Education for business analysts in Poland

2020 ◽  
Vol 36 (4) ◽  
pp. 347-370
Author(s):  
Magdalena Zych
Keyword(s):  
Learning Outcomes ◽  
Formal Education ◽  
Information Science ◽  
Library And Information Science ◽  
Analytical Skills ◽  
Body Of Knowledge ◽  
Job Offers ◽  
Business Analysis ◽  
Standard Classification ◽  
Systems Modelling

The research aim is to investigate the relationship between skills required for a business analyst’s (BA) job and learning outcomes from selected Library and Information Science (LIS) degrees in Poland. Two hypotheses are stated: 1. Employers in Poland look for their future BAs among graduates with different degrees; 2. LIS-related degrees provide the core competences required for a BA job in Poland. An analysis of job offers for BAs in Poland was made, along with a comparative analysis of BA skills from the Standard Classification of Occupations, version 3 of the Guide to Business Analysis Body of Knowledge (BABOK 3), job offers and learning outcomes from Polish LIS-related degree courses. The most common requirements posted in job offers are language skills, knowledge of IT tools, communication, presentation and mediation skills, personality traits and analytical skills. Distinctive BA features such as understanding the nature of business analysis, requirements engineering, using notations and process frameworks, systems modelling and programming were found only in job offers and BABOK 3. Recommendations are made for LIS-related degree courses on how to deal with the mismatch between the skills required in the job market and those received through formal education.

Library and Information Science

2011 ◽  
pp. 110-144
Author(s):  
Nigel Ford
Keyword(s):  
Formal Education ◽  
Information Science ◽  
Library And Information Science ◽  
Learning Resources ◽  
Educational Context ◽  
Inquiry Based Learning

A key theme of Chapter III was the need to be able to seek out information and resources for oneself. Learners require this ability whether working in formal education (especially if engaged in project- or inquiry-based learning) or as autonomous learners outside any formal educational context. However, teachers and learning designers are themselves learners. They also need to be able to find information and resources to help them teach and design the learning resources, activities, and experiences of others.

scholarly journals Situating Student Learning in Rich Contexts: A Constructionist Approach to Digital Archives Education

2011 ◽  
Vol 6 (3) ◽  
pp. 4 ◽  
Author(s):  
Anthony Cocciolo
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Information Science ◽  
Library Science ◽  
Library And Information Science ◽  
Digital Archives ◽  
Master's Program ◽  
Pedagogical Approach ◽  
Individual Effort

Objective - This paper sought to determine whether a constructionist pedagogical approach to digital archives education could positively influence student perceptions of their learning. Constructionism is a learning theory that places students in the role of designers and emphasizes creating tangible artifacts in a social environment. This theory was used in the instructional design of the Digital Archive Creation Project (DACP), a major component of a digital archives course offered to students enrolled in a Master’s program in library science at Pratt Institute School of Library and Information Science. Methods - Participants were the 31 students enrolled in the DACP during the fall and spring semesters of 2010. They were surveyed as to their perceived learning outcomes as a result of their engagement with the DACP. Results - Results indicated that students perceived strong increases in their learning following their engagement in the DACP, particularly in terms of their skills, confidence, understanding of topics covered in other courses, and overall understanding. Factors that influenced these increases include the collaborative teamwork, the role of the facilitator or instructor, and individual effort. Conclusion - The project demonstrated that a constructionist pedagogical approach to digital archives education positively impacted students’ perceptions of their learning.

scholarly journals Reference Services to Incarcerated People, Part II: Sources and Learning Outcomes

2015 ◽  
Vol 55 (2) ◽  
pp. 123 ◽  
Author(s):  
Debbie Rabina ◽  
Emily Drabinski
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Information Science ◽  
Library And Information Science ◽  
General Reference ◽  
Reference Services ◽  
Data Collection And Analysis ◽  
Student Learning Outcome ◽  
Academic Year ◽  
Learning Projects

During the 2013/14 academic year, students taking a required general reference course in a library and information science program answered reference questions from incarcerated individuals. The assignment was designed as a service-learning project. Here we examine how well the assignment met the course and program-level learning objectives that students are expected to attain. We described the data collection and analysis, present our findings and make recommendation in ways to increase student learning outcome and ALA professional competencies from a services learning projects. Specifically we discuss the need to increase education in e-government sources since our findings indicated they are most useful for answering reference questions from incarcerated people.

Teaching the reference interview through practice-based assignments

2016 ◽  
Vol 44 (3) ◽  
pp. 390-410 ◽  
Author(s):  
Laura Saunders
Keyword(s):  
Learning Outcomes ◽  
Information Science ◽  
Library And Information Science ◽  
Library Directors ◽  
Content Type ◽  
Different Types ◽  
Approach To Teaching ◽  
Reflective Essay ◽  
Practical Implications ◽  
Class Assignment

Purpose This study aims to explore the effectiveness and learning outcomes of two reference interview assignments – one in which students worked with a family member or friend and a “practice-based” assignment in which students were paired with other graduate students working on a class assignment. Design/methodology/approach Students completed reflective essay and submitted a survey rating their perceptions of their patrons’ satisfaction, completeness of the answer and overall success of the transaction. Findings Students in both classes were successful and applied the skills and competencies of the reference interview, but students with the practice-based assignment had a more realistic experience and were somewhat less confident about their performance. Practical implications The study offers some implications and suggestions for a more effective and realistic approach to teaching the reference interview. Originality/value There is a lack of literature on how to teach the reference interview and on the effectiveness of different types of assignments. This study addresses that gap and the results of this study will be of interest to Library and Information Science faculty, as well as library directors and reference managers who might offer training to staff.

Library and information science and the digital humanities

2016 ◽  
Vol 72 (4) ◽  
pp. 781-792 ◽  
Author(s):  
Tibor Koltay
Keyword(s):  
Digital Humanities ◽  
Information Science ◽  
Library And Information Science ◽  
Academic Status ◽  
Content Type ◽  
Intensive Research ◽  
Data Intensive ◽  
Body Of Knowledge ◽  
Relationship Of ◽  
The Relationship

Purpose – Library and information science (LIS) and the digital humanities are both interested in studying recorded information and often share institutional frameworks. The purpose of this paper is to go beyond outlining these similarities by examining the perceived and real strengths and weaknesses of both disciplines. Design/methodology/approach – Epistemologies and methods of both disciplines are analysed, principally in the light of the growing importance of data-intensive research, taking into consideration that there is a tension about the academic status of these disciplines. Findings – Epistemologies and methods of both disciplines are analysed, principally in the light of the growing importance of data-intensive research, taking into consideration that there is a tension about the academic status of these disciplines. Originality/value – The paper intends to be an add-on to the recent discussions and the evolving body of knowledge about the relationship of these disciplines with the hope of indicating a possible new direction in the development of LIS.

The familiarity and use of reference management software by LIS faculties in Iran

2014 ◽  
Vol 115 (11/12) ◽  
pp. 558-570 ◽  
Author(s):  
Maryam Sarrafzadeh ◽  
Afsaneh Hazeri
Keyword(s):  
Academic Writing ◽  
Formal Education ◽  
Information Science ◽  
Library And Information Science ◽  
Multiple Choice Questions ◽  
Web Based ◽  
Management Software ◽  
Content Type ◽  
Software Packages ◽  
Descriptive Survey

Purpose – The purpose of the present paper is to investigate the familiarity and use of reference management software (RMS) by library and information science (LIS) faculties in Iran, and aims to identify the possible factors that lead to the application and choice of this software. Design/methodology/approach – This is a descriptive survey. Data collected by a Web-based questionnaire include both open-ended and multiple-choice questions. The questionnaires were distributed among LIS discussion groups and were sent to the e-mails of LIS faculties. Findings – Results reveal that over half of the respondents had a good familiarity with the various citation software packages and knew how to use them; 35 per cent of respondents have learned how to use these packages through formal education. “Endnote” is the most popular software among respondents. Respondents confirm the need to offer some educational programs on how to use these software packages to bachelor students, and nominated the “Academic Writing” course as the proper place for teaching this topic. Originality/value – If due attention is given to the importance of referencing in academic writing and to establishing criteria for the acceptance of papers for publication, teaching students how to carry out referencing and how to use RMS packages for this purpose will aid the promotion of scientific products. To determine whether LIS educators are able to teach the use of RMS packages, it is necessary to examine the extent to which they are familiar with these programs.

EDITORIAL

2018 ◽  
Vol 1 (2) ◽  
pp. 01
Author(s):  
Martha Suzana Cabral Nunes ◽  
Telma de Carvalho
Keyword(s):  
Information Science ◽  
Library And Information Science ◽  
International Forum

É com grande satisfação que apresentamos aos nossos leitores mais um número da CONCI – Convergências em Ciência da Informação. Neste novo fascículo trazemos os trabalhos apresentados no 2º Encontro Regional Norte-Nordeste de Educação em Ciência da Informação – 2º ERECIN N-NE, evento da Associação Brasileira de Educação em Ciência da Informação (ABECIN) que teve como tema “O desafio da inclusão na práxis pedagógica: saberes e fazeres em Ciência da Informação”. O 2º ERECIN N-NE ocorreu de 11 a 15 de junho de 2018 na Universidade Federal de Sergipe e congregou ainda o I International Forum on Library and Information Science e o XI SNAC – Seminário Nacional de Avaliação Curricular.

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