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Exploring Education for Digital Librarians

Book Description

Exploring Education for Digital Librarians provides a refreshing perspective on the discipline and profession of Library and Information Science (LIS), with a focus on preparing students for careers as librarians who can deal with present and future digital information environments. A re-examination of the knowledge base of the field, combined with a proposed theoretical structure for LIS, provide the basis for this work, which also examines competencies for practice as well as some of the international changes in the nature of higher education. The authors finally suggest a model that could be used internationally to educate librarians for their new roles and social responsibilities in a digitised, networked world.

The twelve chapters of this book cover key issues in education for digital librarians, including: the necessity of regenerating the profession; current contexts; previous research on education for digital librarians; understanding the dimensions of the discipline and profession of librarianship, and the distinctions between them; the social purpose of librarianship as a profession and the theoretical framework which supports the practice of the profession; a brief analysis of curriculum design, pedagogies and teaching methods, and a glimpse of the proactive and important future role of librarianship in society.

  • Considers the ubiquitous misunderstanding that technology can replace libraries and librarians
  • Provides a theoretical view of the field which can contribute awareness of dimensions of the dilemmas which the discipline/profession currently faces
  • Presents a broad international perspective which provides a basis for a new model for LIS education

Table of Contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. Dedication
  6. List of figures and tables
  7. List of abbreviations
  8. Preface
  9. About the authors
  10. Acknowledgements
  11. Chapter 1: Regeneration of the second oldest profession
    1. Abstract:
    2. Introduction
    3. From books to ideas
    4. DLs as socio-technical systems
    5. Education for the information professions
    6. What digital libraries can be
    7. What digital librarians could do
    8. Interpersonal activity
    9. Decoders and interventionists
    10. Digital knowledge creation and critical thinking
    11. Interdisciplinarity
    12. Conclusions
  12. Chapter 2: The influence of the current context
    1. Abstract:
    2. Context
    3. Abbott and the professional context
    4. What is a ‘profession’?
    5. Context 1: the information society
    6. Context 2: context of professions
    7. Context 3: ICTs
    8. Explaining ideologies
    9. Conclusions
  13. Chapter 3: Previous research on education for DLs
    1. Abstract:
    2. The perplexed state of education for information work
    3. Technology and education
    4. DL courses currently offered
    5. DL programmes in LIS and CS
    6. Conclusions
  14. Chapter 4: First things fourth
    1. Abstract:
    2. Unravelling long-standing ambiguities
    3. What do librarians do?
    4. Technical tasks
    5. Purpose and processes
    6. Hegemony
    7. Selection
    8. Access
    9. Organisation of information resources
    10. The social role of librarians and abstruse hegemony
  15. Chapter 5: Purposeful digital librarians
    1. Abstract:
    2. The activities of the digital librarian
    3. LIS education and ideologies
  16. Chapter 6: No theory, no discipline = no profession
    1. Abstract:
    2. Notes towards solving these dilemmas
    3. Theory and praxis
    4. Distinction between theory and praxis
    5. Disciplines
    6. Neutrality of science
    7. The information metacommunity
    8. Multidisciplinary metacommunities and their metatheories
    9. Digital library research and education is particularly inter- and multidisciplinary
    10. Facilitating interdisciplinary work
  17. Chapter 7: Constructing a theoretical framework
    1. Abstract:
    2. The purpose of a theoretical framework
    3. Steps of theory construction
    4. Step 1: clarification of the axiological position of the researcher(s)
    5. Step 2: nomos, or ‘existing situation’
    6. Step 3: existing theories examined and tested teleologically
    7. Step 4: lexical register and conceptual identification
    8. Step 5: development of alternative conceptual models in an ontology
    9. Step 6: taxonomy of information professions
    10. Step 7: model tested against purpose/teleological assumptions
    11. Conclusions
  18. Chapter 8: Designing curricula
    1. Abstract:
    2. Changes in LIS education
    3. Didactics
    4. Epistemological approaches to curriculum design
    5. Creative industries
    6. Cultural institutions
    7. Interdisciplinarity
  19. Chapter 9: Aims and outcomes
    1. Abstract:
    2. Curriculum aims
    3. Professional philosophy and phronesis
    4. Results and effects of the curriculum
    5. Competencies and skills
    6. Graduate qualities
    7. International equivalences
    8. Internationalisation
  20. Chapter 10: Pedagogies and teaching methods
    1. Abstract:
    2. Teaching and learning
    3. Use of ICTs in education
    4. Social responsibilities of higher education
    5. Epistemological frameworks for learning
    6. Social constructivism
    7. Social constructionism
    8. Connectivism
    9. Three common modes of teaching/learning
    10. Critical pedagogy as heutagogical
    11. The Socratic method
    12. Online learning and heutagogy
    13. Education, culture and internationalisation
    14. Digital and critical literacy, critical thinking
  21. Chapter 11: Content and structure
    1. Abstract:
    2. Substance and speculation
    3. Theoretical framework
    4. Human information behaviour
    5. Knowledge creation
    6. Representation of information: language and linguistics
    7. Evaluation of information: interpretation, meaning and critical information literacy
    8. Evaluating information economically
    9. Technology and other ‘stuff’
    10. Level of programme
    11. Structure
    12. Metacommunity
    13. Core
  22. Chapter 12: A bright future
    1. Abstract:
    2. The past and the future
    3. Libraries and freedom of thought
    4. Democracy and social role
    5. Metacommunity and agreement
    6. Changed service model
    7. Evaluation of the social role of librarians
    8. New profile
    9. Research for the future
  23. References
  24. Index