Competencies of Library Professionals in Higher Education: A bibliometric analysis of global research output (1996–2025)
DOI:
https://doi.org/10.63880/jlii.v2i1.110Keywords:
Bibliometric Analysis, Competencies, Skills, PRISMA, Citation ImpactAbstract
Purpose: This study examines the growth and development of research on the skills, competencies, and personality traits required by Library and Information Science (LIS) professionals in higher education institutions. Rather than assessing the competencies of academic librarians directly, the study provides a bibliometric overview of the research published on the competencies required by LIS professionals over the past three decades.
Methodology: A systematic search of the Scopus database was conducted for the period 1996–2025 using the PRISMA framework. The search initially retrieved 7,652 records, which were screened and refined to obtain a final dataset of 2,914 research articles. Microsoft Excel, Python, and the Biblioshiny package in R were used to analyse publication output, citation impact, and relationships among selected bibliometric indicators.
Findings: The results show a substantial growth in research on LIS professional competencies during the study period. Publication output increased from a small number of articles in the late 1990s to
several hundred articles annually after 2020, with an average annual growth rate of 12.1%. The retrieved literature received more than 48,000 citations, with an average of 16.4 citations per article and an h-index of 92. However, the citation rate per article has declined in more recent years, falling from more than 15–20 citations for articles published during the mid-1990s to early 2000s to fewer than 10 citations for articles published after 2015. A moderate-to-strong positive correlation was found between annual publication output and mean citations per article (r = 0.62), whereas a strong negative correlation was observed between article volume and citable years (r = −0.95), indicating the important effect of publication recency on citation accumulation.
Implications: The study highlights the increasing scholarly interest in the professional skills and competencies required of LIS professionals in higher education. The findings can inform academic librarians, LIS educators, and institutions involved in professional development and academic research by identifying the growing body of knowledge surrounding LIS competencies. The decline in citation rates among recent publications also suggests a need to improve the visibility, dissemination, and scholarly engagement of research in this area.
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