PERSPECTIVES
IN LIBRARY EDUCATION II
Convener: Professor Robert Grover
Presenter: Susan Hornby, Manchester Metropolitan
University, “The Janus-face of Information Professionals”
This paper is a
collaboration with Susie Entirety of the University of North London. It looks at
the problems and opportunities for the future preparation of information
professionals. Similar problems are found in the UK, Bulgaria, and U.S.
Susie is interested in Greek
mythology and Janus is the god of all doorways, looking to both past and future,
a gatekeeper. The information professional is standing at the doorway of the
world, looking to the past established role of the librarian and forward to the
hybrid nature of the current and future information specialist.
Information Management as a
discipline has been described by Basil Bernstein’s conceptual framework:
Susan and Susie worked on a
committee to benchmark the discipline and called the committee Librarianship and
Information Management.
Growth of the information
society has been the result of a huge increase in the amount of info available.
Growth of networked information sources has resulted in realization of the need
to manage information effectively and efficiently in order to maximize its value
and provide an edge over competition. The discipline cannot be only practically
based, there must be a theoretical base from which to work.
What is Information
Management? It consists of integrated codes--contents stand close together and
overlap, for example, sociology and information management. Classification
suggests clearly defined boundaries. Framing
is the influence of human interaction in the educational process.
In a strongly framed discipline, the teacher has all the power to decide
who learns what. In a weakly framed discipline, there is room for negotiation.
So who are we? Information
management is the post-modernist discipline for the post-modernist age. We try
to impart a confidence in LIS students to go out and be the gatekeepers of the
future.
Presenter: Associate Professor Krassimir Petkov,
University of Sofia, “Curriculum of Courses on Internet in Library Schools
Worldwide”
Dr. Petkov is a teacher of
information technologies at Sofia University. In LIS at Sofia University,
Internet training is in the 3rd part of the training, 2 hours a week.
Included are Email, WEB navigation and information search.
Objectives of this study: To
research what and how much can be retrieved from the Internet for training,
analyze results, and uncover new tendencies in Internet training. Also looked at
US News and World report ranking of LIS schools, limited to first 10 in
list, with Emporia and Buffalo. Also
used a list of links to LIS schools worldwide. Limited search to universities in
Germany and U.S. due to large number.
What did I find? All
universities gave general info on curricula for master’s degree with course
schedules, and course information. Found sufficient information to write a
dissertation.
Internet training in US:
Of 13 universities studied, he looked at master’s programs. There are 56 in
U.S. and Canada accredited by ALA, so results look at only a portion.
Findings: Mandatory courses
are of a general nature---Internet skills are considered basic for master’s
programs. Among elective courses, 24
courses are devoted entirely to Internet with 51 combining Internet with other
topics. In 1997-99, 12 Internet courses were dropped and 93 courses dealing with
the Internet were added. Some universities have Internet distance learning
programs using WebCT software, like Emporia and Syracuse. Most courses are 3
credits. The significance of group projects is growing.
Practical, hands-on courses
dominate the offerings. Few courses are on social or political aspects of the
Internet. In the future we can claim that we will have a growth of
non-technological courses. On the basis of this study we can say that the spread
of Internet studies diversification of Internet programs in LIS programs. We see
technological topics, business management courses, digital libraries - all
things that are not part of a traditional library program. We also see faculties
and departments cooperating in the creation of curriculum.
Conclusions:
Internet training is
becoming a compulsory part of library studies. Curriculum is still being
developed, but there is a core base of Internet knowledge to be acquired by
students in first semesters of study. Students are not just passive Internet
users, but creators of information resources. We may see difficulty in
attracting qualified instructors for these topics.
Presenter: Professor Terry Weech, University of
Illinois at Urbana-Champaign, “LIS Professional Development and Training from
an International Perspective: Three Models that Have Responded to the
Librarianship in the Age of the Internet”
In response to the previous
presentation: the University of Illinois requires Internet competencies, and
many courses do not obviously require the Internet; however, it is an integral
part of almost every course.
Following are three centers
devoted to LIS professional development and training:
1.
International Centre for Information Management systems & Services (ICIMSS)
at Nicholas Copernicus University of Torun, Poland. Purpose of this school is to
help libraries and information centers to adapt to changes in the economy and in
technology after the Cold War, and to teach best practices developed throughout
world.
The program offers six
learning modules in three semesters:
First semester:
1)
IT and Its Application
2)
Manage the Process of Change--work both with people and technology
Second semester:
3)
Digital libraries: a comparative study
4)
Institutional policies
Third semester:
5)
Financial management
6)
Electronic publishing
2.
Mortenson Center for International Library programs at the U of Ill
Library at Urbana-Champaign. Endowed with $4 million endowment, it pays staff
and support but does not provide sufficient funds for visitors. Two weeks to one
year in residence in Urbana-Champaign. One recent project worked with librarians
and IT people from Russia; in some cases they were from same school and did not
know each other. This has been a very successful project.
3.
Visiting Scholars Program at the Graduate School of library and
information science at the University of Illinois of Urbana-Champaign. This is
the Library’s own visiting scholar program. It provides support for those who
are able to come with funds from other sources.
CONFERENCE
CONCLUSION
The conference concluded
with Achleitner and Dimchev thanking colleagues, organizers, and participants.
Both expressed optimism for the future of the profession and hopes for further
conferences like this one.