Two Cultures, One Faculty: Contradictions of Library and Information Science Education

Persistent Link:
http://hdl.handle.net/10150/106456
Title:
Two Cultures, One Faculty: Contradictions of Library and Information Science Education
Author:
Raber, Douglas; Connaway, Lynn Silipigni
Citation:
Two Cultures, One Faculty: Contradictions of Library and Information Science Education 1996, 37(2):120-130 Journal of Library and Information Science Education
Publisher:
Association for Library and Information Science Education
Journal:
Journal of Library and Information Science Education
Issue Date:
1996
URI:
http://hdl.handle.net/10150/106456
Submitted date:
2005-01-19
Abstract:
Library and information science faculty must live within two competing cultures that have very different values and interests: the academic and the practicing profession. This difference causes these cultures to exert competing expectations and demands upon library and information science education. While the university's value is increasingly judged by its demonstrated utility, its central legitimating value is still intellectual achievement and the creation of knowledge. While the need for a knowledge base is recognized, the central legitimating value of the profession is demonstrated utility in terms of service to users. This is necessarily dominated by technical rather than reflective aspects and the need for immediate solutions to practical problems that include the education and continuing education of professionals. This article addresses the problems that result from the collisions of these two cultures: applied versus pure research, theoretical versus practical education, and competing definitions of service. It explores the applicability of Ernest Boyer's model of higher education as a means of solving problems.
Type:
Journal Article (Paginated)
Language:
en
Keywords:
Library and Information Science Education
Local subject classification:
competing expectations; two cultures; practical versus academic education

Full metadata record

DC FieldValue Language
dc.contributor.authorRaber, Douglasen_US
dc.contributor.authorConnaway, Lynn Silipignien_US
dc.date.accessioned2005-01-19T00:00:01Z-
dc.date.available2010-06-18T23:47:50Z-
dc.date.issued1996en_US
dc.date.submitted2005-01-19en_US
dc.identifier.citationTwo Cultures, One Faculty: Contradictions of Library and Information Science Education 1996, 37(2):120-130 Journal of Library and Information Science Educationen_US
dc.identifier.urihttp://hdl.handle.net/10150/106456-
dc.description.abstractLibrary and information science faculty must live within two competing cultures that have very different values and interests: the academic and the practicing profession. This difference causes these cultures to exert competing expectations and demands upon library and information science education. While the university's value is increasingly judged by its demonstrated utility, its central legitimating value is still intellectual achievement and the creation of knowledge. While the need for a knowledge base is recognized, the central legitimating value of the profession is demonstrated utility in terms of service to users. This is necessarily dominated by technical rather than reflective aspects and the need for immediate solutions to practical problems that include the education and continuing education of professionals. This article addresses the problems that result from the collisions of these two cultures: applied versus pure research, theoretical versus practical education, and competing definitions of service. It explores the applicability of Ernest Boyer's model of higher education as a means of solving problems.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherAssociation for Library and Information Science Educationen_US
dc.subjectLibrary and Information Science Educationen_US
dc.subject.othercompeting expectationsen_US
dc.subject.othertwo culturesen_US
dc.subject.otherpractical versus academic educationen_US
dc.titleTwo Cultures, One Faculty: Contradictions of Library and Information Science Educationen_US
dc.typeJournal Article (Paginated)en_US
dc.identifier.journalJournal of Library and Information Science Educationen_US
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