This paper presents the results of a study conducted with the aim of identifying competencies needed by special librarians in Iran at three different levels of library and information science education. A list of competencies was initially identified from the literature and 21 semi-structured interviews with managers of special libraries in Iran. Then, a panel of experts was employed to validate 122 competency statements by using a seven-point Likert type scale. The results demonstrated that the panelists validated the importance of 55 competencies required by special librarians with Associate degree qualification, while all 122 competencies were validated as necessary for special librarians with Bachelors and Masters degree qualifications. The findings also indicated that the main competencies that were expected from special librarians with any qualification are information technology competencies. In addition, communication and interpersonal skills were identified as the second most important competencies for special librarians with Associate and Bachelors degree qualifications. However, for special librarians with a Masters degree qualification, the next priorities were information organization and research competencies.

The purpose of this study was to investigate some of the concerns of Iranian special library managers regarding research and research competencies required by special librarians. In order to achieve the objectives of this study, 21 semi-structured interviews were conducted with Iranian special library managers. The results indicated that among the participants there was generally a positive view about research. However, some obstacles were encountered, such as lack of support from the administrators of the parent organization and a lack of competent librarians. The paper concludes with recommendations for expected research competencies for special librarians.

The main objective of this study is to examine the extent to which the required competencies of special librarians are covered in the existing Iranian LIS curricula. It further addresses the strengths and weaknesses of existing LIS curricula in relation to competencies needed by special librarians at three different levels of education, viz. Associate, Bachelors and Masters degrees. The results provide an understanding of the core content of existing LIS curricula based on the workplace-based needs of special librarians. Furthermore, the findings show the exact elements of the curricula which need re-evaluation. AbstractThis paper is the second part of a two-part research project that considers to the extent to which the competencies required by special librarians are addressed in the existing Iranian Library and Information Science curricula. For this purpose, a survey was conducted by using a questionnaire with a dichotomous scale (Yes/No), involving Library and Information Science departments in Iran. The results revealed that, overall, the Associate curriculum is helping students to acquire 18 (32.72%) of the 55 required competencies, the Bachelors curriculum is helping them to obtain 77 (63.11%) of the 122 necessary competencies, and the Masters curriculum is helping students gain 83 (68.03%) of the 122 required competencies. The results also demonstrate the strengths and weaknesses of the current Library and Information Science curricula in terms of providing graduates with the necessary competencies to work in special libraries. Literature reviewOver the years, LIS curricula have been the subject of research, especially when indicators, such as the introduction of computers, as well as the appearance of the Internet, suggest that the field is at the center of the information society and plays a vital role in the digital era (Chu, 2006). As Singh and Mehra (2013: 219) noted: 'Growth of technology has had a significant impact on the way libraries function, on the education of librarians, on the skills and competency expectations of library employers, and on the curriculum in library schools'. Due to the great influence of technology on the library profession, information and communication technologies (ICTs) have become fundamental to the education and training of librarians. While the traditional skills, such as classification and cataloguing remain relevant, LIS students and librarians should obtain the required competencies to deal with information technology (IT).Despite the notable impact of technology on LIS curricula and the required competencies, Peyvand Robati and Singh (2013: 115), citing Blankson-Hemans and Hibberd (2004), noted:it is commonly understood that the LIS curriculum prepares students in conventional information skills like indexing, retrieval, research, and perhaps library management. They also noted that the gaps identified in the education of competencies of information professionals, particularly for the special libraries, were due to the focus on conventional library and informati...