This is the original Japanese language instrument (an english language translation is also available in dLIST: http://dlist.sir.arizona.edu/1308/) used in the study reported in Tsuji, Keita and Yoshida, Yuko and Miwa, Makiko and Takeuchi, Hiroya and Muranushi, Tomohide and Shibata, Masami (2006) Survey on Faculty of Library and Information Science Education in Japan. In Proceedings The Asia-Pacific Conference on Library & Information Education & Practice 2006 (A-LIEP), pages pp. 269-278, Nanyang Technological University, Singapore (URL: http://dlist.sir.arizona.edu/1271/). It is a questionnaire to survey the current status of the library and information education in Japan. The print form of this were sent to 835 full and part time instructors who led Shisho certification courses in universities and colleges in 2004. 397 responses were received. The results are as follows: (1) Many of them are male and only a half have Master's degree, (2) Relatively large number of instructors are aged and have not worked as instructors for many years, (3) About 40% had work experience as university librarian and one fourth had no library work experience, (4) Instructors with work experience emphasize practical side such as bibliography and English language in their classes while those with no experience emphasize library's objectives such as preservation of materials, (5) Instructors have strong dissatisfaction toward universities which tries to increase the number of students rather than improve the quality of education, insufficient faculty, and student abilities and motivation.

This paper reviews a paradigm shift in library science education in the 1950s and advocates another change in the future. This potential change is a response to the advances of information technologies and will be reflected in the curricula of LIS programs. According to the author, such paradigm shifts should happen at different levels, i.e., at the levels of undergraduate degrees, the Masterâ s degree, the PhD, and continuing professional education.

The paper discusses competencies for new age information professionals. Emphasis has been on the changes within LIS market during the last 2-3 decades, with a particular emphasis on the new roles LIS professionals have to assume in information and knowledge management positions in the corporate world. Management and functional competencies have also been explored, that would make LIS professionals relevant in the emerging market.

This is an English language translation of Japanese instrument which can be found in http://dlist.sir.arizona.edu/1276/. The original Japanese instrument was used in the study reported in (Tsuji, Keita and Yoshida, Yuko and Miwa, Makiko and Takeuchi, Hiroya and Muranushi, Tomohide and Shibata, Masami (2006) Survey on Faculty of Library and Information Science Education in Japan. In Proceedings The Asia-Pacific Conference on Library & Information Education & Practice 2006 (A-LIEP), pages pp. 269-278, Nanyang Technological University, Singapore (URL: http://dlist.sir.arizona.edu/1271/)). It is a questionnaire to survey the current status of the library and information education in Japan. The print form of this were sent to 835 full and part time instructors who led Shisho certification courses in universities and colleges in 2004. 397 responses were received. The results are as follows: (1) Many of them are male and only a half have Master's degree, (2) Relatively large number of instructors are aged and have not worked as instructors for many years, (3) About 40% had work experience as university librarian and one fourth had no library work experience, (4) Instructors with work experience emphasize practical side such as bibliography and English language in their classes while those with no experience emphasize library's objectives such as preservation of materials, (5) Instructors have strong dissatisfaction toward universities which tries to increase the number of students rather than improve the quality of education, insufficient faculty, and student abilities and motivation.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3081662."

<p> Data models built for analyzing student data often obfuscate temporal relationships for reasons of simplicity, or to aid in generalization. We present a sequence model that is based on temporal relationships in heterogeneous student data as the basis for building predictive models to identify and understand students at risk. The properties of our sequence data model include temporal structure, segmentation, contextualization, and storytelling. To demonstrate the benefits of these properties, we have collected and analyzed 10 years of student data from the College of Computing at UNC Charlotte in a between-semester sequence model, and used data in an introductory course in computer science to build a within-semester sequence model. Our results for the two sequence models show that analytics based on the sequence data model can achieve higher predictive accuracy than non-temporal models with the same data. The sequence model not only outperforms non-temporal models to predict at risk students, but also provides interpretability by contextualizing the analytics with the context features in the data model. This ability to interpret and explore the analytics, enables the development of an interactive exploratory learning analytics framework to involve the domain experts in the process of knowledge discovery. To show this potential of the sequence model, we developed a dashboard prototype and evaluated the prototype during focus group with our college faculty, advisors, and leadership. As a result, the dashboard facilitates generating new hypotheses about student data, and enables the discovery of actionable knowledge for domain experts.</p><p>

Information is documented as data value in planning, decision making and evaluation of any programme, therefore any informed decision would be based on the kind of information that the decision maker has. Information seeking behaviour can be described as an individual’s manner of gathering and sourcing information for personal use, knowledge update and development. In the light of this Information, this study examined the information seeking behaviour of postgraduate students at the University of Fort Hare and Rhodes University. The study went further to understand the impact the introduction of new technology has on postgraduate students’ information seeking behaviour. The study was limited to postgraduate students in the faculties of Humanities, Social Sciences and Education at the University of Fort Hare and Rhodes University. These disciplines were selected because of Whitemire (2002:637)’s opinion that students studying humanities, social sciences and education carry out more information seeking activities than students studying hard sciences such as Mathematics and other Natural Sciences. The aim of the study was to establish how postgraduate students seek and gather information for academic use. The objectives of the study were as follows: to find out information sources that postgraduate students value the most and determine where they find such resources; to identify the activities postgraduate students engage in when seeking for information; to establish the factors which influence postgraduate students information seeking behaviour and to determine methods that postgraduate students use to obtain relevant information. Both quantitative and qualitative research methodologies were employed in a survey. The main research instrument was a questionnaire supported by focus groups and face to face interviews. The results showed that postgraduate students utilised different sources of information when seeking information for academic use. Internet usage however was established as the information source that postgraduate students valued and relied on most. Few respondents indicated that they still visited the library and browsed the shelves and found information that met their needs in books. Reports on consulting librarians for help were low. Although the study was not on information seeking behaviour and age, the researcher noticed that mature students did not make use of information technologies effectively and also called themselves “Born Before Technology” generation. The study also established that postgraduate student’s preferred or conveniently accessed Internet and other electronic sources of information in the libraries, even though the two Universities have postgraduate computer laboratories and students could also access electronic sources of information at their residences through wireless connection. The researcher also noted that postgraduate students relied more on lecturers and supervisors for the choice of information sources, rather than independently searching to find the most appropriate documents to use. Postgraduate students used keywords to obtain relevant information when searching electronic sources. The respondents strongly agreed that they felt frustrated, confused, disappointed and demotivated if they did not find relevant information for their searches. This validates Kuhlthau (1991)’s Information Seeking Process model (ISP) as it not only focuses on the information seeking process, but also on emotions, thoughts and expressions of the user when searching information. The study recommends the following: optional computer literacy programmes for postgraduate students, extended library orientation for postgraduate students, mentorship programmes, extended information literacy programmes, appointment of research and subject librarians as well as more faculty librarians and improvement in library marketing.

No description available.

Library leadership is almost an unexplored area in LIS education and literature in Pakistan. All library education schools in the country offer management courses to impart skills needed for managing libraries but there hardly exists awareness regarding the importance of inducing leadership concept and traits—as distinct to managerial skills—among LIS academia, researchers and practitioners. The paper explores different aspects of the issue with specific reference to Pakistan by using triangular research method. The review of the literature was instrumental in developing data-gathering tools. Data was obtained from professionals through questionnaire, content-analysis, focus group, discussion and personal observation & experience. The paper identified fundamental leadership attributes required for LIS professionals and their status among professionals in Pakistan. General and specific barriers related to the profession were also identified as LIS education, poor working of professional associations, low profile among the public, low status among other colleagues in the same organization, low self-esteem and so forth. Findings suggest that emerging social, professional and technological scenario in the country requires information professionals, with leadership qualities, to foresee and create the future by timely planning and not become the victim of unforeseen changes. The role of the concerned quarters in this regard has also been suggested.

This paper presents results from twenty-one semi-structured interviews with museum information professionals who were asked about their experiences working with information resources, tools, and technologies in the museum environment. These interviews were analyzed to determine common elements in the participantsâ career paths, educational backgrounds, and on-the-job experiences. Based on this analysis, we identified five factors that we believe will influence the ability of Library and Information Science (LIS) students to succeed as information professionals in museums. This paper will provide guidance for LIS students who wish to pursue museum careers, answering the question, â How do I become an information professional in a museum?â