A quantitative review of LIS programs accredited by ALA and CILIP under contemporary technology advancement

Abstract

PurposeAdvancements in technology have led to many changes in the field of Library and Information Science (LIS). As global communications and technology continue to become more available and sophisticated, LIS programs need to prepare students for employment in rapidly changing and globalized LIS professions.Design/methodology/approachData from a total of 63 programs from the American Library Association (ALA) and 32 programs from the Chartered Institute of Library and Information Professionals (CILIP) was collected through openly accessible websites of these programs. Areas explored include program name, name and level of the academic unit offering the program, credit hours, required courses, percentage of required courses and capstone measurements used within the different LIS programs.FindingsA majority of programs still preserve the keyword “Library” in their name, but not the academic units offering them. Most programs in ALA and CILIP follow a semester-based program. Research methods, internships, practical experience, combined with traditional library core and information technology requirements were found to constitute the major subjects in general. Comprehensive exams were replaced by e-portfolios among ALA programs while a dissertation remains the preferred choice of capstone requirement for CILIP.Originality/valueScant studies compare accredited LIS programs worldwide, motivating the study of the similarities, differences and trends of LIS programs under the current globalized technology-driven knowledge economy. This paper seeks to fill the literature gap and promote a global discussion and understanding of LIS curricula in different regions of the world, guiding potential students to select their suitable LIS programs.

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The Role of Social Media as Aids for Accounting Education and Knowledge Sharing: Learning Effectiveness and Knowledge Management Perspectives in Mainland China

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Editorial: Special selection on contemporary bibliometric analytics

“…More institutions have moved to online learning mode in the past few years due to COVID-19 (Kabigting et al ., 2023; Li et al ., 2023; Tse et al ., 2022; Ye and Ho, 2022; Yi and Chiu, 2023; Yu et al ., 2023) and changed information habits of youths (Ding et al ., 2021b; Dong et al ., 2021; Yu et al ., 2022) and curricula (Ho et al ., 2023; Yew et al ., 2022; Li and Chiu, 2022; Ng et al ., 2022). Thus, a focus is on the dropout rates of massive open online courses (MOOCs).…”