Technology Competency Requirements of ALA-Accredited Library Science Programs: An Updated Analysis

Autor/inn/en	Scripps-Hoekstra, Lindy; Carroll, Megan; Fotis, Theresa
Titel	Technology Competency Requirements of ALA-Accredited Library Science Programs: An Updated Analysis
Quelle	In: Journal of Education for Library and Information Science, 55 (2014) 1, S.40-54 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Bibliothekswissenschaft; Technisches Wissen; Technisch-naturwissenschaftlicher Unterricht; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Fundamentum; Mindestwissen; Inhaltsanalyse; Studienprogramm; Web-Design; Pflichtkurs; Förderprogramm; Korrelation; Bildungsreform; Bildungspraxis; Bildungsentwicklung; Online course; Online-Kurs; Informationstechnologische Bildung; Kursprogramm
Abstract	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. (As Provided).
Anmerkungen	Association for Library and Information Science Education. 2150 N 107th Street Suite 205, Seattle, WA 98133. Tel: 206-209-5267; Fax: 206-367-8777; e-mail: office@alise.org; Web site: http://www.alise.org/jelis-2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01