Internet and learning resources: a case study of the Library and Information Science Students at Universitas Padjadjaran

Purpose – This paper aims to report the results of a study that examined the ways in which graduate-level library and information science students make use of e-books and e-readers at an institution that does not offer e-books through its library. The paper can be used as a case study in the adoption of emerging technology. Design/methodology/approach – The study used three research methods – a survey, focus groups and interviews – to investigate library and information science students’ reading habits and preferences. Findings – The findings suggest that despite the barriers of access and usability, the students have generally incorporated e-books into their academic routines. The results also suggest the factors that contribute to reader preferences for e-book technology. Research limitations/implications – The study sample was limited to one academic institution without e-book collection. Originality/value – The article presents one of the very few studies that examine e-book reading of an academic population that does not currently have access to e-books through their academic library. Understanding the ways in which such a population accesses, uses and values e-books would help many academic libraries make decisions with regard to the selection, integration and marketing of e-books. Additionally, such a study could serve as the basis of a case study that seeks to understand the ways in which people who do not have ready access to technology through their institutions find ways to work around that obstacle.

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Leading with love and hospitality: applying a radical pedagogy to LIS

Information and Learning Sciences ◽

10.1108/ils-06-2018-0054 ◽

2019 ◽

Vol 120 (1/2) ◽

pp. 119-132 ◽

Cited By ~ 2

Author(s):

Nicole A. Cooke

Keyword(s):

Classroom Management ◽

Teaching And Learning ◽

Information Science ◽

Library And Information Science ◽

Ethnographic Case Study ◽

Radical Pedagogy ◽

Content Type ◽

Information Professionals ◽

Practical Implications

Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implications Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery. Social implications Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice. Originality/value The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

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Knowledge Organization and Representation under the AI Lens

Journal of Data and Information Science ◽

10.2478/jdis-2020-0002 ◽

2020 ◽

Vol 5 (1) ◽

pp. 3-17

Author(s):

Jian Qin

Keyword(s):

Linked Data ◽

Information Science ◽

Knowledge Organization ◽

Library And Information Science ◽

Proof Of Concept ◽

Primary Method ◽

Methods And Techniques ◽

Preliminary Research ◽

Practical Implications

AbstractPurposeThis paper compares the paradigmatic differences between knowledge organization (KO) in library and information science and knowledge representation (KR) in AI to show the convergence in KO and KR methods and applications.MethodologyThe literature review and comparative analysis of KO and KR paradigms is the primary method used in this paper.FindingsA key difference between KO and KR lays in the purpose of KO is to organize knowledge into certain structure for standardizing and/or normalizing the vocabulary of concepts and relations, while KR is problem-solving oriented. Differences between KO and KR are discussed based on the goal, methods, and functions.Research limitationsThis is only a preliminary research with a case study as proof of concept.Practical implicationsThe paper articulates on the opportunities in applying KR and other AI methods and techniques to enhance the functions of KO.Originality/value:Ontologies and linked data as the evidence of the convergence of KO and KR paradigms provide theoretical and methodological support to innovate KO in the AI era.

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Best Practices for Information Architecture, Organization, and Retrieval in Digital Language Archives within University Institutional Repositories

10.12794/langarc1851184 ◽

2021 ◽

Author(s):

Robert Vann

Keyword(s):

Best Practices ◽

Information Science ◽

Resource Acquisition ◽

Information Architecture ◽

Library And Information Science ◽

Language Documentation ◽

Institutional Repositories ◽

Software Implementations ◽

Digital Language

This report presents a case study about building a working digital language archive in a hosted university institutional repository. Best practices in language documentation regarding information architecture, organization, and retrieval are considered in relation to university library commitments to resource acquisition/preservation and online cataloging/delivery systems. Despite challenges, findings suggest that constructing digital language archives in university institutional repositories may offer viable collaborative solutions for researchers unable to find suitable, pre-existing archives in which to deposit their language documentary materials. The report concludes that, in such situations, the ability to satisfy best practices may respond to the strengths/weaknesses of particular software implementations as much as it reflects the design team’s vision, as theory and method in language documentation increasingly become matters of library and information science.

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Students’ academic reading preferences: An exploratory study

Journal of Librarianship and Information Science ◽

10.1177/0961000616656044 ◽

2016 ◽

Vol 50 (1) ◽

pp. 3-13 ◽

Cited By ~ 7

Author(s):

Noa Aharony ◽

Judit Bar-Ilan

Keyword(s):

Learning Strategies ◽

Information Science ◽

Electronic Materials ◽

Relative Advantage ◽

Library And Information Science ◽

Science Students ◽

First Semester ◽

Academic Reading ◽

Personal Variables ◽

Printed Materials

The e-book reader revolution is already here. The questions we asked ourselves were: What are the reading preferences of Information Science students at the beginning of the second decade of the 21st century? How do different variables, such as relative advantage, comprehension, and learning strategies affect students’ reading preferences? The research was conducted in Israel during the first semester of the 2015 academic year and encompassed 177 Library and Information Science students in an Information Science Department in Israel. Three questionnaires were used: personal details, relative advantage, and learning strategies, and two further questions that focused on reading habits. The study showed students’ preferences for printed materials. In addition, it emphasizes the importance of two personal variables that may affect students’ will to read electronic materials: relative advantage and comprehension.

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