Revisiting Relevance 2020 – What Next for LIS Research in Australia?

By Professor Lisa M. Given

More than five years ago, the Australian Library and Information Association (ALIA) published a report documenting outcomes of a series of research meetings held in 2016. Working in partnership with Charles Sturt University (where I was Professor at the time), ALIA’s Relevance 2020 series set out to explore the state of library and information science (LIS) research across the country. Many universities served as hosts for the events, which attracted 172 participants from across the sector.

The report found:

• Seven barriers to research and collaboration (between LIS researchers and practitioners): awareness and perception; connection and relationship; funding; passion and enthusiasm; research culture and support; research expertise; shared understanding and interest

• 37 enablers for research and collaboration, including: funding; time; mentoring; research training; institutional support

And the report included four recommendations:

• Libraries and librarians should change the perception of their roles to include research as part of their role specification. This would be a powerful catalyst for a more dynamic, evidence-based profession.

• LIS schools and academics should be active players in fostering collaboration between academia and practice. Applied research should not be regarded as less important than research of a more theoretical nature.

• More consideration might be given by LIS academics to some of the priority areas for their practitioner counterparts, such as information services and the promotion of these services.

• ALIA should continue to play a role that bridges the gap between academic and practitioner needs. Consideration should be given to a central database of research ideas and experts, and to strategically providing further funding opportunities to members.

At the time, Professor Helen Partridge and I had just embarked on our “LISRA” Project – an Australian Research Council Linkage Project (Assessing Library and Information Studies Research Networks), in partnership with ALIA and National and State Libraries Australasia (NSLA). The project was designed to encourage and enable research culture and practice within the LIS profession in Australia. As part of LISRA, we launched the Research Assistance and Development for Australian Researchers (RADAR) program. RADAR provided small-scale funding to support collaborative teams of LIS researchers and practitioners to come together for a 12-month period to design and implement a study to provide an evidence-base for potential change within the sector. 

Little did Helen and I know when we first designed, applied for, and received the ARC Linkage funding that so many of our proposed activities would echo and resonate with the issues discussed at Relevance 2020. We have learned so much about the library and information research landscape in Australia, including the supports and enablers that can help collaborative teams to succeed.

Do you want to learn more about the RADAR project and what we learned through this important work? I will be sharing some of the lessons learned at the LARK Symposium 2022 in Sydney later this month. Details on the event and the link to register can be found at https://lark-kollektive.blogspot.com/p/lark-symposium-2022.html. I hope to see you there!

References:

Nguyen, L. 2017. Relevance 2020: LIS Research in Australia. ALIA: Canberra. Available at: https://read.alia.org.au/sites/default/files/documents/alia-relevance-2020-lis-research-in-australia-online.pdf 

Professor Lisa M. Given
Director, Social Change Enabling Capability Platform & Professor of Information Sciences
RMIT University
lisa.given2@rmit.edu.au
Twitter: @lisagiven
http://lisagiven.com/ 

Are we a profession? Emilia Bell answers

Are we a profession? 

The first answer comes from Emilia Bell, Coordinator (Evidence Based Practice) at the University of Southern Queensland

Is it fitting that we currently call Library and Information Science (LIS) in Australia a profession? Yes, but doing so means engaging with new knowledge which does require sustaining research in future practice.

In understanding ‘professions’ to be grounded in ethical standards and specialised knowledge, research remains a valuable and necessary contribution to the LIS professions' knowledge base and practice. Our professional expertise and judgments should build on professional ethics and knowledge, with knowledge being acquired, created, and applied through various processes, research being one.

perhaps engagement with new knowledge should guide our understanding of whether we have a profession

Juznic and Urbanija (2003) recognise that “research is needed to create new knowledge”. Undertaking research is vital in contributing to our professional knowledge base, and should be “published, shared, questioned, and debated” (Howard, 2022). For this, perhaps engagement with new knowledge should guide our understanding of whether we have a profession. This still presents an imperative to engage with research processes for knowledge creation, but also captures coinciding methods of inquiry and knowing (McGregor, 2021) that may inspire future research directions as a profession and a discipline.

Many overlapping processes (including research, evidence-based practice, and reflection) allow us to engage with our professional ethics and values, taking them beyond aspirational to being realised in practice (Young, 2020). Positioning ‘knowledge’ as a basis for the profession highlights other processes of inquiry, such as critical reflection, that help support the application of knowledge and ethics to practice. This requires we are deriving new knowledge from research while acknowledging those other processes that I hope will facilitate curiosity and interest in 'doing research' and going beyond routine as a profession.

References
Howard, K. (2022, August 28). Are we a profession? ALIA LARK. https://lark-kollektive.blogspot.com/2022/08/are-we-are-profession.html

Juznic, P., & Urbanija, J. (2003). Developing research skills in library and information science studies. Library Management, 24(6/7), 324-331. https://doi.org/10.1108/01435120310486048

McGregor, R. (2021, November 6). Reflective practice. Is this the library?. https://rowenamcgregor.com/2021/11/06/reflective-practice/

Young, S. W. H. (2020). On ethical assessment: Locating and applying the core values of Library and Information Science. Library Assessment Conference. https://www.libraryassessment.org/wp-content/uploads/2021/06/87-Young-On-Ethical-Assessment.pdf

LARK 2022 Symposium grants

LARK wishes to encourage attendance by library and information students, and colleagues outside Sydney. We offer two grants to cover the registration cost and contribute to traveling expenses. 

Applications are invited for 

1. registration grant or
2. traveling grant to a person who lives outside Sydney. It includes $300 support for expenses and free registration.

The priority will be given to: 

• Professionals from rural and remote areas
• Full-time library and information students
• Indigenous library and information workers and students

Applicants need to

• indicate for which grant they are applying
• include proof of regional or remote address and/or current full-time student status
• letter of recommendation: 
• STUDENTS - from an academic staff who taught the applicant during their current course of library and information studies
• EMPLOYED APPLICANTS - from the current supervisor
• INDEPENDENT PROFESSIONALS - from an academic staff or former work supervisor.

Please send applications to lark.kollektive(at)gmail.com by Friday, 9 September 2022 COB.

Successful candidates will be informed by Monday, 12 September.

Are we a profession?

Dr Katherine Howard

I recently had the privilege of working on the ARC funded Library and Information Science Research in Australia (LISRA) project. When preparing a literature review for on aspect of the project, I came across a quote that I have not been able to get out of my head (emphasis added):

Library and information science (LIS) has emerged, not only as a profession and the educational programme that supports it, but also as a research discipline. Research is needed to create new knowledge and thereby contribute to the growth of LIS as a profession or discipline. If research is absent, non-existent or even scarce, there is no profession, but only an occupation grounded in techniques, routine and common sense (Juznic and Urbanija, 2003).

Further, if we consider that the Australian Council of Professions defines (in part) a
profession as:

a disciplined group of individuals who [...] are accepted by the public as possessing special knowledge and skills in a widely recognised body of learning derived from research, education and training at a high level [...] (2003, emphasis added) ...

... do we really have a profession?

From my experience, and what I have observed, my answer would have to be ‘no.’ Now please don’t think I am ‘dissing’ my own sector – quite the opposite. If I didn’t love this sector and care about its future, I would just stay quiet. But I do care. I care that there seems to be very little research undertaken, published, shared, questioned, and debated.

Perhaps more worrying is that there seems to be very little interest in even finding out what it means to do research – proper, actual, rigorous research. I understand the constraints: there’s no time, there’s no support, there’s no recognition – all factors that have been written about in the literature and largely supported by findings from the LISRA project. But if we think we are already “doing research” and therefore we are “a profession” and nothing needs to change ... I beg to differ.

“Research” – sometimes incorrectly referred to as “academic research” - is a
methodologically sound investigation into a ‘thing.’ Ironically, the people who understand what I am talking about in the previous sentence are those who have undertaken research themselves. On reflection, perhaps it is not so ironic – it the difference between sympathy and empathy. You can’t empathise with something you have never empirically experienced, no matter how much you know about the topic or situation. 

So – I’d love to know what other people think. Within the bounds of the two quotes above, are we a profession? Why/why not?

Send us your responses and we will share them on this blog and Twitter.

References

Australian Council of Professions (2003). What is a Profession?

https://www.professions.org.au/what-is-a-professional/

Juznic, P., & Urbanija, J. (2003). Developing research skills in library and information science studies. Library Management, 24(6/7), pp. 324-331. 

Dr Katherine Howard, eResearch Analyst, Intersect

Breaking: LARK 2022 Symposium Program Now Available

As part of our 10 year celebrations, your LARK committee is proud to be hosting #LARK2022 Research for Library and Information Practice Symposium in September at the University Technology Sydney. Great news is that the program is now available here.
 
We are very excited to have Professor Lisa Given from RMIT University delivering the keynote titled The power of evidence-based practice: fostering social change through library and information research. Lisa has a wealth of experience and knowledge in multi-disciplined research methods, and will provide practical advice about research for those in the information professions. Lisa’s talk will focus on how information workers can enact social change through engaging with user data and a plethora of varied research projects. 
 
As well as our keynote, on the agenda are a number of presentations and lightning talks covering innovative research projects and studies into academic libraries and non-university library/information sectors. Presentations will cover a great mix of topics on blended learning, online tours, art galleries in the digital environment, makerspaces, evidence-based practice, a school-based reading scheme action research, and study of Saudi Arabian female academics and their research experience. The symposium finishes with two sessions aimed at providing; firstly, insights into a study of the educative role of academic librarians, and then the final session of the day will highlight the challenges and opportunities for practice-based researchers.
 
As we prepare for the symposium, LARK is inviting anyone who wishes to share some research reflections, and results of their finished research or a work in progress on our blog. You can contact us on Twitter @LARKollektive or by email (lark.kollektive_at_gmail.com). 

Registrations are open on the ALIA website.

LARK2022 Symposium Program

FULL PROGRAM

ROOM: UTS CB08.05.002

9.00 am – 9.30 am	Welcome and acknowledgement of Country 10 YEARS OF LARK	Dr Bhuva  Nararyan Dr Suzana Sukovic
9.30 am – 10.30 am	KEYNOTE Prof Lisa Given (RMIT University) The power of evidence-based practice: fostering social change through library and information research	Session Chair Dr Suzana Sukovic
10.30 am – 11.00 am	Morning break
11.00 am – 12.30 pm	SESSION 1 Ms Patricia Mariel Velasquez (Univ. of Auckland), Prof Anne Goulding and A/Prof Chern Li Liew (Univ. of Wellington) Designing blended library space to support students’ need post-lockdown Mrs Emilia Bell (Univ. of Southern Queensland) User experiences in a regional university library makerspace Ms Gabrielle Mace and Ms Merrilyn Lean (Queenwood School) 'Just Read' - A school-based action research project	Session Chair Edward Luca
12.30 pm – 1.15 pm	Lunch
1.15 pm – 2.15 pm	SESSION 2 – Lightning talks Miss Reham Alsuhaibani, Dr Huan Vo-Tran (RMIT), Dr Elizabeth Tait (Charles Sturt University), Dr Naomi Whiteside (RMIT) The role of information practices in research capacity building: perspectives from Saudi female academics who studied at home and abroad Dr Erin Roga, Ms Karen Pruis and Dr Myles Strous (Federation University Australia) A library and lecturer collaboration: Evidence-based practice and foundational research skills in undergraduate nursing students Mr Stephen V. Graham (Univ. of South Australia) Art Online: transformations in digitisation and discoverability of University Art Museum collections Dr Helen Cheung, Ms Yoko Hirose Nagao, Dr Mary Carroll (HKSKH Ming Hua Theological College, Rapidswide Company, Charles Sturt Univ) Visible importance of libraries and librarians: Worldwide ‘live’ online tours	Session Chair Dr Bhuva Narayan
2.15 pm – 2.30 pm	OPEN Q&A
2.30 pm – 3 pm	Afternoon break
3 pm – 4pm	SESSION  3 Ms Romany Manuell (Australian Council for Educational Research) The education and training role of Australian academic librarians: A variety of conceptions Dr Bhuva Narayan (Univ. of Technology, Sydney) Research-practice nexus in LIS: issues and opportunities	Session Chair A/Prof Tina Du
4 pm – 4.30 pm	OPEN FORUM DISCUSSION Next 10 years of LARK: Supporting research in LIS practice	Facilitator: Dr Mary Anne Kennan
4.30 pm	CLOSE	Dr Suzana Sukovic
From 4.30 pm	DRINKS GIN LANE

PDF thumb image by vecteezy.com

Symposium registrations & extended CfP

LARK is delighted to announce that the Symposium registrations are now open on the ALIA website.

• $120 ALIA members, students and speakers
• $150 Non-ALIA members

A call for papers has been extended to 15 July. If you wish to share your research or a great workplace initiative, you still have time to submit a proposal for your chance to join a line-up of great presenters.

Register now to hear from our fantastic keynote speaker, Dr Lisa Given, learn about interesting research in practice, and spend a day networking with like-minded colleagues. We have no doubt there will be something inspiring and thought-provoking for us all.