library and information science phd thesis

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Library and Information Science Theses and Dissertations

This collection contains theses and dissertations from the Department of Library and Information Science, collected from the Scholarship@Western Electronic Thesis and Dissertation Repository

Theses/Dissertations from 2024 2024

Advancing Anti-Racism in Public Libraries for Black Youth in Canada , Amber Matthews

Theses/Dissertations from 2022 2022

Recreational nastiness or playful mischief? Contrasting perspectives on internet trolling between news media and avid internet users , Yimin Chen

Discourse, Power Dynamics, and Risk Amplification in Disaster Risk Management in Canada , Martins Oluwole Olu-Omotayo

Folk Theories, Recommender Systems, and Human-Centered Explainable Artificial Intelligence (HCXAI) , Michael Ridley

Theses/Dissertations from 2021 2021

Exploiting Semantic Similarity Between Citation Contexts For Direct Citation Weighting And Residual Citation , Toluwase Victor Asubiaro

The Use of Intimate Partner Violence Websites: Website Awareness, Visibility, Information Quality, Perceived Usefulness, and Frequency of Use , Sze Hang Lee

Theses/Dissertations from 2020 2020

The General Artificial Intellect , Ramon S. Diab

The Public Library as Past Become Space , Greg Nightingale

Making Sense of Online Public Health Debates with Visual Analytics Systems , Anton Ninkov

Information, Employment, and Settlement of Immigrants: Exploring the Role of Information Behaviour in the Settlement of Bangladesh Immigrants in Canada , Nafiz Zaman Shuva

Theses/Dissertations from 2019 2019

Accessibility And Academic Libraries: A Comparative Case Study , Claire Burrows

The Information Practices of New Kadampa Buddhists: From "Dharma of Scripture" to "Dharma of Insight" , Roger Chabot

Narratives of Sexuality in the Lives of Young Women Readers , Davin L. Helkenberg

Strategic and Subversive: The Case of the Disappearing Diaphragm and Women’s Information Practices , Sherilyn M. Williams

Theses/Dissertations from 2018 2018

Informing care: Mapping the social organization of families’ information work in an aging in place climate , Nicole K. Dalmer

A Study of Six Nations Public Library: Rights and Access to Information , Alison Frayne

Information Freedoms and the Case for Anonymous Community , Rachel Melis

Academic Librarians and the Space/Time of Information Literacy, the Neoliberal University, and the Global Knowledge Economy , Karen P. Nicholson

Theses/Dissertations from 2017 2017

Expertise, Mediation, and Technological Surrogacy: A Mixed Method Critical Analysis of a Point of Care Evidence Resource , Selinda Adelle Berg

The E-Writing Experiences of Literary Authors , Kathleen Schreurs

Theses/Dissertations from 2016 2016

Understanding Collaborative Sensemaking for System Design — An Investigation of Musicians' Practice , Nadia Conroy

Laying the Foundation for Copyright Policy and Practice in Canadian Universities , Lisa Di Valentino

Towards Evidence-Informed Agriculture Policy Making: Investigating the Knowledge Translation Practices of Researchers in the National Agriculture Research Institutes in Nigeria , Isioma N. Elueze

Different Approaches for Different Folks , Alexandre Fortier

Creating Context from Curiosity: The Role of Serendipity in the Research Process of Historians in Physical and Digital Environments , Kim Martin

Alternate Academy: Investigating the Use of Open Educational Resources by Students at the University of Lagos in Nigeria , Daniel Onaifo

Theses/Dissertations from 2015 2015

Contentious information: Accounts of knowledge production, circulation and consumption in transitional Egypt , Ahmad Kamal

Multilingual Information Access: Practices and Perceptions of Bi/multilingual Academic Users , Peggy I. Nzomo

Words to Live By: How Experience Shapes our Information World at Work, Play and in Everyday Life , Angela Pollak

Watching Storytelling: Visual Information in Oral Narratives , James Ripley

Theses/Dissertations from 2014 2014

Empowering Women Entrepreneurs in Africa: Investigating Information Access and Use of Information and Communication Technologies by Women-Owned Enterprises in Zambia , Daniel Mumba

Young adults reflect on the experience of reading comics in contemporary society: Overcoming the commonplace and recognizing complexity , Lucia Cederia Serantes

Theses/Dissertations from 2013 2013

Space, Power and the Public Library: A Multicase Examination of the Public Library as Organization Space , Matthew R. Griffis

Knowledge Organization Practices in Everyday Life: Divergent Constructions of Healthy Eating , Jill R. McTavish

Semantics-based Automated Quality Assessment of Depression Treatment Web Documents , Yanjun Zhang

Theses/Dissertations from 2012 2012

Making Sense of Document Collections with Map-Based Visualizations , Olga Buchel

A Critical Historical Analysis of the Public Performance Right , Louis J. D'Alton

Intellectual Property and Its Alternatives: Incentives, Innovation and Ideology , Michael B. McNally

Theses/Dissertations from 2010 2010

The Information Practices of People Living with Depression: Constructing Credibility and Authority , Tami Oliphant

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• Library and Information Science Dissertations and Theses

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• Knowledge Organization Literature - International Society for Knowledge Organization - Despite their extensive classification and coding (see https://www.isko.org/scheme.php ) you can't search for theses or dissertations specifically, and likely most of what is included here could be relevant for our purposes - but you can browse the lists built for each time period. So, once we nail down our first and then subsequent time periods, that might be the way to go.
• So You Wanna Do A Thesis? Part 1: Preparation
• Suggested Topics for Library Science Research and Publication
• Librarianship Studies & Information Technology blog thanks, Sandra K. Roe (Sandy Roe) , chief editor, Cataloging & Classification Quarterly  journal for suggesting some useful resources included in this list. This article is inspired by her vision of a compilation of a bibliography of research works (dissertations and theses) in the field of library cataloging, classification, and metadata.
• Library and Information Science Encyclopedia
• Salman Haider
• Librarianship Studies & Information Technology
• https://www.librarianshipstudies.com/2018/08/library-information-science-dissertations-theses.html
• 2016-079-12
• Help us improve this article! Contact us with your feedback. You can use the comments section below, or reach us on social media.
• Please suggest new resources be added to this list. Do you find it useful? If yes, then please share it with your friends and online network. "Sharing is Caring." Kindly provide your valuable feedback to make this entry more useful for the researchers of Library and Information Science.
• Sandra K. Roe (Sandy Roe), Librarian, Illinois State University, Editor, Cataloging & Classification Quarterly   [July 17, 2016, e-mail] -- Wow.  This is an amazing compilation, complete with search instructions   - and such a great idea to solicit other sources from the community.  Brilliant!
• Stephen Abram, Librarian and principal with Lighthouse Consulting Inc., and executive director of the Federation of Ontario Public Libraries   [August 1, 2016, in his blog Stephen's Lighthouse] - Great list of sources – fee and free.

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Library and Information Science, Ph.D.

College of information and communications.

This research-intensive degree prepares doctoral-trained teacher scholars for library and information science faculty and administrative careers at universities, research centers and private businesses.

Our graduates distinguish themselves in advancing the ways people and organizations create and use information. We emphasize the relevance of social justice in the study and practice of library and information science, and we encourage faculty-student mentorship through publishing, grant writing and conference presentations.

Program Highlights

An expert faculty.

Learn from faculty members who combine distinguished academic careers with extensive professional experience.

Cross Disciplines

Learn to foster cross-disciplinary thinking with research and academic expectations.

Funded Research Opportunities

Apply for funding for your research and travel through The Graduate School and the School of Information Science.

Top Program

Study at a school ranked in the Top 20 of all American Library Association-accredited schools (U.S. News & World Report).

What You’ll Study

The program requires 54 credit hours beyond the master’s level, including 12 hours of dissertation preparation, with a cumulative GPA of 3.0 or above. You'll take 15 hours of core courses, two research methods courses, 12 hours of electives within your research area (with a goal of producing work for scholarly publication) and a nine-hour cognate.

Building Skills

Gain the professional and personal intelligence it takes to have a successful career.

Data Analysis

Examining and interpreting information to uncover insights and inform decision making

Gathering and analyzing information to increase knowledge or solve problems

Analytical Reasoning

Breaking down complex problems or situations to identify patterns, connections and solutions

Collaboration

Working with others to achieve a common goal or objective

Critical Thinking

Analyzing and evaluating information to make informed decisions or judgments

Communication

Exchanging information and ideas through speaking, writing or other means of expression

Using your degree

Make your college experience the foundation for a successful future.

Potential Careers

• Museum Director

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Advanced degrees.

Advance your career or options with post-graduate education.

Combination Degree | Master's

Public Administration and Social Work, M.P.A. & M.S.W.

College of Arts and Sciences College of Social Work

Social Work, Ph.D.

College of Social Work

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• iSchool Connect

PhD in Information Sciences

Join a renowned community of scholars.

The work of our faculty defines the field and puts scholars like you at the forefront of the information society. When you join the iSchool, you'll benefit from the excellence and reputation of the nation's leading school in library and information studies. Our interdisciplinary research program responds to new social and technological opportunities for producing, analyzing, disseminating, and accessing information.

PhD students are guaranteed financial support for five academic years (excluding summers) through research assistantships, teaching assistantships, and fellowships. Our students come from a variety of academic backgrounds and professional experiences, creating a collaborative, innovative, and vibrant community of scholars.

The Information Sciences PhD program is a residency program. Students are required to complete all coursework while located in Champaign-Urbana. Students may choose to complete their research outside of Champaign-Urbana at the discretion of the faculty advisor. Please note that if an international student leaves Champaign-Urbana at any point during their study, this may impact funding opportunities through the iSchool.

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By looking carefully at the interaction of people, information, and technology, we aim to improve our understanding of the world in order to make it better for all. We do this together—PhD students, research staff, and faculty helping each other to learn how to be better researchers. As program director, my role is to help engineer the magic of creativity as we all work to nurture a community devoted to finding things out. Michael Twidale, Professor and PhD Program Director

Our program opens doors, preparing students for successful careers. Recent graduates have obtained faculty positions with numerous universities including Denver, Rutgers University-New Brunswick, Indiana, Kentucky, Maryland-College Park, Michigan, Simmons, South Florida, UNC-Greensboro, Washington & Wayne State. Additionally, recent graduates have secured their first jobs in in a range of settings, including:

• Privacy Researcher, Facebook
• Research Scientist, PatientsLikeMe
• Consultant, Deloitte
• Data Scientist, U.S. Government
• Digital Scholarship Librarian, DePaul University
• Instructional Data Specialist, University of Illinois Urbana-Champaign
• Cataloger, Princeton University
• Core Investigator, Veterans Health Administration

Program overview

Work closely with your faculty advisor to create educational experiences both within and outside the classroom to support your professional goals. With only two required courses— History and Foundations in IS (IS 509) and Research Design in IS (IS 519) —you can customize your degree through a broad range of electives. Your program will consist of 48 hours of coursework and 32 hours of dissertation work. Required milestones that will help to build your research expertise include:

• Field exam in a significant sub-area of IS
• Research presentation to demonstrate research competency
• Dissertation culminating in a public presentation, defense, and submission

For a more detailed program overview, please visit Program Overview .

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Explore your research focus

You want to do important work that makes an impact and to collaborate with leaders in the field. We have the resources and the expertise to help you accomplish just that.

iSchool researchers address key challenges at the intersection of people, information, and technology in highly multidisciplinary ways. Our strategic research vision drives the scope of our research projects and presents a distinct imprint for the substance and impact of our work in areas such as:

• Scientific data and knowledge practices
• Organization of knowledge and information
• Data curation
• Digital humanities
• Digital libraries
• Community informatics
• Youth services and digital youth
• Informetrics
• Human-computer interaction
• Human-centered data science and social computing
• Information privacy, security, and ethics
• Health and bioinformatics
• History of information

What I like best about the iSchool is its inclusive culture and expansive opportunities. The welcoming faculty and staff are always there to offer academic and non-academic support. Because the iSchool's researchers work in very different subfields, PhD students are able to explore a range of research topics and collaborative opportunities across disciplinary boundaries. Wenyi Shang, PhD Candidate

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Flourish at a research university.

The University of Illinois is a preeminent public research university, which means you will have access to exceptional resources beyond those in the iSchool:

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Research Services supports and promotes the research activities of the iSchool, large or small, funded or unfunded. At the iSchool, you'll find supportive staff ready to help you with:

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Library and Information Science: Dissertations

Uw dissertations and theses.

The UW Libraries hold physical copies of dissertations written by UW students before 2013.  From 2013 forward, most UW dissertations will only be available online.

• UW Information Science dissertations published after 2013 are available online through ResearchWorks  
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UBC School of Information’s Doctor in Philosophy in Library, Archival and Information Studies is a four-year funded program that combines coursework with focused independent study and research. Our students have ready access to faculty members and benefit from unique opportunities at a comprehensive, world-class, research-intensive university.

We designed our PhD program to provide advanced research education for outstanding and highly motivated students who have already obtained a Master of Archival Studies (MAS) degree, a Master of Library and Information Studies (MLIS) or an equivalent related degree.

• Information seeking, retrieval and use
• Human-computer interaction and design
• Critical approaches to information systems and services
• Information appraisal, classification and organization
• Social computing
• Information ethics and information policy
• Personal archives, digital archives, and online communities
• Records and information management
• Data management and natural language processing
• Blockchain technologies, information trust and governance
• Digital cultural heritage and preservation
• Digital humanities

Program highlights

• Advanced education in information and archival studies
• Focus on scholarship and research, with strong support for interdisciplinary approaches
• State-of-the-art research and learning facilities at a world-class university

Identify a potential supervisor

The doctoral program is highly selective. The strongest applicants have research interests aligned with the faculty expertise in the School of Information. Identifying a faculty member who can support your application does not guarantee an offer of admission. Still, it can ensure that your application is read carefully in light of the limited number of positions available each year. The following paragraphs provide suggestions for reaching out to potential supervisors.

• Familiarize yourself with program requirements. You want to learn as much as possible from the information available before reaching out to a faculty member.

Focus your research

• Identify faculty members who are conducting research in your specific area of interest.
• Read up on the faculty members in the program and the research conducted in the department.
• Familiarize yourself with their work, and read their recent publications and past theses/dissertations they supervised. Be sure that their research is indeed what you are hoping to study.

Make a good impression

• Do not send mass emails to everyone in the department hoping for a match.
• Address the faculty members by name. Your contact should be genuine rather than generic.
• Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department.
• Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students, and you may have less than 30 seconds to pique someone's interest.
• Convey the specific ways you are a good fit for the program.
• Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/are already conducting.
• Be enthusiastic, but don't overdo it.

Course requirements

Students entering the doctoral program with an approved master’s degree will be required to take a minimum of 24 credits of coursework before achieving candidacy.

Your advisor may recommend additional courses, and you may be required to take courses in the iSchool Master of Library and Information Studies program or the Master of Archival Studies program to provide sufficient background for your research focus.

In addition, we strongly encourage our doctoral students to take graduate-level courses from other UBC departments in their chosen area of research.

Program details

Upon entering the doctoral program, you will be assigned an adviser who will work with you to develop an appropriate coursework schedule relevant to your research plan. You will take advance study in the major and minor areas (LAIS 620 and 621) with your advisor or the faculty member(s) best aligned with your research focus.

The qualifying exams assess your knowledge of the relevant literature, analytic capacity, and skill in developing original written and oral presentations of ideas. Typically, your advisor becomes your dissertation supervisor through the qualifying examinations.

Upon successfully completing the qualifying examinations, you will enter the dissertation stage of the program. Working closely with your supervisor, you will assemble a dissertation committee of no fewer than two additional eligible faculty members; these may be the same faculty who assessed your qualifying exams.

You will develop and defend a dissertation proposal of not less than 30 pages following the guidelines in the Doctoral handbook of policies and procedures . The goal of the proposal is to ascertain your research readiness.

Upon the successful defence of the proposal, you are recommended for candidacy.

You will then undertake the research and writing to prepare the dissertation following the guidelines of the Faculty of Graduate and Postdoctoral Studies (G+PS). When the dissertation is completed and successfully defended, you will be recommended for your Doctor of Philosophy (Ph.D.) degree.

Qualifying examinations

The qualifying exams for the School of Information PhD consist of coursework (LAIS 620 and LAIS 621) as well as a formal examination with written and oral components. This overview of the qualifying exam process is meant as a guide for students and faculty. While specific details of each student’s exam preparation, writing and defence will vary, there are consistent timelines, objectives and expectations of all doctoral students. This document sets out a process for preparing for, writing, and assessing the qualifying examination as a key milestone in a student’s progress toward degree.

Students receive course credit (and faculty receive teaching credit) for LAIS 620 and LAIS 621. As such, the policies related to student resources, academic concession, academic integrity, academic accommodation, and conflicting responsibilities that apply to all other coursework also apply to the qualifying examination. Students who have needs or concerns related to these policies can negotiate adjustments to the exam procedures with their advisor and the Doctoral Studies Chair. Details of the policies and how to access support are available here.

Upon completion of all other degree coursework requirements (See: degree requirements), a student is enrolled in LAIS 620 (Advanced Study in the Major Area) and LAIS 621 (Advanced Study in the Minor Area) by the Program Assistant. The courses are six credits each, and should be taken over the course of the Winter 1 & 2 terms of the second year of doctoral study. These courses represent the preparation for the qualifying exam (50%) as well as the exam itself (50%). The preparation portion of each course is satisfied through a directed study with the student’s advisor or potential committee member. The advisor may recommend additional coursework for credit course auditing, depending on the student’s background or intended topic of study.

Through the LAIS 620 and 621 coursework, the student provides evidence that they are able to:

• Identify and describe Major and Minor areas of focus that will frame the examination process;
•  Read for both depth and breadth in the areas of focus;
• Curate bibliographies of academic sources that represent key concepts, ideas, theories, or methods in the areas of focus;
• Develop research relevant questions that emerge from the reading;
• Connect the research focus area(s) with the broader discipline;
• Communicate clearly and effectively to academic audiences, in written and oral forms.

Key outputs from the LAIS 620/621 coursework are materials that guide the examination process, specifically:

• An overview document for the Major and Minor areas (length determined by the advisor, however 1500 to 3000 words is typical) that provides a fulsome description of the areas of focus, important concepts and definitions, and key questions that emerge from reading in these areas; and
• A guiding bibliography of 40-50 sources for each of the areas of focus.

The Major and Minor areas of focus are developed with the approval and consultation of the advisor and examination committee. The Major and Minor together should support the development of student thinking, but not encapsulate exhaustively the thinking within a discipline. The level of specificity and scope are important considerations. The Major and Minor areas should be complementary but not overlap. For example, the Major area may be the central focus of a student’s intended inquiry, with the Minor area a complementary theory or method, or a cognate area related to but not a subset of the Major.

The qualifying exam has two overarching objectives: 1) to assess the student’s knowledge of current trends, theories, and methods in the areas of focus; 2) to determine if the doctoral student is sufficiently prepared to design their dissertation project.

• Through the qualifying exam, the student provides evidence that they are able to:
• Identify and critically read relevant literature in the areas of focus;
• Comprehend and evaluate arguments in the areas of focus;
• Integrate and synthesize ideas within the areas of focus;
• Put their research focus area(s) in conversation with the broader discipline;

The student will be expected to demonstrate their knowledge, and critical analysis in the discipline through:

• Knowledge of the main issues or problems in the areas of focus;
• Incisive evaluation of current and past research;
• Rigorous analysis, organization and synthesis of information;
• Clear written, and oral communication of ideas, concepts and arguments.

Students are expected to read carefully and write to issues that are contained within these bibliographies, but cannot be expected to read or write outside them as part of the examination process.

The faculty member who advises a doctoral student through their course work and qualifying exams is known as an adviser. This is usually (but not always) the same person who supervises their work as they write their dissertation, the supervisor.

The student and their adviser will assemble an Examination Committee that will adjudicate the Major and Minor focus areas by setting the exam questions and assessing the answers. The Examination Committee will consist of the adviser and two or three additional faculty members. These are typically faculty who have served as instructors to the student, have supervised reading courses in one or more of the areas of study, or have expertise related to the focus areas. The student's adviser will chair the committee.

The Examination Committee will set the questions for both the Major and Minor area exams. The questions will be based on the Major and Minor focus area descriptions and accompanying bibliographies approved by the committee by the end of January of their second year. After committee approval, the scheduling of the written exam and oral defense can occur.

Structure of the examinations

• The qualifying examination occurs in the Winter 2 term of the student’s second year in the Doctoral Program, and must be completed within 24 months of starting the program, as required by the Faculty of Graduate and Postdoctoral Studies.
• Writing of the Major and Minor areas will occur within a 30-day period, and the overall length of the examination should not exceed two months.
• The format for the written examination is a take-home examination to be completed during a 21-day writing period. The writing period must begin and end on a weekday. The dates can be negotiated, and a one-day extension granted if a statutory holiday, religious holiday or cultural observance falls within the writing period (see UBC policy on conflicting responsibilities).
• The examination is intended to be a sequestered writing period, during which the student should have minimal contact with other students and faculty. Peer editing and reviewing of draft answers is not permissible, nor should the student and advisor or examination committee consult on the questions once they are administered. Students who need accommodations such as an extended exam period or writing support should consult with their advisor and DSC Chair in advance of the examination scheduling.
• The examination will comprise two significant essays, one each for the Major and Minor focus areas. The essay prompts will be formulated by the committee, and reflect the depth and breadth of the Major and Minor. The major area essay prompt should be presented as an opportunity for the student to compose a “state of the field” review related to the student’s area of research focus. The Minor essay prompt should permit the student to focus on a theory, method or cognate area that complements the Major area, without being redundant. In terms of length, approximately 5,000 words (including references) would constitute a minimal answer for each essay, with 7-10,000 words judged more acceptable in most cases.
• An oral examination of not more than three hours will occur not more than two weeks following the completion of the writing period.
• The oral examination committee consists of at least three members of Examination Committee.
• The Chair of the DSC serves as examination chair, and there is no audience present.

Sample Exam Timeline (Actual dates negotiated among student, committee, and DSC Chair):

• Supervisor submits questions vetted and approved by the examining committee to the Program Assistant one week before the exam writing period begins (February 24).
• Student receives exam questions on Friday March 3 at 9am [21-day writing period begins].
• Student submits written answers to Program Assistant on Thursday March 23 at 5pm [Writing period ends].
• Committee has seven days to read and evaluate essays.
• Committee communicates to DSC Chair that oral exam will proceed on Thursday March 30.
• Oral exam occurs Friday March 31.

After a student submits the written qualifying exam essays, the examination committee will have no less than seven days to read and evaluate them prior to the oral examination. The committee should confer prior to the oral examination to confirm that the quality of the written essays is adequate to proceed. If the essays are adequate, the student will proceed to the oral examination. If the essays are deemed inadequate, the committee will recommend either a mark of FAIL, or Adjournment (see below). The committee’s agreement to proceed or not proceed to the oral examination should be a consensus decision sent to the DSC Chair at least one day prior to the oral examination.

The purpose of the oral examination is to allow the student to provide context for their written exam answers, to demonstrate additional depth and breadth of knowledge in the area, and to show their communicative competency. The questions of the oral examination will be related to the questions answered by the student in the written examination of the major and minor areas. Examiners' questions will be based on peripheral or related material that contributes to a complete answer to the questions posed.

The oral examination will be comprised of the following parts:

• Introductions and clarification of procedures by the DSC Chair or designate
• Student presentation (15 minutes maximum – see below)
• Examination of the Major Area: At least one round of questions from each examiner, until all examiners are satisfied.
• Examination of the Minor Area: At least one round of questions from each examiner, until all examiners are satisfied.
• In-camera session: The student is dismissed, and the examiners meet with the Chair to discuss the outcome, feedback, and mark for the examination.
• Feedback: The student returns to the exam session and the Chair or Advisor provide the outcome and next steps.

At the beginning of the oral exam the student may take the opportunity to expand on their answers to the written exam questions, amplifying the answers or outlining the key points. This speaking opportunity must take no longer than 15 minutes, and may be strictly oral or aided only by notes or a visual presentation (i.e., the student is not allowed to read a prepared paper). The student may bring into the oral examination only a copy of the written exam and the notes or software (e.g., PowerPoint) for the 15-minute presentation.

During the in-camera session of the examination, the faculty will evaluate the student’s written and oral performance on each of the Major and Minor areas of focus. The student will be given one of three marks for each the Major and Minor. Faculty will assess the written and oral examination for each area as a combined mark.

• Unconditional PASS : The student’s performance in the written and oral examination meets all the indicators. The examination milestone is considered met and a grade is assigned.
• Conditional PASS : The student’s performance in the written and oral examination meets most of the indicators, but may need additional writing or revision to satisfy the committee. A student who receives the mark of Conditional PASS must complete revisions under the direction of the Advisor within two weeks. The committee will assess the revised responses and either provide the mark of FAIL or Unconditional PASS. Further oral examination is not required.
• FAIL : The student’s performance in the written and oral examination does not meet the exam indicators above. A student who receives the mark of FAIL must withdraw from the program. UBC procedures for appeal of assigned academic standing are detailed in the Academic Regulations section of the UBC Calendar.

A student may receive a split decision for the Major and Minor areas; that is, the mark assigned may be different if the written or oral performance is inadequate in either area. If a student receives a Conditional PASS in either area, the numerical grade will be provided after the revision period. If a student receives a FAIL in either the Major or Minor area, the milestone is not met, and the student must withdraw from the program.

A student receives a grade for each of the Major (620) and Minor (621) area examinations. This grade is a score that reflects their combined written and oral performance. The examination grade constitutes 50% of the grade for the Major or Minor area, the other 50% being the score assigned for the exam preparation. The Advisor should bring the preparation scores to the in-camera session. The grades for preparation and examination are averaged and submitted to the Program Assistant using the grading form provided on the school’s internal website.

A student who receives the mark of Unconditional PASS should receive a grade that is appropriate to their level of achievement, i.e., in the A to A+ range (85-95). A student who shows weaker performance in either the oral or written components, but not to the point where revision is necessary, may receive a lower grade. However, all grades for an Unconditional PASS must be above the B level (74+).

In the event the examination committee is unable to reach consensus on either the mark or numerical grade in the in-camera session, the DSC Chair (or their designate as examination chair) will serve as arbiter.

An adjournment may occur when the examination process needs to be halted for additional preparation, or for personal reasons arising from the student’s situation. There are two conditions under which the exam process may be halted or adjourned.

• Faculty requested adjournment: If one or both examination essays are of an unacceptable quality, but there is confidence they can be improved with additional preparation, the chair of the examination committee may request an adjournment. This request should be made between the submission of the essays and the oral examination. The request should be made to the DSC Chair.
• Student requested adjournment: If the student experiences a personal situation that puts their ability to complete the examination in question (significant illness, unexpected life incident, or emergency), they may request an adjournment. This request should be made during the writing period to the advisor and DSC Chair.

If an adjournment is granted, the student will have six months to complete the examination process. The student may not proceed to the oral examination until the written essays are deemed of sufficient quality. If the student does not produce passable essays on the second try, the student will be given the mark of FAIL and must withdraw from the program. The student must be informed of the committee’s decision in writing, and will have the opportunity to appeal to the DSC Chair. A candidate will be permitted to re-write the examination only once. The student is responsible for scheduling the re-writing.

All students can appeal the examination mark or numerical grade if they feel that the process for administration or assessment was unfair or in error. To appeal, the student must send a written note of appeal, along with any evidence to support their claim, to the DSC Chair within one week of receiving their examination feedback. The Chair will review the written essays and chair report to identify if any redress is appropriate. The outcome of the appeal will be provided to the student in writing no more than 30 days after receipt of the appeal.

Career outcomes

Graduates of the School of Information Doctoral Program have held positions in academia, including tenure track faculty at some of the world's leading universities, the IT industry, and leadership roles in libraries, archives, and other public sector institutions.

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OATD.org aims to be the best possible resource for finding open access graduate theses and dissertations published around the world. Metadata (information about the theses) comes from over 1100 colleges, universities, and research institutions . OATD currently indexes 6,911,340 theses and dissertations.

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We’re happy to present several data visualizations to give an overall sense of the OATD.org collection by county of publication, language, and field of study.

You may also want to consult these sites to search for other theses:

• Google Scholar
• NDLTD , the Networked Digital Library of Theses and Dissertations. NDLTD provides information and a search engine for electronic theses and dissertations (ETDs), whether they are open access or not.
• Proquest Theses and Dissertations (PQDT), a database of dissertations and theses, whether they were published electronically or in print, and mostly available for purchase. Access to PQDT may be limited; consult your local library for access information.

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Dissertation Topics In Library And Information Science

Introduction.

Over and above, when you need to write something for a particular subject, it makes sense to consider what you want to write about. Writing may not be for you, but as a student, this is a very crucial requirement that you need to accomplish in order for you to graduate on time.

Are you in need of profound topics to write about in your scholarly thesis that has something to do with library and information science? It is true that deciding for the appropriate topic that you can consider for your paper is an exhausting stage. However, this can be outlasted if you will give it your best shot in researching for the best possible subjects that you know are worth talking about. Luckily, you can go over various offline and online resources and unveil from there the topic that precisely matches your writing skills.

Here is a collection of dissertation topics in Library and Information Science that you can delve into:

• Tackle change management in the library environment that is especially intended for organizational renewal
• The role and accreditation of the academic library in undergraduate, graduate as well as other teaching programs
• Benchmarking as an approach to obtain results; your library’s use of benchmarking and the outcomes, issues and opportunities
• Discuss collection development strategies for scholastic programs
• Time study or cost of services, programs and collections in the library, including the detailed description of the approaches and results at your library
• Developing a yearly scholastic agenda for the library. Discuss the benchmarks and performance measure
• Talk about electronic resources and their significant impact on scholastic library as the intellectual and social core of the school
• Development programs and fund raising for libraries
• Tackle the remarkable impact of cultural and demographic changes on library services
• Discuss the linkage between life-long learning and libraries: what this conveys and what are the necessary steps that need to be taken?
• The changing role of the library in the information economy
• Talk about the literacy programs carried out in the library environment

Students nowadays do not need to suffer from choosing what suitable topic to write about. If you are tasked to discuss something that is connected with library and information science, you will surely have countless of possible options to pick from. Take a look at the topic ideas provided in the list above and from there you can decide which one is right for you.

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Theses and Dissertations (Information Science)

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Recent Submissions

• Knowledge and information sharing through social networking sites among postgraduate students at selected universities in Tanzania  Ponera, Msafiri Jaffar ( 2022 ) The study investigated the use of social networking sites (SNSs) in knowledge and information sharing among postgraduate students at selected universities in Tanzania. The uses of SNSs are known to have potential to ...
• Shaping the evolving role of academic librarians in the fourth industrial revolution through continuous professional development at the Durban University of Technology  Moonasar, Anushie ( 2023-05 ) Due to the proliferation of disruptive technologies that drive the fourth industrial revolution (4IR), academic libraries have undergone an evolution, which has also changed the role of academic librarians. With disruptive ...
• The transformative impact of current awareness services on promoting access and use of open access resources at the University of Zambia  Chitumbo, Eness Munzya Miyanda ( 2022-03-20 ) The study of open access usage in higher learning institutions in developing countries has been an area of concern over the past years due to the many opportunities it offers in academia, such as making available and ...
• Marketing and use of electronic library resource to students in technical universities in Ghana  Baayel, Patrick ( 2023-12 ) The low utilisation of e-resources from accessible databases among students in Ghanaian technical universities (TUs) is an issue of concern for library management. Effective marketing strategies are seen as a promising ...
• Preservation of audio-visual records at the South African Broadcasting Corporation radio in Limpopo regional offices  Ngoasheng, Cyril Patrick Maribolla ( 2020-09 ) Audio-visual records produced by public broadcasters play a role in preserving the history, culture, and language of the country. The records are used by broadcasters to repeat programmes and as snippets to support programmes ...
• A framework for web archiving for municipalities in the KwaZulu-Natal Province in South Africa  Luthuli, Lungile Precious ( 2022 ) A website is one of the tools that an organisation can use to communicate information to the outside world. Some of the records published on websites are often in paper format in record-keeping systems. Other records, on ...
• Developing a framework for the management of indigenous knowledge systems in public university libraries in Ghana  Asamoah, Cathrine ( 2021-01 ) The management of indigenous knowledge (IK) has not been part of the focus of academic libraries collections in Ghana. The need to manage such knowledge base of society has become vital in the era of information society ...
• Knowledge Sharing Practices Among Nurses During COVID-19: A Case Study of Makhanda in the Eastern Cape Province of South  Mugenyi, Andrew ( 2023-04-30 ) The importance of knowledge in this fast-changing world cannot be overstated. Knowledge is urrently considered a crucial organisational resource that transcends other resources, such as land and capital. It plays a vital ...
• Accessibility of Mabeskraal public library services by teachers in Bojanala, North West province of South Africa  Shibambo, Frans Sello ( 2023-06 ) Public libraries play a critical role as service providers that benefit various user communities. Such institutions have helped sustain societies’ information, educational, recreational, and leisure needs. Public libraries ...
• Opportunities and challenges of integrating information literacy as a credit-bearing module into first-year level academic programmes at the University of Venda, South Africa  Ndou, Alugumi Samuel ( 2022 ) The influx of emerging technologies has challenged the way in which the information literacy (IL) concept is defined in the 21st century, e.g. the construct of IL has evolved and expanded to include digital literacy and ...
• A social analysis of gamified information systems  Van der Poll, Arthur Emil ( 2022-11 ) Gamification is broadly defined as the use of game elements (for example, points, rewards and competition) in non-game settings like education, business and government. In information systems (IS) teaching and learning, ...
• Implementation of freedom of information legislation in South Africa and Zimbabwe  Mojapelo, Makutla Gibson ( 2022-06-13 ) The passage of Freedom of Information (FOI) legislation demonstrates a commitment to combating corruption and promoting democracy through public participation, openness, and transparency. Adoption of the legislation, ...
• Archives as a tool to support land restitution in South Africa  Mabapa, Lyborn ( 2021-11 ) Archives have become acceptable evidence in the context of land restitution to prove events that occurred in the past during land dispossessions. Although researchers agree that archives are not always available and ...
• A framework for disaster management for community libraries in the North West Province, South Africa  Chizwina, Sabelo ( 2019-07 ) A disaster may affect any library at any time. Libraries need to be prepared to mitigate and to recover from disasters. Plans need to be in place before, during and after a disaster to ensure that a library is able to ...
• Public libraries and early literacy development programmes for preschoolers at the Kenya National Library Services  Ouda, Penina Atieno ( 2022-09 ) The study aimed to investigate the state of early literacy development programmes and services for preschoolers at the Kenya National Library Services. Using a mixed method design, a sample of 244 library staff, including, ...
• Church technological growth and sustainability: insight from system dynamics  Matobobo, Courage ( 2022-10-28 ) Religious organisations that have realised the importance of ICTs are increasingly adopting and using various technologies to spread evangelism while seeking to grow membership. Currently, a few studies evaluating the ...
• Public librarians' perspectives of digital library for rural areas of Capricorn District Municipality, Limpopo Province  Mamabolo, Mapheto Johannes ( 2022-12 ) Even after two decades of a constitutional democracy that is prized as one of the most progressive achievements, public libraries and information services remain scarce in rural South Africa. This is despite the fact that ...
• Strategies for building user loyalty in selected university libraries in Ghana  Dankwah, Dominic Agyei ( 2021-01-11 ) Using business models in university libraries has proved to yield positive results. Employing an exploratory sequential mixed-method approach, this study investigated strategies for building user loyalty in selected ...
• Knowing the fabric-weaving landscape : information literacy practice of the weavers from the Bonwire Kente Centre in Ghana  Agyemang, Franklin Gyamfi ( 2022-06 ) The socio-cultural perspective to information literacy has gained attention in Information Science, with numerous information literacy studies having been conducted in various workplace landscapes; however, not in the craft ...
• Research data management in selected universities in South Africa  Manqola, Nambitha Ntsoaki ( 2022-11-30 ) Research Data Management (RDM) is an innovative trend that is growing exponentially, and globally influences the research arena, as well as academic institutions. However, the recipient of this ground-breaking research ...

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• DASH , Digital Access to Scholarship at Harvard, is the university's central, open-access repository for the scholarly output of faculty and the broader research community at Harvard.  Most Ph.D. dissertations submitted from  March 2012 forward  are available online in DASH.
• Check HOLLIS, the Library Catalog, and refine your results by using the   Advanced Search   and limiting Resource  Type   to Dissertations
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Phd in library and information science.

In 2012, direct PhD programme in Library and Information Science was launched. The programme received an overwhelming response from the librarians and information professionals working in NGOs, School libraries, academic and research institutes/ university libraries, etc. Currently 11 scholars are pursuing research.

Centre has following 5 Research Supervisors:

Dr.Satish Kanamadi

Dr.J.Shivarama

Dr.Akhilesh Yadav

Dr.Anand Dodamani

Dr.Prabhu Gaddimani

The areas of research are Knowledge Society, Information Seeking Behaviour, Information Access and Services, Information Organization, e-resources, Digitization, Collection Building in Digital Library, Information and Digital Literacy, and other emerging areas in the discipline of LISc.

List of Research Scholars who have been awarded PhD in Library and Information Sciences:

List of Research Scholars pursuing PhD in Library and Information Sciences

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Ph.D Theses

Ph.d theses:.

The Theses Section is housed in the same area in which the Text Book & Book Section is located at the Ground Floor. Central Library receives copies of all the Ph.D. theses awarded at IIT Delhi and they are housed in this section. There are about 7,500 Ph.D. theses currently available in the section. The theses on the stacks have been arranged according to the year of submission and you need to note the details from the WebOPAC for locating the theses. The copies of the Ph.D. theses are also available in the respective departments.

The Database of the Ph.D. theses is accessible through the WebOPAC by Title, Author, Supervisor, Department, Year, etc. and also through another interface specially prepared for searching the theses at: http://eprint.iitd.ac.in/ . ePrints@IITD (Institutional Repository) makes available the abstracts of the theses on-line (title to content pages) from anywhere in the world.

Full-text of the theses are made available at Shodhganga@INFLIBNET Centre: https://shodhganga.inflibnet.ac.in/handle/10603/421373

Copyright © 2021 Central Library, Indian Institute of Technology Delhi. All Rights Reserved.         Developed by Mr. Satbir Chauhan  under the Guidance  CAD Central Library

Study with Us

The university of the philippines.

The University of the Philippines is the country's premier institution of higher learning. Founded in 1908, and with a new Charter granted by law (R.A. 9500) in 2008, UP leads in setting academic standards and initiating innovation through its graduate programs, research activities, and public service. UP's education has a distinctive flavor evident in our graduates who embody the University's commitment to academic excellence, social responsibility, and democratic access. UP is the highest ranked university in the Philippines, placing 78th in the QS Asia University Rankings 2024. UP has eight constituent universities in 21 campuses, with its main campus in Diliman, Quezon City occupying a sprawling 493 hectares and home to more than 23,000 students.

The UP School of Library and Information Studies

The UP School of Library and Information Studies (UPSLIS) is the first library school in Southeast Asia and the top performing library school in the Philippines

UP was the first university in Southeast Asia to offer courses in Library Science in 1914. Post-war, the Institute of Library Science was formed in 1961 to offer a graduate program. Now known as the UPSLIS, we continue to lead and reinvent information science education and practice in the region. With 14 full-time faculty members, 17 part-time subject experts from industry, and a low student-teacher ratio of 11:1, UPSLIS provides the best foundation for entering work in the information professions.

Our Programs

The BLIS program is an innovative and interdisciplinary program that aims to develop well-rounded graduates who are able to:

• Manage information resources, services, tools, and organizations
• Assess information needs and design responsive information services for diverse users and communities
• Apply ethical and legal principles in handling information issues faced by individuals, organization, and societies
• Appreciate the dynamic relationship between information, technology, and society to develop information systems
• Conduct research using LIS tools and concepts towards the expansion of knowledge in the field and develop solutions to information-related problems

The Bachelor of Library and Information Science is a four-year, 138 unit program that allows students to:

• Develop a broad foundation in library and information science (LIS)
• Pursue minor programs within and beyond the School
• Design a program of study in preparation for medical school, law school, or other graduate programs

Through electives, students may choose to specialize in certain “tracks”:

• Librarianship
• Archives and Records Management
• Information Studies
• Informatics and Data Science
• Health Information
• Legal Information
• Digital Humanities

Key Information

Freshman students are admitted directly to the School through the UP College Admission Test

Shiftees within UP Diliman (S2) and Transferees from other UP units (T1) must access the BLIS S2/T1 Application Packet for the complete application instructions and entry requirements.

Transferees from other Schools/Universities (T2) and Second Degree applicants must apply via the UPD Office of the University Registrar

The MARM program provides students with the knowledge and skills required to work in and develop archives, special collections, record centers, and other memory and collecting institutions.

At the end of the program, graduates will be able to:

• Evaluate the value of records and archives for research, expression, decision-making, and nation building
• Integrate core archival theories and principles in relation to praxis
• Apply established standards and best practices in performing preservation functions
• Design policies, programs, and strategies for the development of archives and records management
• Assess the legal, moral, and ethical responsibilities in preserving history, memory, and identity through archival records
• Formulate approaches and viewpoints to address the current problems and challenges on archives and records at the micro and macro levels

The Master in Archives and Records Management (MARM) focuses on the study of theory-driven and cross-disciplinary practices of archiving and recordkeeping. Students will learn the knowledge and skills necessary to support and document critical organizational decisions and activities that will help ensure efficiency, transparency, and accountability in both public and private sectors, and to help preserve and promote our cultural heritage, collective memory, and identity.

Grounded on best practices and ethics, the practical and theoretical engagements provided by the program will prepare future archives and records professionals to be historically and culturally conscious and reflective, while further enriching their experience with information for civic engagement and participatory governance. Thus, the MARM program balances the pragmatic and business aspects of records management, and the historical and cultural dimensions of archives.

The basic requirement for admission is a Bachelor's degree from an accredited Higher Education Institution in the Philippines, or an equivalent foreign qualification, with a general weighted average of at least 2.0 in the UP Scale.

Credentials and references must be submitted as part of the application. Applicants must also take a general aptitude test and diagnostic test from the UP Diliman Office of Counseling and Guidance as well as an entrance exam and interview with UP SLIS.

Foreign applicants whose native language is not English must satisfy a Test of English as a Foreign Language (TOEFL) score of at least 500 on the paper-based test, or at least sixty-one (61) on the Internet-Based Test (IBT).

The MLIS program offers a venue for intellectual and professional conversations on research-focused approaches and evidence-based practices, towards the advancement of professionals in information sciences. The program creates leaders in the profession who promote a sense of humanity and justice through critical and transformative practice, and embody the principles of honor and excellence towards nation-building as UP scholars.

The Master of Library and Information Science (MLIS) program provides the skills and knowledge to start a career in the information professions. Graduates learn to manage information sources and services in academic, public, research and special libraries, knowledge centers, as well as archives and records offices.

The basic requirement for admission is a Bachelor's degree from an accredited Higher Education Institution in the Philippines, or an equivalent foreign qualification, with a general weighted average of at least 2.10 in the UP Scale.

English Proficiency Requirement for International Students

The MSLIS is an interdisciplinary program that offers courses focusing on the creation, use, dissemination and preservation of information in relation to society and emerging technology, as well as theories connected to these information activities.

By the end of the program, graduates will be able to:

• Critique current and emerging technical knowledge and skills to develop innovative practices
• Advocate for the advancement of the profession by engaging with different stakeholders in developing effective guiding principles, policies, and strategies towards shaping professional identity
• Collaborate with diverse communities to address the universal human right to access information
• Lead library and information science research by producing quality works and publications that expand the body of knowledge of the profession
• Apply core ethical principles to the conduct of information work
• Promote a sense of humanity and justice through critical and transformative practice of library and information work
• Embody the principle of honor and excellence towards nation-building

The Master of Science in Library and Information Science (MSLIS) is a thesis-based program that prepares graduate students for advanced library and information work in academic institutions, government agencies, businesses and corporations, and various information and cultural environments. Students will be trained to conduct systematic and relevant research that will add to the body of knowledge and practice of LIS, and address diverse information problems and issues.

This program creates leaders in the profession who promote a sense of humanity and justice through critical and transformative practice, and embody the principles of honor and excellence towards nation-building as UP scholars.

The basic requirement for admission is a Bachelor's degree in Library and Information Science (BLIS) from an accredited Higher Education Institution in the Philippines, or an equivalent foreign qualification, with a general weighted average of at least 2.10 in the UP Scale.

Non-degree students, with credit

Students who are interested in taking courses offered by UPSLIS may apply as a non-degree student for no more than one semester. As there is no specific program of study, these students will not be eligible for graduation. The courses they have taken will be reflected in their Transcript of Records (TOR). Since they do not follow any organized program of study, non-degree students are not prospective candidates for graduation for any degree in the University. However, these courses may be credited towards MLIS should the student choose to apply and be accepted to the program within five years of earning the course credit.

Special Students, without credit

Mature students (such as retired librarians, pensioners who love books, or grandparents doing genealogical research) who want to keep updated or engage with the latest theories and principles in LIS may be admitted as special students without credit and may enroll in such courses for which, in the opinion of the course instructor and the Dean, they have the necessary background knowledge and ability to pursue profitably.

Special students shall not be allowed to enroll for more than 9 units a semester or to register for more than two (2) years, except by special permission of the Dean. They may register for particular subjects within a semester when permissible under the system of instruction adopted by the college. These students do not earn formal academic credit. However, subjects taken even though without credit may be reported at the end of each semester as “satisfactory” or “unsatisfactory”. Special students pay the same fees as regular students and may register at any time without the payment of fine for late registration, subject to other regulations of the University.

Seminars and Trainings

UPSLIS regularly offers seminars and training programs on a wide array of subjects, free or at a minimal cost. Institutions may also request specific training for employees and we will work with them to deliver a program that best fit their requirements.

Having problems deciding which program is right for you? Try our Program Selector .

Scholarships, Grants, and Financial Aid

The Office of Scholarships and Grants have a variety of financial programs available to suit different needs. Further, tuition is free for all new BLIS students following the Universal Access to Quality Tertiary Education Act of 2017 (R.A. No. 10931). You can visit http://ovcsa.upd.edu.ph/student-services/osg/ for more details.

The Maureen Henninger Graduate Scholarship Grant (MHGSG or the Grant) was established through the generosity of Prof. Maureen Henninger, Visiting Professor of the UP School of Library and Information Studies (UP SLIS) and a Visiting Fellow of the School of Communication, University of Technology, Sydney (UTS), Australia.

The MHGSG is given to support the education of future leaders in the information studies field. The Grant, implemented by Libraryanihan, shall provide financial support (stipends and book allowances) for qualified graduate students enrolled in the UP SLIS. It shall commence implementation in the First Semester, AY 2022-2023.

GRANTEE QUALIFICATIONS

To be eligible for consideration, applicants must have been:

• Admitted to UP SLIS as a full-time master’s student without provision or have cleared provisional admission in a graduate program at the School
• Submitted a research/project plan for the next two years.

Requirements for Application

Submit the prescribed application form for the MHGSG, including the expressed intent to enroll full-time and follow Program of Study (POS). The applicant must also give the Grant Committee permission to review the documents submitted for their UP SLIS graduate application.

GRANTEE BENEFITS

The MHGSG is valued at PhP 12,000 per semester for up to a total of PhP 48,000.00 for the entire duration of the Grant. The maximum period of Grant support for an individual graduate student is four semesters. It will not cover the Midyear Term and residence for purposes other than writing or completing the student’s thesis, special problem, or capstone project.

TERMS OF GRANT (Requirements for Retention)

The MHGSG is released on a per-semester basis. It shall be retained provided that the grantee satisfies the following conditions:

• Must follow the prescribed program of study OR be enrolled in at least nine (9) units for every semester within the duration of the grant award
• Must have obtained a general weighted average (GWA) of at least 1.75 with no grade of “5.00,” “4.00,” or “INC” for every semester of enrollment
• Must meet the retention requirements of the degree program they are in
• Must not have been held liable in any disciplinary action in the University
• Must participate in the academic activities of UP SLIS, as required by the Dean

If a scholar fails to meet any of the above conditions, the scholarship award shall be ipso facto terminated, except for heavily justifiable reason/s, subject to deliberation and approval of the Committee.

Student Life

Outside of classes, UP is host to about 200 student organizations for different academic subject areas, causes, regional affiliations, religions, sports, and other special interests. UP SLIS is host to two academic organizations, the Library and Information Science Students Association (LISSA) and the Future Library and Information Science Professionals of the Philippines (FLIPP), as well as a variety of special interest groups on different subject areas such as ICT and ARM.

UP provides comfortable, accessible, and affordable accommodations for underprivileged students and students from far provinces through the Office of Student Housing (OSH). The OSH manages eleven (11) residence halls on campus: six (6) are co-educational: Kalayaan, which is exclusive for freshmen; Kamagong, exclusive for graduate students; Ipil, Molave and Yakal for upperclassmen; and the International Center for foreign students. Four (4) are exclusively for female students: Ilang-Ilang, Kamia and Sampaguita for undergraduates, and Sanggumay for graduate students. The Centennial Residence Halls are divided into Concordia B. Albarracin Hall for undergraduate male students and Centennial 2 for female undergraduate students. More details on the residence halls can be found at http://ovcsa.upd.edu.ph/student-services/osh/ .

Opportunities

Our alumni have gone on to pursue careers in the information professions as librarians, archivists, records managers, system administrators, programmers, knowledge management specialists, information systems designers, information architects, and researchers among others. We also have graduates who are now lawyers, doctors, and academics

Our alumni can be found across various leading public and private organizations in libraries, archives, and information centers here and abroad. The following companies have recently hired BLIS graduates from UP:

• Asian Development Bank
• McKinsey & Company
• Philippine Stock Exchange
• ABS-CBN, Ayala
• Baker & McKenzie
• World Health Organization
• St. Luke’s Hospital

Distinguished professorships go to 57 faculty members 

This listing includes the recipients of prestigious appointments approved in the past year.

Carolina has named 57 distinguished professors over the past year. The University’s Board of Trustees approved the appointments at its meetings.

These professorships are among the highest faculty honors the University bestows. Recognized faculty have shown distinction and leadership in their field or across disciplines.

Conferral of distinguished professorships requires approval by the Faculty Council’s Appointment, Promotion and Tenure Committee and the University’s Board of Trustees.

College of Arts and Sciences

• Shorna Allred, Susan R. Wolf Distinguished Professor, effective Jan. 1
• Ron Alterovitz, Lawrence Grossberg Distinguished Professor, effective July 1
• Mohit Bansal, John R. and Louise S. Parker Distinguished Professor, effective July 1
• William Barney, Stephenson Distinguished Professor, effective July 1
• John Bruno, Chi Omega Distinguished Professor, effective July 1
• Amanda Cobb-Greetham, John Shelton Reed Distinguished Professor of U.S. Southern Native Studies, effective Jan. 1
• Kathleen DuVal, Carl W. Ernst Distinguished Professor, effective July 1
• David Garcia, Robin March Hanes Distinguished Professor, effective July 1
• Leslie Hicks, Sherman Fairchild Foundation Chancellor’s Term Professor, effective July 1
• Serenella Iovino, James Gordon Hanes Distinguished Professor, effective July 1
• Annette Lawrence, Edna J. Koury Distinguished Professor of Studio Art, effective Jan. 1, 2023
• Frank Leibfarth, Royce Murray Distinguished Term Professor, effective July 1
• Gerald Meyer, Arey Distinguished Professor, effective July 1
• David Nicewicz, William R. Kenan Jr. Distinguished Professor, effective Jan. 1
• Graeme Robertson, Michael E. Taylor Distinguished Professor, effective July 1
• Timothy Ryan, Bowman and Gordon Gray Distinguished Term Professor, effective July 1
• Kumarini Silva, Caroline H. and Thomas S. Royster Distinguished Term Professorship for Graduate Education, effective July 1
• Jay Smith, Julia Cherry Spruill Distinguished Professor, effective July 1
• Charles Warner, Bowman and Gordon Gray Distinguished Term Professor, effective July 1
• Jessica Wolfe, Marcel Bataillon Term Professorship, effective July 1
• Claudia Yaghoobi, Roshan Distinguished Professor, effective July 1

Eshelman School of Pharmacy

• Timothy Wilson, Harold Kohn Professor of Open Science Drug Discovery, effective July 1, 2023

Gillings School of Global Public Health

• Penny Gordon-Larsen, William R. Kenan Jr. Distinguished Professor, effective Sept. 1, 2023

Hussman School of Journalism and Media

• Steven King, E. Reese Felts Jr. Term Associate Professor, effective Oct. 1, 2023
• Raul Reis, John Thomas Kerr Distinguished Professorship, effective Aug. 1, 2023

Kenan-Flagler Business School

• Shimul Melwani, Sarah Graham Kenan Distinguished Scholar, effective Jan. 1

School of Education

• Robert Keith Sawyer, Morgan Distinguished Term Professorship, effective Jan. 1, 2019

School of Information and Library Science

• Mohammad Hossein Jarrahi, Frances Carroll McColl Term Associate Professor, effective Aug. 1, 2023
• Ryan Shaw, McColl Distinguished Term Professor, effective Aug. 1, 2022

School of Law

• Kimberly Bishop, Martha Brandis Term Professorship, effective April 1
• Alexa Chew, George R. Ward Professorship of Law, effective April 1
• Barbara Fedders, Reef C. Ivey II Excellence Fund Term Scholar, effective April 1
• Deborah Gerhardt, Paul B. Eaton Distinguished Professor of Law, effective April 1
• Donald Hornstein, Thomas F. Taft Distinguished Professor, effective April 1
• Osamudia James, Henry Brandis Distinguished Professor of Law, effective April 1
• Joseph Kennedy, Willie Person Mangum Distinguished Professor, effective April 1
• Maria Savasta-Kennedy, George R. Ward Professorship of Law, effective April 1
• Craig Smith, Martha Brandis Term Professorship, effective April 1
• Rick Su, Arch T. Allen Distinguished Professor, effective April 1
• Mary Kathleen Thomas, Aubrey L. Brooks Professor of Law, effective April 1

School of Medicine

• Adaora “Ada” Alise Adimora, Sarah Graham Kenan Distinguished Professorship, effective July 1, 2022. (Adimora died Jan. 1.)
• Paul Armistead, John William Pope Distinguished Professor, effective April 1
• Scott Commins, William J. Yount, M.D., Distinguished (Scholar) Professor, effective Aug. 1, 2023
• Ian Davis, Stuart H. Gold Distinguished Professor, effective May 17
• Caprice Greenberg, Colin G. Thomas Jr., M.D., Distinguished Professor, effective July 28, 2023
• Joseph Hart, Norfleet-Raney Distinguished Professor of Orthopaedics, effective Sept. 29, 2023
• Benny Joyner Jr., Charles Everett and Katherine M. Brewer Endowed Professor, effective Jan. 19
• Rita Lahlou, Charles Bayne Wilkerson Distinguished Term Professorship, July 28, 2023
• David Margolis, Sarah Graham Kenan Distinguished Professorship, effective July 1, 2022
• Michael Meyers, James F. and Alice B. Newsome Distinguished Professorship in Surgery, effective May 19, 2023
• A. Leslie Morrow, John R. Andrews Distinguished Professor, effective March 29
• David Peden, Harry S. Andrews Distinguished Term Professor, effective April 25
• Daniel Reuland, Robert A. Ingram Professorship, effective April 1
• Janet Rubin, Sarah Graham Kenan Distinguished Professorship, effective July 1, 2022
• Barbara Savoldo, Champion Mitchell Distinguished Professorship, effective Jan. 19

Herbie Hancock kicks off a season that includes Silkroad Ensemble and Ailey and A Dorrance Dance Production.

Carolina pioneer Ralph K. Frasier passes away at 85

Frasier, along with his brother LeRoy and John Lewis Brandon, integrated Carolina in 1955.

School of Government launches budget officer certification course

The three-week program is a partnership between the school and the state budget office.

Summer’s the time for Tar Heel tales

UNC Press offers a Mayberry-infused memoir, veteran’s essays, stories of strong Southern women and more.

Rare flowering plant creates Botanical Garden buzz

The American columbo produced its first bloom 19 years after being planted at the North Carolina Botanical Garden.

Withdrawal worse when fentanyl paired with animal tranquilizer

The discovery by UNC School of Medicine researchers should not impact life-saving use of naloxone for opioid overdoses.

Classics scholar links ancient and modern sports

Before the Olympics, Al Duncan taught a Maymester “summer camp focused on ancient athletics.”

‘Heart and soul’ of South Building honored posthumously

Executive assistant to two chancellors, Massey Award winner Elizabeth Williams made the University run smoothly.

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Welcome to Piper-Brown Kingsley

MU is pleased to announce the hire of Piper Brown-Kingsley as the Information and Data Services Librarian at the Health Sciences Library starting June 3. Piper is a May 2024 graduate of the University of Wisconsin Library School. In addition, she’s been working as a Remote Data Curation Intern at the National Network Data Archive (NaNDA) at the University of Michigan. We’re so excited to have her join the Information Services Team at the Health Sciences Library. She will be work remotely full-time until the Health Sciences Library reopens.

Thanks to everyone who participated in the interviews and provided feedback on the candidates.

Diane Johnson, on behalf of the search committee: Rebecca Graves Caryn Scoville Taira Meadowcroft Terri Hall Rae Thudium

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