Location, Location, Location: The Impact of Organisational Structure on Library and Information Studies Programmes
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
As a discipline, library and information studies (LIS) is often considered to lack visibility and a clear identity within academia. Poor understanding of the nature of our field/discipline and our relatively small size has led to LIS programmes being partnered with a range of other subjects, located within diverse faculty structures. We suggest that this can impact on the development of both LIS curricula and research as LIS academics are brought into interdisciplinary relationships with school and faculty colleagues. The study reported here analysed the location of a sample of LIS programmes from New Zealand, Australia, the United States of America, Canada, the United Kingdom, South Africa and Singapore. Compared with previous studies, we found a higher number of ‘stand-alone’ schools as well as some national differences. We reflect on our experiences in a Business School, partnered with the information systems discipline, noting some key differences in boundary setting, field configuration, the use of theory in our research and links with practitioner communities. We conclude that there is a vicious circle in that the LIS discipline’s lack of clear identity leads to it being partnered with disparate other fields which, in turn, further weakens its identity.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.150 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it