'So, That Would Have Been Useful': Curriculum in LIS in Support of Liaison Librarian Preparation
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| Title: | 'So, That Would Have Been Useful': Curriculum in LIS in Support of Liaison Librarian Preparation |
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| Language: | English |
| Authors: | Mónica Colón-Aguirre, Kawanna Michelle Bright |
| Source: | Journal of Education for Library and Information Science. 2024 65(4):373-389. |
| Availability: | Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Library Science, Library Schools, Information Science Education, Foreign Countries, Cooperative Planning, Librarians, Librarian Teacher Cooperation, Academic Libraries, Curriculum, Curriculum Development, Curriculum Evaluation, Career Readiness, Course Selection (Students), Instructional Effectiveness |
| Geographic Terms: | Canada, United States |
| DOI: | 10.3138/jelis-2023-0022 |
| ISSN: | 0748-5786 2328-2967 |
| Abstract: | LIS education has historically come under fire for what some perceive as a disconnect between what is taught in the classroom and what the job really entails. This study is part of a larger research study that used a sequential explanatory mixed-methods design to investigate liaison librarians' perceptions of their academic preparation to take on the liaison role, specifically whether and how their LIS program curriculum prepared them for this role. This qualitative strand of the study relied on in-depth semi-structured interviews of survey participants to explore two research questions: What are the perceptions of academic liaison librarians regarding the degree to which their programs prepared them for their current role? And which factors influenced these perceptions? This research identified the main reasons hindering the effectiveness of LIS education for preparing librarians for the liaison role to be a range of complex issues that LIS programs and educators should consider, such as changing career plans among students who did not initially plan to become liaison librarians, students not taking certain courses due to scheduling or course timing issues, and the abstract nature of some course content which obscures connections to real-world practice. Participants also identified courses in collection development, reference, instruction, and research methods as those that should take center stage when preparing liaison librarians. These results have the potential to inform various aspects of LIS program curriculum planning and design and provide course-selection guidance for LIS students considering a career in academic libraries. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444731 |
| Database: | ERIC |
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| Abstract: | LIS education has historically come under fire for what some perceive as a disconnect between what is taught in the classroom and what the job really entails. This study is part of a larger research study that used a sequential explanatory mixed-methods design to investigate liaison librarians' perceptions of their academic preparation to take on the liaison role, specifically whether and how their LIS program curriculum prepared them for this role. This qualitative strand of the study relied on in-depth semi-structured interviews of survey participants to explore two research questions: What are the perceptions of academic liaison librarians regarding the degree to which their programs prepared them for their current role? And which factors influenced these perceptions? This research identified the main reasons hindering the effectiveness of LIS education for preparing librarians for the liaison role to be a range of complex issues that LIS programs and educators should consider, such as changing career plans among students who did not initially plan to become liaison librarians, students not taking certain courses due to scheduling or course timing issues, and the abstract nature of some course content which obscures connections to real-world practice. Participants also identified courses in collection development, reference, instruction, and research methods as those that should take center stage when preparing liaison librarians. These results have the potential to inform various aspects of LIS program curriculum planning and design and provide course-selection guidance for LIS students considering a career in academic libraries. |
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| ISSN: | 0748-5786 2328-2967 |
| DOI: | 10.3138/jelis-2023-0022 |
