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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
2013
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| Online-Zugang: | https://eric.ed.gov/?id=EJ1044648 |
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| _version_ | 1867181423637561344 |
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| author | Prado, Javier Calzada Marzal, Miguel Angel |
| author_facet | Prado, Javier Calzada Marzal, Miguel Angel Prado, Javier Calzada Marzal, Miguel Angel |
| collection | Education Resources Information Center |
| contents | Library and Information Professionals as Knowledge Engagement Specialists. Theories, Competencies and Current Educational Possibilities in Accredited Graduate Programmes Prado, Javier Calzada Marzal, Miguel Angel Specialists Information Scientists Information Science Graduate Students Accreditation (Institutions) Educational Opportunities Minimum Competencies Educational Theories Knowledge Management Professional Associations Teacher Competencies Information Services Teaching Skills College Programs Foreign Countries Educational Supply Curriculum Evaluation Introduction: The role of library and information science professionals as knowledge facilitators is solidly grounded in the profession's theoretical foundations as much as connected with its social relevance. Knowledge science is presented in this paper as a convenient theoretical framework for this mission, and knowledge engagement services--knowledge brokering, knowledge readiness and knowledge promotion--as an area that might serve to reframe and expand traditional services such as reference, information literacy and outreach and cultural programming. A key competency for knowledge engagement specialists is mastering instruction, aimed at the efficient fostering of innovation and the creation of new knowledge within organizations and society. The purpose of this paper is to analyse current supply of courses covering instructional related competencies in accredited graduate programmes. Methods: Main professional competency standards and courses currently offered in accredited graduate programmes (United States, Canada, United Kingdom and Australia) are analysed. Results: Results suggest that although some relevant competencies have been included by professional associations in their competency standards for all types of information professionals, instructional competencies have not received much attention in graduate educational programmes other than in concentrations or tracks targeted at future school or academic librarians. Conclusion: It is concluded that further research on competencies and education for knowledge engagement is required in order to fully develop this role within the profession. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.] |
| format | Recurso educativo Open Access |
| id | eric_EJ1044648 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2013 |
| record_format | eric |
| spellingShingle | Library and Information Professionals as Knowledge Engagement Specialists. Theories, Competencies and Current Educational Possibilities in Accredited Graduate Programmes Prado, Javier Calzada Marzal, Miguel Angel Specialists Information Scientists Information Science Graduate Students Accreditation (Institutions) Educational Opportunities Minimum Competencies Educational Theories Knowledge Management Professional Associations Teacher Competencies Information Services Teaching Skills College Programs Foreign Countries Educational Supply Curriculum Evaluation Library and Information Professionals as Knowledge Engagement Specialists. Theories, Competencies and Current Educational Possibilities in Accredited Graduate Programmes Prado, Javier Calzada Marzal, Miguel Angel Specialists Information Scientists Information Science Graduate Students Accreditation (Institutions) Educational Opportunities Minimum Competencies Educational Theories Knowledge Management Professional Associations Teacher Competencies Information Services Teaching Skills College Programs Foreign Countries Educational Supply Curriculum Evaluation Introduction: The role of library and information science professionals as knowledge facilitators is solidly grounded in the profession's theoretical foundations as much as connected with its social relevance. Knowledge science is presented in this paper as a convenient theoretical framework for this mission, and knowledge engagement services--knowledge brokering, knowledge readiness and knowledge promotion--as an area that might serve to reframe and expand traditional services such as reference, information literacy and outreach and cultural programming. A key competency for knowledge engagement specialists is mastering instruction, aimed at the efficient fostering of innovation and the creation of new knowledge within organizations and society. The purpose of this paper is to analyse current supply of courses covering instructional related competencies in accredited graduate programmes. Methods: Main professional competency standards and courses currently offered in accredited graduate programmes (United States, Canada, United Kingdom and Australia) are analysed. Results: Results suggest that although some relevant competencies have been included by professional associations in their competency standards for all types of information professionals, instructional competencies have not received much attention in graduate educational programmes other than in concentrations or tracks targeted at future school or academic librarians. Conclusion: It is concluded that further research on competencies and education for knowledge engagement is required in order to fully develop this role within the profession. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.] |
| title | Library and Information Professionals as Knowledge Engagement Specialists. Theories, Competencies and Current Educational Possibilities in Accredited Graduate Programmes |
| topic | Specialists Information Scientists Information Science Graduate Students Accreditation (Institutions) Educational Opportunities Minimum Competencies Educational Theories Knowledge Management Professional Associations Teacher Competencies Information Services Teaching Skills College Programs Foreign Countries Educational Supply Curriculum Evaluation |
| url | https://eric.ed.gov/?id=EJ1044648 |