Technology Competency Requirements of ALA-Accredited Library Science Programs: An Updated Analysis
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ERIC Institute of Education Sciences
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| Auteurs principaux: | , , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2014
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| _version_ | 1867181253534416896 |
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| author | Scripps-Hoekstra, Lindy Carroll, Megan Fotis, Theresa |
| author_facet | Scripps-Hoekstra, Lindy Carroll, Megan Fotis, Theresa Scripps-Hoekstra, Lindy Carroll, Megan Fotis, Theresa |
| collection | Education Resources Information Center |
| contents | Technology Competency Requirements of ALA-Accredited Library Science Programs: An Updated Analysis Scripps-Hoekstra, Lindy Carroll, Megan Fotis, Theresa Library Science Technological Literacy Technology Education Accreditation (Institutions) Academic Standards Competency Based Education Minimum Competencies Degree Requirements Content Analysis College Programs Web Sites Required Courses Evaluation Methods Remedial Programs Correlation Educational Change Educational Practices Educational Trends Skill Analysis Online Courses Academic Support Services Information Science Education Course Content This study set out to provide an understanding of how LIS programs ensure that students are prepared for the demands of graduate study in the twenty-first century, how these expectations may have evolved since Kules's and McDaniel's previous 2008 study, and how various types of programs compare in their approaches. Content analysis was used to examine all 58 ALA-accredited LIS program websites regarding published requirements, required skills, methods of evaluation, and the types of remedial support provided. Overall, this research revealed very little similarity between programs and little change since 2008. The majority of program websites had some type of competency in place with very few requiring formal skill assessment. Most competency requirements focused on knowledge of word processing and presentation software, with little focus on Web 2.0 technology. Programs with a requirement in place generally promoted library or IT workshops as a means of assistance. Additionally, program websites with similar profiles (e.g., i-Schools, online programs) also varied in approaches. |
| format | Recurso educativo Open Access |
| id | eric_EJ1074314 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2014 |
| record_format | eric |
| spellingShingle | Technology Competency Requirements of ALA-Accredited Library Science Programs: An Updated Analysis Scripps-Hoekstra, Lindy Carroll, Megan Fotis, Theresa Library Science Technological Literacy Technology Education Accreditation (Institutions) Academic Standards Competency Based Education Minimum Competencies Degree Requirements Content Analysis College Programs Web Sites Required Courses Evaluation Methods Remedial Programs Correlation Educational Change Educational Practices Educational Trends Skill Analysis Online Courses Academic Support Services Information Science Education Course Content Technology Competency Requirements of ALA-Accredited Library Science Programs: An Updated Analysis Scripps-Hoekstra, Lindy Carroll, Megan Fotis, Theresa Library Science Technological Literacy Technology Education Accreditation (Institutions) Academic Standards Competency Based Education Minimum Competencies Degree Requirements Content Analysis College Programs Web Sites Required Courses Evaluation Methods Remedial Programs Correlation Educational Change Educational Practices Educational Trends Skill Analysis Online Courses Academic Support Services Information Science Education Course Content This study set out to provide an understanding of how LIS programs ensure that students are prepared for the demands of graduate study in the twenty-first century, how these expectations may have evolved since Kules's and McDaniel's previous 2008 study, and how various types of programs compare in their approaches. Content analysis was used to examine all 58 ALA-accredited LIS program websites regarding published requirements, required skills, methods of evaluation, and the types of remedial support provided. Overall, this research revealed very little similarity between programs and little change since 2008. The majority of program websites had some type of competency in place with very few requiring formal skill assessment. Most competency requirements focused on knowledge of word processing and presentation software, with little focus on Web 2.0 technology. Programs with a requirement in place generally promoted library or IT workshops as a means of assistance. Additionally, program websites with similar profiles (e.g., i-Schools, online programs) also varied in approaches. |
| title | Technology Competency Requirements of ALA-Accredited Library Science Programs: An Updated Analysis |
| topic | Library Science Technological Literacy Technology Education Accreditation (Institutions) Academic Standards Competency Based Education Minimum Competencies Degree Requirements Content Analysis College Programs Web Sites Required Courses Evaluation Methods Remedial Programs Correlation Educational Change Educational Practices Educational Trends Skill Analysis Online Courses Academic Support Services Information Science Education Course Content |
| url | https://eric.ed.gov/?id=EJ1074314 |