Searching for just a few words should be enough to get started. If you need to make more complex queries, use the tips below to guide you.
Article type: Research Article
Authors: Sturges, Paul
Affiliations: Department of Information Science, Loughborough University, Loughborough, Leicestershire, LE11 3TU, UK
Note: [1] Pursuit n. [Old French poursuite, the action or an act of pursuing.] 1.pur-suit The action of pursuing, chasing or following with intent to overtake or catch.2.pur-suit The action of following or engaging in something as a profession, business, recreation, etc. Content n. [Latin contentus, past participle of continere, to contain.] 1.content Satisfaction, pleasure; a contented condition.2.con-tent The sum or substance of what is contained in a document.
Note: [2] This paper was originally prepared to support a brief oral presentation in a panel discussion at the International Conference ‘Laboratory of Future Communication’ Berlin 26th–27th October 1998, and was circulated to participants. Another, somewhat modified, version has been accepted for presentation at the Third British Nordic Conference on Library and Information Studies, Boras, Sweden, 12th–14th April 1999.
Abstract: The challenge that faces Schools of Library and Information Studies is to identify what is distinctive about the LIS curriculum that can be used both to strengthen Library and Information Studies (LIS) education and to make sure that it is attractive to students who are not future librarians. Perhaps the chief barrier to positioning LIS education to make a major contribution to the information world of the third millennium is the notion that they are exclusively concerned with collections. In response, contemporary LIS education focuses strongly on access to information, whilst tending to de-emphasise collection-related matters. This draws on a long-established tendency within LIS, and could be characterised as the triumph of the information scientists, whose approach now dominates librarianship. Without diminishing the importance of this shift, it is possible to further demonstrate the distinctiveness of the LIS curriculum by placing a strong emphasis on the information content of documents and electronic information resources. At least six obvious existing areas of LIS curriculum deal closely with content and provide an ideal bridge between a formerly collection-dominated profession and the current one which deals increasingly with access to electronic resources. They are: assessing and filtering content; [re]intermediation between the user and technology; negotiating ethical and regulatory difficulties; designing user-oriented services; managing knowledge resources; creating value-added information packages.
DOI: 10.3233/EFI-1999-17301
Journal: Education for Information, vol. 17, no. 3, pp. 175-185, 1999
IOS Press, Inc.
6751 Tepper Drive
Clifton, VA 20124
USA
Tel: +1 703 830 6300
Fax: +1 703 830 2300
sales@iospress.com
For editorial issues, like the status of your submitted paper or proposals, write to editorial@iospress.nl
IOS Press
Nieuwe Hemweg 6B
1013 BG Amsterdam
The Netherlands
Tel: +31 20 688 3355
Fax: +31 20 687 0091
info@iospress.nl
For editorial issues, permissions, book requests, submissions and proceedings, contact the Amsterdam office info@iospress.nl
Inspirees International (China Office)
Ciyunsi Beili 207(CapitaLand), Bld 1, 7-901
100025, Beijing
China
Free service line: 400 661 8717
Fax: +86 10 8446 7947
china@iospress.cn
For editorial issues, like the status of your submitted paper or proposals, write to editorial@iospress.nl
如果您在出版方面需要帮助或有任何建, 件至: editorial@iospress.nl