Crying Wolf: An examination and reconsideration of the perception of crisis in LIS

Persistent Link:
http://hdl.handle.net/10150/105542
Title:
Crying Wolf: An examination and reconsideration of the perception of crisis in LIS
Author:
Dillon, Andrew; Norris, April
Editors:
Coleman, Anita; Malone, Cheryl
Citation:
Crying Wolf: An examination and reconsideration of the perception of crisis in LIS 2005, 46(4):280-298 Journal of Education for Library and Information Science
Publisher:
ALISE
Journal:
Journal of Education for Library and Information Science
Issue Date:
2005
URI:
http://hdl.handle.net/10150/105542
Submitted date:
2006-02-03
Abstract:
Recent discussions of education for library professionals have strongly criticized the state of most Library and Information Science (LIS) schools, which are portrayed as techno-centric, male-dominated, and out of touch with the needs of practitioners. In the present essay we examine the major claims for a new crisis in LIS education and conclude that the data do not support most of the popular criticisms made of this field. Instead, the notion of crisis is best understood as indicative of a moment of change and an opportunity to significantly affect the long-term future of the field.
Type:
Journal Article (Paginated)
Language:
en
Keywords:
Library and Information Science Education
Local subject classification:
education; gender; curriculum; crisis; library science

Full metadata record

DC FieldValue Language
dc.contributor.authorDillon, Andrewen_US
dc.contributor.authorNorris, Aprilen_US
dc.contributor.editorColeman, Anitaen_US
dc.contributor.editorMalone, Cherylen_US
dc.date.accessioned2006-02-03T00:00:01Z-
dc.date.available2010-06-18T23:27:08Z-
dc.date.issued2005en_US
dc.date.submitted2006-02-03en_US
dc.identifier.citationCrying Wolf: An examination and reconsideration of the perception of crisis in LIS 2005, 46(4):280-298 Journal of Education for Library and Information Scienceen_US
dc.identifier.urihttp://hdl.handle.net/10150/105542-
dc.description.abstractRecent discussions of education for library professionals have strongly criticized the state of most Library and Information Science (LIS) schools, which are portrayed as techno-centric, male-dominated, and out of touch with the needs of practitioners. In the present essay we examine the major claims for a new crisis in LIS education and conclude that the data do not support most of the popular criticisms made of this field. Instead, the notion of crisis is best understood as indicative of a moment of change and an opportunity to significantly affect the long-term future of the field.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherALISEen_US
dc.subjectLibrary and Information Science Educationen_US
dc.subject.othereducationen_US
dc.subject.othergenderen_US
dc.subject.othercurriculumen_US
dc.subject.othercrisisen_US
dc.subject.otherlibrary scienceen_US
dc.titleCrying Wolf: An examination and reconsideration of the perception of crisis in LISen_US
dc.typeJournal Article (Paginated)en_US
dc.identifier.journalJournal of Education for Library and Information Scienceen_US
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