Accessibility and Diversity in Library and Information Science: Inclusive Information Architecture for Library Websites

2016 ◽  
Vol 86 (2) ◽  
pp. 213-229 ◽  
Author(s):  
Kyunghye Yoon ◽  
Laura Hulscher ◽  
Rachel Dols
Keyword(s):  
Information Science ◽  
Information Architecture ◽  
Library And Information Science ◽  
Library Websites

scholarly journals Best Practices for Information Architecture, Organization, and Retrieval in Digital Language Archives within University Institutional Repositories

2021 ◽  
Author(s):  
Robert Vann
Keyword(s):  
Best Practices ◽  
Information Science ◽  
Resource Acquisition ◽  
Information Architecture ◽  
Library And Information Science ◽  
Language Documentation ◽  
Institutional Repositories ◽  
Software Implementations ◽  
Digital Language

This report presents a case study about building a working digital language archive in a hosted university institutional repository. Best practices in language documentation regarding information architecture, organization, and retrieval are considered in relation to university library commitments to resource acquisition/preservation and online cataloging/delivery systems. Despite challenges, findings suggest that constructing digital language archives in university institutional repositories may offer viable collaborative solutions for researchers unable to find suitable, pre-existing archives in which to deposit their language documentary materials. The report concludes that, in such situations, the ability to satisfy best practices may respond to the strengths/weaknesses of particular software implementations as much as it reflects the design team’s vision, as theory and method in language documentation increasingly become matters of library and information science.

scholarly journals Becoming an information architect: The evolving librarian’s skillset, mindset, and professional identity

2021 ◽  
pp. 1-16
Author(s):  
Virginia M. Tucker
Keyword(s):  
Information Science ◽  
Practical Knowledge ◽  
Soft Skills ◽  
Primary Objective ◽  
Information Architecture ◽  
Online Course ◽  
Library And Information Science ◽  
Threshold Concepts ◽  
Professional Identities ◽  
Career Opportunities

Learning the essential concepts and skills of information architecture (IA) has the potential to not only significantly extend the abilities of practicing library and information science (LIS) professionals, but also to evolve their professional identities and envisioned career opportunities. An online course on IA was designed around: the principles of threshold concepts, practical knowledge for the workplace, and professional ‘soft’ skills, such as collaboration and basic project management. The primary objective for the course was creating experiences for students in which they could discover and engage with critical concepts in IA and to collaborate with their peers to design content-rich and user-centred websites. The learning experiences of two sections of the course (n= 32) were studied, through questionnaires and reflective writings, and analysed thematically. The outcome was that, in learning information architecture concepts, and acquiring and applying the concepts and tools to do information architecture work, the students did more than acquire new professional skillsets; they also evolved in their professional identities.

EDITORIAL

2018 ◽  
Vol 1 (2) ◽  
pp. 01
Author(s):  
Martha Suzana Cabral Nunes ◽  
Telma de Carvalho
Keyword(s):  
Information Science ◽  
Library And Information Science ◽  
International Forum

É com grande satisfação que apresentamos aos nossos leitores mais um número da CONCI – Convergências em Ciência da Informação. Neste novo fascículo trazemos os trabalhos apresentados no 2º Encontro Regional Norte-Nordeste de Educação em Ciência da Informação – 2º ERECIN N-NE, evento da Associação Brasileira de Educação em Ciência da Informação (ABECIN) que teve como tema “O desafio da inclusão na práxis pedagógica: saberes e fazeres em Ciência da Informação”. O 2º ERECIN N-NE ocorreu de 11 a 15 de junho de 2018 na Universidade Federal de Sergipe e congregou ainda o I International Forum on Library and Information Science e o XI SNAC – Seminário Nacional de Avaliação Curricular.

RESEARCH COLLABORATION AMONG LIBRARY AND INFORMATION SCIENCE SCHOOLS IN SOUTH AFRICA (1991–2012): AN INFORMETRICS STUDY

Mousaion ◽  
2017 ◽  
Vol 34 (3) ◽  
pp. 36-59 ◽  
Author(s):  
Jan R. Maluleka ◽  
Omwoyo B. Onyancha
Keyword(s):  
South Africa ◽  
Information Science ◽  
Research Collaboration ◽  
Science And Technology ◽  
Library And Information Science ◽  
Limited Extent ◽  
Microsoft Excel ◽  
The Past ◽  
Software Packages ◽  
Collaborative Activities

This study sought to assess the extent of research collaboration in Library and Information Science (LIS) schools in South Africa between 1991 and 2012. Informetric research techniques were used to obtain relevant data for the study. The data was extracted from two EBSCO-hosted databases, namely, Library and Information Science Source (LISS) and Library, Information Science and Technology Abstracts (LISTA). The search was limited to scholarly peer reviewed articles published between 1991 and 2012. The data was analysed using Microsoft Excel ©2010 and UCINET for Windows ©2002 software packages. The findings revealed that research collaboration in LIS schools in South Africa has increased over the past two decades and mainly occurred between colleagues from the same department and institution; there were also collaborative activities at other levels, such as inter-institutional and inter-country, although to a limited extent; differences were noticeable when ranking authors according to different computations of their collaborative contributions; and educator-practitioner collaboration was rare. Several conclusions and recommendations based on the findings are offered in the article.

The Use of Principles of Good Assessment in Recognition of Prior Learning Practice in Library and Information Science in South Africa

Mousaion ◽  
2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Ike Khazamula Hlongwane
Keyword(s):  
South Africa ◽  
Information Science ◽  
Good Practice ◽  
Survey Method ◽  
Library And Information Science ◽  
Prior Learning ◽  
Good Assessment ◽  
Recognition Of Prior Learning ◽  
Appeals Process ◽  
South African Higher Education

Recognition of Prior Learning (RPL) practice offers sound benefits to library and information science (LIS) schools. Despite these envisaged benefits, very little is known about RPL practice in LIS schools in South Africa. This study sought to establish whether principles of good assessment were being followed in the LIS schools to ensure the integrity of the RPL outcomes. A combination of a questionnaire and document analysis were used to collect data from the ten LIS schools in the South African higher education and training landscape. The questionnaire was used to collect quantitative data through a survey method. In addition, the researcher employed content analysis to collect qualitative data from institutional RPL policy documents. The findings indicate that RPL assessment processes across LIS schools in South Africa were largely subjected to principles of good practice. The study found that in accordance with the SAQA RPL policy the purpose of assessment was clarified to the candidate upfront, the quality of support to be provided to the candidate in preparing for the assessment was established, an appeals process was made known to the candidate, and the choice of assessment methods was fit for purpose to ensure credible assessment outcomes. It is therefore recommended that other disciplines or departments use LIS schools’ experiences as a benchmark to improve their own RPL endeavours.

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