scholarly journals Interdisciplinary Curriculum Development for Digital Library Education

2006 ◽  
pp. 61-70 ◽  
Author(s):  
Seungwon Yang ◽  
Edward A. Fox ◽  
Barbara M. Wildemuth ◽  
Jeffrey Pomerantz ◽  
Sanghee Oh
Keyword(s):  
Curriculum Development ◽  
Digital Library ◽  
Interdisciplinary Curriculum ◽  
Library Education

The European Approach Towards Digital Library Education

2009 ◽  
pp. 514-519 ◽  
Author(s):  
Wolfgang Ratzek
Keyword(s):  
Digital Library ◽  
Evolutionary Change ◽  
Multimedia Content ◽  
Digital Environment ◽  
Highly Qualified ◽  
Crucial Question ◽  
Library Education ◽  
Content Provider ◽  
European Approach ◽  
Rapid Diffusion

Triggered by a rapid diffusion of ICT within the last two decades, libraries have undergone a (r)evolutionary change in both mission and services. Step by step, libraries diversified their mission from a media holding institution towards a multimedia content provider in a physical and digital environment. To run a library in this way, highly qualified staff with LIS background is brought into focus. The article deals with the situation in European LIS institutions and its programs, particularly with regard to digital library. The crucial question will be: what kind of paradigm, if at all, exists with regard to the digital library phenomenon? Furthermore, some trends in libraries services and conceptions are presented.

Digital library education and training

2005 ◽  
Vol 41 (1) ◽  
pp. 557-557
Author(s):  
Deborah Barreau ◽  
Susan G. Braun ◽  
Luz M. Quiroga ◽  
Paul Nieuwenhuysen ◽  
Ingrid Hsieh-Yee ◽  
...  
Keyword(s):  
Digital Library ◽  
Education And Training ◽  
Library Education ◽  
And Training

scholarly journals Digital library education in computer science programs

2007 ◽  
Author(s):  
Jeffrey Pomerantz ◽  
Sanghee Oh ◽  
Barbara M. Wildemuth ◽  
Seungwon Yang ◽  
Edward A. Fox
Keyword(s):  
Computer Science ◽  
Digital Library ◽  
Library Education

scholarly journals Contextual factors affecting the development of digital library education in Vietnam

2021 ◽  
Author(s):  
◽  
Van Hung Do
Keyword(s):  
Conceptual Model ◽  
Educational Change ◽  
Digital Library ◽  
Academic Library ◽  
Performance Model ◽  
Factors Affecting ◽  
Library Education ◽  
Key Stakeholders ◽  
Library Staff ◽  
The Government

<p>In Vietnam the need for digital library education (DLE) has increased significantly in the last two decades. Educating staff to establish and manage digital libraries has become a critical issue. However, there are no DLE programmes offered by library and information management (LIM) education providers in Vietnam and we do not know why this is the case. The aim of this study is to investigate and understand the factors affecting the development of DLE for LIM practitioners in Vietnam.  The interpretive study employed a qualitative approach and its findings are based on the analysis of data gathered in 17 individual interviews and 11 focus groups with key stakeholders, as well as from documentary evidence. The stakeholders involved in this study include LIM practitioners, LIM managers, LIM lecturers, library school deans, government policy makers, academic library directors, professional association chairpersons and LIM students. To guide the data gathering and analysis, an initial conceptual model of factors affecting DLE was developed from three sources: Fullan’s Educational Change theory, Nowlen’s Performance Model in continuing education for practitioners, and Rogers’s Diffusion of Innovations theory.  The study found seven major factors were affecting the development of DLE in Vietnam: the government, the information technology infrastructure, the prevailing social and cultural values, the efforts of change agents, the attitudes of key stakeholders, the characteristics of DLE design, and the nexus of the educational needs of library staff and the libraries in which they were working. Of these the government factor was the most influential. These factors were inter-related and affected DLE development at different levels.  The initial conceptual model was revised based on the study's findings. The revised model provides a contribution to educational change theories relevant to the identification and understanding of factors affecting professional educational programmes in universities in developing countries. The study’s findings are also of value to governments, libraries, library schools and library associations for developing relevant policies and new curricula for DLE, and for establishing new professional development programmes in DLE for library staff.</p>

How Does Globalization Shape the Interdisciplinary Curriculum Development in Hong Kong’s Education Reform?

2020 ◽  
Vol 35 (1) ◽  
pp. 23-51
Author(s):  
Eric KM Chong
Keyword(s):  
Hong Kong ◽  
Curriculum Development ◽  
Education Reform ◽  
Liberal Studies ◽  
Interdisciplinary Curriculum ◽  
Focus Group Interviews ◽  
Cross Sectional ◽  
Transferable Skills ◽  
Interdisciplinary Knowledge ◽  
Group Interviews

There has been a worldwide interdisciplinary curriculum development. By examining several official interdisciplinary curriculum in Hong Kong, this paper argues that curriculum integration which incorporates learning about globalization and global citizenship has gradually developed since the late 1990s. By using cross-sectional focus group interviews with experienced teachers and a sample of students, the author identified benefits such as enhancing students’ interdisciplinary knowledge and applying critical thinking. But limitations can be found in having a weak disciplinary knowledge and difficult to develop transferrable skills, which necessitates teacher training. This paper also discusses the recent Liberal Studies controversy and youth protests. KEYWORDSInterdisciplinary curriculum, competencies-based, knowledge transferable skills, Liberal Studies, globalization, Hong Kong

An evaluation of digital library education in library and information science curriculum in Nigerian universities

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chukwuma Clement Okeji ◽  
Okeoghene Mayowa-Adebara
Keyword(s):  
Digital Library ◽  
Digital Libraries ◽  
Information Science ◽  
Science Curriculum ◽  
Library And Information Science ◽  
University Administrators ◽  
Enabling Factors ◽  
Content Type ◽  
Library Education ◽  
Library Skills

Purpose The purpose of this study is to evaluate the library school’s curriculum in Nigeria with the aim of comparing it with international and national library and information science (LIS) guidelines regarding provision of “digital libraries” course. Design/methodology/approach This study covered 31 universities offering LIS approved by the National Universities Commission (NUC). The main instrument for data collection for the study was analysis of departmental documents containing the LIS curriculum. Second, some library and information science educators from universities that were yet to integrate the course digital libraries in their LIS curriculum were interviewed. Findings This study revealed that majority of the library schools offer the course “digital libraries” or related areas as core course in their curricula. However, only few library schools have computer laboratories for students to enhance digital library skills. Some LIS educators in the library schools identified challenges such as lack of qualified information and communication technology (ICT) staff to handle the course coupled with lack of computer laboratories equipped with modern computers with stable internet facilities in the LIS departments in Nigeria. Practical implications The findings from this study may inform curriculum revision and updating efforts to make it more relevant by incorporating a stand-alone course on “digital libraries” and provision of computer laboratories in the LIS departments to produce future ICT/digital librarians. Originality/value If university administrators, decision-making body in the departments and LIS educators understand the factors that are currently standing in the way of integrating a course on digital libraries, then those barriers can be removed or lowered. If the enabling factors are appreciated, then actions can be taken to stimulate the implementation of the Librarians’ Registration Council of Nigeria (LRCN)/NUC recommendations in all library schools in Nigerian universities.

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