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Assessing Library Science Competencies: Soliciting Practitioner Input for Curriculum Design

Lois Buttlar and Rosemary Ruhig Du Mont
Journal of Education for Library and Information Science
Vol. 30, No. 1 (Summer, 1989), pp. 3-18
Stable URL: http://www.jstor.org/stable/40323495
Page Count: 16
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Assessing Library Science Competencies: Soliciting Practitioner Input for Curriculum Design
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Abstract

A questionnaire was mailed to 1,415 alumni of the Kent State University School of Library Science. They were asked to rate, in terms of importance, 53 identified library science competencies needed by new graduates. A total of 666 usable responses were received. Competencies rated highest by type of librarian (academic/research, school, public, special, other) were determined by cross tabulations of scores. Mean scores for all 53 competencies were compared (t-test) for significant differences. Knowledge of bibliographic tools is ranked highest by all librarians. Librarians with more work experience consider skill-oriented competencies (i. e., online searching) as less important and value communications and human relations skills more highly.

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