions(2)
What elements should be included in an LIS programme in Australia in order to facilitate the development of skills and knowledge to work in the digital library environment?
Research Questions(3)
Is there a need for a dedicated digital library programme to be introduced in Australia? Why/Why not?
Digital Library Education
Is there a need for a dedicated digital library programme in Australia? Why/why not?
Preferred delivery options for such a programme
Preferred models of digital library education
Potential curricula inclusions
Is there a need for a dedicated digital library programme in Australia? Why/why not?
05
101520253035404550
Practitioners Educators
Yes
No
Inconclusive
Delivery Options
A separate (optional) „stream‟, but still within general LIS programmes
A specialist (perhaps postgraduate) qualification
Part of the „core‟ modules in all LIS programmes (ie: not specialist)
Other – please specify
Delivery Options
0
10
20
30
40
50
60
70
80
Practitioners Educators
Separate stream
Specialist
Part of core
Other
Delivery Models
Technology as a tool for the building of DLs and the courses‟ focus on technological infrastructure and processes
DLs as environments concerned with the social and cultural contexts that DLs reside in
Delivery Models (cont.)
The DL as composed of objects with the main focus on the management of the life-cycle of documents and artefacts in the digital environment
A combined model that includes different perspectives on the subject (Tammaro, 2007)
No dedicated model required
Delivery models
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20
40
60
80
Practitioners Educators
Technology asa tool
Social/culturalcontext
Life-cyclemodel
Combinedmodel
No dedicatedmodel
Curricula for Digital Library Education
Choices on questionnaire derived from:
International Masters in Digital Library Learning, joint Erasmus Mundus Master Programme
Masters in Digital Library and Information Services, University of Borås, Sweden
The Digital Library Curriculum Project, Chapel Hill/Virginia Tech collaboration
Curricula for Digital Library Education – „Highly Suitable‟
0
20
40
60
80
100
Practitioners Educators
Digitalrepositories
Legal issues
Metadata
User studies
Digital objects
Curricula for Digital Library Education – „Suitable‟
0
10
20
30
40
50
60
Practitioners Educators
DL origins &history
DL architecture
Web design &maintenance
Informationarchitecture
Informationretrieval
Technology of DLs
Curricula for Digital Library Education – „Less Suitable‟
0
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4
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Practitioners Educators
DL origins & history
Information literacy
Social issues
DL management
Technology of DLs
Limitations
Practitioners from academic libraries only
Curricula inclusions had a tertiary education focus – no attempt to include Continuing Professional Development (CPD) material
Limitations (cont.)
Use of an online questionnaire as a data collection tool
The study was a broad overview - it did not investigate the many and varied jobs that contain „digital‟ in their title
Implications for further research
In depth interviews and/or focus groups for deeper, richer qualitative data
Focus on practitioners who have digital roles
Replicate this study in other sectors of the library profession (e.g. Special, Corporate or Government Libraries)
Extend the study to the „Digital Cultural Heritage‟ sector
Sustainability of LIS Education
“Fundamental re-thinking of LIS education” (Spink and Cool, 1999)
Myburgh‟s (2003) notion of “disjointed incrementalism”
Thank you for your attention
Questions? Comments?
References
Myburgh, S. (2003). Education directions for NIPs (New Information Professionals). Paper presented at the 11th
Information Online Exhibition and Conference, Sydney, 21-23 January. Retrieved March 24, 2009 fromhttp://conferences.alia.org.au/online2003/papers/myburgh.html
Spink, A. and Cool, C. (1999). Education for digital libraries. D-Lib Magazine 5 (5) doi:10.1045/may99-spink
Tammaro, A. M. (2007). A curriculum for digital librarians: a reflection on the European debate. New Library World 108(5/6), 229-246. doi: 10.1108/03074800710748795
References (cont)
Hallam, G. (2007). Education for library and information service. In Stuart Ferguson, (Ed.), Libraries in the twenty-first century: Charting new directions in information services, chapter 18, 311-336. Centre for Information Studies, Charles Sturt University. Retrieved March 14, 2009 from http://eprints.qut.edu.au/11674/1/11674.pdf
Harvey, R. and Higgins, S. (2003). Defining fundamentals and meeting expectations: Trends in LIS education in Australia. Education for Information, 21(2/3), 149-157. Retrieved February 22 from http://web.ebscohost.com.ezlibproxy.unisa.edu.au/ehost/pdf?vid=2&hid=115&sid=3e224b1a-09a5-4b17-9ebf-81aa276340db%40sessionmgr2