Information Schools: estado actual, tendencias y propuestas

Abstract

López-Borrull, Alexandre; Cobarsí-Morales, Josep (2017). Information Schools: estado actual, tendencias y propuestas". Anuario ThinkEPI, v. 11, pp. 53-57. https://doi.org/10.3145/thinkepi.2017.05 Resumen: Se presenta una panorámica sobre las iSchools y su evolución en los últimos años. Se describe el crecimiento en todo el mundo y sus perspectivas de futuro. Por primera vez las universidades adheridas a iSchools de fuera de los Estados Unidos son más numerosas que las estadounidenses. Asimismo, se están creando capítulos continentales, y se describe con mayor detalle el capítulo europeo. Se consideran las 6 iSchools ibéricas y algunas futuras vías de colaboración que se podrían establecer. Palabras clave: iSchools; UOC; UC3M; UPV; iCaucus; Universidades.Abstract: An overview of the iSchools movement and its evolution in recent years is presented. Its growth at a global level is described, stating that the number of centers outside the United States has surpassed the number inside. Perspectives of growth are analyzed. Continental chapters have been created, and the European one is described. Considering that, at present, there are 6 Iberian iSchools, some future possibilities for collaboration are suggested.

Building Capacities in Open Knowledge: Recommendations for Library and Information Science Professionals and Schools

“…The analysis by Rafiq et al (2017) revealed that training offered in LIS Schools are not fulfilling the requirements of LIS professionals. Some studies (López-Borrull and Cobarsí-Morales, 2017;de Alwis Jayasuriya et al, 2021;Muzamil and Nabeel, 2021) indicate that there is a lack of suitable training programmes and that LIS professionals are equipped with traditional knowledge for specialised librarianship roles, but the skills required in the new academic context and job market are given little importance in the existing LIS curriculums. Considering the ever-evolving ICT environment, LIS professionals need to develop high skills to adapt to these changes; thus, Ameen (2009) suggests that LIS schools should come forward to play their role in training working librarians.…”

“…In Europe, most of the LIS schools have already integrated digital librarianship in their taught programmes, and recently, there has been an increase in data literacy, as data is a core field of action for the European chapter of iSchools and one of the priorities of the European Commission and its European Data Portal (Audunson and Shuva, 2016;López-Borrull and Cobarsí-Morales, 2017;Wang, 2018;Van Hesteren and van Knippenberg, 2021). However, there is still a gap in education about openness (Rodriguez, 2015), which has not yet been fully embraced by LIS schools or programmes (Chiware, 2020).…”

“…As argued by Borrego (2015), the study of educational programmes in LIS studies tends to focus on other parts of the world rather than Europe; thus, it can be understood that there is no common European approach to LIS education. Consequently, the studies have been focussed on describing the general situation of education in LIS schools (Borrego, 2015) and on the evolution of the Information Schools (iSchools) network (López-Borrull and Cobarsí-Morales, 2017); so, the lack of regional studies in the European region is a research gap that we would like to address. Furthermore, these studies provide a contextual framework of LIS education, but they do not address the specific topic of the "openness, " which according to Ramirez-Montoya (2020) is understood as the capacity to bring together diverse sectors (educational, research, social, enterprise, and cultural) and is also one of the current challenges in the open science, open innovation and research, and open education landscapes.…”