LIS Faculty Research and Expectations of the Academic Culture versus the Needs of the Practitioner

Persistent Link:
http://hdl.handle.net/10150/105249
Title:
LIS Faculty Research and Expectations of the Academic Culture versus the Needs of the Practitioner
Author:
O'Connor, Daniel; Mulvaney, John Philip
Citation:
LIS Faculty Research and Expectations of the Academic Culture versus the Needs of the Practitioner 1996, 37(4):306-316 Journal of Education for Library and Information Science
Journal:
Journal of Education for Library and Information Science
Issue Date:
1996
URI:
http://hdl.handle.net/10150/105249
Submitted date:
2005-04-07
Abstract:
Library and information studies (LIS) education may be misreading the academic community's expectations. A program's viability may hinge on a counterintuitive premise, where the academic culture allows each discipline to create its own criteria for its own evaluation. LIS programs may have unwittingly assumed that adopting the scientific mode might gain them currency in the academic realm; yet there is little evidence that LIS programs had the prerequisite infrastructure to compete with a science discipline in terms of sustained funded research, teaching assistant and postdoctoral assistant services, laboratory equipment, and other resources. There is an irony that many LIS students and faculty do not come from the scientific disciplines, and this further inhibits their ability to compete in that arena. LIS program and faculty evaluators have used criteria from the sciences to measure LIS progress and to determine an individual's suitability for promotion. We contend that this application of inappropriate criteria has done unnecessary harm to LIS and the individuals in it. An examination of selected COA self-study responses and other sources indicates that LIS may misread the academic culture because LIS does not appear to be central to university governance. Finally, the waning of LIS's affiliation with libraries may do LIS irreparable harm. LIS's focus may need to be recentered on educating librarians.
Type:
Journal Article (Paginated)
Language:
en
Keywords:
Library and Information Science Education
Local subject classification:
educator; communication; academic world

Full metadata record

DC FieldValue Language
dc.contributor.authorO'Connor, Danielen_US
dc.contributor.authorMulvaney, John Philipen_US
dc.date.accessioned2005-04-07T00:00:01Z-
dc.date.available2010-06-18T23:22:12Z-
dc.date.issued1996en_US
dc.date.submitted2005-04-07en_US
dc.identifier.citationLIS Faculty Research and Expectations of the Academic Culture versus the Needs of the Practitioner 1996, 37(4):306-316 Journal of Education for Library and Information Scienceen_US
dc.identifier.urihttp://hdl.handle.net/10150/105249-
dc.description.abstractLibrary and information studies (LIS) education may be misreading the academic community's expectations. A program's viability may hinge on a counterintuitive premise, where the academic culture allows each discipline to create its own criteria for its own evaluation. LIS programs may have unwittingly assumed that adopting the scientific mode might gain them currency in the academic realm; yet there is little evidence that LIS programs had the prerequisite infrastructure to compete with a science discipline in terms of sustained funded research, teaching assistant and postdoctoral assistant services, laboratory equipment, and other resources. There is an irony that many LIS students and faculty do not come from the scientific disciplines, and this further inhibits their ability to compete in that arena. LIS program and faculty evaluators have used criteria from the sciences to measure LIS progress and to determine an individual's suitability for promotion. We contend that this application of inappropriate criteria has done unnecessary harm to LIS and the individuals in it. An examination of selected COA self-study responses and other sources indicates that LIS may misread the academic culture because LIS does not appear to be central to university governance. Finally, the waning of LIS's affiliation with libraries may do LIS irreparable harm. LIS's focus may need to be recentered on educating librarians.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.subjectLibrary and Information Science Educationen_US
dc.subject.othereducatoren_US
dc.subject.othercommunicationen_US
dc.subject.otheracademic worlden_US
dc.titleLIS Faculty Research and Expectations of the Academic Culture versus the Needs of the Practitioneren_US
dc.typeJournal Article (Paginated)en_US
dc.identifier.journalJournal of Education for Library and Information Scienceen_US
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