Charting the future of library and information science in Australia and New Zealand through research, education and practice partnerships

Abstract

Introduction. This paper reports on a year-long research project examining the state of library and information science (LIS) in Australia and New Zealand (ANZ), where there is a decreasing number of LIS programmes and ensuing concerns around the future of LIS education, and hence LIS research and LIS practice. Method. Data was collected through three workshops at three different LIS conferences in ANZ, where conference attendees participated through menti.com, an interactive audience-participation platform displaying live anonymous results, followed by an open discussion. Analysis. Data was analysed using thematic content analysis and affinity diagramming of the menti.com anonymous data and the notes from the post-workshop discussions that arose dynamically from the live results. Results. A majority of participants indicated LIS education to be of the most concern, tying it in with consequences for future research and professional practice, with other concerns including government and university policies, funding and research assessment. Conclusions. One of the strongest conclusions that emerged from all the workshops was the role of LIS professional associations in bringing together theory, praxis and education through more dialogue and broad consultations that are inclusive of contemporary societal priorities while ensuring a future for the discipline.

Keywords

• Diversity, Equity and Inclusion in LIS, incl. curricula
• decolonisation and epistemic injustice
• Library studies
• Research-Education-Practice Nexus in LIS
• LIS Education
• LIS Research