2009 ALISE Conference

Technology Competencies for Incoming LIS Students: Expectations and Reality

Bin Li

ax9064@wayne.edu

Technology Competencies for Incoming LIS Students:
Expectations and Reality

Many library and information science (LIS) programs now require students to have certain computer competencies before entering the programs.  Seventy-five percent of the ALA-accredited LIS schools have some kinds of minimum technology competencies or computer skills listed on their program websites, and incoming students are expected to possess the skills before the first day of class.  This may be particularly important for LIS schools offering online programs and online classes. Sufficient computer skills are crucial for the success of students entering these programs or classes, as technology use is more prevalent and intense in an online learning environment.

There is not much research, however, that looks into the diverse content and extent of technology competencies required for incoming LIS students.  In addition, do incoming students have difficulty meeting these requirements?  The goals of this study are to explore how LIS schools address the topic of technology competencies for new students, the level of computer skills incoming students actually have, and the best ways to help them achieve the required competencies.  More specifically, the research questions of the study include:
What are the types of technology competencies LIS schools require incoming students to have?
Are there any differences in the types of competencies required by different LIS schools, in particular, for online programs?
How LIS schools assess incoming students’ computer skills to ensure that they possess the expected competencies?
What are the methods LIS schools have employed to help incoming students achieve the required computer competencies?
What are incoming LIS students’ technological skill levels, and which type of technology competencies do they need most help with?

To answer these questions, two research methods are used.  First, the websites of all ALA-accredited LIS programs are examined.  As of July 2008, 42 of them have web pages listing minimum computer skills or technology competencies for incoming students, and content analysis are performed on these web pages.  The page content and related materials are exported into qualitative data analysis software for coding and analysis.

Secondly, the researchers will use six semesters’ entry surveys of beginning students from an LIS school to find out the level of computer skills new LIS students have, any changes of the skill level over the years, types of technology competencies students feel more comfortable with, and areas they need more help with.

It is believed that knowledge gained from the study can help LIS schools identify important technology competencies for incoming students, and offer recommendations in ways to best help students achieve the required competencies.  The knowledge is particularly relevant to the growing number of LIS schools who offer or plan to offer online programs and online classes.   In addition, it can help students interested in LIS program to assess their readiness to start the program and find ways to prepare themselves.  All these help ensure that our librarians-in-training have the necessary computer skills to be educated, and are leaving LIS programs properly equipped with knowledge to serve a more technologically savvy population, and work in new digital frontiers.