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LTSN-ICS Conference 2003 How much T with the I? Teaching information technology and information retrieval to Librarians and Information Scientists Professor.

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Presentation on theme: "LTSN-ICS Conference 2003 How much T with the I? Teaching information technology and information retrieval to Librarians and Information Scientists Professor."— Presentation transcript:

1 LTSN-ICS Conference 2003 How much T with the I? Teaching information technology and information retrieval to Librarians and Information Scientists Professor Mary A. Burke Department of Library and Information Studies, University College Dublin (UCD)

2 Outline Introduction Overview of LIS programmes Professional associations – curricula Teaching information technology Teaching information retrieval Conclusions and future

3 What is Library and Information Science? Many definitions … DepLIS UCD says: The theoretical and experimental investigation of the interaction between people and recorded knowledge. Is concerned with the generation, representation, communication, storage, organisation and use of various types of information in a range of formats by individuals, groups, organisations and society as a whole.

4 Ethos of Library and Information Science Origins in librarianship … Information content User behaviour Evaluation of information Information structures

5 Outline – We Are Here Introduction Overview of LIS programmes Professional associations – curricula Teaching information technology Teaching information retrieval Conclusions and future

6 LIS Departments and Schools BAILER has 18 members http://www.bailer.ac.uk http://www.bailer.ac.uk ALA has about 55 accredited schools http://www.ala.org/Content/NavigationM enu/Our_Association/Offices/Accreditati on1/lisdir/LIS_Directory.htm#us http://www.ala.org/Content/NavigationM enu/Our_Association/Offices/Accreditati on1/lisdir/LIS_Directory.htm#us

7 Overview of LIS Programmes Librarianship / Library Science / Studies Electronic Business Systems Electronic Information Management Electronic Publishing Information Analysis Information Management Information Science / Studies Information Systems Knowledge Management Combinations of one or more of above Undergraduate and postgraduate

8 Typical LIS Depts / Schools DepLIS, UCD http://www.ucd.ie/lis/index.htm http://www.ucd.ie/lis/index.htm Dept. of Information Studies, University of Sheffield http://www.shef.ac.uk/uni/academic/I- M/is/index.html http://www.shef.ac.uk/uni/academic/I- M/is/index.html School of Information Studies, Syracuse University http://istweb.syr.edu/http://istweb.syr.edu/

9 DepLIS, UCD Generic programmes in Library and Information Studies BA, BSocSC, HDipLIS, MLIS, PhD Low staff levels (c. 8) Cooperate with cognate Depts e.g. Computer Science, Management, etc. Focus on user behaviour, metadata, XML, information policy, theory of information, communication studies http://www.ucd.ie/lis/index.htm

10 Dept. of Information Studies, University of Sheffield Specialised programmes in Library and Information Studies MA Librarianship, MSc Information Management, MSc Information Systems, MSc Chemoinformatics Medium staff levels (c. 18) Cooperate with cognate Depts for shared modules, e.g. Computer Science, Chemistry http://www.shef.ac.uk/uni/academic/I- M/is/index.html http://www.shef.ac.uk/uni/academic/I- M/is/index.html

11 School of Information Studies, Syracuse University Specialised programmes MS in Library and Information Science MS in Information Management MS in Telecom and Network Management PhD in Information Transfer Very large staff numbers (c. 40) Staff from School teach IT & IR modules http://istweb.syr.edu/

12 Outline – We Are Here Introduction Overview of LIS programmes Professional associations – curricula Teaching information technology Teaching information retrieval Conclusions and future

13 Professional Associations cilip (UK) http://www.cilip.org.uk/ http://www.cilip.org.uk/ ALA (North America) http://www.ala.org http://www.ala.org

14 cilip Accreditation Categories A. Information Generation, Communication & Utilization B. Information Management and Organizational Context C. Information Systems & Information & Communication Technologies D. Information Environment & Policy E. Management and Transferable Skills

15 A. Information Generation, Communication & Utilization The processes and techniques whereby information resources are created, analysed, evaluated, moderated and manipulated in order to meet the requirements of defined user populations.

16 A. Information Generation, Communication & Utilization A1Principles of Library and Information Science A2Identification & Analysis of Information Flows & Resources A3Principles of Collection & Data Management A4Knowledge Organization, Recording & Retrieval A5Information Evaluation A6Data Restructuring & Information Presentation

17 B. Information Management and Organizational Context The application of techniques for planning, implementing, evaluating, analysing and developing library and information products and services within the context of the organization's culture, aims and objectives. The impact of information systems on the structures and procedures of organizations.

18 B. Information Management and Organizational Context B1Development & Provision of Information Services & Products B2Strategic Tactical & Financial Planning of Information Services B3Marketing & Business Development of Information Services B4Quality Issues & Liability Cont. on next slide …

19 B. Information Management and Organizational Context … cont. from previous slide B5Information Service Performance Assessment B6Information System / Organization Analysis B7Analysis of User Information Needs B8User Studies & Education

20 C. Information Systems & Information & Communication Technologies The availability and functionality of manual and electronic information systems and information and communications technologies insofar as they apply to the principles and practices of information management. The application of techniques to identify, analyse, specify, implement and evaluate appropriate systems.

21 C. Information Systems & Information & Communication Technologies C1Specification, identification, analysis, implementation, valuation & utilization of manual & electronic systems & tools.

22 D. Information Environment & Policy The dynamics of information flow in society, in (and between) nations, governments and the information and media industries D1Legal and Regulatory Issues D2Professional & Ethical Issues D3International & Transborder Information transfer D4Regional, National and International Information Policies & Issues

23 E Management and Transferable Skills Principles and techniques associated with business and institutional management, together with transferable skills of literacy and numeracy.

24 E Management and Transferable Skills E1Human Resource Management E2Training & Development E3Financial & Budgetary Management E4Statistical Analysis E5Research Methods E6Project Management E7Native and foreign language skills E8Communication and other interpersonal skills

25 ALA Accreditation The curriculum is concerned with recordable information and knowledge, and the services and technologies to facilitate their management and use. The curriculum of library and information studies encompasses information and knowledge creation, communication, identification, selection, acquisition, organization and description, storage and retrieval, preservation, analysis, interpretation, evaluation, synthesis, dissemination, and management.

26 ALA Standards for Curriculum Fosters development of library and information professionals who will assume an assertive role in providing services Emphasizes an evolving body of knowledge that reflects the findings of basic and applied research from relevant fields Integrates the theory, application, and use of technology Responds to the needs of a rapidly changing multicultural, multiethnic, multilingual society including the needs of underserved groups Responds to the needs of a rapidly changing technological and global society

27 Comparison with other Professions Accountancy, Medicine, Architecture All teach basic computer literacy Symbiotic relationship between content and medium in Information Studies requires a higher level of expertise for some information professionals

28 Outline – We Are Here Introduction Overview of LIS programmes Professional associations – curricula Teaching information technology Teaching information retrieval Conclusions and future

29 Teaching Information Technology (IT) - Levels 1. User of computer technology & applications; 2. Participant in a team designing, planning and implementing CT & A; 3. Significant in depth knowledge of computer architectures & programming. Level 1 is achieved in all LIS curricula; Level 2 to some extent; Level 3 in a very small number of schools & always with Computer Scientists

30 Computer Literacy Skills Expectations at entry for LIS programmes – huge variation (see papers by Lowell & Tsai) Require skills at entry: UCD, some UK & many US schools, e.g. Syracuse http://istweb.syr.edu/prospective/graduate/lite racyreq.asp http://istweb.syr.edu/prospective/graduate/lite racyreq.asp Students must acquire skills during programme – non-credit, e.g. Sheffield Students acquire skills in core or optional modules, many UK schools, e.g. Strathclyde

31 ALA 1995 Survey of Computer Literacy in LIS Education ALA accredited schools in North America 33.3% have a computer literacy admission prerequisite 55.6% require computer literacy for graduation 11.1% have no formal computer literacy requirement Source: Lowell K, JELIS, 38 (3) 1997, p.191-9 Informal web search shows much greater emphasis on computer literacy in 2003

32 Practical Computing (Sheffield) INF6901 - Practical Computing 1 (0 credits) Practical Computing introduces students to practical techniques of information management, including: email; word processing; web searching; presentation software; spreadsheets; databases and web page authoring. INF6902 - Practical Computing 2 (0 credits) Practical Computing introduces students to practical skills in web-based information presentation that are more advanced than those introduced in Practical Computing 1. http://www.shef.ac.uk/uni/academic/I- M/is/courses/pg_mod.html#INF6901 http://www.shef.ac.uk/uni/academic/I- M/is/courses/pg_mod.html#INF6901

33 Information Literacy Information Literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." http://www.ala.org/Content/NavigationMenu/A CRL/Standards_and_Guidelines/Information_ Literacy_Competency_Standards_for_Higher _Education.htm#ildef http://www.ala.org/Content/NavigationMenu/A CRL/Standards_and_Guidelines/Information_ Literacy_Competency_Standards_for_Higher _Education.htm#ildef Information Literacy Computer Literacy

34 An information literate individual is able to: Determine the extent of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into ones knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information Access / use information ethically and legally Source: http://www.ala.org/Content/NavigationMenu/A CRL/Standards_and_Guidelines/Information_ Literacy_Competency_Standards_for_Higher _Education.htm#ildef http://www.ala.org/Content/NavigationMenu/A CRL/Standards_and_Guidelines/Information_ Literacy_Competency_Standards_for_Higher _Education.htm#ildef

35 Core IT Areas for LIS Computer architecture Digitisation Human – computer interaction JAVA programming Multimedia Network architecture Systems analysis Object-oriented programming XML & HTML

36 MSc Information Management The effective management of information is vital to the success of both public and private sector organisations. The rise of computer networks, electronic publishing and the Internet have made the skills of the information manager indispensable for the creation, retrieval, organisation and dissemination of information and data. The information manager's job is distinctive in that it focuses on the way in which information can be managed to satisfy the needs of its users rather than on the technology itself.

37 MSc Information Management (Sheffield) Core Modules INF6002Information Management in OrganisationsInformation Management in Organisations INF6060Information Searching and RetrievalInformation Searching and Retrieval INF6110Information Systems ModellingInformation Systems Modelling INF6320Organisation, Management and Information SystemsOrganisation, Management and Information Systems INF6340Research Methods and Dissertation PreparationResearch Methods and Dissertation Preparation INF6000DissertationDissertation

38 MSc Information Management (Sheffield) Elective Modules INF6001Information Systems Project ManagementInformation Systems Project Management INF6003E-Business and E-CommerceE-Business and E-Commerce INF6010e-Government Informatione-Government Information INF6011Education Informatics INF6050Database DesignEducation InformaticsDatabase Design INF6090Information Storage and Retrieval ResearchInformation Storage and Retrieval Research INF6170Management II: Human Resource ManagementManagement II: Human Resource Management Cont. on next slide …

39 MSc Information Management (Sheffield) Elective Modules … cont. from previous slide INF6190LIS II: Public and Voluntary Sector ServicesLIS II: Public and Voluntary Sector Services INF6200LIS II: Academic and Research LibrariesLIS II: Academic and Research Libraries INF6230Information Resources (Humanities)Information Resources (Humanities) INF6420Collection ManagementCollection Management INF6440Electronic PublishingElectronic Publishing

40 MSc Information Systems (Sheffield) Is offered jointly by the Department of Information Studies and the Department of Computer Science It provides students with practical knowledge in the field of information systems in order to apply it effectively and confidently in organisations of all kinds. It places information systems within their organisational context, emphasising issues related to information, people, IT and the business environment.

41 MSc Information Systems - Modules by Computer Science COM6030 - Software Analysis and Design COM6050 - Java and UML for Programmers COM6061 - Computer and Network Architecture COM6470 - Foundations of Object-Oriented Programming COM6540 - Human-Computer Interaction (HCI) and Graphics COM6650 - Professional Issues COM6710 - Computer Architectures COM6720 - Network Architectures COM6880 - Java E-Commerce http://www.shef.ac.uk/uni/academic/I- M/is/courses/pg_mod.html#COM6030 http://www.shef.ac.uk/uni/academic/I- M/is/courses/pg_mod.html#COM6030

42 Outline – We Are Here Introduction Overview of LIS programmes Professional associations – curricula Teaching information technology Teaching information retrieval Conclusions and future

43 Teaching Information Retrieval (IR) Information retrieval is historical domain of LIS Departments Traditional metadata skills, e.g. cataloguing, classification and indexing, complement IT expertise Applications in web-site design, creation of metadata for digital collections, etc. Contribution to groups such as SIGIR http://www.acm.org/sigir/ http://www.acm.org/sigir/

44 Core IR Areas for LIS Metadata http://www.ifla.org/II/metadata.htm http://www.ukoln.ac.uk/metadata/ http://dublincore.org/http://www.ifla.org/II/metadata.htm http://www.ukoln.ac.uk/metadata/ http://dublincore.org/ Unique identifiers & distinguishing between multiple electronic versions of items Classification & taxonomies Indexing & thesauri Document structuring and text mark-up languages http://www.ucd.ie/wusteman/http://www.ucd.ie/wusteman/ Information architecture http://web.simmons.edu/~schwartz/520x.html http://web.simmons.edu/~schwartz/520x.html

45 Outline – We Are Here Introduction Overview of LIS programmes Professional associations – curricula Teaching information technology Teaching information retrieval Conclusions and future

46 Conclusions and Future Requiring basic computer literacy skills at entry enables LIS graduates to acquire real IT skills during an LIS programme It also brings all students to same minimum level of competency LIS departments and graduates should promote their expertise in Information Retrieval more forcefully Programmes in both LIS & Computer Science are enriched by cooperation between LIS & Comp. Science departments Smaller decrease in demand for Information Science that Computer Science graduates

47 References Bawden, D Information and digital literacies: a review of concepts Journal of Documentation; 57 (2) Mar 2001, p.218-59 Lowell, K E Computer literacy as a formal requirement in library science education Journal of Education for Library and Information Science; 38 (3) Summer 97, p.191-99 Tsai, B Technology gateway examination: computer competency test at the Pratt-SILS Journal of Education for Library and Information Science; 40 (3) Summer 99, p.161-73

48 Contact Details Professor Mary A. Burke Dept. of Library and Information Studies (DepLIS), University College Dublin (UCD), Belfield, Dublin 4, Ireland Tel. +353 1 716 7799 Fax +353 1 716 1161 Email: Mary.Burke@ucd.ie

49 The End! Introduction Overview of LIS programmes Professional associations – curricula Teaching information technology Teaching information retrieval Conclusions and future Questions ???


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