Affiliations: School of Library and Information Science, Information Architecture and Knowledge Management, Kent State University, P.O. Box 5190, 314 University Library, Kent, OH 44242-0001, USA. E-mail: dbedfor3@kent.ed
Abstract: The knowledge life cycle is applied to two core capabilities of
library and information science (LIS) education - teaching, and research and
development. The knowledge claim validation, invalidation and integration
steps of the knowledge life cycle are translated to learning, unlearning and
relearning processes. Mixed methods are used to determine the extent and
nature of learning, unlearning and relearning among academic faculty in
graduate level library and information science programs. Mixed methods
include (1) targeted interviews, (2) manual review of curriculum scope and
coverage at seven universities, (3) semantic analysis of the content of
1,711 course syllabi, and (4) machine based analysis of learning, unlearning
and relearning semantic markers in 432 journal articles drawn from twelve
peer-reviewed journals. The research results provide a foundation for an
open and national survey of LIS faculty in 2015. Research results suggest
that there is evidence of learning, relearning and unlearning in teaching
methods, but only evidence of learning in curriculum and course development,
and research. Unlearning practices appear to be scarce in the field. This
has implications for the disciplines ability to generate new knowledge and
remain competitive in the knowledge economy.
