Articulating the Unarticulated Element of the Information Science Paradigm
| dc.contributor.author | Higgins, Susan Ellen | |
| dc.contributor.author | Chaudhry, Abdus Sattar | |
| dc.date.accessioned | 2005-03-29T00:00:01Z | |
| dc.date.available | 2010-06-18T23:36:36Z | |
| dc.date.issued | 2003 | en_US |
| dc.date.submitted | 2005-03-29 | en_US |
| dc.identifier.citation | Articulating the Unarticulated Element of the Information Science Paradigm 2003, 44(1):2-16 Journal of Education for Library and Information Science | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/105913 | |
| dc.description.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. | |
| dc.format.mimetype | application/pdf | en_US |
| dc.language.iso | en | en_US |
| dc.subject | Library and Information Science Education | en_US |
| dc.subject.other | Teaching methodology | en_US |
| dc.subject.other | Orientation | en_US |
| dc.subject.other | Self-direction | en_US |
| dc.title | Articulating the Unarticulated Element of the Information Science Paradigm | en_US |
| dc.type | Journal Article (Paginated) | en_US |
| dc.identifier.journal | Journal of Education for Library and Information Science | en_US |
| refterms.dateFOA | 2018-08-21T14:51:42Z | |
| html.description.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. |
