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Potential Risks of Legal Liability f...

Roscoe, Emily Elizabeth.

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Potential Risks of Legal Liability for Collecting Institutions: An Empirical Study of Legal Claims and a Comparison with Legal Issues Included in Lis Graduate Curricula.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Potential Risks of Legal Liability for Collecting Institutions: An Empirical Study of Legal Claims and a Comparison with Legal Issues Included in Lis Graduate Curricula./
Author:	Roscoe, Emily Elizabeth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	160 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Library science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27960121
ISBN:	9798641599281

Potential Risks of Legal Liability for Collecting Institutions: An Empirical Study of Legal Claims and a Comparison with Legal Issues Included in Lis Graduate Curricula.
Roscoe, Emily Elizabeth.

Potential Risks of Legal Liability for Collecting Institutions: An Empirical Study of Legal Claims and a Comparison with Legal Issues Included in Lis Graduate Curricula. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 160 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2020.

This item must not be sold to any third party vendors.

In this study I address legal liability risks for collecting institutions and the way graduate Library and Information Science (LIS) programs incorporate law and legal issues in their classrooms. I study historical state and federal legal claims that involve collecting institutions as named parties to learn about the types of claims these institutions have faced. I do this by retrieving and analyzing 6,597 relevant federal and state dockets, using the proprietary databases Bloomberg Law and Westlaw. I look to the federal Nature of Suit (NOS) and state Key Nature of Suit (KNOS) codes-which apply to each docket-to identify the various categories of legal claims involving these collecting institutions. To understand how law is addressed in graduate LIS curricula, I examine courses offered in American ALA-accredited institutions, noting instances in which law and legal issues are included as the focus or part of a course. With these data, I compare the results to detect similarities and differences between the legal issues represented in docketed claims and those represented in the LIS curricula and literature. My findings indicate that graduate LIS curricula usually include at least one elective course concerning law or legal issues. However, many of the legal issues covered in graduate LIS curricula are not the same legal issues that collecting institutions have faced most often in formal lawsuits. Collecting institutions have been involved in a much broader range of legal issues than the legal issues highlighted in "library law" literature. I suggest the LIS field take note of the full array of legal issues that may surface, including those that are not unique to collecting institutions. This study has significant implications for practitioners and LIS educators. Information administrators must routinely address risk management within their organizations, and with empirical data about docketed claims, administrators can make more informed decisions about these risks. Similarly, educators turn to timely research with the goal of keeping students abreast of the "state of the field." Therefore, taking account of documented legal claims involving collecting institutions can help educators plan course activities and topics to best prepare future LIS leaders.

ISBN: 9798641599281Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Collecting institutions

Potential Risks of Legal Liability for Collecting Institutions: An Empirical Study of Legal Claims and a Comparison with Legal Issues Included in Lis Graduate Curricula.
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520 $a In this study I address legal liability risks for collecting institutions and the way graduate Library and Information Science (LIS) programs incorporate law and legal issues in their classrooms. I study historical state and federal legal claims that involve collecting institutions as named parties to learn about the types of claims these institutions have faced. I do this by retrieving and analyzing 6,597 relevant federal and state dockets, using the proprietary databases Bloomberg Law and Westlaw. I look to the federal Nature of Suit (NOS) and state Key Nature of Suit (KNOS) codes-which apply to each docket-to identify the various categories of legal claims involving these collecting institutions. To understand how law is addressed in graduate LIS curricula, I examine courses offered in American ALA-accredited institutions, noting instances in which law and legal issues are included as the focus or part of a course. With these data, I compare the results to detect similarities and differences between the legal issues represented in docketed claims and those represented in the LIS curricula and literature. My findings indicate that graduate LIS curricula usually include at least one elective course concerning law or legal issues. However, many of the legal issues covered in graduate LIS curricula are not the same legal issues that collecting institutions have faced most often in formal lawsuits. Collecting institutions have been involved in a much broader range of legal issues than the legal issues highlighted in "library law" literature. I suggest the LIS field take note of the full array of legal issues that may surface, including those that are not unique to collecting institutions. This study has significant implications for practitioners and LIS educators. Information administrators must routinely address risk management within their organizations, and with empirical data about docketed claims, administrators can make more informed decisions about these risks. Similarly, educators turn to timely research with the goal of keeping students abreast of the "state of the field." Therefore, taking account of documented legal claims involving collecting institutions can help educators plan course activities and topics to best prepare future LIS leaders.
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