1. Education for Digital Librarianship Terry Weech - Graduate School of Library and Information Science, University of Illinois - USA Florence, Italy - March 24, 2005. Rev. 3/15/05

2. What are “Digital Libraries”?  Little consensus in the literature on the definition of Digital Libraries (DL).  One definition (of many): Organizations which select, structure, offer access, interpretation, distribution, and preservation of collections of digital works and making them economically available.  (Based on the Digital Libraries Federation working definition)

3. What has been said about Education for Digital Librarianship?  LIS Education has not been a leader, but a follower, in digital libraries.  Both the DL research and practice communities are in the same planetary system, but one is on Mars and the other on Venus. The research community is grounded mostly in computer science, the practice community in LIS.  A paraphrasing of statements from Saracevic & Dalbello, 2001

4. Brief History of Education for Digital Librarianship  1960s - The Term “Digital Library” began to develop from applications of technology  1980s - Computer Science takes initiative in Digital Libraries  1990s - Libraries and Library Education began involvement as funding for projects became available

5. Brief History of Education for Digital Librarianship  1998 - First survey of LIS course offerings (Spink and Cool, 1999)  Method: Analysis of websites and response to listserv  Findings: Of the institutions that responded, 20 had courses on digital libraries listed. Non-U.S. respondents - 8 (1 from U.K, rest from outside Europe)  U.S. institutions - 12 (10 of which were ALA Accreditated programs)

6. Brief History of Education for Digital Librarianship  1998 - ( Spink and Cool, 1999) Survey - Continued  Findings: Of 56 ALA Accredited Programs, 10 (18%) had courses on digital libraries listed.  Most of the courses identified were technical in orientation and focused on construction of digital collections.

7. Brief History of Education for Digital Librarianship  2001- Second survey of LIS course offerings (Saracevic and Dalbello, 2001)  Method: Analysis of websites and response to listserv  Findings: Of 56 ALA Accredited Programs, 47 (89%) had DL courses. Only 15 (32%) were independent DL courses. Others were combination or integrated courses, with content ranging from “metadata standards” to “social roles of information organization.”

8. Brief History of Education for Digital Librarianship  2001- (Saracevic and Dalbello, 2001) Survey - Continued  Analysis of Content: Of the 47 programs offering DL courses, the following elements were identified as some of the course content:  knowledge management  standards  document structure and electronic text  preservation  community building and social context

9. Brief History of Education for Digital Librarianship  2003- Third survey of LIS DL course offerings (Yan Quan Liu, 2003)  Method: Analysis of LIS program websites  Findings: Of websites examined, 36 had DL courses. This compares with 20 progams identified by Spink and Cool in 1999.

10. Brief History of Education for Digital Librarianship  2003- ( Yan Quan Liu, 2003) Survey - Continued  Findings:. Liu found that 20 of the 36 schools were ALA Accredited Programs (twice the number found in 1999)  The remainder of the programs were computer science or LIS programs in Europe, South America or Asia.  Course content tended to be technical in programs outside North America while in North America content focused more on organizing, preserving, managing and providing access to collections.

11. Topography of Digital Librarianship Education  Computer Science (CS)  Library and Information Science (LIS)  Communication  Other (Sociology, Information Techology, Medical Informatics, etc. )

12. Model Curriculum Content for Digital Librarianship An effort to blend LIS and Computer Science curricula to achieve a more general digital libraries program of study: Theoretical and Historical Foundations History of libraries; Human information behavior; Information retrieval theory; Development of digital collections and digital libraries Technical Infrastructure of the Digital Library Information retrieval engines; Database construction of digital libraries; Distributed collections; Multimedia formats and applications; Interoperability; Network technology; Web applications in digital libraries; Interface design; Communication protocols; Query languages Knowledge Organization in Digital Libraries Metadata; Indexing; Classification; Database integration; Document formats (From Spink and Cool, 1999)

13. Model Curriculum Content for Digital Librarianship Collection Development and Maintenance Digital archives; Digital conversion technology; Digital preservation Information Access and Utilization of Digital Libraries Users and uses of digital libraries; Usability and evaluation research; Information behavior in digital libraries Social, Economic and Policy Issues Electronic publishing; Scholarly communication; Copyright issues and intellectual property rights in digital libraries; Costs of building digital libraries; Funding for digital libraries Professional Issues Roles and responsibilities of the digital librarian; Management of digital libraries; Bibliographic instruction (From Spink and Cool, 1999)

14. One Response to the Model Curriculum  Would the recommended digital libraries program increase LIS fragmentation?  Would an approach that integrated DL make a separate DL program unnecessary?  Would a separate program for DL merely split LIS graduates into traditional and IT- intensive roles? (Based on Coleman, 2002)

15. One Response to the Model Curriculum  Should LIS or CS faculty teach in the DL program?  What is the appropriate level (UG, Graduate, Post Master’s ) to teach the DL program?  What balance should there be between “Hands on” vs. Conceptual topics in DL programs? (Should emphasis be on tools and technologies or the environment and context? (Based on Coleman, 2002)

16. Digital Librarianship Programs  The trend to formal programs of study:  Of the 56 ALA Accredited Programs in U.S., only 4 could be identified as having digital library programs of study as defined in this presentation.  University of Illinois  Indiana University  Rutgers University  Syracuse University

17. Digital Librarianship Programs  Examples of a formal programs of study:  University of Illinois - Certificate of Advanced Study (CAS) = DL Concentration http://www.lis.uiuc.edu/gslis/degrees/cas_dl.html  Indiana University - Master’s Degree - DL Concentration http://lair.indiana.edu/research/dlib/  Rutgers University - Master’s Degree - Digital Libraries Concentration online http://www.scils.rutgers.edu/programs/lis/OnlineMLIS.jsp  Syracuse University - Master’s Degree - DL Concentration. http://istweb.syr.edu/academics/graduate/mls/digitallibraries/index.asp

18. University of Illinois - CAS - DL Concentration Required Courses 1) Introduction to Digital Libraries 2) Information Modeling 3) Design of Digitally Mediated Information Services 4) Information Policy. Elective Courses Implementing Digital Libraries - Current Topics in Collection Development Architecture of Network Information Systems - Document Processing Implementation of Info. Storage & Retrieval Systems - Document Modeling Agents & Multi-Agents for Dynamic Information Systems Electronic Publishing and Information Processing Standards Emerging Technologies and Community Information Systems Information Architecture - Interfaces to Information Systems Information Quality: Principles and Practices Data Administration Concepts and Database Management

19. Indiana University - Master’s Degree - DL Concentration DL Concentration Course List Digital Libraries -- Foundations of Information Architecture User-centered database design -- Metadata Computer programming for information management Network technologies and administration (Computer Science) Information storage and retrieval theory -- User interface design Introduction to human computer interaction Information usage and the cognitive artifact Evaluation of information systems Information policies, economics, and law Computerization in society -- Seminar in intellectual freedom Internship in Library and Information Science

20. Rutgers University - Master’s Degree - Digital Libraries Concentration online Two Required noncredit classes, 1) Introduction to Library & Information Professions and 2) Colloquium of Library & Information Studies Electives: At least twelve of the following courses: Human Information Behavior -- Interface Design Organizing Information -- Cataloging and Classification Metadata for Information Professionals -- Principles of Searching Reference Sources and Services -- Information Retrieval Automated & Networked Systems -- Digital Libraries Information Visualization & Presentation -- Field Experience Digital Library Technology -- Multimedia Production Management of Libraries and Information Centers Information Technology for Libraries and Information Agencies

21. Syracuse University - Certificate of Advanced Study - Digital Libraries Concentration Three Required Courses, 1) Digital Libraries, 2) Creating, Managing, and Preserving Digital Assets, 3) Planning and Designing Digital Libraries Services. Electives: Information Architecture for Internet Services Distributed Computing for Information Professionals Technologies in Web Content Management -- Data Mining Managing Information Systems Projects -- Digital Retrieval Services Theory of Classification and Subject Representation Indexing and Abstracting Systems and Services Behavior of Info. Users -- Human Interaction with Computers Introduction to Telecommunications and Network Management Basics of Information Retrieval Systems Information Technology for Libraries and Information Centers Knowledge Organization Structures -- Designing Web-Based Database Systems

22. Topography of Digital Librarianship Education  Computer Science took initiative early  LIS practitioners were the early adopters  LIS education is playing catch up  Johns Hopkins University moved from a degree in Digital Libraries to a Digital Technologies concentration.

23. Topography of Digital Librarianship Education  Is there a message in the decision of Johns Hopkins dropping a concentration on Digital Libraries?  Are DL programs necessary or has the practice and the field gone beyond the need for specific programs in digital librarianship?  If separate DL programs or tracks are not needed, what changes are needed in our traditional programs ?

24. Future of Digital Librarianship Education  Current Research In Progress  ALISE Research Grant - 2005  IFLA-SET Research Grant - 2005  IMLS Funding “Building an Effective Digital Library Curriculum through Library School and Academic Library Partnerships” 2004-2005

25. Future of Digital Librarianship Education  ALISE Research Grant - 2005 Digital Librarians: Who Are They, What Skills Do They Need, and How Can They Be Educated? By Youngok Choi and Edie Rasmussen  A research project to analyze the knowledge, skills, and qualifications expected of digital librarians in academic libraries, and to design educational programs to meet the needs of digital libraries and digital librarianship. In this research, data for roles, skills, and educational needs of digital librarians will be gathered from job announcements and by conducting a survey of digital librarians in ARL member libraries.

26. Future of Digital Librarianship Education IFLA-Section on Education and Training Research Grant - 2005  This study will examine the curricular trends for digital librarianship and is intended to provide the background for the updating of the IFLA Guidelines for Professional Library/Information Education Programs, 2000 (http://www.ifla.org/VII/s23/bulletin/guidelines.htm).http://www.ifla.org/VII/s23/bulletin/guidelines.htm  Terry Weech and Niels Pors, co-investigators

27. Future of Digital Librarianship Education IMLS Funding “Building an Effective Digital Library Curriculum through Library School and Academic Library Partnerships” 2004-2005  Proposes to develop or enhance curricula in LIS schools on digital librarianship and increase the number of students enrolled who can become digital librarians.  To gather data on the skills and knowledge needed to work in digital libraries and to determine what librarians need to know about technology to work effectively with IT professionals.

28. Future of Digital Librarianship Education  In Conclusion:  Are we too critical of LIS education’s lack of initiative in meeting the educational needs of digital librarians?  Should there be special programs for digital librarians or should all librarians be educated to work in a digital library environment?  Are there other educational providers that are as appropriate; more approprate providers of DL education?

29. Education for Digital Librarianship QUESTIONS? COMMENTS?

30. Thank You Terry Weech e-mail: weech@uiuc.edu Ciao Good bye and Good Luck in your Digital Library Education Efforts!