The Future Information Professional: Old Wine in New Bottles? Part One

Abstract

The overall Situation of the Information Professional is described and analysed. Demands from the public äs well äs from the private sector are considered. A number of challenges to the Information Professional are set up äs a framework, challenges coming from new types of users, new subjects, interdisciplinary subjects, new categories of Information, new types of Job, new types of management, new ways of work, new types of personal responsibility, new working environment problems, new Information technology, new communication and the Implementation of well-known forms of communication, new possibilities for distribution of Information, new ideas and modes of thinking relating to core concepts in Library and Information Science, and the growing problem of keeping up-to-date with the developments of the Information profession. Especially new Information technology and its introduction into the organization are treated. The concept of subsidiarity is applied in order to develop a new principle for Job content in relation to Information technology.

A dimensão estética (sensível) da Competência Informacional

“…Com base nos estudos de Helge Clausen (1990) Christensen (1992, observa que o termo Profissional da Informação é utilizado para definir um variado grupo de profissionais, como: Bibliotecários, Cientistas da Informação, Gestores da Informação, Especialistas da Informação, dentre outros. Visto que estes profissionais de alguma forma trabalham com a informação, seja em seu processo de criação, armazenamento, organização e disponibilização.…”

O ensino da área de controle sobre a perspectiva da competência: experiência no curso de Biblioteconomia da UFSC 10.5007/1518-2924.1999v4n8p16

“…Os resultados das pesquisas de Clausen (1990), Detlefsen (1992), Cunha (1998) e Nastri e Souza (1996) apontam claramente a demanda por habilidades empresarias e tecnológicas. No entanto, se os profissionais de informação que exercem atividades de gerenciamento estiverem limitados em sua autonomia e direito de julgar o desenvolvimento de seu próprio trabalho, e se dentro de certos limites, não tiverem a habilidade e autonomia para decidir o trabalho a ser feito e como fazê-lo, seu papel profissional e sua competitividade perante profissionais de outras áreas fica muito limitado.…”

Career development: follow-up studies of Sheffield MA graduates 1985/1986 to 1992/1993

“…The reports on these surveys form part of the substantial body of literature on career aspirations, manpower needs, professional competencies and education and training needs in the library and information world reviewed by Loughridge (Loughridge, 1990). Since then, further published reports from elsewhere have, amongst other things, reviewed the relevance of practitioners' input to curriculum design, employment patterns and the labour market for information professionals in the United States, Europe and elsewhere (Buttlar and Du Mont, 1989;Pors, 1990;Clausen, 1990;Clausen, 1991;Bray and Turner, 1991;Pors, 1994;Bowden and Olivier, 1995;Weingand, 1995). A number of papers at the lst British-Nordic LIS Conference in Copenhagen in 1995 also dealt with aspects of professional education, continuing professional development, student skills, students' perceptions of the curriculum and the relationship between theory and practice in professional education (Burke, 1995;Burke and Cornelius, 1995;Clyde, 1995;Cochrane, 1995;Davenport and McKim, 1995;Dixon, 1995;Goulding, 1995;Hancock-Beaulieu and Pors, 1995;Hannesd6ttir, 1995; Hjorland and Albrechtsen, 1995; Hansson and Zetterlund, 1995;Iivonen, 1995;Kinnell, 1995;Kortelainen, 1995;Loughridge, 1995: Marcella, 1995Morris and Sargent, 1995;Olander, 1995;Pors, 1995;Wormell, 1995).…”