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Student response systems (SRSs) increase the engagement of students by supporting them to participate in the course and thus contribute to their academic achievement. However, in most of the experimental studies in which the effects of SRSs were investigated, details on how to integrate SRSs into the course were not provided. This study aimed to investigate the effect of using SRSs in different parts of live online classes on students' academic achievement, engagement, cognitive loads, and views about the SRSs. This study was conducted in a mixed-method research design and 80 undergraduate students who took the Research Methods course constituted the study group. Two experimental groups were randomly assigned. In the first experimental group, SRS was used at the end of the course as an assessment of the current week. In the second experimental group, SRS was used at the beginning of the course as an assessment of the previous week. The experiment lasted seven weeks. The academic achievement test, live online classes engagement scale, and cognitive load scale were used as data collection tools. The study findings show that the first experimental group has significantly higher academic achievement than the second experimental group. On the other hand, the integration approaches of the SRS did not affect significantly the engagement and cognitive load of the experimental groups. Qualitative findings indicate that the integration approaches of SRS have different contributions. The views of the two experimental groups regarding the advantages of the integration approaches of SRS are different.

This article provides background on community archiving as it relates to a group of faculty members currently working together to address the challenge of reimagining archival education to center non-dominant archival traditions and the restructuring of internship programs to provide financial compensation, by asking how MLIS programs might transform to better serve both minoritized communities and minoritized students. We focus on MLIS Education and Dominant Archival Theories and Practices, to explore the challenges of and possibilities for a large-scale North American effort to support paid internships at community archives.

Students enrolled in American Library Association (ALA)-accredited graduate programs typically are on a specific track to work toward their individual career goals. While most degree programs require of all students a shared core curriculum, students also typically must take elective credits, which help narrow their focus toward their individual paths. Students interested in subfields within librarianship such as public, school, and academic librarianship will take courses that further specialize their knowledge in those areas. While a focused education in their chosen subfields is important, it also may be limiting in how students understand the profession more broadly. This study uses qualitative analysis to explore reflections from students on a school library track who completed an elective seminar about academic librarianship. Findings indicate that this coursework in a subfield outside of their own allowed them to reflect on their own roles and responsibilities as librarians, find common ground and collaboration possibilities, and envision expanded opportunities in their own career paths. Educators can take this information to support students' exploration beyond prescribed career tracks, whether through offering and promoting electives across the curricula or through non-credit-bearing opportunities.

In fall 2019, an electronic portfolio (ePortfolio) was implemented as the capstone project requirement for the Master's degree program with majors in library science and information science at the University of North Texas. This reflection provides a synopsis of the process of implementing an electronic portfolio as a capstone project, including the following details: what an electronic portfolio is, why it is beneficial for students, how it can be used, best practices in implementing an ePortfolio, suggestions for implementation, and benefits versus challenges of incorporating the project. We hope that sharing our experience in implementing an ePortfolio component in a Master's degree program may be helpful to other universities hoping or planning to implement an ePortfolio as a capstone project or even as an extended résumé.

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.

In this article we connect critical librarianship and its practices of information literacy (IL) with working-class experiences of higher education (HE). Although the research literature and professional body of knowledge of critical information literacy (CIL), is one of the most theoretically-developed areas of wider critical librarianship (Critlib) movement, working-class knowledge and experiences remain underrepresented. One reason for this is that the values, behaviour and assumptions of library and HE workers are shaped by a HE system which inculcates middle-class values and cultural capitals within students, and stigmatises working-class students as lacking or in deficit. Hegemonic, or noncritical, IL proselytises middle-class values and assumptions about academic practices and skills development including the notion of an ideal student with behaviour and markers of identity which reflect those most privileged by wider society. In contrast CIL, framed as "the" socially-just practice of IL is theoretically well-placed to support working-class library workers in destabilising this alongside middle-class accomplices. Employing Yosso's (2005) concept of community and cultural wealth (CCW), we analyse how library workers can recognise working-class cultural wealth within the context of CIL and wider working practices. As such narrative accounts are lacking in the literature, we utilise collaborative autoethnography (CAE) (Chang et al., 2013) to consider and interpret our own experiences of libraries when we were university students ourselves, and more recently as HE workers of working-class heritage.

While significant progress has been made in broadening information literacy's (IL's) scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, IL's models and discourses have failed to acknowledge emotion's fundamentally disruptive nature and have either ignored, repressed, or misrepresented users' emotions. This has resulted in a deeply limited and inaccurate conception of the user's information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of IL's repression of emotion and then examining the consequences of this repression in the standardised IL models; specifically in Carol C. Kuhlthau's Information Search Process and the ACRL's "Framework for Information Literacy for Higher Education." Subsequently, this essay will examine several critical models of librarianship and IL--including Holocaust librarianship and Indigenous conceptions of relationality--in order to illuminate models of IL that adopt a relational perspective that enables an engagement with the affective elements of the user's information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of IL.

In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within the United States. The study identified that 41% of question respondents had received negative comments or criticisms about including CIL in their library curriculum through various formats: online modules, one-shot instruction, course-embedded units, and credit-bearing courses. In addition, 29% of question respondents felt that pushback from academic teaching staff, other librarians/administration, and students threatened the integrity of CIL. This research helps to illustrate the fragility of CIL and how librarians have faced pushback when critical content is incorporated into the information literacy (IL) curriculum.

What began in a library science course as a collection development project serendipitously transformed into varied learning experiences for students across disciplines and program levels. This article shares the journey of how a singular lesson idea blossomed into an unintentional, multidisciplinary project that led to unexpected learning outcomes for all involved. [The page range cited on the .pdf (p97-107) is incorrect. The correct page range is p95-107.]

This study is a mixed design study on a sample of 87 respondents to a questionnaire in the Information Studies and Library Science program in Brno that identifies their attitudes towards hybrid teaching. Hybrid teaching is understood as synchronous education with the choice of participating in an online or face-to-face educational session. The students declared that they prefer this form of education and wish to continue using it long term. The study shows that students in the online environment prefer more passive and individual forms of educational interaction because they are connected to such education and can concentrate on it. The study offers a basic description of the phenomenon and identifies further areas for developing educational approaches and activities.

Information literacy (IL) open learning object repositories (LORs) provide a space for librarians to find and exchange instruction resources and lessons. Given many librarians enter the workforce with little or no formal training or educational opportunities to learn about pedagogy, these repositories are indispensable resources to the Library and Information Science field. This study explored the contents of two popular IL LORs, Project Cora and the Association of College and Research Libraries Framework for Information Literacy Sandbox, to uncover how users engage with the resources and how the repositories differ. This study's findings suggest that while resources within the LORs are being used, yearly submissions have stagnated. Intentional assessment of disciplinary and information literacy concept gaps, followed by targeted calls for resources, may improve and increase engagement with the repositories as communities of practice.

The use of game in education has been evidenced to improve students' engagement in learning. However, much research shows that the use of game in learning is only effective for high school students, while its use for students of higher education is limited. Research on game in education has predominantly been occupied by Kahoot! while Quizizz has received less analysis. This research aims to explore student perception of Quizizz as a learning media and the related obstacles experienced in a library science study program of State Islamic University of North Sumatera in Indonesia. The research uses a combination of quantitative and qualitative methods, such as survey and focused group discussion, with a sample of 272 undergraduate students. The study found that the use of games in learning actively increased student engagement and led to a significant improvement in independence and self-control in learning. During the learning activity students maintain that they gain their self-confidence while enjoying the game. The research suggests that to increase learning achievement, educators should use various teaching strategies that encourage students' active mental and physical engagement. Additionally, it is expected that this learning experience and content will enhance students' retentive memory.

Paul Zurkowski is often considered the "father" of the term, "information literacy" (IL). There were, however, other authors who, at a similar time, were writing about concepts we now consider fundamental to the nature of IL. A work of particular significance is Alvin Toffler's "Future Shock." In this classic text -- better known beyond information science than within it -- Toffler addresses major themes such as the importance of evaluating information, the need to construct sense from the material we access and the dangers of "information overload". He is concerned, too, with the more general requirement that, increasingly, people must "learn how to learn". Personal experience has shown this author that it is possible to create a tool for information users from the closely related ideas of Zurkowski and Toffler, and that each writer recognises independently that the skills associated with the traditional literacies are insufficient if an individual is to function effectively in modern society. Whilst Zurkowski is cited with greater frequency in discussions on IL, it may be Toffler who has done more to highlight to a wider readership the value of information skills in an ever-changing world. Perhaps Zurkowski's biggest achievement lies in providing a memorable two-word summarising label to his field of interest; it is one that has endured and remains pertinent today, some fifty years on.

Now more than ever school librarians need to be advocates. COVID brought to light so many things that are wrong with the education system around the country. According to the author, they learned that, although they talk about equity and access for their students, they are not even close to equity and access being a reality for all. As the president of the New York Library Association (NYLA), the author was invited to give testimony at the New York State Assembly's Standing Committee on Libraries and Education Technology's public hearing on the future of New York State's libraries. The author spoke about how school libraries are crucial to equity in education, how libraries are safe places for everyone in their communities, and how libraries are places that promote reading, teach information literacy, and foster social-emotional learning. Most importantly, according to the author, they stressed that schools need a state-certified librarian in every school to ensure that their students have robust library programs. The author spoke for five minutes. When the author began her journey in 2003, she thought that being a school librarian would mean reading stories and circulating books, but now know that being a school librarian means learning how to effectively raise and magnify not just their voice but the voice of other school librarians in service of students and learning communities.

This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature.

To document the change over time in African-American/Africana/Black Studies (AABS) librarianship in the United States, this study analyzed 71 position announcements published in physical and digital sources beginning in 1970 through 2019. Using content analysis, the author found that most AABS librarians should expect to have an MLIS and work in academic settings where they develop collections and provide reference services. This study hopes to fill a gap in the current research by exploring how these positions, the job market, and librarianship in this particular field have evolved. Administrators assessing staffing needs, faculty seeking collaborative partners, students interested in AABS librarianship, and anyone curious about the evolution of library work will find this study useful.

This article presents the Holistic Empowering Methodological Approach (HEMA), which is philosophically informed by the concept of diversity by design; epistemologically and methodologically guided by hermeneutic phenomenology; and supported by the method of qualitative survey combined with the Single Question Aimed at Inducing Narrative (SQUIN) technique. This is a methodological conceptual article whereby the development and application of the HEMA is illustrated through the study that examined the learning and professional development experiences of disabled and neurodiverse PhD students in library and information science (LIS) programs amid the lingering COVID-19 pandemic and explored their academic lifeworlds. The article critically assesses the merits and shortcomings of the HEMA and provides other researchers with a roadmap for replicating the HEMA in every phase of research: from brainstorming to the selection of methods, to data collection, analysis, interpretation, and reporting. In so doing, the article also strives to reaffirm the vitality of rigorous qualitative methodology in studying underresearched, minoritized, and marginalized communities. From the scholarly worldview to specific methodological choices, this framework advocates for the type of research that puts participants in the "driver's seat," giving them agency and providing the opportunity for self-definition and self-determination. The nuanced presentation of a holistic methodological approach, with particular attention paid to the issues of methodological rigor and quality control, will be of benefit to both beginner and seasoned researchers and can serve as an educational aid in research methods courses and dissertation supervision.

This article describes the evolution of a required Master of Library and Information Science (MLIS) research methods course moving to a focus on evidence-based library and information practice (EBLIP). It describes how a research methods course was revised, beginning with results from a "typical" course review and morphing into work that is now informing a broader program review. Implications of this work include a reconsideration of how best to provide a quality education while allowing for grace for faculty and students.

This article reports on the third phase of a project studying the integration of information behavior theories and concepts into professional education for reference and information service (RIS). It also provides a synthesis of the results of all studies in the project, including a syllabus study, an interview study, and the survey. Results of the project show that Kuhlthau's information search process model, along with several other key theories, models, and concepts, is perceived by instructors of introductory RIS courses in North America as important for RIS practice. Instructors feel that students are generally receptive to conceptual content in the course, although most teach a more practice-focused course or a course with a balance of conceptual and practical content. Still, 10-31% of introductory RIS courses do not include any information behavior content, suggesting that the relevance of theory to practice remains an ongoing debate.

This article introduces the Health in All Policies (HiAP) approach to the LIS community to propose a new way of thinking and teaching about how health is supported in public libraries. The topic of consumer health literacy has been a mainstay in the discourse of public librarianship, but we argue that this approach has not fully supported public librarians seeking to find uniquely local ways to support public health. Health in All Policies (HiAP) was developed by public health researchers and policy makers as a mechanism to promote health by facilitating action across sectors, including those where health is not a primary organizational focus. HiAP's focus on multi-sector community health systems opens a conceptual space for thinking about how to strategically and proactively support and advocate for public libraries and public librarians as one sector among many that contribute to community health. This approach could be a positive alternative to the sometimes negative experiences of public librarians being asked, or ordered, to fulfill public health duties, particularly during the COVID-19 pandemic, when public librarians were pressured to take on new public health roles as perhaps never before. After introducing the concept, the article discusses some of the ways in which it could be incorporated into LIS education, particularly for public librarians, as well as some of the topical areas that need further development to fully bring this perspective into the teaching and research of LIS.

Background: The recruitment of Black, Indigenous, and People of Color (BIPOC) has been an ongoing effort for specialized libraries and library programs, especially as they try to fill technical roles while combatting internalized biases and candidates' potential self-deselection by not applying or otherwise removing themselves from the recruitment process. Introduction: This case study examines the recruitment efforts of the National Center for Data Services (NCDS) for a paid internship program for BIPOC graduate students interested in data librarianship in health sciences settings. Methods: To enhance recruitment efforts and support applicants, NCDS met with consultants on equity, diversity, inclusion, and accessibility. The recruitment process included reaching out directly to graduate programs, hiring an independent application coach who was available to consult with anyone interested in applying, holding informational sessions about the internship opportunity, and limiting the required components of the application, which included removing the need for letters of recommendation or support. Results: Although the target group was a very small pool of Library and Information Science (LIS) BIPOC students interested in medical and data librarianship, we received applications from all United States (U.S.) racial groups, except Native Hawaiian or Other Pacific Islander. The recruitment efforts led to 38 applications for 8 positions in 2022 and 59 applications for 12 positions in 2023. Conclusions: The resultant number of applications showed an interest and need for specialty programs for BIPOC LIS students and highlighted how recruitment methods impact participation in specialized programs. Further research is necessary to assess the impact of various recruitment styles for this target group and the impact of these recruitment methods.

The purpose of this paper is to evaluate information literacy (IL) education in library schools in Nigeria, to establish whether they are in line with international and national library and information science (LIS) standards ('library schools' here indicates departments offering LIS qualifications within higher education institutions). The study used document analysis and qualitative methods. First, departmental documents from heads of department and students' handbooks containing the LIS curriculum were collected from thirty (30) library schools in Nigeria and analyzed. Secondly, lecturers in the department of LIS from the thirteen (13) library schools offering an IL course were engaged in an interview. The study revealed a significant improvement compared to previous studies as 13 out of the 30 Nigerian universities surveyed offered the course 'information literacy' as a stand-alone course in the department of LIS. Unfortunately, the study found that majority of the LIS departments do not have IL laboratories for students to acquire practical skills. These findings will provide useful data for stakeholders in the university system such as supervising bodies, university management, heads of department, and library associations and regulatory bodies, assisting them in the creation of policies related to the integration of IL courses into the school system and in enforcing the implementation of these policies.

Archiving is a process of organizing and creating content for sustainable, long-term access. However, the "archivists" actively shape the content in the realm of the performing arts, which often involves adding a new layer of knowledge to the original artform. This article explores the archiving of a ballet repertory course conducted in a higher education institution in Hong Kong during the pandemic, including the archival product and the collaborative process between a multidisciplinary team of people from dance, education, and library science. While teaching repertory online has its challenges, being "online" also offered unique learning experiences. Aiming to illustrate the topics related to hybrid pedagogy and individual creativity in use during the pandemic, the team conducted interviews with some participants for the purpose of creating a series of short educational films. These materials were collected and stored in the institution's digital repository as the first archive for a specific course.

A previous study of creative writers' self-reports revealed important differences between research as it is carried out in the context of creative writing and the more scholarly types of research academic librarians often focus on. However, that study left many questions open. For this follow-up study, the author interviewed published creative writers about the role of research in their creative process. This study offers new insight into creative writers' attitudes toward the use of creative license. Though the sample was relatively small, the findings support the results of the original research.

The intersection of Data Science (DS) and Library and Information Science (LIS) is rapidly developing, with a notable need for ongoing transdisciplinary training between practitioners in these two fields. The LIS Education and Data Science Integrated Network Group (LEADING) fellowship program and its ancillary community of practice (CoP) showcase a unique response to this continuing learning need. In order to assess the impact of the fellowship and CoP, this study utilized a sequential mixed methods design, which adapted the value creation framework (VCF) to examine participants' engagement with, and their perceived value of, their LEADING experience. Using the five indicators of the VCF (immediate, potential, applied, realized, transformative) and DEI-centered values, the study results show clear evidence of themes that are reported in the literature as highly influential in CoP value perception (connectedness, emotional engagement, and community values).

This article continues the discussion of the experiences of disabled and neurodiverse Ph.D. students in Library and Information Science programs in American and Canadian universities, following up on the previous report that addressed their struggles during and in the immediate aftermath of the COVID-19 pandemic. This article directs attention to their experiences in Ph.D. programs irrespective of the pandemic and focuses on both existing barriers and support mechanisms. Based on the results of a qualitative, online, self-administered survey, guided by hermeneutic phenomenology, the study identifies barriers rooted in attitudes and perceptions; policies and procedures; information and communication; physical spaces; virtual spaces and technology; and access to support services and networks. At the same time, an only mitigating factor and an only sustainable and consistently mentioned support mechanism was the good will, compassion, and supportive actions of individual faculty members. The article places the analysis and interpretation of empirical data in the context of academic ableism, conceptualizing the situation of Ph.D. students as a lingering state that was not improved even through the lessons and experiences of the pandemic.

The goal of the study presented in the paper is to assess the knowledge about Alzheimer's Disease (AD), among library and information science students in Croatia. Understanding how much future librarians know about dementia is the first step towards providing them with relevant educational intervention which will equip them with required knowledge to develop dementia-friendly library services in a society which is increasingly affected by dementia. A total of 183 students participated in the study which used Alzheimer's Disease Knowledge Scale (ADKS), a validated instrument that measures what people know about AD using a 30-item questionnaire across seven knowledge domains: risk factors, symptoms, assessment and diagnosis, course of the disease, life impact, treatment, and management, and caregiving. The collected data were analysed using basic descriptive statistics and a parametric test (t-test). Findings show that respondents have poor AD knowledge. Only 35.78% questions were answered correctly and the mean knowledge score was 10.76. The findings revealed that participants with previous exposure to the disease have significantly better knowledge (P = 0.003).

A professional practice is a type of internship, a practicum, that encompasses a supervised hands-on training experience for students to develop and identify the core and enabling competencies required in a professional environment. It also allows them to identify the developed and underdeveloped skills that are important in the labour environment while still undergoing an academic training. Therefore, the purpose of this research is to determine the core and enabling competencies required and developed by the students coursing the Library and Information Science Programme at Universidad Tecnologica Metropolitana during their professional practices carried out from 2019 through 2021. To this end, a questionnaire with open and closed-ended questions was used as data collection instrument. It was applied to a sample of 64 graduates from this Programme, out of a universe of 70 students in addition to a focus group to delve deeper into the answers obtained. The results established that both core and enabling competencies had been relevant in their professional practice. The most relevant core competencies were those related to information and knowledge services; information analysis and data retrieval; and organisation of data, information and knowledge assets meanwhile the most relevant enabling competencies were communication, teamwork and adaptability.

Purpose: Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students' iterative development of data story topics? Looking back at six years of iterative feedback, what categories of data literacy pedagogy did instructors engage for these themes? Design/methodology/approach: This project examines six years of data storytelling final projects using thematic analysis and three years of instructor feedback. Ten themes in final projects align with patterns in feedback. Reflections on pedagogical approaches to students' topic development suggest extending data literacy pedagogy categories -- formal, personal and folk (Pangrazio and Sefton-Green, 2020). Findings: Data storytelling can develop students' abilities to move from being consumers to creators of data and interpretations. The specific topic of personal data exposure or risk has presented some challenges for data literacy instruction (Bowler et al., 2017). What "personal" means in terms of data should be defined more broadly. Extending the data literacy pedagogy categories of formal, personal and folk (Pangrazio and Sefton-Green, 2020) could more effectively center social justice in data literacy instruction. Practical implications: Implications for practice include positioning students as producers of data interpretation, such as role-playing data analysis or decision-making scenarios. Social implications: Data storytelling has the potential to address current challenges in data literacy pedagogy and in teaching critical data literacy. Originality/value: Course descriptions provide a template for future data literacy pedagogy involving data storytelling, and findings suggest implications for expanding definitions and applications of personal and folk data literacies.

This article offers a perspective on teacher education and training for doctoral students in LIS PhD programs. It discusses literature related to doctoral teacher education and training generally and in the LIS discipline in particular and provides an analysis of teacher education curricular offerings and requirements in doctoral programs based in the United States. The article suggests that this function of LIS doctoral studies is inconsistent across programs and potentially affects the quality of education in the LIS field. The article advocates for further discussion and research on the implications of effective doctoral teacher education and training for the profession.

The core tool for measuring the sustainability of the Library and Information Science (LIS) discipline is the curriculum which has always been a source of concern within the Nigerian space. It was on this premise that the study systematically investigated the redesigning of LIS curriculum for sustainable environmental transformation among students of the Department of LIS, Lead City University (LCU). Findings of the study showed that the majority of students opined that the redesigned curriculum is promoting sustainable environmental transformation as it is equipping the ideal 21st-century librarian with the requisite skill set (70%); redefined curriculum promotes a socially oriented librarian (53.2%); curriculum emphasizes the economic implications of the library for sustainable environmental transformation (43.3%); curriculum broadens the horizon of students further into meeting the information needs of the present clienteles without compromising the future generations (55.7%). The outcome of the study is expected to inform policy in adopting the redefined LIS LCU curriculum in Nigeria.

The Master's degree is a necessary step for any library and information science professional who wants to advance in the field. This requires potential students to go through the graduate school application process, which often includes additional requirements set by the School of Information (or equivalent college). Application requirements offer some way to potentially measure the likelihood of success should institutions choose to admit certain students. However, it is not a perfect process. There is also considerable overlap in the requirements expected from LIS programs accredited by the American Library Association. These differences are assessed after a careful examination of the admissions webpage of each program.

This article explores the application of journal quality and credibility evaluation tools to library science publications. The researchers investigate quality and credibility attributes of forty-eight peer-reviewed library science journals with open access components using two evaluative tools developed and published by librarians. The results identify common positive and negative attributes of library science journals, compare the results of the two evaluation tools, and discuss their ease of use and limitations. Overall, the results show that while library science journals do not fall prey to the same concerning characteristics that librarians use to caution other researchers, there are several areas in which publishers can improve the quality and credibility of their journals.

In contrast to the traditional library instruction aim of finding and evaluating information, critical library pedagogies aim to teach students to analyze and challenge the power structures that determine what kind of information is deemed valuable. STEM librarians have been slower to take up these approaches than our colleagues with other disciplinary focuses, yet I argue that critical teaching is one of the most important ways that we can support social justice goals in our work. In this paper, I review the existing literature on critical pedagogies in STEM librarianship and suggest ways for us to develop our practice in this area.

In this mixed methods and multi-phased study, through a multi-round feedback and confirmation process, we established a meaningful approach to developing, revising, and finalizing a competency framework for InterProfessional Informationists (IPI). As an emerging profession, IPI has not yet been established as a formal educational program with a guiding framework. It is important both to the field of practice and to educational programming to develop a competency framework, specifically targeted to IPI, and has been informed/verified through current practice. Our process started with using the initial competency framework developed by Tang and Martin (2019) as the basis, and involved gathering comments from numerous stakeholders, including IPI students and working professionals from relevant communities ranging from health science librarians to library directors, informationists, and LIS scholars and educators. The finalized IPI framework features four levels, six competency areas, and 67 elements, with separate beginner and advanced levels for subject expertise and work practice/culture. By including a variety of voices, this comprehensive framework not only outlines relevant foundational knowledge, skills, and attitudes (KSAs), but also accentuates timely cutting-edge skills and forward-looking elements required of InterProfessional Informationists.

About half of Library and Information Science (LIS) journals continue to charge authors to publish articles open access (OA) or do not offer OA publishing at all. To further investigate the financial and other perceived barriers preventing these LIS journals from transitioning to no-publishing fee OA models, this exploratory project surveyed lead editors for each identified LIS journal. Results indicate most of the journals have not discussed transitioning to a no-publishing fee OA model, and that finances are the main barrier. Most also indicated a lack of awareness of their journal's budget. The most popular no-publishing fee OA model was Subscribe to Open.

The primary goal of this study was to identify gaps in curriculum coverage and required skills for research support services (RSS) in university libraries in the Punjab province of Pakistan. A convergent parallel mixed methods design was used to meet its objective. To collect data for the quantitative strand, across-sectional survey with a closed-ended questionnaire was conducted. The population for the cross sectional survey was reference/research librarians working in university libraries in the Punjab province. SPSS was used to analyze quantitative data. In the qualitative strand, the curriculum documents of seven LIS/IM schools in the Punjab province were examined by using the content analysis technique. Results of both strands were compared for gap analysis. The findings revealed a gap between the skills required for RSS and the offerings of LIS/IM schools. The findings have practical implications for LIS/IM schools that will help to realign their curricula to meet market needs.

Education curricula need constant updates in response to job market requirements, which may be influenced by the changing technological environment. In the library and information science (LIS) job market there are dynamics brought about by the Fourth Industrial Revolution (4IR). These dynamics call for LIS schools to reconsider their curricula in line with the job market. The job markets expect the education system to reflect their demands, as they are the primary clients. This study explored the education and training of LIS professionals on digital scholarship in line with the LIS curriculum in higher education institutions of South Africa. This was to enable the development of a framework for incorporating digital scholarship into the LIS curriculum. Wolf's (2007) curriculum development model and an aspect of the customer satisfaction model (Zeithaml et al., 1993) informed the study. The models assisted in producing a framework that can be used to incorporate digital scholarship content into the LIS curriculum in South Africa. The framework suggests that when developing digital scholarship, consultation with relevant stakeholders both internal and external should be considered. Relevant infrastructure and resources should also be in place when developing a digital scholarship curriculum. The relevant infrastructure should include the 4IR-driven infrastructure such as smart sensors, three-dimension (3D) modeling, and cybersecurity tools, among others. Relevant documentation such as resources in the form of policies, course outlines, and other curriculum-related documents should also be consulted. This model, if adopted, could assist LIS schools in developing a curriculum that is driven by digital scholarship, leading to the production of LIS graduates that meet the requirements of the current LIS job market.

Amid the growing body of research on disability and neurodiversity, disabled and neurodiverse Ph.D. students are not often in the focus, despite the fact that Ph.D. students occupy a unique position of a learner-scholar-teacher in academia. A particular gap is felt in the field of Library & Information Science (LIS). This study stands to address this gap by focusing on the experiences of disabled and neurodiverse Ph.D. students in American and Canadian LIS Programs during the COVID-19 pandemic and in its immediate aftermath. Guided by the Holistic Empowering Methodological Approach (HEMA) that puts participants in the driver's seat and allows them to determine the nature and extent of participation, the study spotlights participants' experiences during the remote learning and returning to campus phases of the lingering public health crisis. The findings show that while there was a fair balance of positive and negative experiences during the earlier stage of the pandemic, the stage of returning to campus was associated with additional challenges and an overwhelming number of negative experiences. The article addresses personal, program-related, and environmental factors in both positive and negative experiences, using the findings as a basis for conclusions and recommendations to Ph.D. program administrators and faculty.

This paper discusses the organization of students' internship in new circumstances caused by COVID-19 pandemic. The focus of the research is on the IT companies in eastern part of Croatia and their perspective on how they managed students' internship during and after the lockdown. Some of these IT companies successfully cooperate with the Department of Information Sciences, Faculty of Humanities and Social Sciences at the University of Osijek. Since 2015 the Department enrolls students in graduate study of Information Technology track. From that time students used to do their internship and later find employment in IT companies in the region. The well based cooperation with local IT companies was interrupted in 2020 by the COVID-19 lockdown and semi-lockdown. In such a situation, teachers and IT companies' managers have been trying to find out the proper ways in which students could fulfill their tasks via online or hybrid mode. To learn more about the experience from the perspective of IT companies, we interviewed 18 of them. The paper points out the observed advantages and disadvantages as well as suggestions for setting a framework for future internship programs. Employers are thinking about continuing to perform online or hybrid internships, and it is clear to them that one of the answers is well defined and regulated model of internships in the online environment.

The terms Diversifying, Decentring and Decolonising characterise the ways that academic libraries are engaging with social justice issues, through multiple theoretical perspectives epitomised by the rejection of libraries as neutral spaces. The review covers numerous case studies of critically informed action, or praxis across a variety of functional areas and institutional settings. The review describes diversity work in libraries and the limitations of diversity on its own to address a LIS culture of Whiteness, the embedding of critical librarianship, and the rapid update of decolonisation discourse and practices. The review notes the LIS response to the combined threats of populism, or Trumpism, COVID-19 and police brutality and racism. The review concludes that the impact of those increased commitments to anti-racism is yet to play out, though some evaluation has started. The uptake of Critical Race Theory in LIS is a significant development that provides both theoretical frameworks and methodological approaches.

This paper extends Critical Race Feminista Methodological (CRFM) approaches by contending that "convivencias" -- the coexistence necessary for creating relationships in the field -- are an integral part of engaging research collaborators within educational historical research. Drawing on oral histories with Chicana/o librarians, personal collections, and archival sources, I outline the "convivencias" I shared with librarians that span across spatial and temporal dimensions. These interactions were centered on recollecting, remembering, and learning about the activism within Latina/o/x children's literature and librarianship's history. "Convivencias" across space were possible through diverse interactions, such as in-person meetings, phone conversations, video conferences, and emails. "Convivencias" across time are represented by the continuity of sustained efforts to advance social justice in librarianship across multiple decades. The conceptualization of "convivencias" across space and time emerged as a CRFM tool that aims to center seldomly documented narratives of activism essential for fostering connections, cultivating community memories, and nuancing historical educational research.

Employers value soft skills and often report a "skills gap," resulting in calls on higher education to teach these skills more widely. However, few studies have examined faculty perspectives on soft skills. The researchers conducted a nationwide survey of faculty in the fields of business, education, engineering, library science, nursing, and social work to explore whether and how they are teaching soft skills. Most faculty believe soft skills are important and are integrating them into their courses, although there are variations by discipline. Methods for teaching soft skills are varied, but "passive" approaches like readings and lectures are most prominent. The results have implications for curriculum development and will be of interest to faculty across these disciplines as well as employers in the associated industries.

Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands of professionals who contribute to a growing body of scholarship. Yet, there are few formal ALHE training programs, no licensure or certification for ALHE professionals, no accreditation for ALHE programs, and only a handful of dedicated journals, resulting in limited outside recognition of ALHE as a discipline. Failure to fully establish ALHE as a discipline puts ALHE in a dangerous position, leaving its progress in advancing student learning vulnerable to external forces. The purposes of this paper are to examine the progress ALHE has made in advancing as a discipline and to explore the benefits and tensions inherent in growing ALHE as a discipline. Using lessons from Library Science, the paper concludes by identifying steps that show promise for continuing the advancement of ALHE as a discipline and ensuring ALHE is ready to meet the needs of future generations of learners.

The purpose of this research is to get university students' views on a promising library and information education model. This study was designed in the phenomenological pattern, which is one of the qualitative research methods. The study group of the research consists of 80 students studying at various universities in Kazakhstan in the 2021-2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. The data were evaluated by content analysis method. As a result, it has been determined that the vast majority of university students sometimes use university libraries to access information. Majority of the students gained knowledge education and they categorised them as gaining the ability to access information, gaining the ability to use information, gaining critical thinking skills and gaining an understanding of accessing information in an ethical way. Students' views on creating a promising library are mostly in the direction of digital and traditional library options, print and digital-rich resource content, resource alternatives with language options, ease of access for the disabled, audiobook options in digital libraries and contemporary architectural design in traditional libraries. Students' views on the knowledge education model that should be created for a promising library are mostly providing information literacy and library access skills courses in each department, providing online orientation support, organising seminars on library practices in the university environment and the standards of accessing information through the library.

A college class of non-science majors completed a metadata project in 15 weeks for a Women's History collection at a southern 4-year university. The class "First and Second Wave of Feminism" explored for the first time a scientific method of cataloguing while learning to promote, restore and preserve the history of women in the United States. This class completed a service-learning project with the university's Special Collection and Archives enabling them to learn library science metadata skills. The Judith and Warren Kaplan Women's History collection includes ephemera, documents and books all dealing on women's history and therefore of interest to the students in the above-mentioned class. The user centric metadata included open-ended questions for students to answer such as "Importance" of women's history and "Why" the item was chosen to catalogue. After careful reading of student's reflections on the project's impact on them, several conclusions can be reached. Students preferred to express their choice and description as much as the reflection necessary to complete the Service-Learning project. Students also prefer to relate each item from something learn in the classroom as a way of matching both book and activity-centered experiences.

This work expands the literature and research focused on career change students enrolled in an online master's program by examining the literature regarding transitions, motivations, and advising support for career changers. Also studied are the motivations of career change students enrolled in two different online, synchronous graduate programs. The study outlined offerings to this special population in terms of full-time primary role academic and career advising. It was found that participants utilized personalized communications and orientation programming provided by academic and career advising.

This study adds to a series investigating the publication patterns of refereed articles in Library and Information Science (LIS) journals by United States academic librarians (USALs). The first study covered 1993-97, and subsequent studies continued in five-year increments. This study presents data and metrics for 2013-17 from fifty-two journals: thirty studied since 1998, seven added in 2003, and fifteen added in 2013. Over the years, the proportion of articles by USALs has decreased, despite evidence that USAL publishing is increasing. This difference suggests that other segments of LIS publishing are increasing faster than USAL publishing. The percentages of coauthorship and USALs who publish three or more articles in five years have increased. Large public research universities with librarians who have faculty status and tenure continue to be the most productive, but evidence suggests an increasing number of academic libraries are contributing to the LIS journal literature. The percentages of USAL and non-USAL articles in the journals studied since 1998 and those studied since 2003 or 2013 point to differences in growth among journals, the importance of new journals, and changes in affiliations of USAL authors and where USALs publish.