Exploring education for digital librarians: meaning, modes and models
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford
Chandos
2013
|
| Schriftenreihe: | Chandos information professional series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXIV, 310 S. Ill. |
Internformat
MARC
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
List of figures and tables
xiii
List of abbreviations
xv
Preface
xvii
About the authors
xxi
Acknowledgements
xxiii
1
Regeneration of the second oldest profession
1
Introduction
1
From books to ideas
6
DLs as socio-technical systems
7
Education for the information professions
9
What digital libraries can be
11
What digital librarians could do
14
Interpersonal activity
17
Decoders and interventionists
17
Digital knowledge creation and critical thinking
19
Interdisciplinarity
20
Conclusions
20
Notes
23
2
The influence of the current context
27
Context
27
Abbott and the professional context
28
What is a profession ?
29
Context
1:
the information society
30
Context
2:
context of professions
32
vii
Exploring Education for Digital Librarians
Context
3:
ICTs
35
Explaining ideologies
38
Conclusions
46
Notes
46
3
Previous research on education for DLs
49
The perplexed state of education for information work
49
Technology and education
55
DL courses currently offered
57
DL programmes in
LIS
and CS
58
Conclusions
63
Note
64
4
First things fourth
65
Unravelling long-standing ambiguities
65
What do librarians do?
66
Technical tasks
67
Purpose and processes
69
Hegemony
76
Selection
79
Access
81
Organisation of information resources
83
The social role of librarians and abstruse hegemony
85
Notes
87
5
Purposeful digital librarians gg
The activities of the digital librarian
89
LIS
education and ideologies
93
Notes g7
6
No theory, no discipline
=
no profession gg
Notes towards solving these dilemmas
99
viiTj
Contents
Theory and praxis
103
Distinction between theory and praxis
104
Disciplines
105
Neutrality of science
106
The information metacommunity
109
Multidisciplinary metacommunities and their metatheories
122
Developing an interdisciplinary metatheory
124
Digital library research and education is particularly inter-
and multidisciplinary
125
Facilitating interdisciplinary work
127
Notes
131
7
Constructing a theoretical framework
133
The purpose of a theoretical framework
133
Steps of theory construction
135
Step
1:
clarification of the axioiogical position of the researcher(s)
136
Step
2:
nomos,
or existing situation
142
Step
3:
existing theories examined and tested teleologically
143
Step
4:
lexical register and conceptual identification
148
Step
5:
development of alternative conceptual models in an
ontology
154
Step
6:
taxonomy of information professions
167
Step
7:
model tested against purpose/teleological assumptions
171
Conclusions
171
Notes
171
8
Designing curricula
173
Changes in
LIS
education
173
Didactics
175
Epistemological approaches to curriculum design
177
Creative industries
178
F
Exploring Education for Digital Librarians
Cultural institutions
180
Interdisciplinary
182
9
Aims and outcomes
185
Curriculum aims
185
Professional philosophy and phronesis
186
Results and effects of the curriculum
190
Competencies and skills
194
Graduate qualities
197
International equivalences
202
Internationalisation
205
Notes
208
10
Pedagogies and teaching methods
211
Teaching and learning
211
Use of ICTs in education
213
Social responsibilities of higher education
214
Epistemological frameworks for learning
215
Social constructivism
217
Social constructionism
219
Connectivism
219
Three common modes of teaching/learning
221
Critical pedagogy as heutagogical
226
The
Socratic
method
226
Online learning and heutagogy
227
Education, culture and
internationalisation
227
Digital and critical literacy, critical thinking
228
11
Content and structure
231
Substance and speculation
231
Theoretical framework
232
Contents
Human
information
behaviour
233
Knowledge creation
235
Representation of information: language and linguistics
237
Evaluation of information: interpretation, meaning and critical
information literacy
241
Evaluating information economically
244
Technology and other stuff
245
Level of programme
247
Structure
249
Metacommunity
250
Core
250
Notes
252
A bright future
255
The past and the future
255
Libraries and freedom of thought
258
Democracy and social role
258
Metacommunity and agreement
259
Changed service model
260
Evaluation of the social role of librarians
261
New profile
264
Research for the future
266
References
267
Index
303
XI
|
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| title | Exploring education for digital librarians meaning, modes and models |
| title_auth | Exploring education for digital librarians meaning, modes and models |
| title_exact_search | Exploring education for digital librarians meaning, modes and models |
| title_full | Exploring education for digital librarians meaning, modes and models Susan Myburgh and Anna Maria Tammaro |
| title_fullStr | Exploring education for digital librarians meaning, modes and models Susan Myburgh and Anna Maria Tammaro |
| title_full_unstemmed | Exploring education for digital librarians meaning, modes and models Susan Myburgh and Anna Maria Tammaro |
| title_short | Exploring education for digital librarians |
| title_sort | exploring education for digital librarians meaning modes and models |
| title_sub | meaning, modes and models |
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