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1.
Research on publication and citation patterns generally focuses on prolific or highly cited authors or on highly ranked programs. This study investigates the work and influence of a cross-section of library and information science (LIS) researchers at various stages of their academic lives, using a random sample of faculty members at programs accredited by the American Library Association. The analysis shows that the number of publications increases steadily as faculty rank advances. Assistant professors publish more conference papers and fewer journal articles, a pattern that is reversed with associate and full professors. Researchers used Web of Science® and Google™ Scholar to determine the influence of the publications. Web of Science reported no citations for most LIS faculty publications. With its broader scope, Google Scholar located more citations and revealed that the works of professors are cited significantly more frequently than publications by assistant or associate professors. When faculty profiles are compared by type of program, faculty members at schools granting doctoral degrees publish significantly more than their counterparts at schools where there is no doctoral program or where the doctoral degree is offered jointly with other academic units. When the comparison is made across ranks, full professors publish significantly more than faculty members at other ranks. There is no significant difference between assistant and associate professors.  相似文献   

2.
One aspect of faculty effectiveness can be measured through research productivity, and publication and citation rates can serve as an indicator of that productivity. This study, the fourth in a series to examine LIS faculty and program productivity as measured by publication and citation, uses the same methodology as the previous investigations. A consistent data instrument (the Social Science Citation Index) provided publication and citation data for LIS faculty, covering the years 1999 to 2004. Tables show the faculty and programs with the highest publication and citation rates, both overall and per capita, as well as a cumulative ranking of LIS programs based on faculty research productivity. This study, in conjunction with the three previous, documents an increase in LIS research productivity, suggesting an increase in faculty effectiveness.  相似文献   

3.
《Public Services Quarterly》2013,9(1-2):191-220
SUMMARY

Information literacy instruction is integrated into the distance education program in library and information science (LEEP) at the University of Illinois, Urbana-Champaign (UIUC). This article describes the LEEP program and the library services provided to its students. Published research on LEEP and related topics in librarianship is reviewed. Student evaluations of library instructional sessions have been gathered since 2002, shared with teaching faculty and administrators, and used to improve and promote information literacy instruction within LEEP. In the fall of 2005, the instructional model for LEEP was adapted to the on-campus environment. Preliminary analysis of the on-campus student evaluations suggests that modifications are needed to deliver an equivalent learning experience to all LIS students at UIUC, whether on-campus or off.  相似文献   

4.
This study investigated information technology (IT) courses offered in American Library Association–accredited library and information science (LIS) programs and the role of faculty with different professional ranks in teaching those courses. More than 20% of the courses offered in 42 programs in the academic year 2002 are IT-related, and 57% of the programs require one particular IT course as part of their core requirements for the master's degree. The contents of the IT courses range widely and go beyond traditional library settings. Faculty with different professional ranks teach significantly different subject areas of the IT courses. Almost half of the junior faculty and more than half of the senior faculty are from multidisciplinary fields; others have a traditional LIS background. Junior faculty's predominant research areas are as follows: information issues; information needs, information-seeking behavior, and information services; cognitive science; systems analysis and evaluation; and information organization.  相似文献   

5.
A survey was conducted among library and information science (LIS) practitioners to examine the effect of the research methods course on LIS practitioners' work. Findings suggest the research methods course is a valuable component of the master's in library and information science (MLIS) program. Taking the research methods course increases LIS practitioners' research interest and assists them by helping them critically evaluate published literature and apply it at work, provide better assistance to library patrons, produce valid and reliable data to facilitate decision making, identify problems at work and design and implement studies to solve them, and write grants and for publication. Suggestions are made to improve the research methods curriculum and enhance the educational experience for LIS practitioners.  相似文献   

6.
Journal articles are the most common publication format for U.S. academic health sciences librarians. This is consistent with the findings of other researchers. Of the total publications in this study, 68% were in journals. Watson found that 69% of the academic librarians' publications were published in some type of journal [8]. Similarly, Yerkey and Glogowski found that 67% of the publications in their study were journal articles, although their population consisted of all types of authors of library/information science materials [9]. Both the present study and Watson found that monographs were the second most common publication outlet. Watson found that 16% of the total publications were monographs; the current study identified 14.8% of the total publications as monographs [10]. Although Watson's findings are similar to the newer results, it is important to note that Watson's study was conducted in a different manner and included book reviews, which were not counted in the present study. The health sciences librarians in the present study published more than two thirds of their articles in library/information science journals and 27% in health sciences journals. Similarly, in Yerkey and Glogowski's study, the second-largest number of library/information science articles appeared in medical and health sciences journals [11]. Fang also found that 22.57% of the journal articles on health sciences librarianship or by health sciences librarians were in medical journals [12. This seems to demonstrate the desire of health sciences librarians to communicate with the health professionals. Yerkey and Glogowski that library and information science is an interdisciplinary field, "borrowing and supplying information to and from other disciplines"[13].  相似文献   

7.
This article provides the first comparison of citation counts and mentoring impact (MPACT) indicators — indicators that serve to quantify the process of doctoral mentoring. Using a dataset of 120 library and information science (LIS) faculty members in North America, this article examines the correlation between MPACT indicators and citation counts. Results suggest that MPACT indicators measure something distinct from citation counts. The article discusses these distinctions, with emphasis on differences between faculty ranks. It considers possible explanations for weak correlations between citations and mentoring at the full professor rank as well as implications for faculty activity analysis and broader institutional evolution.  相似文献   

8.
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9.
The preferences of the authors of Chinese library and information science (LIS) journal articles in citing Internet sources were investigated using eight premium Chinese LIS journals from Chinese Social Sciences Citation Index (the observation group) and 10 journals in other disciplines (the control group) from the same database from 1999 to 2008. A total of 252,881 citations were analyzed in terms of count, domain name, and citing purposes. The results show that (a) in comparison to the disciplines in the control group, LIS articles in Chinese journals indicated a strong preference for citing Internet sources, and this preference is increasing; (b) LIS articles did not seem to discriminate against domain names when citing Internet sources; and (c) LIS articles cited more Internet sources as evidence to support research results and conclusions. Excessive dependency on Internet sources may raise concerns over the quality, research ethics, and credibility of research publications. Chinese LIS researchers should place more emphasis on the disadvantages of Internet sources as supporting material. Guidelines and criteria to help researchers, journal editors, students, and librarians assess information on the Web need to be developed.  相似文献   

10.
The Future Voices in Public Services column is a forum for students in graduate library and information science programs to discuss key issues they see in academic library public services, to envision what they feel librarians in public service have to offer to academia, to tell us of their visions for the profession, or to tell us of research that is going on in library schools. We hope to provide fresh perspectives from those entering our field, in both the United States and other countries. Interested faculty of graduate library and information science programs, who would like their students' ideas represented in these pages, are invited to contact Nancy H. Dewald at nxd7@psu.edu.

Brigitte Burris is a graduate student at Drexel University's iSchool and also works as a librarian at the University of Pennsylvania. At a time when many librarians hope for the expansion of open access to scholarly resources, Burris here proposes a method of adding attributes to articles in institutional repositories in order to increase faculty members' incentive for depositing their scholarly articles.

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The iSchool at Drexel's Master of Science in Library and Information Science, MS(LIS), is the second oldest program of its kind in the nation, and one of just 56 ALA-accredited programs. More technologically oriented than other programs, the MS(LIS) prepares graduates for a wide variety of positions including academic librarian, knowledge management specialist, systems librarian, digital librarian, Web developer, and competitive intelligence analyst. The 2009 edition of U.S. News & World Report's “America's Best Graduate Schools” rated the MS(LIS) program 11th in the nation overall, with specialties in information systems and digital librarianship ranking fifth and sixth, respectively. The iSchool at Drexel's faculty has been nationally recognized, ranked by Academic Analytics, a third party company benchmarking academic excellence, as 8th in the nation for scholarly productivity.  相似文献   

11.
We investigate the contributions of scientific software to library and information science (LIS) research using a sample of 572 English language articles published in 13 journals in 2008, 2011, 2014, and 2017. In particular, we examine the use and citation of software freely available for academic use in the LIS literature; we also explore the extent to which researchers follow software citation instructions provided by software developers. Twenty-seven percent of the LIS journal articles in our sample explicitly mention and use software. Yet although LIS researchers are becoming increasingly reliant on software that is freely available for academic use, many still fail to include formal citations of such software in their publications. We also find that a substantial proportion of researchers, when documenting software use, do not cite the software in the manner recommended by its developers.  相似文献   

12.
A citation analysis of 61 library science and information science dissertations revealed some interesting publication patterns. About 80% of the citations are to single authors, and as in analyses of periodical literature, males are cited more than females overall (about 61% to 39%). In dissertations related to school or public libraries, the male/female distribution is less disparate; for studies in academic or special libraries two thirds of the authors are male, and male authorship is 75% when only information science dissertations are analyzed. Journal articles are cited more than books, book chapters, proceedings, theses, and other formats with College & Research Libraries and Journal of the American Society for Information Science used most. Library and information science is impacted by several other disciplines, primarily education, computer science, health/medicine, psychology, communications, and business. Authors cited in dissertations represent a somewhat less parochial list in terms of citing U.S. publications than authors cited in studies analyzing journal citations; over half of all works cited were published within the last 10 years.  相似文献   

13.
The Future Voices in Public Services column is a forum for students in graduate library and information science programs to discuss key issues they see in academic library public services, to envision what they feel librarians in public service have to offer to academia, to tell us of their visions for the profession, or to tell us of research that is going on in library schools. We hope to provide fresh perspectives from those entering our field, in both the United States and other countries. Interested faculty of graduate library and information science programs who would like their students' ideas represented in these pages are invited to contact Nancy H. Dewald at nxd7@psu.edu.

Martha Stortz is a student in the Library and Information Science (LIS) program at the University of Western Ontario. In this essay she offers her perspective on the teaching of librarianship.

The University of Western Ontario's LIS program is part of the Faculty of Information and Media Studies (FIMS) and enjoys the benefits of interdisciplinarity brought about by collaboration with other FIMS programs such as Journalism and Media Studies. Originally founded as the independent School of Library and Information Science in 1967, the school merged with other programs in 1996 to form FIMS. Two major LIS programs of study are offered: one leading to the Master of Library and Information Science (MLIS) and the other to the Doctor of Philosophy (PhD). The MLIS program is accredited by the American Library Association.

*****  相似文献   

14.
In spite of the increasing use of qualitative research methods in library and information studies, it is unclear whether using qualitative methods (grounded theory, ethnography, and phenomenology) results in an above average impact in library and information science (LIS). Articles using any of the three qualitative methods published from 2003 to 2013 and indexed in Web of Science in the category of “Information Science & Library Science” (N?=?299) were studied. The number of citations and Mendeley readers for each article was compared to the other articles published in the same journal and same volume using mean normalised rank (rank-1/articles-1). The results showed no statistically significant difference between the citation rates of qualitative articles with those of other articles. Qualitative articles on average had a smaller Mendeley readership than the other articles did and the difference was statistically significant. Given the increasing interest in qualitative methods, it is suggested that LIS schools in their education programs and journals in their editorial policies should put more emphasis on issues related to the rigour of qualitative research.  相似文献   

15.
《图书馆管理杂志》2013,53(3-4):213-228
Summary

Graduate schools of library and information science (LIS) are rediscovering civic engagement. Examples illustrate how LIS students further diversity efforts through service-based learning experiences. LIS students involved in the American Library Association's Spectrum Initiative helped plan the leadership institute and the longitudinal study of scholars. Students prepared pathfinders for faculty at tribal community colleges and tribal schools. LIS students helped develop and operate “If I Can Read, I Can Do Anything,” a national reading program for schools serving Native children. LIS students helped create a virtual tour of the National Museum of the American Indian (NMAI).  相似文献   

16.
ABSTRACT

In 2013, we conducted a survey of faculty and recent graduates from graduate schools of library and information science (LIS). The purpose of this study was to assess student (as represented by recent graduates) and faculty awareness and opinions about incorporating content about Indigenous ways into their curricula. In short, we found that recent graduates and their faculty were both aware of Indigenous ways but sought varying ways to inform themselves. Faculty believed that they covered this topic in the classes they taught, while graduates reported that they did not hear of Indigenous ways in their course work. Of the courses that LIS students take in their programs, a class on collection management provides a useful platform through which to explore Indigenous identity and access and care of Indigenous cultural knowledge.  相似文献   

17.
Connecting academic libraries to the higher education environment is crucial for demonstrating the impact of libraries on student success. The purpose of this study is to examine the information transfer between the disciplines of library and information science (LIS) and higher education in order to evaluate the influence of ideas between the two disciplines. Information transfer was analyzed in 39 articles focused on the library's contributions to student success by examining the cited references, the author and collaborator affiliations, and the forward citations. The findings from the cited reference analysis suggest that LIS is borrowing concepts and methods through citations from the discipline of education. Authorship affiliations showed that some non-LIS authors are publishing in the field of LIS and that LIS authors are collaborating with non-LIS authors. Finally, based on the forward citations, other disciplines are rarely citing LIS research about student success. This article's findings highlight the need to consider research and collaborators outside of the LIS field when researching the library's contribution to student success.  相似文献   

18.
The study is informed by the Punctuated Equilibrium Theory and the Diffusion of Innovation Theory. The integrative theoretical approach allowed for methodological pluralism and enabled the researcher to discuss two distinct types of change, namely evolutionary change and revolutionary change. Both qualitative and quantitative methodologies were employed. The qualitative methodology was dominant, while the quantitative methodology was supplementary. The study integrated case study and survey research methods within a single research design. Respondents in the case study were surveyed using survey questionnaires and in-depth interviews. The population of the study comprises all LIS faculty staff, Deans/Heads of Departments (HODs) in higher education institutions (HEIs) offering LIS education in Zimbabwe. The study found that LIS faculty members have high awareness levels and optimism about paradigm shifts in the fields of library and information science. Despite this awareness, knowledge and optimism, LIS faculty staff are victims of paradigm effects and paradigm paralysis. This suggests that for any change initiatives to succeed, LIS faculty members need to break the chains of paradigm effects and paralysis. Until the chains are broken no meaningful evolutionary or revolutionary change can happen in LIS education and training in Zimbabwe. The findings provide fundamental information for decision makers at national and institutional levels. The information can be used for the purpose of analysis, advocacy and strategic planning for educational reforms.  相似文献   

19.
Abstract

Using a scientometric approach, this study examines scholarly publications by library and information science (LIS) researchers affiliated with Iranian institutions that were published in non-Iranian journals and indexed in the Web of Science (WoS) database, together with publications in Iranian LIS journals from 1980 through 2016. The results show that Iranian authors published 538 LIS documents indexed in WoS and another 7,837 in national journals. The research article was the predominant document type at both the national and international levels. The total number of international publications in LIS by all countries was 313,449; Iran ranked 34th among the countries for publications in LIS.  相似文献   

20.
A widely held concern in library and information science (LIS) is that the relationship between research and practice, and particularly the communication of research to practice, is flawed. Through critical analysis of the literature, the authors examine the nature of the gap between research and practice, strategies to reduce the gap, and research on the effectiveness of the strategies. Eleven types of gap are identified: knowledge, culture, motivation, relevance, immediacy, publication, reading, terminology, activity, education, and temporal. Strategies proposed in the literature emphasize ways to increase practitioner research activity and to close the publications gap. Only one of the proposed strategies, inclusion of research reports in practitioner publications, is supported by research. The authors propose further research to evaluate this and other strategies based on recognition of a wider range of channels for communication of research to practice and the role of intermediaries between researchers and practitioners.  相似文献   

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