Dissertation Information for Dorothy Brace Lilley NAME: - Dorothy Brace Lilley
- (Alias) Dorothy B. Lilley
DEGREE:
- Ph.D.
DISCIPLINE:
- Library and Information Science
SCHOOL:
- Columbia University (USA) (1969)
ADVISORS: - Maurice Tauber
COMMITTEE MEMBERS: - Alice Bryan - Jack Dalton
MPACT Status: Fully Complete
Title: Graduate education needed by information specialists and the extent to which it is offered in accredited library schools
Abstract: The investigator conducted a systematic survey in ten scientific informsation centers, two university libraries and five accredited library schools to determine the extent to which: (1) patterns of organization of these information centers differ from each other and from the organization of
the university science libraries; (2) differences in patterns of organiza tion affect the activities performed and the kind of eduocation needed; (3) information specialists, librarians and other personnel are involved in seventy-one activities; (4) thirty-three areas of knowledge are needed to perform the duties; (5) these areas require formal education or in-service training only; and, (6) the five accredited library schools otfer the areas ot knowledge that information specialists need.
These data were supplemented by data from five officers of relevant professional organizations and nineteen fasculty members who were also
interviews as well as by printed and otherwise available data.
The findings are that three patterns of organization of the centers are
identified, on the basis of heterogeneous characteristics and factors of production input, that are different from each other and different from libraries. Differences in organization among the centers. do not appreciably affect the activities performed and the kind ot edcuation
needed by information specialists from pattern to pattern, but differences in organisation of information centers and libraries are related to differences in the kind of education needed by personnel in the two types of institutions.
Several activities performed contribute to the same function. Functions of librarians and information specialists are basically the same. The one fundamental function that unites the librarian and the information specialist is the switching function.
The pricipal contributions of information specialists seem to be in their competence in designing and operating nonconventional information systems and in their search for improved methods for serving the information needs of scientists. Their principal lacks seem to be in the knowledge of the uses of reference works, research in information problems, and in administration, including cost analysis.
The following areas of knowledge are indicated as the basic graduate programs for information specialists: (1) uses of reference works; (2) collecting information, for answering qustions immediately; (3) structure of
publishing; (4) information system design; (5) retrieval by logical operations; (6) research in information problems; (7) information center administration; (8) coordinating elements of,informations systems; (9) developing terminology authority; (10) cost analysis; (11) preparation of current awareness tools; (12)comparison and evaluation of information systems; and, (13)cataloging.
The library schools offer all of the areas of knowledge that are indicated for a basic program but in a few schools at the time of this study the programs lacked either the necessary combinations and concentrations of areas of knowledge or qualified faculty for certain areas.
Recommendations are that the library schools which intend to educate information specialists who are to work in scientific information
centers: (1) be heavily funded for competent faculty and laboratory facilities
for teaching the thirteen basic and their related areas of knowledge; (2) provide for opportunities for students to work with research scientists; (3) in addition to the academic prerequisite, students be screened for personality characteristics that seem to be necessary to the proper functioning of the information specialist; (4) adopt and encourage a spirit of inquiry in their courses (5) reference and related areas be subject-oriented, research and technical subjects be general and asministration
be aimed specifically toward the problems of the scientific information center at this point in time, perhaps becoming more general as there is an increase in similar centers in other subject areas; and, (6) that provision be made in the curriculum for anticipating future development in the information field.
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MPACT Scores for Dorothy Brace Lilley A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-04-20 14:48:55
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