The Closing of Library Schools: Darwinism at the University

Stieg, Margaret F.

doi:10.1086/602365

Cited by 12 publications

(3 citation statements)

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“…It seems reasonable to conclude that SLIS is an even more intellectually, and/or professionally, homogeneous collective than either the group of information science/information ooom-00~00000000~0000~ 0000000000000000000000 000000000000000"000~00 0000000000000000000000 ooooooo*oooooooo~~ooo-0000000-000~00000-0000 000000000000000d000000 00000000000000m0000000 0000000000000~00000000 00000N0-0000m000000000 00000000000t0000000000 000000000000000000000-0 000000000000000d000000 00000000~000000.+0cl0000 000-010~0000~000000c40' 0000000000000000000000 oooooooooooooooooooo--000~~0000000000-000000 ooo~~oooooooooooooooom 0000000000000000000000 0000000000000000000000 0000000000000000000000 But perhaps the price of homogeneity for SLIS is intellectual insularity, a possibility underscored by the fact that 93.3% of all citations to the School come from the library and information science field (derived from data in Table 10). Overall, SLIS faculty are infrequently cited outside their own field, a conclusion which is consonant with earlier findings (Cronin & Davenport, 1990;Cronin & Pearson, 1989;Yerkey, 1993) that information studies is a weak exporter of research-a point frequently flagged as an issue of concern in the general professional literature (e.g., McGrath, 1993;Stieg, 1991). The impression of insularity is further reinforced by the fact that D alone is cited in more than half of the 68 journals classified by IS1 as belonging to fields other than librarianship and information science (derived from Tables 10 and 12).…”

Section: Discussionsupporting

confidence: 76%

Citation-based auditing of academic performance

Cronin

Overfelt

1994

J. Am. Soc. Inf. Sci.

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Section: Discussionsupporting

confidence: 76%

Citation-based auditing of academic performance

Cronin

Overfelt

1994

J. Am. Soc. Inf. Sci.

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“…Several authors, in the international context, have commented that it is difficult to define the core (Day, 1997; Grotzinger, 1986 and Robbins, 1990) because the core components will differ from program to program. Nevertheless Steig (1991) comments that it is possible to reach a common agreement on the basic responsibilities of the profession; collection, organisation, dissemination and use of information.…”

Section: Contents Of Lis Education Programsmentioning

confidence: 99%

A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka

Wijetunge

2009

Library Review

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A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka Pradeepa Wijetunge Article information:To cite this document: Pradeepa Wijetunge, (2009),"A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka", Library Review, Vol. 58 Iss 9 pp. 670 -684 Permanent link to this document: http://dx. AbstractPurpose -A comprehensive analysis of the LIS education system was carried out covering the 2004-2007 period and it was established that currently 24 LIS education programs are conducted in Sri Lanka by eight educational institutions. The purpose of this paper is to present a critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka based on the major research. Design/methodology/approach -The research used both quantitative as well as qualitative research methods to determine the present status of affairs and the study was based on primary and secondary data collected by means of questionnaires, semi-structured interviews, participatory observations and review of documents. Primary data were collected from the LIS course co-ordinators, teachers and policy makers. Researcher's own reflections were also used. Findings -The empirical survey identified that six main subjects are taught across most of the LIS programs; that most programs provide a general knowledge in LIS but not opportunities for specialisation; appropriate levels of complexity were not evident across the different levels of programs; and there is no national core in LIS so that all programs cover a set of common subjects at appropriate depths and breadths suitable for different levels of programs. Findings with regard to the curriculum development strategies identified that most of the curricula documents are not comprehensive, and that the Sri Lankan LIS curriculum developers do not use any formal curriculum development model. Analysis of the curriculum development teams indicated that most members have no training in curriculum design, and the teams lack contributions by other stakeholders except LIS professionals. Several recommendations are presented to eliminate the weaknesses of the curriculum development strategy in the LIS programs. Research limitations/implications -This paper is based on a broader empirical study of the LIS education system of Sri Lanka and throws some light on specific research on identifying the most appropriate curriculum development model for Sri Lanka. Practical implications -The findings of the research are directly applicable to the tasks of the curriculum developers and the LIS education policy makers in Sri Lanka and they can use the findings for the improvement of the LIS education programs. Originality/value -Contents or the curriculum development strategy of the current Sri Lankan LIS education programs have not been critically analysed before and this paper presents the original research findings relevant to all the programs conducted in 2007.

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“…From 1978 to the early 1990s, LIS education worldwide experienced significant development and transformation. In the USA, 14 universities have closed their LIS schools since 1978 (Paris, 1991;Stieg, 1991). However, LIS education in China is also in the process of reform.…”

Section: Introductionmentioning

confidence: 99%

The attitudes of LIS chairs toward the iSchools movement in China

Chen

Wang

et al. 2012

Aslib Proceedings

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Purpose -The goal of this paper is to identify the attitudes of the chairs of library and information science (LIS) programs in Chinese universities toward the iSchools movement. Design/methodology/approach -The authors collected data from 36 deans or other chairs of LIS by using open-ended questionnaire and utilized grounded theory to analyze the results. Findings -The result shows that most chairpersons approve the iSchools values of relationship between people, information and technology, nevertheless, they expressed uncertainty regarding the future of iSchools. For the process of adopting the values of iSchools and joining the iSchools movement, the main risks to progress come from within the LIS schools or departments. The consensus among the chairpersons is that the LIS education should reserve its traditional core values, as well as adopt iSchools' values and widely expand in the information profession area. Originality/value -This study unveiled the attitudes of LIS chairs toward the iSchools movement in China. Its results can help the iSchools movement to develop and promote LIS education innovation globally.

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The Closing of Library Schools: Darwinism at the University

Cited by 12 publications

References 0 publications

Citation-based auditing of academic performance

Citation-based auditing of academic performance

A critical evaluation of the curriculum development strategy of the LIS education programs in Sri Lanka

The attitudes of LIS chairs toward the iSchools movement in China

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