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Library and Information Management
PgDip/MSc

2020/21 Part-time Postgraduate course

Award:

Postgraduate Diploma/Master of Science

Faculty:

Faculty of Arts, Humanities and Social Sciences

School:

School of Education

eLearning:

This course is taught online so you can study where you want, when you want.

Start date:

September 2020

Overview

Scholarly and professional education for library and information practice.

Summary

The postgraduate programme in Library and Information Management has been developed by the School of Education in close collaboration with library practitioners to provide an academic route to professional qualification. The Postgraduate Diploma and MSc are accredited by the Chartered Institute for Library and Information Professionals (CILIP).


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About this course

About

The course draws on the direct experience of leaders in the library and information world to provide up-to-date and relevant insight into the key issues facing information services as they relate to the wider learning community, the strategic goals of the parent institution and the promotion of lifelong learning in a knowledge-based society. The course also benefits from the active involvement of the University Library in the provision of learning resources and direct support to students. It provides an academic foundation for professional practice.

The course is designed for library and information professionals in the public and private sectors, in schools, colleges or universities and in specialist libraries or information units.

Attendance

The course is fully online. Where they are regular live online classes, these take place in an ‘online classroom’. For students commencing the course in September 2020 these will be on a Wednesday evening (6.00-7.30pm). We will be using the software Blackboard Collaborate for this.

There is useful information about Blackboard Collaborate at: http://www.blackboard.com/online-collaborative-learning/virtual-classroom.aspx & http://www.blackboard.com/online-collaborative-learning/blackboard-collaborate-features.aspx.

Students will need a PC / laptop, reliable internet access, a web cam, a usb headset with microphone and audio, and a quiet place from which to participate in the online class. In addition to the weekly online sessions, learning resources will be posted online and students will engage in regular online discussion and keep an online learning journal.

Start dates

  • September 2020

Teaching, Learning and Assessment

As part of your course induction, you will be provided with details of the organisation and management of the course, including assessment requirements.

Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

Assessment

Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

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    Content

    The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

    Each course is approved by the University and meets the expectations of:

    • the relevant generic national Qualification Descriptor
    • the applicable Subject Benchmark Statement
    • the requirements of any professional, regulatory, statutory and accrediting bodies.

    Attendance and Independent Study

    As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

    Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

    The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

    Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

    Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.

    Assessment

    Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

    Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

    Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

    Calculation of the Final Award

    The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

    Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

    All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

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    The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.

    Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

    Figures correct for academic year 2019-2020.

Modules

Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

In this section

Year one

The Library in its Environment

Year: 1

This is the first module taken in the programme. It is designed to provide students with an academic foundation in library and information management and to enable students to develop and deepen their understanding of the library and/or information environment in which they work. The module is delivered fully online. Assessment is by coursework and there are three coursework components (SWOT analysis, practical exercise and report, and final portfolio).

Improving Library Practice

Year: 1

This is the second module taken in the programme. It is designed to provide students with a deeper understanding of library and information management and to enable students to develop and further their understanding of the library and/or information environment in which they work. The module is delivered online using a variety of tools and approaches. Assessment is by coursework and there are two coursework components (an essay/report and final portfolio).

Year two

Leadership in Libraries for the future

Year: 2

This is the third module taken in the programme. It is designed to provide students with an academic knowledge of leadership theories and their application in a library and information context and to enable students to develop and deepen their understanding of real-world leadership issues, trends, and challenges in the library and/or information environment in which they work. The module is delivered fully online. Assessment is by coursework and there are two coursework components and a group presentation.

Research Design and Initiation

Year: 2

The Research Design and Initiation module introduces students to the key ideas and issues that underpin educational research theory and practice. It provides a research methods course to guide them in commencing their own empirical research project. All students will have developed knowledge, insight and skills as reflective practitioners in the classroom or practice situation, and many will be very familiar with action research. This module is designed to widen their views of research enquiry, to help students organise, implement and progress an educational research project by dissertation encompassing good practice in primary and secondary research, methodological design, analytical insightfulness and piloting, and implementation planning including ethical enquiry.

Year three

Dissertation

Year: 3

This module allows participants to produce a sustained piece of independent research. It seeks to improve the quality of the participants' personal and professional understanding and the excellence of their practice, so that the impact on their organisation and on their colleagues and students is enhanced. It provides opportunities for the development of educational research methodologies and deepening understanding of the participant's situation and context.

Entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

Entry Requirements

To be eligible to apply for a postgraduate degree course, you must;

  • provide evidence of competence in written and spoken English (GCSE grades A-C or equivalent); and
  • hold an Honours or degree from a UK or Republic of Ireland or from the Council for National Academic Awards, the National Council for Educational Awards, the Higher Education and Training Awards Council, or from another institution which has been recognised by the Senate for this purpose; or
  • hold an equivalent standard in a Graduate Diploma, Graduate Certificate or Postgraduate Certificate or an approved alternative qualification; and
  • satisfy additional requirements as described in the prospectus entry for your chosen course; or
  • provide evidence of your ability to study at postgraduate level through the accreditation of your experience or learning.

Students are also expected to be working in a library/information environment for the duration of the course.

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

United States of America flagAdditional information for students from United States of America

Postgraduate

Typically we require applicant for taught programmes to hold the equivalent of a UK first degree (usually in a relevant subject area). Please refer to the specific entry requirements for your chosen course of study as outlined in the online prospectus. We consider students who have good grades in the following:

Qualification
Bachelor degree

English Language


Financial Information

In addition to the scholarships and bursaries open to all international students, US students may apply for Federal and Private US loans

Qualification
Level 12 English Lang in HSD

View more information for students from United States of America  

Careers & opportunities

Career options

The Postgraduate Diploma and MSc in Library and Information Management prepare individuals for professional library and information careers.

Professional recognition

Chartered Institute of Library and Information Professionals (CILIP)

Accredited by the Chartered Institute of Library and Information Professionals (CILIP) to assure students that programmes provide an excellent preparation for professional practice.

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Start dates

  • September 2020

Fees and funding

Scholarships, awards and prizes

The student with the highest overall mark in the Postgraduate Diploma in Library and Information Management each year received the Allen & Overy Trophy for Best Performance.

Additional mandatory costs

Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.

Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.

We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.

There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.

Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.

Please contact the course team for more information.

Contact

Course Director

Dr Jessica Bates

T: +44 (0)28 7012 4470

E: j.bates@ulster.ac.uk

Admissions Office

T: +44 (0)28 7012 3210

E: admissionsce@ulster.ac.uk

International Admissions Office

E: internationaladmissions@ulster.ac.uk

For more information visit

Faculty of Arts, Humanities and Social Sciences

School of Education

Disclaimer

  1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
  2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
  3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
  4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
  5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.

Testimonials

  • I’ve enjoyed the course so far and a lot of it has made me consider a lot of things I wouldn’t have before.
  • I like the break out rooms on Blackboard, feels more like a classroom.
  • The online discussions allowed students to compare their own perspective on the learning with students from different backgrounds.
  • The online sessions are simple and take the commute and hassle out of combining work and study. The content was very relevant and engaging.