Teaching research methods in LIS programs in Latin America and the United States

A comparison of professional preparation models


  • Krystyna Matusiak University of Denver
  • Mónica Colón-Aguirreb
  • Kawanna Bright
  • Egbert John Sánchez Vanderkast




LIS education; Research methodology; Professional preparation models; Comparative research; International studies


This panel will compare curricular models and approaches to teaching research methods in professional preparation programs in the United States and select Latin American countries based on questionnaires and interviews with LIS educators. In most Latin American countries, students begin their LIS education in undergraduate programs and are required to take several research methods classes. In the United States, LIS students usually take a single research method course as a core or an elective as part of a Master’s program. The panelists will discuss the differences and similarities in professional preparation models between the United States and Latin American countries.


Alemanne, N. D., & Mandel, L. H. (2018). Developing research practitioners: Exploring pedagogical options for teaching research methods in LIS. Journal of Education for Library & Information Science, 59(3), 26–40. DOI: https://doi.org/10.3138/jelis.59.3.2018-0015.04

Applegate, R. (2016). Educating assessors: Preparing librarians with micro and macro skills. Evidence Based Library and Information Practice, 11(2), 74–86. DOI: https://doi.org/10.18438/B89D0P

Berg, S. A., & Banks, M. (2016). Beyond competencies: Naming librarians' capacity for research. The Journal of Academic Librarianship, 42(4), 469-471. DOI: https://doi.org/10.1016/j.acalib.2016.06.002

Chang, Y. W. (2021). Academic impact of articles by practitioners in the field of library and information science. College & Research Libraries, 82(1), 59-74. https://doi.org/10.5860/crl.82.1.59 DOI: https://doi.org/10.5860/crl.82.1.59

Crampsie, C., Neville, T., & Henry, D. B. (2020). Academic librarian publishing productivity: An analysis of skills and behaviors leading to success. College & Research Libraries 81(2): 248-271. https://doi.org/10.5860/crl.81.2.248. DOI: https://doi.org/10.5860/crl.81.2.248

IFLA BSLISE Working Group. (2018). Building Strong LIS Education: A Call to Global and Local Action – An IFLA BSLISE Working Group White Paper. Cape Town: University of Cape Town Libraries. http://dx.doi.org/10.15641/0-7992-2542-6 DOI: https://doi.org/10.15641/0-7992-2542-6

Luo, L. (2011). Fusing research into practice: The role of research methods education. Library & Information Science Research, 33(3), 191-201. DOI: https://doi.org/10.1016/j.lisr.2010.12.001

Luo, L. (2017). Diversified research methods education in LIS: Thinking outside the box. Journal of Education for Library and Information Science, 58(2), 49-63. DOI: https://doi.org/10.12783/issn.2328-2967/58/2/1

Matusiak, K. K., & Bright, K. (2020). Teaching research methods in Master’s-level LIS programs: The United States perspective. Journal of Education for Library and Information Science, 61(3), 357-382. DOI: https://doi.org/10.3138/jelis.61.3.2020-0001

Saunders, L. (2019). Core and more: Examining foundational and specialized content in library and information science. Journal of Education for Library and Information Science, 60(1), 3-34. https://doi.org/10.3138/jelis.60.1.2018-0034 DOI: https://doi.org/10.3138/jelis.60.1.2018-0034






Panels (Juried)