There are 3 articles provided here. You have to read them carefully and answer this question with the referencing of each article in your text answer.(3 articles so 3 in-text citations from each article)
What are emerging skills are needed by modern information professionals? How is this different fromtraditional notions of the profession?
Bishop, B. W., Cadle, A. W., & Grubesic, T. H. (2015). Job Analyses of Emerging Information Professions: A Survey Validation of Core Competencies to Inform Curricula.Library Quarterly, 85(1), 64-84
Mwaniki, P.W. (2018). Envisioning the future role of librarians: Skills, services and information resources.Library Management, 39(1/2), p. 2-11
Raju, J. (2017). Information professional or IT professional? The knowledge and skills required by academic librarians in the digital library environment.Libraries and the Academy, 17(4), p. 739-757.
80465 64..84 L Job Analyses of Emerging Information Professions: A Survey Validation of Core Competencies to Inform Curricula Bradley Wade Bishop, Adrienne W. Cadle, and Tony H. Grubesic ABSTRACT Job analysts examine the tasks performed by individuals in an occupation as well as the knowl- edge, skills, and abilities required to perform those tasks. Job analyses provide educators with a robust means to infuse feedback from real-world practice into curricula for emerging informa- tion professions. This article presents a survey validation study and findings of the American Library Association’s Map and Geospatial Information Round Table (MAGIRT) Core Compe- tencies (CCs). Survey participants identified the importance of CCs required to obtain, discover, archive, and curate geographic information. The discussion includes the use and benefits of the survey validation method and findings, a detailed presentation of a potential next step for job analyses, and future directions for job analyses relating to librarianship. ibrary and information science (LIS) is a dynamic, ever-changing profession, as meet- ing user expectations requires adjustments to new needs with emergent technologies and embracing other external factors that impact the twenty-first-century workforce. The knowledge, skills, and abilities (KSAs) related to many information professions transform in these environs, and the aspects of “what it takes” to be a librarian are always evolving. For example, as science becomes more collaborative and data intensive, researchers have emer- gent data management issues (Tenopir, Birch, and Allard 2012). In turn, some academic librarians will require an education of current best practices related to National Science Foun- dation (NSF) directives that require formal data management plans for all proposals and funded grants (US National Science Foundation 2010). Change is not limited to academic The authors would like to acknowledge funding from the Institute of Museum and Library Services (IMLS). The IMLS is the primary source of federal support for the nation’s 123,000 libraries and museums. Through grant making, policy development, and research, the IMLS helps communities and individuals thrive through broad public access to knowledge, cultural heritage, and lifelong learning. The authors would also like to thank the information professionals who participated in the survey, the members of the project’s advisory board, and the entire Map and Geospatial Information Round Table (MAGIRT) of the American Library Association. Library Quarterly: Information, Community, Policy, vol. 85, no. 1, pp. 64–84. © 2015 by The University of Chicago. All rights reserved. 0024-2519/2015/8501-0005$10.00 64 This content downloaded from 129.120.093.218 on February 05, 2019 18:55:41 PM All use subject to University of Chicago Press Terms and Conditions (http://www.journals.uchicago.edu/t-and-c). Emerging Information Professions • 65 libraries, however, as nearly 92% of public libraries reported helping users understand and use government websites, meaning that future public librarians will likely benefit from e-government training (Bertot et al. 2012). In the academic and public library examples, LIS programs began offering courses and specializations to better prepare students for careers in the changing job market. The specific changes to each type of library are beyond the scope of this article, but certainly the chang- ing user needs, technologies, and outside pressures necessitate revisiting the KSAs taught to prepare the future workforce in much of the field. The 2005 draft of the American Library Association’s (ALA) Core Competences begins with the question “What does it take to be a librarian?” (McKinney 2006, 58). The use of job analyses as a tool for educators has been a long-standing tradition in several professions. Through the use of job analyses, LIS has an opportunity to inform courses, specializations, and programmatic structures by observing the most important and critical KSAs required to work in today’s rapidly evolving information professions. What it takes to be a librarian appears to be a simple question that individual librarians and LIS educators could answer in many different ways based on their own backgrounds and experiences. The multitude of answers to this question would likely depend on each indi- vidual’s reflection on her or his own professional experiences—library type, rank and posi- tion, user groups, resources and technology used, industry terminology, time, geography, and so forth. Nevertheless, there are several job analyses that provide professions with rig- orous methods to address the question “What does it take?” to do any job. A job analysis is “a process or procedure for analyzing the tasks performed by individuals in an occupation, as well as the knowledge, skills, and abilities required to perform those tasks” (Cadle 2012, 16). Medicine provides one example of practice informing education. In the late nineteenth century, the low quality of medical education in the United States drove concerned advo- cates to call for reform as they pointed out the nearly nonexistent entrance requirements for medical schools and the superficial courses that resulted in a large quantity of unqualified and underprepared graduates. Advocates pushed for a scientifically-based education to im- prove overall US health care (Ludmerer 2010). In response to these calls, a critical study funded by the Carnegie Foundation was performed by Abraham Flexner. Some university-based, research-oriented schools provided the type of medical education reflective of present-day practice, but the Flexner report appraised the totality of medical education in the United States and raised public awareness of poorly prepared medical doctors. It also included rec- ommendations that led the way to current standards in the United States (Cooke et al. 2006). Flexner strongly recommended the closure of profit-driven schools and a reduction in the overall quantity of students as a way to increase the quality of graduates (Flexner 1910). As a result, “between 1904 and 1920, the number of medical schools decreased by 85 and the number of students dropped from 28,142 to 13,798” (Hiatt and Stockton 2003, 39). Today, an This content downloaded from 129.120.093.218 on February 05, 2019 18:55:41 PM All use subject to University of Chicago Press Terms and Conditions (http://www.journals.uchicago.edu/t-and-c). 66 • The Library Quarterly individual studying to be a medical doctor in the United States focuses on chemistry, biology, and physics in undergraduate coursework; achieves a competitive Medical College Admis- sions Test (MCAT) score; attends 4 years of medical school; completes a residency of 3–7 years; and obtains a medical license (American Medical Association 2013). A bold framework for evidence-based librarianship (EBL) provided an option for medical librarians to use library research from real-world practice to improve future practice, just as the evidence-based medicine framework improved efficiency and effectiveness in health care. Unfortunately, for several reasons—varying methodologies; reduced funding; few duplicated studies to allow for meta-analysis; publication process delays in dissemination; and constant changes in information systems, technologies, and data formats—the dream of EBL falls short of the case-control study design found in the field of health care for humans (Eldredge 2000; Booth 2002). This article presents a pragmatic alternative to any EBL approach: a survey validation to inform education with feedback from the ever-changing LIS practice. A survey validation is an important component of most job analyses and offers librarianship more immediate feed- back from present-day practices than that found in practitioner-driven research. The findings of this survey validation result from the input of practicing librarians, archivists, and other geographic information professionals. Survey participants ranked the importance of KSA listed in ALA’s Map and Geospatial Information Round Table (MAGIRT) Core Competencies (CCs). These CCs outline what is required to obtain, discover, archive, and curate geographic infor- mation. The discussion includes the use and benefits of survey validation findings to inform curricula as well as a detailed presentation of the Developing a Curriculum (DACUM) tech- nique as another validation option for future work in librarianship. It also explores a few fu- ture directions for job analyses in librarianship. Background The ALA’s current policy on library education is that the appropriate professional degree for librarians is an ALA-accredited master’s degree (Lynch 2008). Historically, this is in part a result of Melville Dewey’s original 1884 decision that students attending the School of Li- brary Economy at Columbia College must have character. Dewey interpreted “character” as a filter to attract only students who had earned (and could afford to earn) an undergrad- uate degree. This prerequisite resulted in a “sociodemographic profile that tied most late nineteenth-century library professionals into a homogeneous group of WASP, middle-class, largely higher-educated men and women who shared a set of literary and academic canons and a faith in the power of education” (Weigand 1996, 5). The Carnegie Corporation attempted to influence US library education in a manner simi- lar to the professionalization of other occupations such as medicine and law, fortifying the profession at the graduate level (Buckland 1996). The recommendations made in the Williamson reports of 1921 and 1923 were similar to those of the Flexner (1910) report; This content downloaded from 129.120.093.218 on February 05, 2019 18:55:41 PM All use subject to University of Chicago Press Terms and Conditions (http://www.journals.uchicago.edu/t-and-c). Emerging Information Professions • 67 the reports emphasized “the need for higher standards, for standards of any kind, indeed,” and pointed out that “the library schools seem to be repeating on a small scale the history of American medical schools” (Williamson 1971, 169). After years of considerable debate among practicing librarians, professional organizations, and library educators, accreditation stan- dards introduced in 1951 cemented the master’s degree as the only degree to be accredited for librarianship in an effort to increase status, prestige, and income for the profession of librarianship (Swigger 2010). In 1980, Ralph Conant revisited some of the concerns from the Williamson reports about the sufficiency of library education, providing a similar critique about the quality and rele- vance of programs and calling for education reform based on practice (Conant 1980). The newest call for change led to an Office of Education contract with King Research to gather data on the current state of librarianship and provide guidance on the future of the profession (White and Paris 1985). The resulting report, “New Directions in Library and Information Science Education,” created professional competencies for librarianship at several types of or- ganizations and across many levels (from entry to senior) from interviews with managers and other practitioners (Griffiths and King 1986). The report received praise for detailing the state of all of librarianship but also considerable criticism for its 8,000 competencies (Buttlar and Du Mont 1989). The number and types of competencies were not practical for imple- menting curricular changes, and the usefulness of many generic functions—such as “knowl- edge of how to learn on an ongoing basis” or “perform sedentary work,” which apply to many other professions that require sitting and thinking—was limited. A more recent study provided one approach to creating competencies for a very special- ized type of librarianship: chat reference (Luo 2008). The study created a competency docu- ment consisting of items derived from existing chat reference literature and then surveyed working chat librarians to rate the items in terms of their essentialness. The result of the study provided a basis for designing and implementing education in this specific area of librarianship.