Articulating the Unarticulated Element of the Information Science Paradigm

Persistent Link:
http://hdl.handle.net/10150/105913
Title:
Articulating the Unarticulated Element of the Information Science Paradigm
Author:
Higgins, Susan Ellen; Chaudhry, Abdus Sattar
Citation:
Articulating the Unarticulated Element of the Information Science Paradigm 2003, 44(1):2-16 Journal of Education for Library and Information Science
Journal:
Journal of Education for Library and Information Science
Issue Date:
2003
URI:
http://hdl.handle.net/10150/105913
Submitted date:
2005-03-29
Abstract:
Although survey data disclose that traditional content and delivery continue to be stressed, educators still ponder the fact that the new combinations of knowledge, attitudes, and skills in the workplace may require something more of library and information science (LIS) educators. A de-emphasis on traditional content has resulted. Professional education and practice call for multiplicity, academic self-sufficiency, and adjustment to local needs and aspirations. The problem surfaces when students are so exceedingly diverse as to resist common boundary. There is a need for these types of problems to be discussed in light of curriculum changes and for a common boundary in instruction to be defined. Analytical studies to articulate the unarticulated part of the information paradigm may help to conceptualize the information science substance more clearly.
Type:
Journal Article (Paginated)
Language:
en
Keywords:
Library and Information Science Education
Local subject classification:
Teaching methodology; Orientation; Self-direction

Full metadata record

DC FieldValue Language
dc.contributor.authorHiggins, Susan Ellenen_US
dc.contributor.authorChaudhry, Abdus Sattaren_US
dc.date.accessioned2005-03-29T00:00:01Z-
dc.date.available2010-06-18T23:36:36Z-
dc.date.issued2003en_US
dc.date.submitted2005-03-29en_US
dc.identifier.citationArticulating the Unarticulated Element of the Information Science Paradigm 2003, 44(1):2-16 Journal of Education for Library and Information Scienceen_US
dc.identifier.urihttp://hdl.handle.net/10150/105913-
dc.description.abstractAlthough survey data disclose that traditional content and delivery continue to be stressed, educators still ponder the fact that the new combinations of knowledge, attitudes, and skills in the workplace may require something more of library and information science (LIS) educators. A de-emphasis on traditional content has resulted. Professional education and practice call for multiplicity, academic self-sufficiency, and adjustment to local needs and aspirations. The problem surfaces when students are so exceedingly diverse as to resist common boundary. There is a need for these types of problems to be discussed in light of curriculum changes and for a common boundary in instruction to be defined. Analytical studies to articulate the unarticulated part of the information paradigm may help to conceptualize the information science substance more clearly.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.subjectLibrary and Information Science Educationen_US
dc.subject.otherTeaching methodologyen_US
dc.subject.otherOrientationen_US
dc.subject.otherSelf-directionen_US
dc.titleArticulating the Unarticulated Element of the Information Science Paradigmen_US
dc.typeJournal Article (Paginated)en_US
dc.identifier.journalJournal of Education for Library and Information Scienceen_US
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