Professional Competencies for the Digital Age: What Library Schools Are Doing to Prepare Special Librarians

Varlejs, Jana

doi:10.26443/el.v26i1.182

Cited by 2 publications

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“…4 Within this LIS environment, Varlejs raises several questions concerning the skills and knowledge now needed by information professionals, especially what LIS education was offering that was relevant to preparing graduates for careers in the special library sector. 5 Moreover, IL instruction must be accompanied by an assessment that measures students' learning outcomes in information competencies. There are numerous assessment strategies, methods, and tools currently available.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

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Understanding perceptions of Library and Information Science (LIS) students on two dimensions-belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)-is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies: principal competencies reflected the most positive insights from students, while the secondary ones were the most weakly perceived and consequently the most in need of encouragement. This is one of the few studies on the subjective profile of LIS students, including improvement initiatives relating to the weakest competencies.here is no doubt that all developed countries are in need of increasing Information Literacy (IL) awareness of their citizens on the vital importance of this issue. In the case of a special kind of citizen-the students (undergraduates and graduates) of Library and Information Science (LIS)-their state of awareness on IL ought to be even more important, as skills and capabilities within IL are key requirements for their future professional practice. Closely related to LIS students' awareness, two kinds of perceptions are key: belief in the importance of such competencies, and Self-Efficacy. The significance of these perceptions is evident, as they influence students' attitudes and behaviors. The belief in importance (BIM) concept, which some educators identify with the idea of motivation, refers to the rating of the importance of certain competencies on the part of students. Self-Efficacy (SE) seems to be a more sophisticated idea, often defined as people's beliefs about their capabilities to produce the designated levels of performance. SE determines how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes: cognitive, motivational, affective, and selection.1 Information literacy self-efficacy and academic motivation, one could argue, both play important roles in student academic development.2 There is a third dimension, of a qualitative nature, which also affects students' awareness, which arises from the student's preferred choice of learning sources (LS). Four sources of learning have been examined in this study: classroom, library, specific courses, and self-learning. Although students actually resort to all these sources, we hope to ascertain to what extent each of them is used, as this will help to form a profile of the students' IL behavior.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Printo¹,

Pascual²

2017

CRL

View full text Add to dashboard Cite

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Exploring LIS Students Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Pinto¹,

Pascual²

2016

College & Research Libraries

View full text Add to dashboard Cite

Understanding perceptions of Library and Information Science (LIS) students on two dimensions-belief in the importance (BIM) of a set of core information competencies, and Self-Efficacy (SE)-is pursued. Factor analysis implementation raises a clear distinction between BIM and SE results. This analysis points to two sets of competencies: principal competencies reflected the most positive insights from students, while the secondary ones were the most weakly perceived and consequently the most in need of encouragement. This is one of the few studies on the subjective profile of LIS students, including improvement initiatives relating to the weakest competencies. here is no doubt that all developed countries are in need of increasing Information Literacy (IL) awareness of their citizens on the vital importance of this issue. In the case of a special kind of citizen-the students (under-graduates and graduates) of Library and Information Science (LIS)-their state of awareness on IL ought to be even more important, as skills and capabilities within IL are key requirements for their future professional practice. Closely related to LIS students' awareness, two kinds of perceptions are key: belief in the importance of such competencies, and Self-Efficacy. The significance of these perceptions is evident, as they influence students' attitudes and behaviors. The belief in importance (BIM) concept, which some educators identify with the idea of motivation, refers to the rating of the importance of certain competencies on the part of students. Self-Efficacy (SE) seems to be a more sophisticated idea, often defined as people's beliefs about their capabilities to produce the designated levels of performance. SE determines how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes: cognitive, motivational, affective, and selection. 1 Information literacy self-efficacy and academic motivation, one could argue, both play important roles in student academic development. 2 There is a third dimension, of a qualitative nature, which also affects students' awareness, which arises from the student's preferred choice of learning sources (LS). Four sources of learning have been examined in this study: classroom, library, specific courses, and self-learning. Although students actually resort to all these sources, we hope to ascertain to what extent each of them is used, as this will help to form a profile of the students' IL behavior.

show abstract

Professional Competencies for the Digital Age: What Library Schools Are Doing to Prepare Special Librarians

Cited by 2 publications

References 0 publications

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Exploring LIS Students’ Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

Exploring LIS Students Beliefs in Importance and Self-Efficacy of Core Information Literacy Competencies

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