Academicism versus Professionalism in LIS Programs

Autor/in	Stortz, Martha
Titel	Academicism versus Professionalism in LIS Programs
Quelle	In: Public Services Quarterly, 8 (2012) 1, S.86-90 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-8959
DOI	10.1080/15228959.2012.650565
Schlagwörter	Information Science Education; Library Schools; Academic Libraries; Library Science; Library Services; Professional Identity; Academic Education; Theory Practice Relationship; College Programs; Educational Philosophy; Professional Education + Suchen Sie Ihr Suchwort? Informationstechnologische Bildung; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliothekswissenschaft; Bibliotheksarbeit; Akademische Bildung; Theorie-Praxis-Beziehung; Studienprogramm; Bildungsphilosophie; Erziehungsphilosophie; Berufsausbildung
Abstract	The pedagogy of library and information science appears to be experiencing somewhat of an identity crisis. Many LIS graduate programs teach librarianship within both a theoretical, academic context, as well as a practical, work-based context. Core courses for the MLIS/MIS degree usually include statistics and research, as well as a course on perspectives and theories in library and information science. This generates the idea that LIS is a theoretical, academic field. On the other hand, many LIS programs encourage library experience as a mode of learning. Some programs offer work terms, such as co-ops, internships, or job shadowing during the program. Practical courses, such as cataloguing, reference, and management, are emphasized in the curriculum. This divide between LIS as an academic program and LIS as a professional program can be confusing to students. This article describes effective ways of marrying the theory/practice divide: (1) for LIS programs to use current professionals as course instructors; (2) to involve students in the research process; and (3) to integrate research into all aspects of LIS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10