, and the resulting program of curriculum renewal and expansion. This program aimed to address concerns over the long-term sustainability of the courses and respond to an increasingly converging professional landscape. The courses were redesigned in a way that allowed them to maintain their relevance to the School's established librarianship market, while at the same time develop a significant application to other information fields. This was achieved by essentially turning the curriculum on its head. Instead of a library focussed core with electives in other information areas, the new curriculum offers core subjects that cover the information-people-technology nexus in generic fashion and provides a foundation for a wide range of specialisations. This transformation represents what could be described as a move from a traditional Library and Information Studies (LIS) approach to a broader Information Studies (IS) orientation, accommodating advanced areas of study in specific fields, including Librarianship (L). The paper goes on to discuss key issues concerning the implementation of the course redesigns, and the results of their implementation to date. IMPLICATIONS FOR BEST PRACTICE:• Information professions have common foundational elements • These common foundational elements can be coordinated to form a core curriculum which is supported and supplemented by specialisations• Information Studies graduates will have a broad range of knowledge and skills that can benefit both library and non-library employers 206
Computer Supported Collaborative Work (CSCW) is a new information teclmology subject at Charles Sturt University, that develops a learning commJmiW and knowledge sharing network for a diverse range of students. By integrati~ course content about CSCW, students use information environments and groupware products such as e-m.il, the Z Object Publiahin£ Environment (ZOPE) and MOO to create learning artefacts. The subject ~ students into social, philosophical and psychological aspects of workin E in online environnmmS as well as the technology issues associated with being a participant in a workgroup that can be applied in such fields as professional development, information technology, h'brary science, education, reacher l~rari..~hlp, health care or policing.Studenm explore the principles of workgroups, various cognitive frameworks and collaborative tasks (eg. meefinE~ , docun',,mt generation, argument support and policy work). They learn how to select and tailor a framework appropriate to a specific collaborative situation, and guide the developmen~ of workgroup-specific inrrastroctore. They are also expected to evaluate the effectiveness of workflow, bin.an interaction and knowledge management w i t h i n a n orgali/satioB. This paper descn'bes how a team-teaching approach has been structured, and how students and lecturers facilitamd each other in regard to course content, methods of instruction, methods ofassossment and evaluation.
Support of the principal is a key factor in the implementation of effective programs in schools, An international study of the principal's role in developing and supporting school library programs was conducted in Australia, Canada, Finland, France, Japan, Scotland, and South Korea. The purpose of the study was to provide information, for principals and teacher-librarians in countries throughout the world that might inform their efforts to develop information-literate school communities. Principals and teacher-librarians completed three survey instruments: (a) participant demographics; (b) the participants' perceptions and beliefs about the principals' current and future roles; and (c) the participants' views on such concerns as the strengths and challenges of the school library, the contributions of teacher-librarians to teaching and learning, the nature of information literacy, and barriers to integration of information skills. The overall findings of the research project included the following: (a) principals and teacher-librarians differed in age and gender; (b) beliefs of principals and teacher-librarians about the role of the principal were well aligned except where librarians were not also qualified teachers; (c) principals and teacherlibrarians differed most on their current and future perceptions of the role of the principal in advocating and facilitating the development of an information-literate school community; and (d) principals and teacher-librarians agreed that principals should spend more time informing new teaching staff about the importance of collaboration with the teacher-librarian.
Under what title should teacher-librarians be known? What is in a name? This paper provides an Australian background to the questions about the name that should be given to those who work as information specialists in schools. The authors review metaphorical analysis as a research tool and outline a qualitative research project employing the metaphor technique in an attempt to discover the conceptions that stakeholders (teacher-librarians, principals, classroom teachers, others) hold about three alternative titles that could be employed by the teacher-librarian profession. This research was undertaken with a number of groups in New South Wales, Australia.
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