Implementing the Data Science course in a Librarianship program: an experience report inspired by ischools

ABSTRACT

Introduction:  Librarianship, as an ancient field related to information access and organization, develops essential methods for librarians’ professional practice. In this context, technological transformations align with the practices of the area, demanding constant curricular updating to incorporate emerging technologies and new informational trends.

Objective:  This study aims to report the case of planning and executing the elective course Introduction to Data Science, offered to an undergraduate class in Librarianship at the Federal University of Minas Gerais, during the 2024-2025 academic year, inspired by ischools philosophies.

Methodology:  The experience was developed from the conception and application of the course, encompassing the use of languages in Data Science and the analysis of the final projects produced by the students.

Results:  The results indicated that the proposal was proactive, providing multiple insights into maintaining and updating teaching initiatives on the subject by the institution.

Conclusion:  The inclusion of Data Science in library practice is an essential strategy for developing critical and interdisciplinary skills. Additionally, it constitutes a promising field of scientific research aimed at reviewing the area.

KEYWORDS:
Curriculum; Librarianship teaching; Data science

RESUMO

Introdução:  A Biblioteconomia, enquanto campo milenar vinculado ao acesso e à organização da informação, desenvolve métodos essenciais para a atuação profissional dos bibliotecários. Nesse contexto, as transformações tecnológicas alinham-se às práticas da área, exigindo constante atualização curricular, de modo a incorporar tecnologias emergentes e novas tendências informacionais.

Objetivo:  Este estudo pretende relatar a experiência de planejamento e execução da disciplina optativa Introdução à Ciência de dados, ofertada a uma turma de graduação em Biblioteconomia da Universidade Federal de Minas Gerais, no período letivo de 2024-2025, inspirada nas filosofias ischools.

Metodologia:  A experiência foi desenvolvida a partir da concepção e aplicação da disciplina, contemplando o uso de linguagens em Ciência de dados e a análise dos trabalhos finais produzidos pelos discentes.

Resultados:  Os resultados indicaram que a proposta foi propositiva, proporcionando múltiplos insights para a continuidade e atualização das iniciativas de ensino da temática pela instituição.

Conclusão:  Conclui-se que a inserção da Ciência de dados na formação bibliotecária é estratégia essencial para o desenvolvimento de competências críticas e interdisciplinares, além de constituir um campo promissor de investigação científica voltado à renovação da área.

PALAVRAS-CHAVE:
Currículo; Ensino de Biblioteconomia; Ciência de dados

1 INTRODUCTION

The objective of this paper is to present a case report of an experience developed at the Federal University of Minas Gerais, between September 2024 and February 2025, corresponding to the institution's second academic semester. The activity took place in an undergraduate class in Librarianship, within the scope of the Teaching Internship course, linked to the Graduate Program in Knowledge Management and Organization, using Borges's doctoral research (2024) as a reference. In this context, the proposal to include the course Introduction to Data Science for Librarianship, previously absent from the curriculum of the program, allowed for monitoring the stages that preceded and followed its implementation.

Belinato et al. (2018) highlight that the library profession did not develop linearly, but was shaped by social, cultural, and technological conditions. For centuries, a restricted conception prevailed, associating professional practice with the safekeeping and preservation of collections, reinforcing a conservative view of librarianship practice. However, practice has shown that the function has been challenged and redefined, from the systematization of clay tablets in ancient times to the current processes of information mediation, organization, and management in digital environments (Belinato et al., 2018). This historical trajectory reveals not only instrumental changes, but also epistemological shifts that reposition the librarian as an active agent in knowledge production, circulation, and democratization.

Thus, contemporary times have given the librarian's role a scope that goes beyond the traditional spaces of libraries and expands to different contexts in which access to information becomes central, such as in the field of Data Science. To meet the growing demands of the job market in Librarianship, professional training should keep pace with emerging transformations, which implies revising and updating the curriculum, as well as offering theoretical and instrumental support that ensures a solid, critical, and equitable education.

In this sense, librarians are experts to work in different segments, processing and organizing information in various application contexts (Silva; Sales, 2012). Considering the constant transformation of the field of information and its associated technologies, these professionals must develop new skills in order to not only meet current demands but also anticipate future scenarios. Even though marked by structural changes, Librarianship preserves its centrality in information organization, management, and dissemination, playing a strategic role in contemporary society.

As Santos and Rodrigues (2013) point out, Librarianship is among the most traditional programs focused on access to information, as exemplified by the Library of Alexandria. The historical need to organize, preserve, and disseminate information resulted in the development of methods and techniques that, although constantly updated, remain fundamental to librarianship today.

The accelerated pace of social life and the emergence of Information and Communication Technologies have brought about profound changes in different areas of knowledge, with a direct impact on the job market. According to Russo (2010), scientific and technological advances have transformed various professions and, as Milanesi (2013) points out, librarians are among those most affected by the incorporation of computer science and the internet into their work practice. In this process, a transition is observed from a model centered on document storage to one focused on mediation and qualified access to information for users.

Garrison (1986) identified, as early as the 1980s, that technology was considered a structuring element of the profession, expanding its incorporation into curricula as a strategy for preparing students to deal with innovations in computing and communication. Fonseca (2007, p. 97), in turn, observes that the training of librarians has historically oscillated between “[…] erudition and technique”, represented, respectively, by the tradition of the École Nationale des Chartres, founded in Paris in 1821, and by the School of Library Economy, created in 1887 in the United States.

The convergence of these perspectives, which occurred at the beginning of the 20th century, was institutionalized by the American Library Association (ALA), responsible both for the recognition of North American Librarianship schools and for updating the standards governing professional training. According to the association, in information available on its website¹, the ALA plays a central role in the academic and professional legitimation of Librarianship and Information Studies through the accreditation of graduate programs in the United States, Canada, and Puerto Rico.

Accreditation is granted after a rigorous evaluation process conducted by an external committee of experts, aim at ensuring that the programs comply with the Standards for Accreditation of Master's Programs in Library and Information Studies². This mechanism, while establishing parameters for educational quality, also serves as a regulatory device for the field, defining which professional trajectories are recognized as legitimate. Some Information Schools, or simply ischools, hold this accreditation, which reinforces their relevance on the international scenario. In this context, the proposal of the Introduction to Data Science for Librarianship Program is justified by the need to align professional training with contemporary trends in the field.

The report is therefore structured as follows: “A brief reflection on courses in a curriculum” discusses the creation and role of courses in curricular organization; “ischools in line with Data Science analyze the convergence and challenges of integrating this consortium with the area of knowledge; “Methodological Procedures” describes the research process; “Course Composition” presents its conception process; the "Discussion" section analyzes the students' perceptions on the course, relating them to the theoretical frameworks adopted in the study; and finally, the “Final Considerations” and “References” used in the study are presented.

2 A BRIEF REFLECTION ON THE COURSES IN A CURRICULUM

The disciplinary structure constitutes one of the most recurrent forms of content organization in training courses. According to Lopes and Macedo (2011), the disciplinary structure translates into a set of socially legitimized knowledge to be taught. The structures not only select content but also regulate times, spaces, methods, exams, and certifications, serving as a device for legitimizing, regulating, and hierarchizing knowledge and pedagogical practices. Guided by principles such as the progression of knowledge complexity, the valuing of students' experiences, and the link between knowledge and social life, the disciplinary structure transcends the technical sphere, constituting itself as a space of meaning between knowledge, practice, and society (Lopes; Macedo, 2011).

Historically, this concept dates back to Herbart in the 19th century and was expanded by Hirst, Peters, Bruner, and Schwab, who advocated a curriculum centered on learning objectives and the systematization of human experience (Lopes; Macedo, 2011). For Viñao (2008), courses are amalgams of traditions that shape content and teaching practices, introducing faculty to hierarchies of knowledge and specific professional roles.

Goodson (2000) identifies three traditions that strain the constitution of courses: the academic (abstract and scientific), the utilitarian (work-oriented), and the pedagogical (centered on interaction with knowledge). Chervel (1991) highlights that each course possesses an internal logic, articulated around its own themes and methods.

Viñao (2008) thus proposes an analytical model that encompasses everything from the place of courses in curricula to their daily practices, revealing them as dynamic systems that articulate knowledge, traditions, and institutions. Lopes and Macedo (2011) emphasize that the course curriculum acts as a technique for controlling knowledge, establishing boundaries between legitimate and marginal knowledge, which highlights its regulatory and exclusionary character. Although new forms of organization, such as interdisciplinary methodologies, are possible, the logic of the course remains dominant, conferring authority on the faculty and stability to teaching, even though it tends to crystallize certain knowledge and render others invisible.

The contemporary debate on school subjects reveals tensions between the valorization of social experience and the rigidness of academic and scientific traditions (Lopes; Macedo, 2011). Thus, rethinking course organization implies discussing its epistemological and power effects on the constitution of knowledge and the formation of subjects.

In order to understand the ischools consortium and its existing dialogue with Data Science, the next subsection presents reflections on its relevance to information dissemination in different contemporary contexts. This articulation is not limited to the technical dimension but also involves epistemological and social implications, as it redefines the modes of information production, organization, and circulation in a scenario marked by the centrality of data and the intensification of digital technologies.

2.1 ischools in line with Data Science

According to Borges and Oliveira (2021), ischools is an international consortium of academic institutions dedicated to the field of information, originating in the United States and institutionalized in 2005. In a survey conducted in 2024, Borges (2024) found that the consortium already includes more than 130 institutions in different countries, aiming at articulating teaching and research around a broader social perspective of information. In practice, this guidance translates into initiatives aimed at addressing contemporary information challenges, simultaneously permeated by social dynamics and technological transformations (Borges; Oliveira, 2021).

By examining the curricular configuration of ischools, a disciplinary hybridity becomes evident, which, on the one hand, is close to areas such as computer science, management, and business, and, on the other hand, maintains historical links with the Library and Information Science (LIS) (Wu et al., 2012). This hybrid approach, while potentially innovative, reveals a constitutive duality between tradition and modernization: ischools simultaneously seek to preserve the epistemological heritage of LIS and also respond to the demands of the job market and the pressures imposed by emerging digital technologies.

In this context, Thompson (2008) argues that the consolidation of ischools depends on the formulation of more robust curricula, capable of conferring a consistent institutional and professional identity to distinguish themselves from fragmented models or those excessively permeable to external forces. Complementarily, Caicedo, Aksu, and Cerroni (2009) emphasize the importance of collaborative learning, citing, as an example, the experience of the University of Pittsburgh, where computer network laboratories were conceived as collective spaces for experimentation. Such practices illustrate the effort of ischools to articulate technical skills, theoretical foundations, and collaborative experiences, preparing their students to operate in scenarios marked by complexity and informational instability.

The specialized literature also presents proposals for curricular revision. Seadle and Greifeneder (2007) propose that teaching in ischools should encompass three fundamental axes: (a) information services and human-computer interaction; (b) training students with the competence to think anthropologically, that is, to adopt multiple perspectives; and (c) emphasis on the role of language as a mediator between users and information systems. Along the same lines, Varvel Jr., Bammerlin, and Palmer (2012) highlight that, in a scenario marked by the intensive use of data, the consortium assumes strategic relevance by stimulating the creation of new programs and the improvement of existing ones, especially in the areas of curation, management, and data science.

In this context, Data Science emerges as a rapidly expanding multidisciplinary field, articulating fundamentals of Statistics, Computer Science, and Mathematics to collect, process, and interpret large volumes of data, transforming them into information applicable to decisionmaking (Oh et al., 2019; Zhang et al., 2023). Its incorporation into the ischools scope reveals not only the need for curricular updates but also the effort to reposition these institutions in the face of market demands and social transformations mediated by information.

Shah et al. (2021) identify that research and training in data science at ischools is based on three fundamental principles: (1) human focus; (2) social responsibility; and (3) critical contextualization. These principles indicate a relevant shift from technocratic training to a more comprehensive approach that considers the ethical, social, and political implications of data manipulation, broadening the importance of ischools beyond the instrumental dimension.

From this perspective, the creation of ischool Data Science Curriculum Committee stands out. This committee, formed by directors of the consortium, aims to establish guidelines for data science education. The initiative was based on a Delphi study conducted by 16 experts, including researchers, educators, and professionals, who sought to identify critical topics and consensus recommendations for teaching in the field (Zhang et al., 2023).

This movement resulted in a structured document under the leadership of Sam Oh (chairman for the 2018-2020 term), Javed Mostafa , and Il-Yeol Song, which emphasizes that curricula should: (a) adopt a human-centered approach, encompassing ethical, social, and political dimensions; (b) offer a holistic view of the data lifecycle, prioritizing hands-on learning and collaborative work; (c) prioritize real-world problems as objects of study; (d) avoid requiring advanced programming or algorithm skills, while ensuring competencies in data processing, analysis, and application; and (e) value knowledge in information management and data culture (Zhang et al., 2023).

The proposal reflects both an effort to update the curriculum and a strategic repositioning of ischools in light of the central role that information and data assume in contemporary society. However, a critical reflection arises: while curricular expansion strengthens the consortium's legitimacy on the global stage, there is also the risk of excessive subordination to market demands, which could lead to the dilution of the epistemological foundations of the information field in favor of adaptive technicism.

Thus, the ischools model is not without problems. By consolidating itself as an international reference in the field of information, it can be said that this archetype tends to bring formative patterns and trends that are not always compatible with the sociocultural, economic, and political realities of more vulnerable global regions. Therefore, it is emphasized that ischools respect the local characteristics of each institution around the world (Borges, 2024).

Therefore, based on the presented theoretical frameworks, Information Science has consolidated itself as an epistemological field focused on the systematic analysis of information in its multiple dimensions, whether conceptual, structural, procedural, or contextual, seeking to understand not only the informational phenomenon itself, but also the complex relationships across data, information, and knowledge, articulating theoretical, methodological, and technological aspects that support the construction of knowledge and practices. Throughout its trajectory, the field has demonstrated a constant concern with the mediation between information flows and cognitive, social, and organizational needs, standing out for its ability to systematize categories of analysis that guide knowledge production, circulation, and use.

With the emergence of Data Science, there is a marked extension and specialization of this epistemological framework, shifting the focus to the processes of production, organization, and analysis of large datasets, with an emphasis on quantitative methodologies, computational techniques, and analytical inferences capable of extracting significant patterns and insights. Therefore, this movement reveals an epistemological transformation: while Information Science maintains an integrative character, articulating theories and practices of information in multiple contexts, in addition to incorporating the study of data and knowledge, Data Science intensifies the prominence of data, in a more robust way, as a structuring resource of knowledge, signaling new possibilities for knowledge construction, validation, and application in environments increasingly mediated by digital technologies and complex information systems. Having established these foundations, the following section presents the methodological procedures that guided the research.

3 METHODOLOGICAL PROCEDURES

This study is a case report, qualitative and descriptive in nature, focused on the process of conception and structuring of the Introduction to Data Science for Librarianship. As Ferla et al. (2021) argues, case reports are reflective narratives that allow for the reconstruction and sharing of individual or collective experiences, favoring the critical analysis of practices and dialogue across different perspectives. When produced and read, they promote a reciprocal learning process between the writer and the interpreter, stimulating new perspectives on the actions developed and valuing the know-how of the subjects involved.

In this direction, the presented narrative goes beyond a mere linear description of steps or procedures, seeking to dimension the pedagogical, curricular, and conceptual choices that underpinned the development of the course. This problematization reveals, on the one hand, the centrality of the theoretical frameworks that grounded the process and, on the other, the need to respond to the concrete and emerging demands of contemporary Librarianship. Thus, more than recording a specific experience, this study aims to highlight the challenges and possibilities that emerge from the inclusion of Data Science in a field historically marked by epistemological, technological, and social disputes.

3.1 Course Composition

Professions, especially those dealing with data, information, and knowledge, are constantly in a transformation process. Librarianship is an emblematic example of this dynamic. Historically anchored in printed media until the 20th century, the field has faced, in recent decades, the predominance of digital and born-digital documents, whose exponential growth imposes new challenges in organization, curation, and accessibility. This scenario can be both an opportunity and a threat for professionals in the field.

In terms of opportunities, the possibility of expanding the librarian's skills stands out, through the study and incorporation of practices and technologies capable of handling multiple types of information resources in a digital environment. However, if program curricula do not keep pace with technological innovations and new social demands, the profession might become obsolete. The threat of automation, associated with the sophistication of media and information systems, affects various professions, and Librarianship is within this process, as illustrated in Chart 1.

Chart 1
Professions vulnerable to automation

Professions most impacted by artificial intelligence	Professions least impacted by artificial intelligence
• Interpreters and translators; • Historians; • Writers and authors; • Broadcast Announcers and radio DJs; • Mathematicians; • Editors; • Statistical assistants; • Data scientists; • Archivists; • Telephone operators; • Librarianship Professors.	• Nursing assistants; • Housekeeping cleaners; • General workers in the oil and gas industry; • Tire builders; • Surgical assistants; • Massage therapists; • Ophthalmic technicians; • Cement Masons and concrete finishers; • Production workers; • Naval engineers; • Tire repairers and changers.

• Source: Adapted from Tomlinson et al. (2025)
• Description: Presents a comparative chart containing two divisions (first column: Professions most impacted by artificial intelligence and second column: Professions least impacted by artificial intelligence artificial intelligence) element. The painting has a salmon pink background, with eleven lines.

Chart 1 presents some professions surveyed in a study by Microsoft in 2025. The research analyzed more than 200,000 interactions with the Copilot artificial intelligence assistant to identify tasks amenable to automation and assess its impact on different occupations. Among the professions associated with information, in addition to archivists, are Librarianship professors, listed as some of the most impacted by automation, something that may also extend to the librarian profession.

Experts interviewed by Forbes magazine³ emphasize that artificial intelligence will not completely replace professionals, but will transform the execution of tasks, allowing for more efficient human-machine collaboration. Human skills such as empathy, emotional intelligence, critical thinking, and ethical judgment remain strategic differentiators. The trend is towards the reconfiguration of roles in hybrid models, in which automated activities coexist with human decisions and creativity, consolidating artificial intelligence as an essential competence in the contemporary professional environment.

It is in this context that the inclusion of new courses, aligned with current themes, becomes essential, capable of responding to the transformations in the field and the emerging demands of library practice. Curriculum updating not only keeps pace with the evolution of the profession but also constitutes a fundamental strategy to ensure its social relevance in the face of technological advances and changes in the practices of information production, mediation, and use. Therefore, the course Introduction to Data Science for Librarianship was implemented at the School of Information Science of the Federal University of Minas Gerais in the second semester of 2024, with the purpose of presenting the fundamentals of Data Science and its intersections with Information Science, based, in this case, on the ischools philosophies.

The course aimed to train librarians capable not only of manipulating data through appropriate technologies, but also of understanding the relevance of theory as a structuring element for professional practice and for the consolidation of a final activity of a criticalreflective nature. The class had 13 students, four of whom were supported by the special arrangement⁴ provided by the institution.

The pedagogical objectives were outlined in three axes: (a) to offer an introductory overview of Data Science from an international perspective, emphasizing ischools experiences and the importance of their implementation for updating courses focused on the field of information; (b) to present the national panorama of Data Science programs, whose configuration, during the application of the course, did not contemplate the dialogue with Information Science; and (c) to revisit and deepen theoretical knowledge linked to Information Science and practical knowledge related to Data Science.

The course content covered an introduction to Information Science and its contemporary trends; a national and international overview of Data Science programs offered by different institutions; an analysis of employability and the job market for data scientists; training in languages such as Python and tools such as VOSviewer; and training in the use of scientific databases such as Scopus, Web of Science, and the integrated search service⁵ subscribed to by the institution. The fundamental texts for the course were made available via Moodle, a Virtual Learning Environment (VLE), along with reading schedules and an indication of the activities that would be applied in each session.

Regarding the infrastructure offered by the institution, in addition to the classroom, students had access to a laboratory equipped with internet access, although with restrictions on software downloads. This factor required that the installation of VOSviewer be previously coordinated with the Information Technology team of the School of Information Science. However, the practical use of the R software was impossible because of that, therefore, it was restricted to its theoretical treatment with the students.

The elective course consisted of 60 hours of instruction (30 hours of theory and 30 hours of practice) and was structured based on Borges's thesis research (2024). The selection of the basic bibliography sought to combine classics of Information Science, such as Saracevic (1996), Borko (1968) and Buckland (1991), with the historical and institutional perspective of ischools, highlighting constitutive elements of their existence and consolidation.

In parallel, contemporary references from Data Science were incorporated, such as Carvalho Menezes and Bonidia (2024), and Morettin and Singer (2020), in addition to technical materials focused on the tools and programming languages used in the area. Chart 2 systematizes the distribution of content and respective workloads.

Chart 2
Description of actions

Unit	Detailed description	Workload (WL)
Unit 1	Introduction to Information Science	10h
Unit 2	Trends in Information Science	10h
Unit 3	Introduction to Data Science	10h
Unit 4	Data science in Brazil and worldwide	10h
Unit 5	Job market for data scientists	10h
Unit 6	Tools (software)	10h
Total		60h

• Source: Prepared by the authors (2024)
• Description: Presents a chart containing three divisions (Unit, Detailed Description and Workload). The picture has a salmon pink background, with seven lines and the last one presents the total sum of the workload.

In addition to the curriculum structure and the content taught, the application of the course allowed for the observation of relevant aspects regarding student participation and learning. The experience revealed good acceptance, with increasing engagement in discussions and practical activities. Classroom interactions and exercises, with analytical mechanisms that favored the articulation between theory and practice, broadened the understanding of Data Science in Librarianship. Feedback indicated conceptual and technical advances, as well as recognition of the course's relevance for professional development and the integration of new information skills, as indicated in the discussion in section 4.

4. DISCUSSION

The class schedule contemplated the following:

First Class

Initial presentations regarding the course structure, including general guidelines on teaching methodologies, dynamics, assessments, and deadlines were provided. This session served as an introduction to the pedagogical organization to clarify the scope and objectives of the course.

Second Class

The lesson focused on the analysis of classic texts in Information Science: Information Science: What Is It? (Borko, 1968) and Information as Thing (Buckland, 1991). The main focus was to demonstrate the multiple associations that define the field of Information Science, highlighting the genesis of the area and the complexity of defining "information" as a research object. Reading the texts in English was an interpretive challenge, encouraging students to develop critical comprehension strategies. Each student was invited to present their interpretations, fostering individual and collective reflection on the concepts presented by the authors.

Third Class

Complementary introductory texts on Information Science were analyzed: Information Science: Origin, Evolution and Relations (Saracevic, 1996) and chapter 4 of The Information Science (Le Coadic, 2004). The objective was to compare different perspectives on the development of the field and to point out contemporary trends, highlighting its polysemic character. The increasing incorporation of Data Science within the scope of the course was emphasized, especially in institutions belonging to the consortium.

Fourth Class

The class addressed national production through Lena Vania’s text, "Evolutionary Process and Contemporary Trends in Information Science" (Pinheiro, 2005), which outlines emerging trends in the field. Following, the ischools⁶ consortium website was explored, analyzing its main functionalities and contributions. In parallel, the research by Borges and Oliveira (2021) on scientific production in Brazilian Graduate programs in Information Science was presented, highlighting the scarcity of local studies and the relevance of the theme ischools in Brazil. The text The ischools (Larsen, 2010), which provides a historical perspective of the consortium up to early 2000s was utilized to conclude the lesson.

Fifth Class

Practical training on the use of Scopus and Web of Science databases was provided by the CAPES Periodicals Portal of the Federal University of Minas Gerais. Students learned how to perform searches, export results, and use the institution's monitored search service, strengthening their applied scientific research skills.

Sixth Class

The introductory module to Data Science began with an analysis of the articles by Carvalho, Menezes, and Bonidia (2024), and Morettin and Singer (2020). The first, due to its timeliness and relevance, was not available in the libraries of the Federal University of Minas Gerais and was acquired by the professor for classroom use, demonstrating a pedagogical investment. The second article, available online and in print at the institution's Central Library, offered a complementary statistical approach, enabling a comparison between national and international perspectives on the course.

Seventh Class

The paper “Law and Data Science: the least a professional should know” (Faleiros Júnior, 2024) was discussed. The text explores the interface between Data Science and the field of Law, highlighting the central themes and issues that make up the field and its application in professional contexts.

Eighth Class

The students were provided with Python training, using Google Colab for practical exercises. The activity was conducted by master's and doctoral students in Bioinformatics from the institution, promoting interdisciplinary collaboration considered a form of academic advocacy. Additionally, the chapter on the origins of Python and R, from the book “Python and R for the Modern Data Scientist: The Best of Both Worlds” (Scavetta; Angelov, 2022), was made available, along with the Python code material by Carvalho, Menezes, and Bonidia (2024), shared via Moodle.

Ninth Class

Training on the VOSviewer software was conducted, enabling students to create graphs and understand analytical procedures for bibliometric studies. The class included the participation of an alumna from the institution's Bioinformatics doctoral program, promoting academic and practical integration.

Tenth Class

The students presented randomly selected texts in seminar format, individually or in pairs, addressing topics related to Data Science, both in isolation and in collaboration with Information Science and Librarianship, promoting exercises in synthesis and critical reflection.

Eleventh Class

Individual and group guidance was provided for the preparation of the final project, structured as a paper. This support aimed at identifying and guiding the themes chosen by the students, ensuring methodological and conceptual alignment.

Twelfth Class

The class was intended for students to complete their final projects, consolidating the practical application of the concepts and mechanisms presented throughout the course.

Thirteenth Class

The seminar presentations and class get-together took place in this class, concluding the cycle of activities with an assessment of learning and strengthening of the academic bond.

The conduct of the activities was a concrete expression of disciplinary logic in constant negotiation. The first class was dedicated to presenting the methodologies, dynamics, and assessment criteria, establishing the regulatory parameters of the training process. This initial moment proved fundamental, as it defined the norms and expectations that guided the development of the course.

In subsequent classes, students were introduced to elementary texts in Information Science, such as Borko (1968), Buckland (1991), and Saracevic (1996), which, by problematizing concepts and fundamentals, highlighted the history and epistemological complexity of the field (classes 2-4). As these works are theoretical (Borko, 1968; Saracevic, 1996) and robust (Buckland, 1991), some students reported a certain discomfort, since these texts are presented in other courses of the program. However, it was emphasized that the purpose was to work gradually, and that the theoretical understanding of Information Science was fundamental to ground the discussion about Data Science. Furthermore, reading in English (Borko, 1968; Buckland, 1991) allowed the texts to be situated in different theoretical contexts, reinforcing the polysemic nature of information and, simultaneously, developing critical and interpretative skills essential to academic training in Library and Information Science.

Subsequently, the course incorporated practical and instrumental dimensions, aiming to broaden the students' methodological repertoire. Among the activities, the following stand out: training in scientific databases (5th class), introduction to Data Science from contemporary references (6th and 7th classes), learning programming languages such as Python (8th class), and the application of bibliometric analysis tools, such as VOSviewer (9th class). These practices brought students closer to applied methodologies, highlighting the utilitarian tradition mentioned by Goodson (2000), but without losing sight of the need for a critical and ethical stance towards the different contexts of data use, as noted by Shah et al. (2021).

The combination of theoretical and practical stages was decisive in identifying perspectives for curricular improvement in the institution's Librarianship program, especially regarding the strengthening of the technical-methodological dimension. Among the students' proposals, the creation of courses specifically focused on mastering programming languages and mechanisms applied to Data Science, such as R, Python, and graphs like VOSviewer and Gephi, stands out. The emphasis on technical development follows an international trend observed in the literature on ischools, which seek to integrate computational skills with the fundamentals of Information Science to train professionals capable of dealing with complex and data-driven digital environments (Wu et al., 2012; Zhang et al., 2023).

The students also suggested the inclusion of basic statistics and statistics applied to data science in the Librarianship program curriculum, aiming to consolidate the training of future librarians and expand their capacity for critical analysis. This demand aligns with the perspective of Shah et al. (2021), according to whom data science should not be restricted to the use of technological strategies but requires statistical and methodological training that allows both the correct interpretation of data and ethical and social reflection on its application.

The importance of incorporating subjects into the curriculum that seek to integrate reference management systems, such as Zotero and Mendeley, and training in databases was also highlighted, as such practices are essential in contemporary librarianship. Although instrumental in nature, these skills are strategic because they promote the integration between traditional Librarianship knowledge and the emerging demands of Data Science. General issues regarding the General Data Protection Law were also mentioned by the students, as discussions about the use and manipulation of data are a current reality.

In this sense, the insights pointed to the need for a more diverse, flexible, and responsive Librarianship curriculum to current technological and epistemological transformations, while also highlighted the challenge of balancing technical and applied content with a critical, reflective, and humanistic education.

The final activities of the course involved conducting thematic seminars (10th class) and writing papers (11th to 13th classes), which sought to articulate theory and practice. The themes selected by the students revealed the breadth of Data Science and its interfaces, encompassing: (1) education; (2) employability of data scientists; (3) subject analysis; (4) intersection between Data Science and Law; (5) audiobooks and their relationship with Information Science; (6) applications in video games and their relational aspects with everyday life; and (7) Data Science applied to e-commerce.

The studies were conducted both individually and in groups, promoting intellectual autonomy and academic cooperation. The use of VOSviewer was predominant, employed in five of the studies, while Python was used in two of them. These moments of production and reflection consolidated the understanding that, as Lopes and Macedo (2011) argue, disciplines not only organize and regulate content, but also constitute spaces to produce meaning and the formation of academic and professional identities.

Thus, the experience highlighted the dialectical nature of disciplinary organization: on the one hand, the formal regulation of content, methods, and assessments; on the other, the openness to innovative pedagogical practices that articulate classical and emerging knowledge. By working with tradition, represented by classical texts, and innovation, materialized in the use of contemporary mechanisms, the Introduction to Data Science for Librarianship course reaffirms the strategic role of the ischools consortium as a horizon for curricular review and as a space for critical reflection on the directions for Information Science, Librarianship, and Data Science.

5 CONCLUSION

The study highlighted the implementation of the elective course Introduction to Data Science for Librarianship, structured to articulate theory and practice with a class of 13 students from the Federal University of Minas Gerais. The initiative proved relevant by demonstrating how Data Science, combined with the Python and VOSviewer, can enhance the training of librarians, enabling them to manipulate and interpret data, produce qualified analyses, and understand both the theoretical dimension and the practical applicability of these skills.

The course also incorporated a critical reflection on the international perspective through the ischools consortium, highlighting trends and models of curricular structure, analyzing the Brazilian reality, marked by structural challenges and research gaps on the subject. By articulating classic Librarianship references with contemporary contributions from Data Science, the pedagogical approach fostered the construction of a space for dialogue between tradition and innovation, stimulating an understanding of the intersections between both fields.

The implementation, however, has faced obstacles. Among them, the need for faculty adaptation to accommodate students in special circumstances stood out. Although this is a guaranteed and non-negotiable right, the absence of institutional programs for faculty training to deal with such situations revealed challenges for the University. The point raised here is that the challenge lies not only in curricular innovation, but also in preparing faculty to work in diverse contexts, ensuring effective academic inclusion.

The final projects developed by the students demonstrated the wide range of applications of Data Science, encompassing areas such as Education, Law, audiobooks, video games, and e-commerce. The diversity of topics reinforces the analytical versatility of the course and highlights its potential for contemporary Librarianship. It is worth mentioning that the research on e-commerce was presented at an international conference in July 2025, with some adaptations.

In conclusion, the experience has shown that incorporating data science into library training is a fundamental strategy for developing analytical skills, strengthening interdisciplinarity, and aligning with the emerging demands of the information society. Furthermore, it points to a fertile field for academic and scientific research, the consolidation of which is essential to ensure the relevance and critical review of Librarianship.

Acknowledgments:

Not applicable.

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• 

  
  
• 

  
  
• Financing:
  Not applicable.
• Ethical approval:
  Not applicable.
• Data and material availability:
  https://doi.org/10.48331/SCIELODATA.MRSEHP
• Image:
  Submitted by the author.
• 1
  Available at: https://www.ala.org/educationcareers/accreditedprograms/directory . Accessed: April 17, 2025.
• 2
  These are a set of guidelines aimed at ensuring the academic quality of graduate programs focused on training professionals in Library and Information Science. These guidelines establish the fundamental elements that should comprise such programs, guiding institutions in curricular organization, faculty qualification, and the provision of adequate resources. Their objective is to foster the training of competent, innovative professionals committed to diversity, capable of responding to the contemporary demands of the field (American Library Association , 2015). Available at: https://www.ala.org/sites/default/files/educationcareers/content/standards/Standards_2015_ adopted_02-02-15.pdf . Accessed: April 2, 2025.
• 3
  Available at: https://forbes.com.br/carreira/2025/08/as-profissoes-mais-e-menos-impactadas-pela-ia-segundoestudo-da-microsoft/ Access: October 7, 2025.
• 4
  The special regime applies to situations involving ongoing health conditions or responsibilities, including chronic or long-term illnesses, disabilities, mental suffering, as well as the gestational period. It also covers obligations related to the custody and companionship of children under four years of age, as well as the legal responsibility for the care of people with illnesses or disabilities. Furthermore, it contemplates analogous circumstances that, due to their social and human relevance, are considered pertinent for the analysis of vulnerability conditions and specific support and protection needs.
• 5
  Available at: https://www.bu.ufmg.br/bu_atual/ . Accessed: October 23, 2025.
• 6
  Available at: https://www.ischools.org/ . Accessed on: October 7, 2025.
• JITA:
  GG. Curriculum aspects
• SDG 4:
  Quality Education

Edited by

• Editor:
  Gildenir Carolino Santos https://orcid.org/0000-0002-4375-6815

Data availability

https://doi.org/10.48331/SCIELODATA.MRSEHP

Publication Dates

• Publication in this collection
  03 Apr 2026
• Date of issue
  2026

History

• Received
  22 Sept 2025
• Accepted
  03 Oct 2025
• Published
  23 Oct 2025