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Need assessment for Information Science Graduate Student in 21st Century

Wilawan Phornphatcharaphong*

Department of Information Science, Faculty of Informatics,

Mahasarakham University, Thailand 44150

(* e-mail : )

ABSTRACT

This research aims to explore the needs of information science graduates in the 21st century. The methodology was quantitative and questionnaire was tool. The population and sample were 163 librarians including academic Libraries and public Libraries. The results found that all libraries need the graduate in Information Science curriculum. (100%). The highest competencies demand for graduates was information technology, media and information technology and communications (83.44 %) following were English skills and other languages ​​(66.87%), learning and innovation (50.30 %), the life and work skills. And the knowledge-based economy, finance, business and entrepreneurship (33.13 %). The highest level of demands meet the ability to solve problems with reasoning (x ̅ = 4.67), the ability to plan with a systematic analysis and critical thinking (x ̅ = 4.50), and the relationship to work and live with others (x. ̅ = 4.67)

Keywords : Needassessment, Information Science Students, 21st century

INTRODUCTION

Information Sciences curriculum combines interdisciplinary knowledges of Library and Information Technology in order to produce undergraduate students to work as Knowledge Workers who can integrate knowledges and skills to work for managing Information system, collecting and analyzing of data in every information organizations. (ChaimZins. 2007) Besides, information science students can enter in the job marketsas five main positions; Information Professionals, Librarians, Information Technologists, Archives Personnels, and Editors. Moreover, some of them can work as teachers, public relations, secretaries, operators in publishers and book rental shops.

Malaysian Qualification Agency (2013) have discussed the standard curriculum in information science consists of 13 knowledge areas: 1) Theoretical Information Science,) 2) information resources 3) Management Information System 4) Knowledge Organisation 5) information retrieval and knowledge 6) information services 7) Information Management 8) Information Preservation and Conservation 9) Information Technology 10) Information Security 11) Legal aspect 12) Ethics and Professionalism 13) Information Entrepreneurship.

Although information science curriculumalways focuson qualification of students, the new challenge of information science will confront three critical factors. Thare are the skills of students in 21century, the new technology in information centers, and ASEAN phenomenon.

The challenge for education in the 21st century affects the course of Information Sciencesto provide students to be ready for the new era. Since the new working world will need students who are more sophisticated skills, including creativity and innovation, the critical thinking and problem solving, and communication and collaboration. Besides, the skills ofInformation, Media, and Technology . Then, information science students must have the ability to disseminate information via the media and technology. Finally, the skill of the 21st century must be life-long learning in 3R x 4C. There are 3Rs of Reading (Reading) (W) Riting (writing) and (A) Rithemetics (calculations), and 4Cs include Critical Thinking(Critical thinking) Communications (Communications) Collaboration (collaboration), and Creativity. (Creative). (Partnership For 21st Century Skills.2015)

Not only the preparingstudents’skills in 21 century, the emergence of information and communications technologyin information centerseffect information science curriculum to concentratelater. Today, libraries are not only about lending books. They are creativespaces, not only for individuals, but also teams. They are economicincubators and learning hubs. Most of all, the libraries are the entry points to the digital world. They are the way to embracetechnology and avoid digital exclusion. Therefore, to improvetechnologicalliteracy of local communities, librariesshouldbeequippedwith relevant technologies such as Library bookmark and guide, Augmented reality app, Digital interface for print books, Library utensils, Mobile library center, Print on demand machines, Book delivery drone, Access to library via commonlyusedapp (Library of the future: 8 technologies wewould love to see. 2016)

The demand for information science curriculum to push students to work in government and privatesectorsboth in domestic and ASEAN. According to the ASEAN Charter Article 34 : The workinglanguage of ASEAN shallbe English, theinformation science curriculum shouldpreparestudentsto have englishcompetenceimmediately. (ASEAN'sworkinglanguage. 2016)

Since information science curriculum is around the critical factors. The aim of this research tries to explore the needs of information science graduates in the 21st century in order to get information for managing the curriculums to support students to be ready for ASEAN, 21Century, and anvanced technology.

MATERIALS AND METHODS

The methodology was quantitative and questionnaire was tool. The population and sample were 163 librarians including academic Libraries and public Libraries. The instrument is questionnaire and statistics were used as percentage, average, and standard deviation.

Table 1 :The population and sample were 163 librarians

Type of Librarians(N = 163) / Frequency / Percentage
Librarians in State University / 24 / 14.72
Librarians in Private University / 26 / 15.95
Librarians in Rajabhat University / 40 / 24.54
Librarians in Public Library / 73 / 44.79
total / 163 / 100.00

RESULTS AND DISCUSSION

The researchisdividedintotwoparts. There are part 1 : The need of information science students and part 2 : The qualification of information sciences.

Part 1 : The need of information science students

The number of respondentswere 163 librarians (100.00 %) whowork in public libraries (44.79 %) anduniversitylibrary (55.21%). Most of them are librarianworkers (83.44%) and there are only 27 executives (16.56%). All librariansagreethat information organizationswillneed information science students in 21century.(as table 2) Since all information centersneed information science studentsbecauseInformation Science is the study of information and how itisused by people within organisations. People with information science skills are in highdemand. The study of information usage coversactivitiessuch as information collection, processing, storage and retrieval, presentation, and communication of information. It alsoencompassesstudy of the organisationalcontexts in which information isused, and of information systemsthat support information usage.Information Science is a fieldthatischangingrapidly. Some of these changes are driven by technology. For example, the rapid adoption of mobile devices over the past few years has createdopportunities for new applications and business models. Stillother changes are driven by organisational or business needs. For example, in a connected world, businesses increasinglyneed to manage theirsupplychains as large-scalecoordinated networks. There isalsogreaterdemand for more "intelligent" information systems.(University of Otago. 2016)

Table 2 :The need of information science students

Requirement / Frequency / Percentage
Need / 163 / 100.00
No / 0 / 0.00
Total / 163 / 100.00

Part 2 : The qualification of information sciences.

2.1 FromSkillsRequirement in 21 century, most information organizationsrequire information science students to have Information, media and information and communications technologyskillsmostly (83.44 %) following are English and other ASEAN languages ​​(66.87 %) and Learning and Innovation (50.30 %). (as table 3).The skill of information communication technology are important mostly because the global information and knowledge economies of the 21st centuries, most businesses, industries and individuals depend on ICT for communications and productivity. ICT contributes very significantly to the productivity of individuals and organizations of all kinds. IT was responsible for 75 percent of U.S. productivity growth from 1995 to 2002, and 44 percent from 2000 to 2006. The Internet alone accounted for 21 percent of the GDP growth from 2006 to 2011 across 13 leading economies—Brazil, Canada, China, France, Germany, India, Italy, Japan, Korea, Russia, Sweden, the UK, and the US. IT workers contribute 3 to 5 times more to productivity than non-IT workers.(Mid-Pacific ICT Center. 2016).

Table 3SkillsRequirement in 21 century

SkillsRequirement in 21 century (N = 163) / Frequency / Percentage
Learning and Innovation / 82 / 50.30
Information, media and information and communications technology / 136 / 83.44
Life and career / 54 / 33.13
English and other ASEAN languages / 109 / 66.87
Basic knowledge of financial, economic, business and entrepreneurship / 54 / 33.13

2.2 The mostwanted performance aspects of information sciencestudents in dimension of information organizationfocus on the ability to solveproblems (x ̅ = 4.62), following are the ability to use life skills (x ̅ = 4.52) and the ability to think and the theability to use technology (x ̅ = 4.27) (as table 4). Sinceproblemsolvingis important for information science studentbecauseProblemsolvingis the process of identifying a problem, developing possible solution paths, and taking the appropriate course of action. Good problemsolvingskillsempowerstudent not only in theirpersonal life but are critical in theirprofessional life. In the currentfast-changing global economy, employersoftenidentifyeverydayproblemsolving as crucial to the success of theirorganizations. For employees, problemsolvingcanbeused to developpractical and creative solutions, and to show independence and initiative to employers. (INTRODUCTION TO PROBLEM SOLVING SKILLS. 2016)

Table 4 The mostwanted performance aspects

The most wanted performance aspects (N = 163) / x ̅ / S.D
The ability to communicate / 3.85 / 1.04
The ability to think / 4.27 / 0.83
The ability to solve problems / 4.62 / 0.60
The ability to use life skills / 4.52 / 0.58
The ability to use technology / 4.27 / 0.78

2.3 The performance requirement of information science students in dimension of information organization focus on main five abilities. There are communicating, thinking, solvingproblem, life and career, and technologyusing. The performance requirementsmostlydesire are Listening and Speaking of ThaiLanguage (x ̅ = 4.17), Systematic planning(x ̅ = 4.50) Solvingproblemwithreasons and preventproblems and preparing solutions (x ̅ = 4.67) Having good relationship to collaboratewithothers and Having the ways to resolveconflicts (x ̅ = 4.67) Usingtechnology to storage and retrieval such as database (x ̅ = 4.50) (as table 5) Information organizationssuggestthat information science students in 21century shouldbe able to communicate, solveproblem, have carreerskill, use technology and think. Since technologyisused for managing information, thinking to solve the problem, and having good teamwork, information science studentneed to have good communicaitontoo. Communication issimply the act of transferring information from one place to another, whetherthisbevocally (usingvoice), written (usingprinted or digital media such as books, magazines, websites or emails), visually (using logos, maps, charts or graphs) or non-verbally (using body language, gestures and the tone and pitch of voice). Being able to communicateeffectivelyis the most important of all life skills. The ability to communicate information accurately, clearly and as intended. Communication Skills (2016).

Table 5 The mostwanted performance aspects in dimension of enterprises

Performance Requirements (N = 163) / x ̅ / S.D
1. Ability to communicate
1.1 Listening and Speakingof ThaiLanguage / 4.17 / 0.94
1.2 Listening and Speaking of English Language / 3.83 / 0.94
1.3 Listening and Speaking of OtherLanguages / 3.25 / 1.06
1.4. Reading and Writing of articles, text books, and bulletins. / 4.00 / 1.13
1.5 Presentation / 4.00 / 1.13
2. The ability to think
2.1 Systematic planning / 4.50 / 0.80
2.2 SystematicThinking to create the new knowledge / 4.33 / 0.78
2.3 Initiation to create and design the new work / 3.83 / 1.03
2.4 Guidance the various of solutions / 4.42 / 0.67
2.5 Creatingthe new projectwithoutcopingothers' work / 4.25 / 0.87
3. The ability to solveproblems.
3.1 Solving problem with reasons / 4.67 / 0.65
3.2 Searching information to solve problem / 4.50 / 0.67
3.3 Selecting decision that effects on others / 4.58 / 0.67
3.4 distinguishing problem while creating project / 4.67 / 0.49
3.5 prevent problems and preparing solutions / 4.67 / 0.49
4. The ability to use life skills.
4.1 Having good relationship to collaborate with others / 4.67 / 0.49
4.2 Having the ways to resolve conflicts / 4.67 / 0.49
4.3 Having responsibility in teamwork / 4.58 / 0.51
4.4 Sharing knowledge with other groups / 4.17 / 0.72
4.5 Modification work on the advice of other groups / 4.50 / 0.67
5. The ability to use technology.
5.1 Assessment between fact and data / 4.42 / 0.67
5.2 Having skill of information and communication technology / 4.42 / 0.79
5.3 Using technology to create such as website / 4.00 / 1.04
5.4 Using technology to present such as video / 4.00 / 0.74
5.3 Using technology to storage and retrieval such as database / 4.50 / 0.67

ACKNOWLEDGEMENT

The research was supported by faculty of informatics, Mahasarakham University, Thailand.

REFERENCES

ASEAN'sworkinglanguage. (2016).

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ChaimZins. (2007). Knowledgemap ofInformation science [Electronic version].Journal of

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Communication Skills (2016).

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INTRODUCTION TO PROBLEM SOLVING SKILLS. (2016).

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Malaysian Qualification Agency. (2013).Programme Standards: InformationScience.

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Mid-Pacific ICT Center. (2016).

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