A survey of networking education in North American library schools - Libraries and the Internet: Education, Practice & Policy

Few publications exist that examine the incorporation of networking into the LIS curriculum. Malinconico (1992) points out that, whatever type of work librarians do, they will have to "deal with applications of modern information handling technologies. Thus, their formal education must also advance their technological literacy" (p. 235). A few articles attempt to link networking access and tools to traditional online use classes. Armstrong (1991) provides a history of online training and an examination of current online training, emphasizing computer-aided instruction that might be helpful when thinking about education and information resources. Becker (1992) describes the introduction of the Internet and its resources to Rosary College library and information science graduate students as a part of the online searching course. Kochtanek (1993) provides an educational model for promoting and understanding the Internet in a separate networking and telecommunications course that includes course objectives and a list of recommended topics and proficiencies.

METHOD

A survey instrument was designed to elicit responses on a variety of networking concepts and services. The questionnaire included general topics on networking, information resources and resource discovery, and access tools. Concepts related primarily to autonomous local area networks were not included since the purpose of the study was to examine publicly accessible tools and resources. The first part of the questionnaire (ten questions) consisted of primarily closed-ended questions focused on specific types of network resources, teaching approaches used, related issues, and course information. The second half of the questionnaire presented respondents with open-ended questions on their attitudes and perceptions of networking in LIS education.

A packet containing four copies of the questionnaire and a letter outlining the study was mailed out in the spring of 1993 to the heads of fifty-six ALA-accredited programs in North America. Questionnaires were to be distributed to the most appropriate faculty members within each program.

Responses to closed-ended questions were tallied, and open-ended questions were coded according to the nature of the responses. Since the purpose of the study was largely exploratory in nature, analysis of the returned questionnaires was largely descriptive.

FINDINGS

Sixty-five responses were received from thirty-seven library schools, representing a 66 percent coverage of accredited schools. Schools responding represented all regions of North America and included both doctoral and nondoctoral degree-granting programs. Data were tabulated in two ways: (1) individual responses were tallied over all the schools; and (2) data collected from each school were combined. The authors were primarily interested in individual responses for the open-ended questions and compiled school-level data from each of the questionnaires. In some cases, individuals responded on behalf of the school representing the responses of one or more faculty members.