Distance Education in Library and Information Science in Asia and the Pacific Region

Sacchanand, Chutima

doi:10.1177/034003529902500206

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…Critics of distance learning systems point out the inadequacy of the system in terms of imparting real practical skills that will enable students to move into the workplace. This is an arguable point since there are many good examples of practical, skills-based LIS education programmes around the world (Xiaoying, 1997;Sacchanand, 1998;Ruksasuk, 1999). However, for those already in the workplace, ideally a new system is necessary to combine media-based learning alongside their work in a practical environment to assist distance learning students to compete in the employment market.…”

Section: Resultsmentioning

confidence: 99%

Library and information science distance education and continuing professional development in Pakistan

Bhatti

Arif²

2006

Library Review

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Purpose-To reiterate and update previous work in this area in the light of intervening developments in educational technology; and in particular to demonstrate the value of distance education for those sections of Pakistani society who are not well served by conventional educational methods. Those in need of workplace learning and similar forms of educational outreach are an important subset of this population. Design/methodology/approach-This is a historical account of distance learning in LIS education in Pakistan, with particular reference to the role of the Allama Iqbal Open University (AIOU), and also some conclusions and pointers for the future drawing on developments from 1999 to date. Findings-Distance education has a unique role to play in Pakistan, where high university drop-out rates in conventional Higher Education, the need for outreach to the remote, rural poor, and the social barriers placed between women and participation in traditional education are notable features of social and educational life. Research limitations/implications-This paper presents some of the challenges to be faced by practitioner researchers in helping further understanding of how distance learning and education can be offered successfully to a variety of sections of Pakistani society, including those with a need for vocational training in general and for continuing professional development in the workplace in particular. Practical implications-The example chosen of Allama Iqbal Open University (AIOU) gives a practical context to the paper's assertions about the value and potential of distance education in the developing world. Originality/value-The paper gives some insight into how 'developed' world models of distance education, delivered via the new media, might offer the way forward to existing distance education activities in the developing world.

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Section: Resultsmentioning

confidence: 99%

Library and information science distance education and continuing professional development in Pakistan

Bhatti

Arif²

2006

Library Review

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“…We discerned three barriers to completeness in our systematic review process. First, in using popular, U.S.-centric databases, we missed important research from non-U.S. scholars and sites (e.g., Sacchanand, 2015Sacchanand, , 2016. Second, in selecting journal articles, we eliminated important scholarship from conference proceedings, book chapters, and other scholarly communication avenues.…”

Section: Five Approaches To Curricular Reformmentioning

confidence: 99%

Systematic Review of Diversity and Curriculum Improvement Case Studies

Ryan,

Rashid

2023

PAAC

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How should Library and Information Science (LIS) programs assess and refine their diversity, equity, and inclusion (DEI) instruction? We should leverage the work of health science departments. In a systematic review of DEI curriculum advancement studies published from 2010-2022, we located 46 studies concentrated in the health sciences (n=20). We found five article characteristic trends in: (1) year of publication, (2) discipline, (3) study location, (4) research methods, and (5) highly-included identity topics. We found five prevalent approaches to curricular improvement: (1) an early all-student intervention, (2) a focus on cultural humility as the outcome, (3) attention to classroom climate and safety, (4) multi-year data analysis, and (5) a working group as leader of curricular change. Throughout our project, we noted three challenges to conducting systematic reviews: (1) the U.S. bias of selected library databases, (2) missed studies due to database indexing and other issues, and (3) student coding issues. Our research suggests that dozens of strategies exist for measuring existing curricular content, that curricular change requires significant investment, and that LIS should transition to cultural humility as the focal outcome of diversity instruction.

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“…En ese sentido, vale la pena empezar por los bibliotecarios, quienes no son suficientemente valorados para la enseñanza de los cursos de ALFIN y a quienes los académicos no ven como colegas pedagogos. En este punto, Chen & Lin (2011), Iannuzzi (2000), Wang (2011), Pritchard (2010), Sacchanand (2012) y Parker (2003) comentan que los bibliotecarios son los especialistas en información y deben estar en contacto con los académicos para desarrollar, planificar, implementar y evaluar programas de ALFIN a través del diseño curricular, así como las facultades académicas deben percibirlos como aliados potenciales para el desarrollo de planes de estudio, por los conocimientos y experiencias que tienen desde su disciplina. Además, es importante que la integración de las habilidades informativas en los planes de estudio se dé en el primer año, ya que los programas de ALFIN están mejor integrados en dichos niveles y atraen la atención de los estudiantes.…”

Section: Posibles Soluciones Para La Integración De La Alfin En El Cu...unclassified

La alfabetización informacional y el currículo en la educación superior latinoamericana

Villegas-Muro

Machin-Mastromatteo

2023

Resep

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Este artículo presenta el análisis teórico de diversos autores sobre la importancia de la Alfabetización Informacional (ALFIN) como uno de los aspectos centrales en el currículo para las universidades latinoamericanas. En dicho análisis se busca determinar las causas que afectan su integración al currículo y se encuentra, entre otras, que la enseñanza de esta habilidad es impartida por profesores que no son investigadores, falta una efectiva comunicación entre la biblioteca y la universidad y la preparación pedagógica de los bibliotecarios para su enseñanza. Posteriormente, se hacen algunas recomendaciones sobre posibles soluciones para integrarla a los planes de estudio, como involucrar a los bibliotecarios, junto con los académicos, en el diseño curricular, generar nuevos perfiles de bibliotecario, ofrecer materias de biblioteca en primeros semestres de la licenciatura y desarrollar el interés de los estudiantes por aprender dicha habilidad, así como incidir en su curiosidad para investigar.

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Distance Education in Library and Information Science in Asia and the Pacific Region

Cited by 8 publications

References 3 publications

Library and information science distance education and continuing professional development in Pakistan

Library and information science distance education and continuing professional development in Pakistan

Systematic Review of Diversity and Curriculum Improvement Case Studies

La alfabetización informacional y el currículo en la educación superior latinoamericana

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