共查询到20条相似文献，搜索用时 156 毫秒
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本文回顾了南非图书情报教育的背景和历程,分析了南非图书情报教育的层次和结构,并对南非12所高校的图书情报专业进行了比较,将其分为本科教育和研究生教育两大类七小种.本文还讨论了南非LIS教育的课程设王问题,最后总结了南非图书情报教育的经验和教训,可供建设我国图书情报专业时借鉴和参考. 相似文献
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新信息环境下图书情报教育的发展与问题 总被引：1，自引：0，他引：1
随着现代信息技术的发展,图书情报教育也在发生着变革。本文阐述了图书情报教育的理念、内容、方式及项目等教育模式的现状,分析了图书情报教育面临的问题与挑战,指出图书情报教育要根据环境的变化不断进行相应的变革,以保证图书情报教育的可持续发展。参考文献14。 相似文献
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作为信息交流中心的图书馆和情报单位,长期处于落后状态,专门人才奇缺,远不能适应社会主义建设的需要。因此大力发展和提高图书情报专业教育,培养图书情报专门人才是当务之急。一、方针是大力发展解放三十多年来,我国图书馆和情报事业有了很大发展,但是,为之提供专门人才的图书情报教育事业的发展却是极其缓慢的。为了适应四化建设的需要,我们认为图书情报界应坚持这样一个方针,那就是要大力发展图书情报专业教育。 相似文献
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专业教育还是职业教育-美国图书情报教育危机现象探源 总被引：2，自引：2，他引：0
本文从一个全新的角度对美国图书情报教育发生危机的深层原因进行了剖析，认为危机产生的根源在于美国图书情报教育实践未能遵循正确的图书情报教育思想。文章还对职业教育和专业教育这两种教育形式的差异进行了必要的探讨。 相似文献
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[目的/意义] 考察韩国图书情报学教育历史,有利于把握其发展特点和建设规律。[方法/过程] 通过阅读国内外与韩国图书情报教育相关的文献,凝练出韩国图书情报教育的发展规律,进而得出韩国图书情报教育的未来发展趋势。[结果/结论] 韩国早期的图书馆学教育主要由教育培训机构施行,基本延续了美国图书馆学教育的模式。20世纪80年代中期以后,图书情报教育进入高学历繁荣阶段,课程设置与研究领域向外扩展,社会需求量大于人才培养量,毕业生更愿意到图书馆就业,图书情报学教育走上繁荣与稳定发展之路。 相似文献
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印度图书情报教育的发展、经验和教训 总被引：2，自引：0，他引：2
印度在发展中国家当中是实施图书情报教育较早的国家之一.介绍了印度独立前后图书情报教育的发展历程、现状及内容;剖析了印度图书情报教育的经验与教训. 相似文献
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中美图书情报硕士专业学位教育质量保障体系比较分析及启示 总被引：1，自引：0，他引：1
[目的/意义]美国图书情报教育历史悠久,具有完善的教育质量保障体系,而我国图书情报教育历史较短。对比分析中美教育质量保障体系,能为我国完善图书情报硕士专业学位教育质量保障体系的构建、推进学科发展提供借鉴。[方法/过程]以中美31所设立了图书情报硕士专业学位授予点的培养单位为研究对象,运用网络调研法和对比分析法,分别从内部保障体系和外部保障体系两方面入手进行调研和分析;着重对比分析中美两国图书情报硕士专业学位教育质量保障体系的特色与异同。[结果/结论]针对我国图书情报硕士专业学位教学质量保证体系的现状,提出相关改善建议,以促使我国逐渐构建高校、政府、社会组织相结合的混合型图书情报硕士专业学位教育保障体系,共同推动图书情报专业硕士教育的发展。 相似文献
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韩雪梅 《中国图书情报科学》2004,(7):59-60
以我国图书情报专业教育的发展为入口，以培养高素质的图书情报专业人才为宗旨，从教育目标、教学内容、教学手段、教育层次四方面，论述了图书情报专业教育及图书馆专业人员继续教育的发展战略。 相似文献
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复合教育:文献信息专业教育的基本原则 总被引：3，自引：0，他引：3
本文论述了21世纪图书馆的特征,图书馆员应具备的素质.分析了现有图书情报人员的现状和图书情报教育面临的危机.提出了图书情报教育的改革措施和继续教育的必要性,为21世纪培养高层次的复合型人才. 相似文献
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[目的/意义] 归纳、总结当前高水平LIS教育的发展状况,为推动LIS教育的改革和创新提供借鉴和参考。[方法/过程] 通过网络调查法获取36所iCaucus院校关于LIS教育的相关信息,采用定性与定量相结合的研究方法深入分析这些院校在LIS教育方面的主要特点,并挖掘当前环境下LIS教育的发展动向,具体分析维度包括教育项目、课程设置和师资队伍。[结果/结论] iCaucus院校开设多领域、多层次、多途径的学位教育和非学位教育,注重从LIS基础知识、核心能力及实践应用等方面进行模块化和个性化的人才培养;且其课程体系全面,主题分类明晰;师资结构合理,学科背景多元,内部流动频繁。 相似文献
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Design-based research for LIS 总被引：2，自引：0，他引：2
Design-based research is a methodology emerging from the field of education that may hold potential for research in library and information science (LIS). Based upon the assumption that learning is situated in a real-world context, design-based research combines research, design, and practice into one process. It results in usable products that are supported by a theoretical framework. While definitional and methodological issues do exist, the method holds some promise for research into “user-centered” information systems and services. In the field of LIS, design-based research might contribute to our understanding of how people find, choose, understand, and use information in context. The method is also of interest to professionals concerned with “evidence-based practice.” This article will first explain and describe the method as it has been used in the allied field of education. Issues related to definition and methodology will be explored, as well as some of the solutions that have been proposed. The method will then be related to LIS, using the bonded design work of Large, Nesset, Beheshti, and Bowler [Large, A., Nesset, V., Beheshti, J., & Bowler, L. (2006a). Bonded design: a methodology for designing with children. In S. Kurniawan & P. Saphiris (Eds.), Advances in Universal Web Design and Evaluation: Research, Trends and Opportunities. London: Idea Group., Large, A., Nesset, V., Beheshti, J., & Bowler, L. (2006b). “Bonded design”: a novel approach to intergenerational information technology design. Library and Information Science Research, 28, 64–82] as a case study to demonstrate the applicability of design-based research to LIS inquiry. 相似文献
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采用网站内容分析法,选取英国高校图书情报学专业教育排名居前的10所院系,对其硕士阶段的教育现状进行分析,其中包括所在高校及院系名称的变化、硕士生培养方向、课程体系的设置以及教学方法4个方面。作者认为,英国图书情报院系在硕士专业培养方向、课程设置和教学方法上已形成自己的特色,而社会需求则是英国图书情报学研究生教育改革和发展的驱动力。 相似文献
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(续上期) 4 拓展认可标准 美国图书馆协会(ALA)早在1925年就制订了<图书馆学院标准>,并于1933年、1951年、1972年多次修订.现行的标准是ALA认可委员会(COA)制订的<图书情报学硕士学位教育计划认可标准>,由ALA理事会1992年1月28日通过,1993年1月开始实施. 相似文献
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Information explosion, development and applications of ICTs, changing dynamics of information users, and evolving trends in library and information services have promoted the discussion of continuing education (CE) in Library and Information Science (LIS) domain. ICTs are increasingly changing the landscape of libraries and challenging the traditional prevailing roles of LIS professionals. LIS professionals find it hard to remain in context in this technological era. They require the new set of skills and knowledge to address the challenges and issues of their professional life.The purpose of this study was to explore the opinions of LIS professionals to make an assessment about CE needs and the role of library schools to address these needs. The study opted sequential mixed methods of research. In first phase, an online survey was conducted to meet the objectives of the study. Data was collected by using a structured questionnaire. A total of 144 responses (70% male and 30% female) were received. In 2nd phase, a focus group was conducted to collect the qualitative data. The meta inferences were drawn on the basis of inferences of both QUAN and QUAL strands. The findings of the study revealed that respondents perceive a very active and instrumental role of LIS schools in their continuing education. Workshops, post-master certificate, and post-graduate diplomas were preferred formats of continuing education programs. The respondents preferred week long and 1–6 months long CE programs. In terms of the timings, weekends programs were most preferred. The respondents recommended that course instructor should be based on the contents of the course and a blend of teaching faculty and practitioners may be productive. The study also identified core areas of CE offerings.The findings of the study are helpful for LIS schools, professionals, trainers, funding bodies and policy makers. The study has the potential to bridge the gap by providing insight about the CE needs and recommend the concrete suggestions to act upon. 相似文献
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Yu-Wei Chang 《Library & information science research》2018,40(2):125-134
This bibliometric analysis explores the interdisciplinary characteristics of library and information science (LIS) from the perspective of interdisciplinary LIS authors. Articles published in non-LIS journals by LIS authors between 2005 and 2014 and indexed by the Web of Science database formed the basis for analysis. The results showed that interdisciplinary LIS authors published articles in numerous disciplines; a largest number of articles were found in medical and music journals. Over half of the articles published by these authors were not LIS-related and were primarily singly-authored articles and articles coauthored by LIS and non-LIS authors. Most articles coauthored by only LIS authors involved LIS-related topics. Interdisciplinary LIS authors preferred to publish by themselves. The majority of interdisciplinary authors were academic librarians. Interdisciplinary LIS authors most frequently collaborated with other LIS authors, followed by authors from the field of medicine. Although interdisciplinary LIS authors are a minority, they are active in expanding the visibility of LIS. 相似文献
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图书情报学教育市场价值取向评析 总被引：3，自引：0，他引：3
分析影响图书情报学教育市场价值取向的主要因素，认为市场阶值取向既是图书情报学教育在高等教育中取得自己合法地位的基础，也是图书情报学教育生存和发展的必然选择。 相似文献
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iSchool的迷思:对iSchool运动有关LIS、iField及其关系的认知的反思 总被引：2，自引：2，他引：0
本文以iSchool运动在全球范围内的迅速扩张为背景,以iSchool运动相关文献为依据,梳理iSchool运动对LIS和iField两个学科的认知,然后从学科历史性、正当性和合法性的角度反思当前认知。反思结果显示,尽管iSchool运动是一场针对原图书馆情报学院的教育改革运动,却伴随着影响更加深远的学科重组。图书馆情报学(Library and Information Science,LIS)作为运动发起者的原生学科,是其首要的重组对象;iField作为其致力打造的新学科,则是其期望的重组结果。在这一重组过程中,LIS被严重曲解,iField被过度期许。本文认为,将iSchool运动建立在上述认知之上,会使LIS学科、LIS教育甚至iSchool学院都面临巨大的自我否定风险,因此建议iSchool学院在区分LIS学科(LIS as a discipline)和LIS社群(LIS as a community)的基础上,重新审视当初的LIS教育危机。图3。参考文献65。 相似文献
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本学科的一级学科名称应顺势易名 总被引：2，自引：0，他引：2
作者根据自已时美、英、澳、日图书馆与情报学教育的调研指出，当前国际该领域的基本态势是已从图书馆学——经图书馆与情报学——到由information引领的格局，同时院系名称也多已改为由information引领的院系，但仍都被归入图书馆学领域。国内也是学科名称与院系名称不一致。当此有关职能机构正主持修订学科专业目录的当口，紧急建议用能反映本学科基本特性的“信息资源管理”（IRM）一级学科名称取代现在的“图书馆、情报与档案管理”一级学科名称。最后还对IRM的基本内涵、学科体系、课程分类等发表了自己的看法。 相似文献
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Robert P. Holley 《图书馆管理杂志》2019,59(5):556-564
With the reduced number of free-standing library schools, one common model places IT students and LIS students within the same unit. Doing so raises questions about how to teach management. IT students will most likely work in revenue generating organizations while most libraries have assured continuing funding. IT organizations normally provide less job security but also offer greater economic opportunities. Librarians have less risk of being fired, but salary gains are more limited. IT students seeking a master’s degree usually need technical competencies for admission while LIS students get admitted from all disciplines without any prior courses in library science. LIS students with a liberal arts degree are better prepared for the complexities of management. Most MLIS librarians will have management responsibilities. IT students may not. Finally, IT is disproportionately male while LIS is a female profession. The column concludes with some ways to provide adequate management education to both groups. 相似文献