美国高校儿童图书馆学课程研究

美国儿童图书馆学教育发端于19世纪末20世纪初,儿童图书馆学课程建设已有超过百年的历史。本文首先梳理了53个ALA认证的硕士学位教育项目和34个AASL-CAEP认证的学校图书馆硕士教育项目,系统展示了美国高校儿童图书馆学教育的概貌;然后筛选出84所高校的603门ELSY课程,并对这些课程进行了统计与内容分析。当前,美国ELSY课程按主题可区分为六大类型:文献类、服务类、管理类、职业类、研究类和实习类。ELSY课程有超过1/3(约占39%)为文献类课程,其核心内容为文献知识;有约1/4(约占26%)为服务类课程;实习类课程约占16%,每个学校都至少有一门实习类课程;管理类、职业类课程较少,分别占比8%和6%,并非每个学校都开设了此类课程;研究类课程占比最少,约占5%,是美国ELSY课程的短板。美国在ELSY课程内容建设上的经验与问题,可为我国设立和发展儿童图书馆学课程提供借鉴。表7。参考文献47。     

Are Library Science Programs Preparing New Librarians? Creating a Sustainable and Vibrant Librarian Community

Recent studies show a growing sense of frustration for new library and information science (LIS) graduates who struggle to gain employment, as well as for hiring libraries who find the skills of entry-level employee candidates to be lacking. This study endeavors to discover the origins of this troubling juxtaposition by examining the perceptions of recent LIS graduates. The researchers administered a large-scale survey with over 575 respondents, analyzed and coded the data, and compared codes using a Cohen's kappa calculation. The responses indicate that LIS graduates feel that their LIS education would have been more valuable had it given them more opportunities to gain experience, more courses in technology and instruction, more guidance in which courses to take, and more mentoring opportunities with practicing information professionals.     

Information Provision and the Carceral State: Race and Reference beyond the Idea of the “Underserved”

This article addresses an approach to library services for people who are incarcerated that meets the situated information needs and desires of people within jails and prisons. By creating a flow of information between LIS students and individuals who are incarcerated through a Reference by Mail program, resources available to incarcerated people are increased while students engage in a humanizing and self-reflexive project, with the understanding that the regulation of information within jails and prisons has lasting effects for the life chances of incarcerated people.     

中美LIS学院课程设置比较研究

采用网站调查法、文献调查法、比较分析法,调查分析了中美各10所大学图书情报专业的课程设置情况,从核心课程、选修课程、技术课程、实践课程等角度进行比较,并总结了中美两国图书情报专业课程设置的各自特点与不同点,以期为我国图书情报教育提供参考。     

引文分析与互文性分析——图书情报学研究应该关注互文性分析

引文分析是图书情报学的重要贡献.引文分析的局限性表现在三个方面:对伪引的难以控制、对漏引的难以确认和对引用动机的难以辩识.引文分析局限性的根源在于“唯引是举”.引文分析是以整部文献为单元的分析,而互文性分析是以一个文本内部的话语为单元的分析.引文分析是基于形式的表层分析,而互文性分析是基于内容的批评性分析.互文性分析的目的在于揭示文本话语隐含的文化、心理、政治意义.互文性分析中的互文性类型包括语句互文、字词互文、体裁互文、修辞互文等.图书情报学理论应该关注互文性分析.进行互文性分析,有利于拓宽和深化图书情报学理论,有利于加强图书情报学理论的社会影响力.互文性分析与内容分析之间有区别.     

基于共词分析的国外图书情报学研究热点

以EBSCOhost中的LISTA数据库为样本文献来源,调查2005-2009年国外图书情报学（LIS）的研究论文共计13 445篇。通过高频关键词统计、高频词共词矩阵分析和SPSS软件的聚类分析等研究方法和数据处理手段,得到最近5年国外图书情报学研究最为关注的主题和核心领域,如信息资源管理、图书馆及其服务、知识管理、信息检索等,并预测国内未来的研究趋势。     

Student voices: Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century

This paper reports on the preliminary research findings of the sub-study group of a larger undertaking, the Australian Learning and Teaching Council (ALTC) priority project Re-conceptualising and Re-positioning Australian Library and Information Science Education for the Twenty-first Century. It examines student experiences of library and information science (LIS) education across both the tertiary and vocational education sectors in Australia. The student sub-study group’s task was to provide the student/recent graduate perspective on LIS education in Australia. The research considered four major themes to find out how students and recent graduates felt about LIS education in Australia. The themes were: learning opportunities; learner attributes; learning experiences; and learner outcomes. In the second half of 2010, self-administered anonymous web questionnaires and focus groups were used to explore issues such as student demographics, socio-economic backgrounds, past experiences, expectations and rationale behind course choices. In addition the destinations of graduates were explored. Key findings suggest there are various pathways that students take to achieve a LIS qualification in Australia; students are generally optimistic about the future of the LIS profession, and consider that technology will continue to play a key role in future career options; they stress the importance of practical workplace experiences as part of course structure; their satisfaction levels with current courses are high and students feel confident they have been provided with the skills required to begin their professional life.     

美国图书馆与资讯学研究领域分类表简要评介

作者首先将美国图书馆与资讯学教育协会（ALISE）发布的图书馆与资讯学研究领域分类表（usResearchAreasC1assification Scheme）译为中文，介绍给国内同行，然后对其进行了简要的评论。作者肯定了其学术价值和指导意义——如大体上确定了LIS的学科建设范围和事业范围，体现出LIS是实践性、应用性很强的学科，体现了事业与学科的完美结合，体现了图书馆学、资讯学、档案学的融合，包括的领域和主题比较全面等，认为可供我们参考借鉴。     

Teaching Multimedia Documents to LIS Students

Multimedia documents (MMDs) are connected to education in two different ways: future professionals have to be educated to perform the complex task of multimedia creation, and multimedia is also successfully used in various phases of the educational process. This paper focuses on education for multimedia from the point of view of four of its different aspects: technology, design, purpose and content. The present status of education for multimedia is illustrated by an analysis of the academic scene in Serbia and neighboring countries, as well as through some other illustrative examples. The results of this analysis show that the content aspect of multimedia is covered mainly in the Library and Information Science (LIS) curricula. We present the place of the obligatory course Multimedia Document in the LIS curriculum at the Faculty of Philology, University of Belgrade. It is organized as a team project of a whole generation of students in the last year of their studies, where each generation has to tackle a different topic important from the perspective of preservation of cultural heritage and present it in a multimedia form. In this paper, we show how successful this approach has been, both from teachers' and students' point of view.     

Graduate Education for Information Organization,Cataloging, and Metadata

Discussions of cataloging and metadata education are popular in social media outlets, scholarly literature, conference meetings, and so on. This article, the third installment of a longitudinal study on the state of information organization (IO) education, analyzes the recent literature to identify new and continuing themes related to IO education. It provides an overview of the curricula of the 58 library and information science graduate programs in the United States and Canada accredited by the American Library Association (ALA). It examines the current conditions in 2012–2013 and compares them to data from earlier studies. It provides an overview of the types of IO courses available, program requirements, the number of schools offering IO courses, and the number of schools teaching those courses.