A comparative analysis of instructional course themes in LIS and museum studies programs in the USA

Abstract

Purpose Considerable overlap exists between the disciplines of library and information science and museum studies. Exploiting the overlap and examining those areas were library/museum instruction courses diverge may provide valuable insights for how to improve the quality of these courses and better prepare students for instructional roles in both disciplines. Design/methodology/approach Word frequency and thematic analysis of the instructional course descriptions for all 52 American Library Association-accredited Master of Library and Information Science programs in the USA and 49 museum studies and affiliated (e.g. MA in anthropology with museum studies concentration) programs is performed. Findings Each discipline has some specific language to describe tasks specific to itself (e.g. museums), but these comprise a small percentage of the total language usage. Among other terms and themes, overlap occurs at a rate of about 50%. The remaining 35-45% of terms and themes reveal areas that are emphasized in only one discipline, but could be beneficial to incorporate in the curriculum/content in both disciplines. Research limitations/implications This research builds on a growing corpus of work demonstrating relations between museum studies and library and information science, and their status within a metadiscipline of information; this research presents a comparison of course content that may inform future curriculum/content development. Originality/value To the best of the authors’ knowledge, no study of this type has been performed with museum studies courses, nor has a comparison between the two disciplines been investigated at this level.

Comparison of U.S. 4-year and community college librarians’ perspectives on competencies, challenges, and educational preparation for the instructional role

“…These standards are developed based on empirical evidence and judgments on the important knowledge, skills, and roles that instructional librarians serve. Many recent studies have analyzed how well the most recent standards actually align with the job duties of instructional librarians (Aharony et al, 2020; Bryan, 2016; Dodson, 2020; Gross et al, 2018; Lund and Wang, 2019; Valenti and Lund, 2021). However, these standards are limited in the fact that they consider the whole of “higher education” as a homogeneous setting or environment.…”