Challenges in LIS Education in China and the United States

• Published in: Journal of education for library and information science Vol. 60; no. 1; pp. 35 - 61
• Main Authors: Xue, Chunxiang, Wu, Xiuzhi, Zhu, Lei, Chu, Heting
• Format: Journal Article
• Language: English
• Published: North York Association for Library and Information Science Education (ALISE) 01.01.2019; University of Toronto Press; Association for Library and Information Science Education
• Subjects: Accreditation; Accreditation (Institutions); Blended Learning; College campuses; College Science; College Students; Comparative Education; Coping; Core curriculum; Course Content; Curricula; Curriculum Development; Delivery Systems; Distance learning; Doctoral Programs; Education; Educational Trends; Electronic Learning; Enrollment; Enrollments; Foreign Countries; Higher education; Influence of Technology; Information management; Information Science Education; Institutional Mission; Integrated Learning Systems; Librarians; Libraries; Library and information science; Library associations; Library Personnel; Library Schools; Library Science; Literature Reviews; Masters Degrees; Masters Programs; Online Courses; Peer Reviewed Research Papers; Professional Education; Professional Identity; Professionals; Qualitative analysis; Quality Control; Research Reports; Researchers; Schools; Science; Science education; Statistics; Students; Studies; Study and teaching; Sustainability; Undergraduate Study; United States; China; Nigeria; Australia; Kenya; United States > US; India; New Zealand; Asia
• ISSN: 0748-5786; 2328-2967
• DOI: 10.3138/jelis.60.1.2018-0006

For decades, library and information science (LIS) education has been producing LIS professionals to serve people in all walks of life. But there are challenges to LIS education as society advances. This study performed quantitative and qualitative content analyses of data collected about LIS education in China and the United States. Four categories of challenges in LIS education are identified: (1) identity and accreditation, (2) survival and thriving, (3) curriculum update and enhancement, and (4) course delivery format and content. The challenges that each country encounters in LIS, as expected, are not the same, although some appear similar. All the challenges are discussed and contrasted in the context of each country's traditions and practices in LIS education. Some suggestions are also made regarding how to successfully meet the challenges this study has explored. The findings of this study can help all constituencies (i.e., educators, practitioners, and students) to better understand the challenges of LIS education in China and the United States so that feasible measures can be developed to meet them. In addition, each country can benefit from this study by learning from what its counterpart has done in LIS education with regard to barriers and challenges.