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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2012
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ963625 |
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| _version_ | 1867180932197253120 |
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| author | Stortz, Martha |
| author_facet | Stortz, Martha Stortz, Martha |
| collection | Education Resources Information Center |
| contents | Academicism versus Professionalism in LIS Programs Stortz, Martha Information Science Education Library Schools Academic Libraries Library Science Library Services Professional Identity Academic Education Theory Practice Relationship College Programs Educational Philosophy Professional Education 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. |
| format | Recurso educativo Open Access |
| id | eric_EJ963625 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2012 |
| record_format | eric |
| spellingShingle | Academicism versus Professionalism in LIS Programs Stortz, Martha Information Science Education Library Schools Academic Libraries Library Science Library Services Professional Identity Academic Education Theory Practice Relationship College Programs Educational Philosophy Professional Education Academicism versus Professionalism in LIS Programs Stortz, Martha Information Science Education Library Schools Academic Libraries Library Science Library Services Professional Identity Academic Education Theory Practice Relationship College Programs Educational Philosophy Professional Education 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. |
| title | Academicism versus Professionalism in LIS Programs |
| topic | Information Science Education Library Schools Academic Libraries Library Science Library Services Professional Identity Academic Education Theory Practice Relationship College Programs Educational Philosophy Professional Education |
| url | https://eric.ed.gov/?id=EJ963625 |