This PowerPoint file contains 21 slides and was presented in the 2005 ALISE Conference, Session 5.1 - Collaborative Projects between LIS Schools in Different Countries. This presentation calls for collaborative projects in LIS education between the U.S. and Latin American countries. By highlighting the necessity of cooperating with Latin American Library Schools, the presentation emphasizes the importance of enhancing the quality of the LIS classrooms. It describes steps toward establishing mutual collaborations and points to some issues in the conduct of the projects.

This is a PowerPoint presentation (33 slides) on Wednesday January 12, 2005 in Session 4.2: Electronic Resources: Current Practices, Employer Expectations, and Teaching Strategies, sponsored by the Technical Services Education SIG at the 2005 ALISE Conference, Boston, MA. In order to prepare entry-level catalogers and offer cataloging-related courses, this research identifies the technical skills and competencies that a student should possess for entering the library world. It reviews 495 position announcements for catalog librarians from September 1, 2000 and August 31, 2003 and presents some useful observations. By evaluating the findings, this research makes suggestions to the development of a core curriculum in cataloging education.

Education for library profession is a revolutionary process. The core of the curricula is the people in relation to the information itself and technology that enable the provision of this information. There is a need to produce library science graduates with sophisticated management and policy and planning skills and the vision to translate core values of today and tomorrowâ s information world. Due to the ongoing developments in information technology sector, the information professionals trained in the latest information handling techniques would also become obsolete after a short time. Hence, the curricula must be reviewed constantly to determine whether the changes are in tune with the present and future job requirements.

This presentation has 14 slides and was given at the 2005 ALISE Conference, Session 1.1 - The Pedagogies of Library and Information Science Distance Education Programs. It introduces Syracuse University's experience in the development and application of distance education. The presentation reviews how distance education has been incorporated into the regular curriculum at Syracuse, and talks about the appropriateness of managing residence and non-residency programs. According to the author, distance education should be handled as an integrated part of the university community. The author also identifies the directions for future development of distance education.

The purpose of the present study is to determine, by building a model that predicts a judgment of perceived quality, what the profession means by "perceived quality of schools of library and information science." The study examines quantifiable characteristics of two groups of library schools: those ranked in both of Herbert S. White's perception studies and those not ranked in both. Multiple regression and discriminant analysis were used to build a model that showed clear differences between the two groups of schools. On the basis of several variables that define aspects of a program's size, finances, age, leadership, and rigor, the analysis showed that ranked and unranked schools form two mutually exclusive groups whose membership can be predicted with better than 98 percent accuracy. It also showed the perceived quality of a school's master's degree (M.L.S.) program is associated with the following variables, listed in decreasing order of importance: the half-life of the school's doctoral graduates, its budget and outside income, its age, its faculty's productivity, and the number of its students.

This pdf presentation (20 slides) was presented in Session 4.4 â Special Information Agencies and Issues (Juried Papers), at the 2005 ALISE Conference. It highlights the need for information professionals in museums and summarizes the results of a survey that investigated the composition of museum professionals in terms their training, experience, and expectations. It identifies the problems and potentials of information technologies for museums, and the presentation underlines strategies for developing the LIS curriculum to train students with necessary skills.

Making the inquiry into student learning a key component in Library and Information Science (LIS) education and increasing learning by fostering individual inquiry and developing a community that will support such an inquiry fits well within a field of LIS where dealing with inquiries on a daily basis is a major part of our work, providing more flexibility and developing and engaging in different communities of inquiry with people from all walks of life. The authors are trying to explore and demonstrate a strong connection between inquiry-based learning (IBL) concepts in LIS education and a development of scholarship of teaching and learning (SOTL). Building the parallels between the Ernest Boyerâ s paradigm of scholarship and John Deweyâ s cycle of inquiry, they put forward an argument that inquiry-based learning in LIS is a new approach to a Scholarship of Teaching and Learning in LIS education. Presentation consists of the following parts: (1) A short overview of the Scholarship of Teaching and Learning which will include some background information, definitions and characteristics of SOTL including Boyerâ s paradigm followed by a brief overview of the SOTL-related activities at the University of Illinois at Urbana-Champaign (UIUC) as well as a Graduate School of Library and Information Science (GSLIS) (2/3) Inquiry and inquiry based learning and how we bring an inquiry approach to LIS education. A description of inquiry related work and activities at GSLIS including newly launched Community Inquiry Initiative (CII) linking them to SOTL (4) Report on the results of a pilot study of the students taking the Community Inquiry (CI) track courses

The focus of the information profession (LIS profession) has been and continues to be: providing access to and delivery of information needed by end-users. Until the arrival of the Internet and online era this activity was largely library-centered. But there is increasing ‘dis-intermediation’ and ‘deinstitutionalization’ of the process of information search, access and delivery. This has implications for manpower development programmes. The composition of the emerging information market also needs to be understood in order to design and implement appropriate manpower development programmes. Based on an examination of ‘market indicators’ this paper suggests that the ‘divide’ between products of educational programmes and the requirements of the market place needs to be bridged.

Text in Chinese. English abstract translated from Chinese. / The community of libraries and information centers is demanding professionals who are equipped with skills in personal communication, leadership and creativity, besides professional expertise. However, library and information science schools are not cognizant of this; students lack particular training in this regard. To meet industry market demand, library and information schools need to incorporate this kind of generalist training into their curriculum.

This is the introductory presentation (of 7 slides) by Lynn Connaway on Thursday, January 13, 2005 to the session "Intriguing Interdisciplinary Initiatives" convened by the Research SIG at the ALISE 2005 Conference. Lynn Connaway and Marie Radford were the 2004 Research SIG session organizers. In this short introduction Connaway highlighted the framework for collaboration, the barriers and benefits of collaboration.