Development of Library and Information Science Education in Africa

This paper gives a comprehensive account of the development of library and information science education in Africa. Ghana was first to start any kind of library education in 1944 but the formal education started at Ibadan, Nigeria in 1959. By 1970 there were six library schools; four new schools started during 1970s and another six during 1980s. Two Regional Schools with Master's programme in Information Science started in 1990. Two new schools are likely to start soon. Nigeria alone has eight schools providing professional education at all levels including PhD (which is only available in Nigeria) and an exclusive programme of Master in Information Science at ARCIS, Ibadan. Several schools, realizing the importance of new developments in information science and technology, are planning to incorporate this component into their curriculae. The existing programmes need to be assessed in context of information needs of Africa.     

南非图书馆与情报科学教育韵研究

本文回顾了南非图书情报教育的背景和历程,分析了南非图书情报教育的层次和结构,并对南非12所高校的图书情报专业进行了比较,将其分为本科教育和研究生教育两大类七小种.本文还讨论了南非LIS教育的课程设王问题,最后总结了南非图书情报教育的经验和教训,可供建设我国图书情报专业时借鉴和参考.     

日本图书馆学情报学教育分析比较

For library and information science education,there are in Japan 1167 institutes set up within 488 universities.among which there are 2 universities,13 institutes,77 courses and 64 specialize subjects containing the word"infor-mation".After analyzing and comparing the courses offered and the direction in which the university graduates havegone of 3 of the universities the paper holds that library and information sicence education in China should derive 6useful messages from them.2 tabs.2 refs.     

Interest in Continuing Education Programmes Among Library and Information Science Educators in Anglophone Africa

Continuing education programmes in information technology were seen as important by a majority of library and information science educators in anglophone Africa. This conclusion is based on a survey of 60 educators in 25 schools from nine countries. Other areas of substantial interest include management, curriculum development and teaching methods, and rural librarianship.     

我国情报学硕士研究生教育现状分析

针对2004年我国43个情报学研究生教育招生单位进行统计,主要内容包括招生人数、招生单位、研究方向、专业课考试和复试科目、同等学历加试课程、专业所在部门以及选择导师情况等,并对以上数据进行详细分析。在数据分析的基础上,总结当前我国情报学研究生教育现状,指出存在的问题,同时提出几点建议。     

Creativity in Library and Information Science Education:

No abstract available for this article.     

我国情报学研究分析:以ACA为方法

ACA属于同被引分析法,其全称是作者同被引分析(Author Co-citation Analysis)。这种方法从特定学科或特定领域的核心著者的同被引入手,探讨学科结构和流派等问题。本文以ACA为方法,选取1994—2005年间的数据,对我国情报学领域的核心著者进行了同被引分析,以此揭示出我国情报学学科的结构和研究状况。     

Information Search Process in Science Education

No abstract available for this article.     

当前我国情报学硕士研究方向分析

在知识经济和网络环境的影响下,情报学的研究与发展日新月异,呈现出数字化、网络化和知识化的趋势。为掌握我国情报学硕士教育的发展方向,运用分类统计方法,对2009年我国64所情报学硕士单位的招生简章进行统计分析,包括地理区域和研究方向。在此基础上,对当前我国情报学研究生教育区域差距、研究方向设置以及研究方向的选择提出参考建议。     

情报科学思想发展脉络的走向分析

情报科学在其动态发展过程中 ,其学术思想以一条无形的主线延伸。这条主线是 :交流、有序化和序变、决策、创新。它应走出理论研究的象牙塔 ,更多地向实际应用发展 ,由文献世界的研究导向信息和知识世界研究。图 2。参考文献 18     

对图书馆学科理念和信息机制建设的分析

本文通过对图书馆学科理念和信息机制必要性的初步分析，认同图书馆学科研究的主要对象是“公共信息”，以此强调了建立图书馆公共信息机制的必要性。     

论图书馆学情报学教育的整合

从图书馆学情报学的历史渊源、网络环境下图书情报工作一体化的实践,以及增强学生职业竞争力的角度,论述了图书馆学情报学教育整合是必然的发展趋势。借鉴美国、德国、日本等发达国家图书馆学情报学教育整合的成功实践,提出我国图书馆学情报学教育整合的思路是调整培养目标,整合学科名称,改革课程设置,融合教学内容。     

情报学专业教育改革思路

当今的情报学教育改革应遵循学生利益优先、满足社会需求、进行专业整合、理论与实践并重和开放、发展的原则。改革必须以情报学的科学内核为基础,构建模块化课程体系,并采取与之配套的措施和策略。参考文献15。     

法国的图书情报学教育

本文通过对法国图书情报专业学会、专业人员资格的介绍,特别是课程教育的介绍,总结出法国在图书情报学教育领域的特色。     

图书馆学专业教育竞争力分析

根据波特的五力模型分析图书馆学专业教育的竞争环境,运用SWOT方法和波士顿矩阵分析图书馆学专业教育竞争力,并提出提高图书馆学专业教育竞争力的途径。     

Library and Information Science Education in Uzbekistan

This article examines the historical development and current state of professional librarian training in Uzbekistan. It aims to determine the main challenges that face LIS education in that country. The article begins with a brief literature review and some historical background on library education in Uzbekistan prior to the dissolution of the Soviet Union. It then describes the educational activities of the Department of Library-Information Systems at Tashkent University of Information Technologies, which is the only institution in Uzbekistan currently offering graduate degrees in librarianship.     

网络时代科学信息传播与利用的模式浅析

简述和分析了网络时代科学信息传播的三种模式，并指出读者如何选择适合自己的模式来更好地获取科学信息。     

现代信息科学结构与内涵分析

提出现代信息科学是由从不同角度研究信息及其运动形态的多个学科组成的学科群,它在体系结构上呈现出明显的层次性:哲学层次的信息研究、横断科学层次的信息研究与各具体学科层次的信息研究。针对现代信息科学每一层次的信息研究的内涵,深入地进行揭示与分析。     

Regional Programme in Information Science in Sub-Saharan Africa: Follow-Up Studies of SISA M.Sc. I.S. Graduates 1990/92 to 1994/96

This paper summarizes the findings of a survey of the careers of graduates from the M.Sc. in Information Science programme at the School of Information Studies for Africa (SISA), Addis Ababa University, Ethiopia, between 1990/92 and 1994/96. The SISA programme has been recognized as relevant to the Library and Information Science employment and market demands. Career opportunities and market requirements for information scientists in Sub-Saharan Africa are promising within governmental, private and international organizations. Several recommendations have been suggested to enhance the SISA programme. The need for the curricula to reflect and remain responsive to the developments in the “Information Age” has been underscored.     

近期美国图书馆与资讯学教育-教育计划类型、地区分布、学校排名

对美国图书馆与资讯学(LIS)教育计划类型进行调研，以列表的形式列出提供LIS硕士学位、LIS哲学博士学位、LIS学士学位、其他硕士学位等11种教育计划类型的大学，并进行分析;对LIS院系的地区分布(包括东北部、东南部、中西部、西部4个地区)进行统计和分析;分析各LIS院系的综合和专业排名情况;最后在上述调研和分析的基础上，提出4点意见。