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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1356031 |
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| _version_ | 1867181094564003841 |
|---|---|
| author | Melissa Fraser-Arnott |
| author_facet | Melissa Fraser-Arnott Melissa Fraser-Arnott |
| collection | Education Resources Information Center |
| contents | The Evolution of Library and Information Science Education Promotion: A Comparative Analysis of LIS Program Websites between 1999 and 2019 Melissa Fraser-Arnott Library Science Information Science Library Schools College Programs Web Sites Marketing Student Recruitment Content Analysis Public Relations This study compares library and information studies (LIS) departmental websites from 1999, 2009, and 2019 to explore the evolution of program promotion practices. Websites were analyzed using the 7Ps Marketing Mix model to explore how programs were marketed across this timeframe. Similar promotional messages were used across the years, but a key difference over time was that the 1999 sites promoted the program whereas the 2019 sites promoted people (faculty and students). Three key findings concerning changes in how LIS program websites evolved between 1999 and 2019 to serve program public relations goals were that (1) websites and social media have become key mechanisms for relationship building and promotion; (2) websites have evolved from sharing program details to showcasing faculty and student success stories as the core element of program promotion; and (3) the development of social media and dynamic websites have made these websites more interactive and content rich. An understanding of changes in LIS program websites over time can assist LIS program administrators in developing current and future program promotions activities. |
| format | Recurso educativo Open Access |
| id | eric_EJ1356031 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2022 |
| record_format | eric |
| spellingShingle | The Evolution of Library and Information Science Education Promotion: A Comparative Analysis of LIS Program Websites between 1999 and 2019 Melissa Fraser-Arnott Library Science Information Science Library Schools College Programs Web Sites Marketing Student Recruitment Content Analysis Public Relations The Evolution of Library and Information Science Education Promotion: A Comparative Analysis of LIS Program Websites between 1999 and 2019 Melissa Fraser-Arnott Library Science Information Science Library Schools College Programs Web Sites Marketing Student Recruitment Content Analysis Public Relations This study compares library and information studies (LIS) departmental websites from 1999, 2009, and 2019 to explore the evolution of program promotion practices. Websites were analyzed using the 7Ps Marketing Mix model to explore how programs were marketed across this timeframe. Similar promotional messages were used across the years, but a key difference over time was that the 1999 sites promoted the program whereas the 2019 sites promoted people (faculty and students). Three key findings concerning changes in how LIS program websites evolved between 1999 and 2019 to serve program public relations goals were that (1) websites and social media have become key mechanisms for relationship building and promotion; (2) websites have evolved from sharing program details to showcasing faculty and student success stories as the core element of program promotion; and (3) the development of social media and dynamic websites have made these websites more interactive and content rich. An understanding of changes in LIS program websites over time can assist LIS program administrators in developing current and future program promotions activities. |
| title | The Evolution of Library and Information Science Education Promotion: A Comparative Analysis of LIS Program Websites between 1999 and 2019 |
| topic | Library Science Information Science Library Schools College Programs Web Sites Marketing Student Recruitment Content Analysis Public Relations |
| url | https://eric.ed.gov/?id=EJ1356031 |