A Study of Changes in the Library and Information Science Curriculum with Evaluation of Its Practicality

Noh, Younghee; Ahn, Inja; Choi, Sang‐Ki

doi:10.1016/j.acalib.2012.07.007

Cited by 13 publications

(3 citation statements)

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“…This diverse bachelor's degree model gives students more choice. However, under the appeal of KMK, there are differences in the bachelor's degree training model implemented in various regions, especially in the curriculum of multiple bachelor's degrees; the proportion of education majors is not consistent in different regions [4].…”

Section: Professional and Diversified Two-stage Training Modelmentioning

confidence: 99%

Teacher Education Model of the German Federal States: A Case of University of Berlin

Pikhart¹,

Koubovská²,

Vaněček³

2019

AJEMR

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Germany is one of the first countries in the world to establish teacher education, and its teacher education system has developed relatively mature. At the same time, as a federal decentralized country, teacher education in the federal states of Germany has evolved into a system with significant regional differences due to its different social development processes. This article aims to conduct a comparative study of the typical German federal state teacher education model and discuss the handling methods of German teacher education in the internship stage. Graduates of comprehensive universities need to receive the same internship training as normal students and strengthen the quality assurance of non-teacher professional teachers. Finally, teacher education is closely linked to social, political, economic development, and other factors. We need to formulate reasonable education goals based on the actual situation, constantly adjust and update the existing teacher education system according to the development of the times, and improve teacher education through continuous feedback and improvement processes.

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Section: Professional and Diversified Two-stage Training Modelmentioning

confidence: 99%

Teacher Education Model of the German Federal States: A Case of University of Berlin

Pikhart¹,

Koubovská²,

Vaněček³

2019

AJEMR

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“…As global communications and technology continue to become more available and sophisticated, LIS programs need to prepare students for employment in rapidly changing and globalized LIS professions. To keep up with the changing job nature of library and information professionals, educational institutions that offer accredited programs in LIS have continuously been evaluating and updating their programs to equip students with the skills required for employment after graduation (Noh et al, 2012;Yi and Turner, 2014). Aside from relying on the insights from experienced library professionals to improve their programs, LIS educators and researchers have…”

Section: Introductionmentioning

confidence: 99%

A quantitative review of LIS programs accredited by ALA and CILIP under contemporary technology advancement

Yew¹,

Chiu²,

Nakamura

et al. 2022

LHT

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PurposeAdvancements in technology have led to many changes in the field of Library and Information Science (LIS). As global communications and technology continue to become more available and sophisticated, LIS programs need to prepare students for employment in rapidly changing and globalized LIS professions.Design/methodology/approachData from a total of 63 programs from the American Library Association (ALA) and 32 programs from the Chartered Institute of Library and Information Professionals (CILIP) was collected through openly accessible websites of these programs. Areas explored include program name, name and level of the academic unit offering the program, credit hours, required courses, percentage of required courses and capstone measurements used within the different LIS programs.FindingsA majority of programs still preserve the keyword “Library” in their name, but not the academic units offering them. Most programs in ALA and CILIP follow a semester-based program. Research methods, internships, practical experience, combined with traditional library core and information technology requirements were found to constitute the major subjects in general. Comprehensive exams were replaced by e-portfolios among ALA programs while a dissertation remains the preferred choice of capstone requirement for CILIP.Originality/valueScant studies compare accredited LIS programs worldwide, motivating the study of the similarities, differences and trends of LIS programs under the current globalized technology-driven knowledge economy. This paper seeks to fill the literature gap and promote a global discussion and understanding of LIS curricula in different regions of the world, guiding potential students to select their suitable LIS programs.

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“…Due to the drivers for change inherent within their internal and external environment, like any other organizations, information services centers (ISCs) are continually faced with the prospect of change. Mark (1997), Pugh (2007), and Noh et al (2012) have emphasized the necessity of change in information services. Ashoor (2000) in reviewing change factors in information centers emphasizes that the scope of the data format shift from printed to electronic challenged the nature of libraries and the information services.…”

Section: Introductionmentioning

confidence: 99%

Expanding a change management framework for Iranian information services centers: Applying fuzzy MADM techniques

Nakhoda

Givi

2016

Journal of Librarianship and Information Science

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Change is an inevitable, almost daily phenomenon in organizations. Several change models have been designed in different contexts to facilitate the planning and implementation of change. Information service centers operate within a rapidly growing environment of education and research. They have to be proactive in the face of change in order to realize their mission. Numerous factors challenge Iranian information service centers; these need to be addressed when managing change projects. The present paper posits a change management framework for Iranian information services centers in three steps. The first step consists of gauging criteria and actions for change management, and finding appropriate change management models. In the second step, by applying fuzzy MADM techniques (FSAW, FTOPSIS and FVIKOR), the most suitable change model was selected. Finally in the third step, the research framework was designed based on a qualitative approach and consensus method. A panel of experts in Management and Information Science contributed to the design and validation of the model. The model presented here recognized five main stages: reviewing the current status, analyzing and defining information services users, planning, implementing the change, and maintaining the change.

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A Study of Changes in the Library and Information Science Curriculum with Evaluation of Its Practicality

Cited by 13 publications

References 13 publications

Teacher Education Model of the German Federal States: A Case of University of Berlin

Teacher Education Model of the German Federal States: A Case of University of Berlin

A quantitative review of LIS programs accredited by ALA and CILIP under contemporary technology advancement

Expanding a change management framework for Iranian information services centers: Applying fuzzy MADM techniques

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