This study presents a policy-oriented case analysis conducted in Iran, aimed at revising the internship curriculum in Medical Library and Information Science (MLIS) to better reflect societal and professional needs. The policy recommendations were derived from evidence generated through a preliminary descriptive cross-sectional study. A structured three-phase approach was employed in the development of the policy brief, utilizing a combination of complementary methods: a comprehensive literature review; a structured survey of key stakeholders using researcher-developed questionnaires; and content analysis of preliminary curriculum drafts, supplemented by focused group discussions. Findings revealed that the existing curriculum falls short in meeting labor-market expectations and coping with rapid technological changes. To address these gaps, the study recommends a redesigned internship framework grounded in expanded practical training across diverse environments, including research centers, clinical settings, and information management units. The proposed model consists of three distinct phases: pre-practicum, practicum, and post-practicum. In resource-limited contexts, the use of virtual internships, simulations, and scenario-based learning is encouraged. Additionally, the integration of both qualitative and quantitative assessment strategies is advised to ensure comprehensive evaluation. Emphasizing emerging domains and digital tools is considered essential for aligning the curriculum with future professional requirements and enhancing national academic capacity in medical information science.
The purpose of this article is to analyse current trends in library and information education in Kazakhstan and identify mechanisms for supporting continuous professional development of librarians in the context of digital integration and modernization. The study used a survey of 120 library students from two Kazakh universities, content analysis of educational programs, and comparative analysis of Kazakhstan's library education programs against international standards from European and Asian countries. The results of the study showed that training programs for future librarians have changed significantly in the context of digital integration. The analysis revealed that most librarian courses focus on improving skills in working with electronic resources, studying databases, and using digital tools to effectively serve users. Students of library specialities are actively involved in practical work with information systems, which allows them to be ready to work in conditions when conventional methods are gradually being replaced by new technological approaches. However, despite significant progress, the results of the study show that many educational programs still need to be improved in terms of integrating the latest technologies into the training of librarians. This includes a greater focus on training on working with digital platforms, developing big-data analysis skills, and improving the information and analytical competencies of future librarians, which is important for ensuring effective service. The experience of other countries can be useful for Kazakhstan in the context of modernization of library and information education, in particular through the adaptation of international standards and practices in the use of digital technologies, the integration of inclusive services and the improvement of educational programs for future librarians, since European and Asian countries such as Norway and Japan are actively developing digital libraries and learning platforms, which can contribute to the improvement of Kazakhstan's library systems and improve training.
Cross-cultural education (CCE) is an emerging topic that is an essential contributor to the success of student learning in today's global society. The term CCE itself is a concept that enables individuals of different backgrounds to become aware of their own culture and others, encouraging effective interaction and communication, which promotes a successful learning environment. This research identifies best practices for improving cultural awareness and competence in the classroom. The study systematically examined information from the existing literature to determine best practices and trends. Additionally, this study surveyed library and information science (LIS) educators to examine real-world applications and practices of CCE in LIS curricula. The outcome of the study includes a CCE framework that identifies considerations for CCE preparation, instructional design, engagement and interaction, and the measurement of success. The study provides practical support for LIS educators in developing cross-cultural curricula that enhance the students’ learning experience and academic success.
The rapid expansion of asynchronous online learning in Library and Information Science (LIS) education, accelerated by the COVID-19 pandemic, has intensified concerns regarding the digital divide. This commentary aims to identify the specific challenges the digital divide poses for students in asynchronous LIS programs, an area that remains underexplored in existing literature. Through a focused qualitative literature review of scholarly works published between 2023 and 2024, this study systematically analyzed themes related to technology access, digital literacy, and socio-economic barriers. Key findings reveal that limited internet connectivity, outdated technology, and inadequate digital skills significantly hinder student engagement by restricting access to course materials and impeding meaningful asynchronous communication and collaboration. These barriers disproportionately affect disadvantaged students, exacerbating educational inequalities. The implications stress that LIS educators must adopt inclusive pedagogical strategies, such as multi-format content and digital tool training, to mitigate these disparities. The study concludes by calling for further large-scale research to quantify these challenges and develop targeted interventions, ensuring equitable educational outcomes in digitally-transformed LIS education.
This study examines the professional and student identity of foreign PhD LIS students in Central Europe. The article explores how doctoral students navigate professional identities through social interactions with and self-presentation to peers. The research design of this study is descriptive. Responses are organized by themes and followed by a discussion of the content of the interviews. The selection of participants is purposive, and current non-graduating foreign doctoral LIS scholars physically present in Hungary are included. A total of five participants agreed to be part of the study. Four themes emerged for professional interactions before becoming an LIS doctoral student, three themes for the relationship with their professional colleagues or peers while at the doctoral program, and two themes for professional interactions of a full-time LIS PhD student among peers in the doctoral school.
This research explores the variables associated with librarians’ and information science professionals’ artificial intelligence (AI) literacy. Understanding these variables is essential for informing the design of LIS education and training programs. By identifying these variables, educators and policymakers can better prepare students to navigate and lead in AI-integrated professional settings. A group of 107 LIS professionals responded to an online quantitative questionnaire. Measures include the AI literacy scale, the personal traits of openness to experience, the cognitive appraisals of threat and challenge, and four sub-scales of AI Device Usage Acceptance (AIDUA). The study analyzed demographic and independent variables associated with LIS professionals’ AI literacy. Willingness, AI usage, and challenge were found to be highly predictive of AI literacy, emphasizing the importance of readiness, hands-on experience, and a proactive approach. Emotions, hedonic motivation, threat, social influence, and openness were moderately predictive, highlighting the roles of positive attitudes, enjoyment, and perceived threats. The findings underscore the need for comprehensive AI literacy development in LIS education, integrating technical and psychological preparation through hands-on experience, attitudinal development, and intermediary skill building. The results suggest that LIS programs should prepare students for their evolving role as AI-literate information professionals.
Smart technologies can be used to enhance library and information science (LIS) education and training in the fifth industrial revolution. Smart technologies refer to the use of emerging technologies such as artificial intelligence, internet of things, big data technology, and blockchain technology to provide LIS education and training in the fifth industrial revolution. The purpose of the study was to investigate how to harness smart technologies to enhance LIS education and training. Using a systematic literature review, the research emphasizes the use of smart technologies for LIS education and training. The systematic search was conducted across seven databases, resulting in the inclusion of 30 publications. Findings show that smart technologies, such as learning management systems, digital libraries and repositories, virtual and augmented reality, artificial intelligence, and data analytics tools, can play a pivotal role in enhancing LIS education and training in the fifth industrial revolution and can enable interactive and engaging learning platforms for lecturers and students.
This paper investigates how the User Experience (UX) design principles, as a developing trend, are incorporated into LIS education in Sultan Qaboos University. It analyzes the current situation, difficulties in application, and the curricular promise. Adopting a mixed-methods design, the study collected quantitative data from LIS students and alumni as well as qualitative interviews with faculty and library practitioners. The results reveal substantial shortcomings in regard to UX design education, including low levels of integration across the entire curriculum and variable student comprehension of key issues. The analysis identified specific barriers to implementation, including challenges with the application of theory into practice, interpretation of technical language, and administrative obstacles. Students indicated a clear preference to active learning methods, preferring workshops and exercises. Further, the paper highlights the importance of the local context in the implementation of UX, with economic considerations taking precedence. It was also found that there was no difference in knowledge, perceived importance, or interest in learning by academic year, suggesting that education is not preparing students to gain a deeper understanding of UX. This research contributes to the growing body of literature on the integration of UX design in LIS education, in an under-studied geography and culture, and emphasizes the importance of culturally appropriate initiatives in parallel with the global standards. The authors recommend systematic introductions to UX principles in existing programs, stronger emphasis on real-life training experiences, and increased institutional support to work around resource and administrative issues such as restrictions and difficulties in working with external collaborators.
In the LIS classroom, students are encouraged to consider the needs of their entire patron population when designing library programs, spaces, and services. While LIS students express interest in supporting people with disabilities in their physical library, they often struggle to connect theoretical and abstract concepts to enact change. This action research project explored how utilizing virtual library tours in an online LIS course allowed students to think practically about supporting patrons with various needs within a specific library space. After reviewing five virtual libraries, students participated in an online discussion and a self-reflection about structuring library spaces to support patrons best. Finally, students created an action plan to help update a library space. Student surveys, discussions, and action plans were reviewed via content analysis using a rubric based on Mezirow's transformational education stages. Students also self-assessed their ability to accommodate and support a range of patrons within a physical library setting. Self-assessments and the content analysis were compared to determine student confidence and knowledge. Based on the action research findings, over half of the students achieved five out of seven stages of the Transformational Education Process, visualizing practical change in a library setting and supporting patrons of all abilities.
This article explores the use of games to enhance student engagement and understanding in a course on information and communication technology (ICT) policy. ICT policies can often seem abstract to undergraduate students. In response, games offer an integrated way to approach technical and physical complexities alongside social and political dynamics. The course incorporated two games: Moderator Mayhem, a single-player online game simulating content moderation, and CIA: Collect It All, a tabletop card game about information warfare. While acknowledging the limitations of games, such as their potential for oversimplification, I argue that they can significantly enhance student engagement, promote critical thinking, and foster a more comprehensive understanding of complex policy-related issues. Games present promising resources for teaching how and why policy rules and regulations shape actors’ behaviors and strategic interactions.
Globally, library and information programs are undergoing unprecedented changes driven by the digital revolution, shifts in users’ information needs, and the diversification of information resources. Despite these transformations, many library education programs appear reluctant to adequately address these changes. This study investigates the Library and Information Science (LIS) education program at OsloMet University in Norway, aiming to explore its evolving trajectory and trends in relation to the labor market's needs and demands. To achieve this, an ethnographic qualitative research method was employed, with data collected through structured face-to-face interviews with key informants and unstructured two weeks of conversation with academic staff from the Department of Archivists, Library, and Information Science at OsloMet University. The findings revealed significant changes and numerous challenges in the alignment of the LIS education program with labor market requirements. The study concludes with several recommendations, including the need for greater collaboration, the internationalization of the LIS education program, continuous education, and the importance of embracing change.
A successful internship program provides opportunities for “real-world” professional goal-setting, experiences, and active reflection on accomplishments. Intern supervisors play a pivotal role for internships, with opportunities to counsel, ignite a love for the profession, and create an inclusive culture that builds a more diverse workforce. Though internships are entry-level by nature and require specialized skills and focused attention on training, mentoring, and feedback, intern supervisor training is often overlooked. The Arizona State University (ASU) Library Internship program provides a case study for a multi-faceted understanding of how the potentials and principles of coaching best meet the needs of intern supervisors.
The rise of online library and information science (LIS) education has made advancement in the field more accessible to individuals who cannot take on the burdens of in-person graduate-school coursework. However, the online classroom environment also comes with challenges regarding communication and community-building for instructors and students. Furthermore, the expectations placed on LIS students continue to grow, with original research, in particular, becoming an increasingly important skill for new graduates. To address these issues by fostering research success and a sense of community in a new five-week online LIS course, the course instructor and lead author of this reflective essay designed the course as a participatory research lab where the instructor fully participated in all course assignments and activities that students participated in. Over five course modules, students and instructor each chose a research topic and then created and shared four in-depth reflective discussion posts on their topics, which were then incorporated into final papers that were submitted on the last day of class. To encourage a research mindset, each participant wrote the paper with a peer-reviewed journal in mind—with the goal of creating at least an early draft of a paper that could eventually be submitted for journal publication. Though the course was offered online, the class utilized weekly Zoom meetings and asynchronous discussions to build a community of learners who encouraged each other in their learning and growth. This autoethnographic case study, authored jointly by students and instructor, is a reflection on both the factors that enabled success and how this participatory approach to instruction can be improved in the future. Our experiment in participatory online learning has broadened our understandings of what an online classroom looks like and how we can show up for each other, even when we are not interacting in person.
Informed by the developing field of fat studies and inclusive of fat voices, this study explores whether sizeism associated with popular health and wellness culture appears in public library health programs. We conducted thematic content analyses of health and wellness–related public library program descriptions in the United States and Canada as well as library conference materials and resources used by library workers to develop health-related programs and resources to provide a broad picture of the narrative around health in libraries. While we found public libraries’ health programming to not be explicitly fat-phobic, there is still room for improvement. We employ fat pedagogy ( Cameron & Russell, 2016 ) to offer recommendations to address sizeism in a way that advances the cause of fat liberation and supports library workers’ and graduate library and information science programs’ existing commitments to respect and inclusivity.
The COVID-19 pandemic re-emphasized social and digital vulnerabilities experienced by some older adults (people 65 years and older). In considering how library and information science (LIS) can best serve older adults, the importance of education and curricula is discussed. Existing literature indicates that (1) older adults are either missing or minimized from post-secondary students’ perspectives, (2) when introduced to older adults, post-secondary students often become interested in meeting their needs, and (3) there are numerous strategies that may facilitate this introduction. To better understand these issues in an LIS context, current students or recent graduates of ALA-accredited Master of Library and Information Science programs were asked to participate in a qualitative survey. Sixty-five participants completed a survey which showed that while 96% felt it was important that their programs offer classes on older adults, 86% reported classes on youth but not older adults. Additionally, 80% felt that they could become more interested in the needs of older adults if their programs introduced them. Participants also shared how they and LIS more broadly could serve older adults through the lens of the ALA core competencies. The results were aligned with studies from other fields that indicate a lack of engagement with older adults and gerontology career paths. A framework is presented which LIS professors and administrators can use to increase the presence of older adults or other underrepresented populations in their curricula and programs. Future research is needed to provide more tools for preparing students for work in an aging society.
