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LTSN-ICS Conference 2003

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). Outline. Introduction

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LTSN-ICS Conference 2003

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  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 • ALA has about 55 accredited schools http://www.ala.org/Content/NavigationMenu/Our_Association/Offices/Accreditation1/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 Dept’s / Schools • DepLIS, UCD 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 • School of Information Studies, Syracuse University 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 Dept’s 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 Dept’s for shared modules, e.g. Computer Science, Chemistry • 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/ • ALA (North America) http://www.ala.org

  14. cilip Accreditation Categories • A. InformationGeneration, 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. InformationGeneration, 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. InformationGeneration, Communication & Utilization • A1 Principles of Library and Information Science • A2 Identification & Analysis of Information Flows & Resources • A3 Principles of Collection & Data Management • A4 Knowledge Organization, Recording & Retrieval • A5 Information Evaluation • A6 Data 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 • B1 Development & Provision of Information Services & Products • B2 Strategic Tactical & Financial Planning of Information Services • B3 Marketing & Business Development of Information Services • B4 Quality Issues & Liability • Cont. on next slide …

  19. B.Information Management and Organizational Context • … cont. from previous slide • B5 Information Service Performance Assessment • B6 Information System / Organization Analysis • B7 Analysis of User Information Needs • B8 User 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 • C1 Specification, 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 • D1 Legal and Regulatory Issues • D2 Professional & Ethical Issues • D3 International & Transborder Information transfer • D4 Regional, National and International Information Policies & Issues

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

  24. EManagement and Transferable Skills • E1 Human Resource Management • E2 Training & Development • E3 Financial & Budgetary Management • E4 Statistical Analysis • E5 Research Methods • E6 Project Management • E7 Native and foreign language skills • E8 Communication and other interpersonalskills

  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 • User of computer technology & applications; • Participant in a team designing, planning and implementing CT & A; • 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/literacyreq.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

  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/ACRL/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 one’s 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/ACRL/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 Organisations • INF6060Information Searching and Retrieval • INF6110Information Systems Modelling • INF6320Organisation, Management and Information Systems • INF6340Research Methods and Dissertation Preparation • INF6000Dissertation

  38. MSc Information Management (Sheffield) Elective Modules • INF6001Information Systems Project Management • INF6003E-Business and E-Commerce • INF6010e-Government Information • INF6011Education Informatics INF6050Database Design • INF6090Information Storage and Retrieval Research • INF6170Management 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 Services • INF6200LIS II: Academic and Research Libraries • INF6230Information Resources (Humanities) • INF6420Collection Management • INF6440Electronic 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

  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 SIGIRhttp://www.acm.org/sigir/

  44. Core IR Areas for LIS • Metadatahttp://www.ifla.org/II/metadata.htmhttp://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 languageshttp://www.ucd.ie/wusteman/ • Information architecture 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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