This article describes the evolution of a required Master of Library and Information Science (MLIS) research methods course moving to a focus on evidence-based library and information practice (EBLIP). It describes how a research methods course was revised, beginning with results from a "typical" course review and morphing into work that…

Current school librarian standards highlight the need for school librarians to be technology leaders in their schools, and current research supports the ability of the school librarian to be a strong technology leader. However, there is a lack of research on how preservice schools are preparing their students to become these leaders. The following…

During a six month contract with the Royal University of Bhutan, the author was required to develop the initial stages of a first library qualification to be offered in Bhutan. Questions raised by this project included: is a first qualification in librarianship needed in Bhutan? What are the potential student numbers in such a programme? What…

Students and faculty in library schools and librarians in the field are engaged in a reassessment of librarianship and library education. Such special topics as communication and behavioral science, information retrieval, library automation and systems analysis and design are beginning to form the basis for a new core of library science. (5…

Part of LI 500 277.

It is felt that the present curricula for special library education are somewhat inadequate, particularly in regard to orienting new students to the field of library science and in helping students choose an area of specialization. Curricula revisions are proposed. (13 references) (Author/SJ)

A year spent on curriculum renewal has most frequently resulted in old content being put into more sophisticated packages which are more appealing to the designer than the student. (Author)

Formulating a curriculum for library education should involve all the library school faculty members in determining objectives, approaches and criteria, selecting and organizing contents, deciding on teaching-learning strategies, preparing instructional materials, and examining assessment methods. (FM)

This paper discusses future developments in education for library and information science and the ways in which library schools will have to adapt their programmes. (Contains 1 footnote.) [To mark the 25th Anniversary edition of "Education for Information", editors re-visited articles published in the inaugural issue "to look again at them…

The report "Functional Requirements for Bibliographic Records" from the International Federation of Library Associations and Institutions (IFLA) has been chosen as the theoretical foundation for teaching cataloging in Denmark. This paper illustrates the way the ideas in the report have been implemented in the teaching of cataloging at the Royal…

A frame of reference is needed in educating information professionals to grow and be effective in the future. Information professionals need sensitivity to information, its organization, and technological impacts on society, as well as the abilities to diffuse information and perceive analogy across the information field. Six subject areas to…

This article provides a brief account of the evolution of library education in the United Kingdom, describes the means by which it is provided at present, identifies the most significant problems with the current pattern, and indicates some of the responses that have been made to these problems by library educators and the professional…

Describes curriculum development in information studies at the University of Technology, Sydney (Australia). Highlights include the tensions, assumptions, marketing expectations, and institutional negotiations that have resulted in a new focus for information education; institutional partnerships with the State Library of New South Wales; and…

In this presentation, the author sets forth five assumptions about library/information sciences upon which he bases his argument that library/information education, in order to be effective, and perhaps even to survive, will have to change its goals, content and context. The three general areas of concern in library/information curricula are…