{"title":"The European iSchools","authors":"Michael Seadle","doi":"10.1002/bul2.2016.1720420408","DOIUrl":null,"url":null,"abstract":"<div>\n <p>EDITOR'S SUMMARY</p>\n <p>Started in the late 1990s by deans of three library schools in the United States, the iSchool movement has grown to include 16 European institutions. The expansion required revision of the original North American model, assumptions about academic positions and funding. Among the European schools, some differences exist in curricular focus, though funding needs may reinforce subject area overlap. As an example, the Berlin School of Library and Information Science offers multiple programs at the bachelor's, master's and doctoral levels, with varying curricula focusing on practical librarianship, computer emphasis or extended research. The curricula at other European iSchools, their research pursuits and employment opportunities for bachelor's and master's program graduates vary widely. Most attaining a doctorate degree go into management since academic positions are limited. European iSchools collaborate through planning, exchange programs and a shared doctoral colloquium, and funding sources reward cooperative institutional efforts and geographic diversity.</p>\n </div>","PeriodicalId":100205,"journal":{"name":"Bulletin of the Association for Information Science and Technology","volume":"42 4","pages":"26-30"},"PeriodicalIF":0.0000,"publicationDate":"2016-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asistdl.onlinelibrary.wiley.com/doi/epdf/10.1002/bul2.2016.1720420408","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Bulletin of the Association for Information Science and Technology","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/bul2.2016.1720420408","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 4

Abstract

EDITOR'S SUMMARY

Started in the late 1990s by deans of three library schools in the United States, the iSchool movement has grown to include 16 European institutions. The expansion required revision of the original North American model, assumptions about academic positions and funding. Among the European schools, some differences exist in curricular focus, though funding needs may reinforce subject area overlap. As an example, the Berlin School of Library and Information Science offers multiple programs at the bachelor's, master's and doctoral levels, with varying curricula focusing on practical librarianship, computer emphasis or extended research. The curricula at other European iSchools, their research pursuits and employment opportunities for bachelor's and master's program graduates vary widely. Most attaining a doctorate degree go into management since academic positions are limited. European iSchools collaborate through planning, exchange programs and a shared doctoral colloquium, and funding sources reward cooperative institutional efforts and geographic diversity.

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欧洲学校
iSchool运动始于20世纪90年代末,由美国三所图书馆学院的院长发起,目前已发展到包括16所欧洲机构。扩张需要修改原来的北美模式,对学术职位和资金的假设。在欧洲学校中,课程重点存在一些差异,尽管资金需求可能会加强学科领域的重叠。例如,柏林图书馆与信息科学学院提供多种本科、硕士和博士学位课程,课程侧重于实用图书馆学、计算机重点或扩展研究。其他欧洲商学院的课程设置、研究目标以及学士和硕士课程毕业生的就业机会差别很大。大多数获得博士学位的人进入管理领域,因为学术职位有限。欧洲商学院通过规划、交流项目和共享的博士研讨会进行合作,资金来源奖励合作机构的努力和地理多样性。
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