European society is becoming increasingly dependant on, and shaped by, information. Tech nological change is creating profound shifts in the ways in which Europeans work, learn and relax. These changes are altering patterns of employment and are generating new demands for information profes sionals. To understand the dynamics of these changing demands it is first necessary to understand the economic, social, political and cultural changes that are taking place. At the industrial level, the information industries are expanding rapidly and becoming a significant force within the European economy. The information sector can be divided into three segments: in formation content; information delivery and information processing. The boundaries between these segments are, however, becoming blurred as convergence brings about a process or industrial re-align ment. At the organisational level, information is being used in both the public and private sectors as a resource that can improve productivity, raise levels of quality, increase market penetration and improve competitiveness. These changes are increasing significantly the demand for information within the corpo rate sector. At the social level there is also increased demand for information. People need information to make consumption decisions. They also need it in order to function as citizens. There are still major problems of access that need to be overcome. These changes have begun to generate demands for four identifiable sets of information skills: skills in creation, collection, communication and copsolidation. Creators are those who produce the information content, whether in traditional or new media. Collectors are the librarians and archivists who build collections of information in anticipation of future use. Communicators are those professionals who provide information services on demand. Finally, the consolidators are the researchers and information analysts who work in corporate environments, making sense of the world for others.
{"title":"The future demand for information professionals in Europe","authors":"N. Moore","doi":"10.3233/EFI-1998-16301","DOIUrl":"https://doi.org/10.3233/EFI-1998-16301","url":null,"abstract":"European society is becoming increasingly dependant on, and shaped by, information. Tech nological change is creating profound shifts in the ways in which Europeans work, learn and relax. These changes are altering patterns of employment and are generating new demands for information profes sionals. To understand the dynamics of these changing demands it is first necessary to understand the economic, social, political and cultural changes that are taking place. At the industrial level, the information industries are expanding rapidly and becoming a significant force within the European economy. The information sector can be divided into three segments: in formation content; information delivery and information processing. The boundaries between these segments are, however, becoming blurred as convergence brings about a process or industrial re-align ment. At the organisational level, information is being used in both the public and private sectors as a resource that can improve productivity, raise levels of quality, increase market penetration and improve competitiveness. These changes are increasing significantly the demand for information within the corpo rate sector. At the social level there is also increased demand for information. People need information to make consumption decisions. They also need it in order to function as citizens. There are still major problems of access that need to be overcome. These changes have begun to generate demands for four identifiable sets of information skills: skills in creation, collection, communication and copsolidation. Creators are those who produce the information content, whether in traditional or new media. Collectors are the librarians and archivists who build collections of information in anticipation of future use. Communicators are those professionals who provide information services on demand. Finally, the consolidators are the researchers and information analysts who work in corporate environments, making sense of the world for others.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"16 1","pages":"191-208"},"PeriodicalIF":0.9,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1998-16301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Comparison of the development of three types of health information course indicates some common opportunities and problems in involving practitioners in the development and evaluation of information management programmes. A Health Information module in the BA (Honours) Information and Library Management course (Manchester Metropolitan) was developed in collaboration with health information practitioners. Plans to involve practitioners in the assessment proved difficult to implement. A survey of distance learning students (practitioners and students) on the Health Information Management MSc (Econ) run by OILS, University of Wales Aberystwyth, found that some of the problems students encountered might be solved by more interaction in the form adult learners appreciate most, and that computer conferencing should help. City University London launched a MSc/Diploma course in Pharmaceutical Information Management, based on extensive market research among practitioner groups, and involving practitioners as module leaders, as well as on an Advisory Board. For all three courses the value of practitioner involvement requires good co-ordination.
比较三种类型的卫生信息课程的发展，可以看出在让从业人员参与信息管理方案的制定和评价方面存在一些共同的机会和问题。与健康信息从业人员合作开发了信息和图书馆管理(曼彻斯特大都会)学士学位(荣誉)课程中的健康信息模块。让从业人员参与评估的计划被证明很难实施。威尔士大学阿伯里斯特威斯分校(University of Wales Aberystwyth)对远程学习健康信息管理硕士(Econ)的学生(从业人员和学生)进行的一项调查发现，学生遇到的一些问题可能会通过成人学习者最喜欢的方式进行更多的互动来解决，而计算机会议应该有所帮助。伦敦城市大学在从业者群体中开展了广泛的市场研究，并让从业者作为模块领导者和咨询委员会成员，推出了制药信息管理硕士/文凭课程。对于这三门课程，从业者参与的价值需要良好的协调。
{"title":"The health information practitioner as learner and educator","authors":"C. Urquhart, S. Hornby, Tanya Rogers, D. Bawden","doi":"10.3233/EFI-1998-16106","DOIUrl":"https://doi.org/10.3233/EFI-1998-16106","url":null,"abstract":"Comparison of the development of three types of health information course indicates some common opportunities and problems in involving practitioners in the development and evaluation of information management programmes. A Health Information module in the BA (Honours) Information and Library Management course (Manchester Metropolitan) was developed in collaboration with health information practitioners. Plans to involve practitioners in the assessment proved difficult to implement. A survey of distance learning students (practitioners and students) on the Health Information Management MSc (Econ) run by OILS, University of Wales Aberystwyth, found that some of the problems students encountered might be solved by more interaction in the form adult learners appreciate most, and that computer conferencing should help. City University London launched a MSc/Diploma course in Pharmaceutical Information Management, based on extensive market research among practitioner groups, and involving practitioners as module leaders, as well as on an Advisory Board. For all three courses the value of practitioner involvement requires good co-ordination.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"16 1","pages":"69-81"},"PeriodicalIF":0.9,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the results of a survey of graduates of the Postgraduate Diploma/MSc in Information Analysis at the School of Information and Media, the Robert Gordon University. The survey was carried out by means of a postal questionnaire to all prior students and generated a 45% response rate. The results show that graduates of the course are finding posts in what has been described as the emerging market for information professionals. The primary sectors of activity identified are posts in IT, in research, in information service provision and in financial and policy analysis. Respondents found that the skills gained from the course were relevant to their employment situation and criticisms of course content tended to focus upon IT provision. The paper concludes that further research into the nature of duties carried out by those employed in this sector would have value, as would investigation of the avenues which graduates follow in successfully finding first and subsequent posts. Further surveys are planned in order to track career progression.
{"title":"A career progression survey of graduates of the Postgraduate Diploma/MSc in Information Analysis.","authors":"R. Marcella, Graeme Baxter","doi":"10.3233/EFI-1998-16202","DOIUrl":"https://doi.org/10.3233/EFI-1998-16202","url":null,"abstract":"This paper describes the results of a survey of graduates of the Postgraduate Diploma/MSc in Information Analysis at the School of Information and Media, the Robert Gordon University. The survey was carried out by means of a postal questionnaire to all prior students and generated a 45% response rate. The results show that graduates of the course are finding posts in what has been described as the emerging market for information professionals. The primary sectors of activity identified are posts in IT, in research, in information service provision and in financial and policy analysis. Respondents found that the skills gained from the course were relevant to their employment situation and criticisms of course content tended to focus upon IT provision. The paper concludes that further research into the nature of duties carried out by those employed in this sector would have value, as would investigation of the avenues which graduates follow in successfully finding first and subsequent posts. Further surveys are planned in order to track career progression.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"16 1","pages":"107-130"},"PeriodicalIF":0.9,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1998-16202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Establishment of a LIS research and education network in the Republic of South Africa: A project with roots in the FID/ET committee work","authors":"I. Wormell","doi":"10.3233/EFI-1998-16306","DOIUrl":"https://doi.org/10.3233/EFI-1998-16306","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"16 1","pages":"253-254"},"PeriodicalIF":0.9,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Graduate education in library and infonnation science in Kuwait is new. A two year Masters programme started at Kuwait University during the academic year 1996/97. This paper summarises the need justification for the Masters degree in Library and Infonnation Science (MLIS) in Kuwait. It then reviews past attempts by the University to establish a library and infonnation science programme by different Colleges and administrations, as well as difficulties and accomplishments. It examines the Library and Infonnation Science Masters programme in the light of Kuwait's new and evolving needs. Its goals, requirements, curriculum, language of instruction, physical resources, and facilities are discussed. This programme is implemented with a clear vision to face the challenge of the emerging 'Infonnation Society' at the advent of the new Century.
{"title":"Education for Library and Information Science at Kuwait University","authors":"T. Alqudsi-ghabra, Hussain Al-Ansari","doi":"10.3233/EFI-1998-16204","DOIUrl":"https://doi.org/10.3233/EFI-1998-16204","url":null,"abstract":"Graduate education in library and infonnation science in Kuwait is new. A two year Masters programme started at Kuwait University during the academic year 1996/97. This paper summarises the need justification for the Masters degree in Library and Infonnation Science (MLIS) in Kuwait. It then reviews past attempts by the University to establish a library and infonnation science programme by different Colleges and administrations, as well as difficulties and accomplishments. It examines the Library and Infonnation Science Masters programme in the light of Kuwait's new and evolving needs. Its goals, requirements, curriculum, language of instruction, physical resources, and facilities are discussed. This programme is implemented with a clear vision to face the challenge of the emerging 'Infonnation Society' at the advent of the new Century.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"16 1","pages":"145-152"},"PeriodicalIF":0.9,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1998-16204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The emergence of the ‘Information Society’ appears to present a unique opportunity for libraries and information services to assert a new and more significant position for themselves in society. However, to be well equipped to seize these opportunities, the information profession needs to re-examine the range of its knowledge, skills and attitudes. i This has been the topic of much debate in the industrialised countries, not least because the patter development in the different kinds of library and information services has quite evidently been uneven as a consequence of their financial circumstances and the perception of their distinct missions. In the developing countries these differences are exaggerated by the prevailing circumstances: not only less money for investment, but also in many cases a shortage of manpower with any professional education. Nonetheless UNESCO has continually attempted to ensure that colleagues in these countries do not remain unaware of the developments in professional practice which lay ahead of them, and to motivate them to prepare the necessary educational response. n of
{"title":"UNESCO and human resource development for the 'Information Society'.","authors":"I. Johnson","doi":"10.3233/EFI-1998-16304","DOIUrl":"https://doi.org/10.3233/EFI-1998-16304","url":null,"abstract":"The emergence of the ‘Information Society’ appears to present a unique opportunity for libraries and information services to assert a new and more significant position for themselves in society. However, to be well equipped to seize these opportunities, the information profession needs to re-examine the range of its knowledge, skills and attitudes. i This has been the topic of much debate in the industrialised countries, not least because the patter development in the different kinds of library and information services has quite evidently been uneven as a consequence of their financial circumstances and the perception of their distinct missions. In the developing countries these differences are exaggerated by the prevailing circumstances: not only less money for investment, but also in many cases a shortage of manpower with any professional education. Nonetheless UNESCO has continually attempted to ensure that colleagues in these countries do not remain unaware of the developments in professional practice which lay ahead of them, and to motivate them to prepare the necessary educational response. n of","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"8 1","pages":"237-242"},"PeriodicalIF":0.9,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1998-16304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Continuing education and training programmes for library and information personnel in South Africa's educational institutions","authors":"A. Kaniki","doi":"10.3233/EFI-1997-15101","DOIUrl":"https://doi.org/10.3233/EFI-1997-15101","url":null,"abstract":"","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"1-15"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15101","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As in other walks of life, computer and telecommunications technology has greatly affected the world of librarianship during the last two/three decades. To ensure survival in the age of'informa tion revolution' the training of librarians to handle 'information technology' is a key priority. Though IT has not a long history in Pakistani librarianship library educators now appreciate the need and have decided to train the future librarians by revising the curriculum of library schools. This paper presents a brief history of information technology training in Pakistan. The most recent developments in library and information science curriculum have been discussed in detail.
{"title":"Information technology and library education in Pakistan: recent developments in the curriculum","authors":"K. Mahmood","doi":"10.3233/EFI-1997-15302","DOIUrl":"https://doi.org/10.3233/EFI-1997-15302","url":null,"abstract":"As in other walks of life, computer and telecommunications technology has greatly affected the world of librarianship during the last two/three decades. To ensure survival in the age of'informa tion revolution' the training of librarians to handle 'information technology' is a key priority. Though IT has not a long history in Pakistani librarianship library educators now appreciate the need and have decided to train the future librarians by revising the curriculum of library schools. This paper presents a brief history of information technology training in Pakistan. The most recent developments in library and information science curriculum have been discussed in detail.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"197-205"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many methods are used in the determining of information needs but most of them and certainly the most commonly-used ones, are at best inappropriate and at worst misleading. Probably in no other area of information work does the research method influence so greatly what is discovered. It is generally recognised that information use data is no substitute for information needs data, yet researchers proceed to collect such data and continue to make bogus claims as to its provenance. The principal reason for this is that use data is easy to collect often it's to hand (automatically produced by library/database management systems). And we must not overlook information managers' love affair with statistics either. Information needs data by its very nature can be obtained only through open-ended interviews and, less satisfactorily, through diaries and observation. The paper examines the structure of the information needs interview and makes some telling comparisons with use data especially that gleaned from transactional log analysis.
{"title":"The information needs interview: a long way from library-use statistics","authors":"D. Nicholas","doi":"10.3233/EFI-1997-15407","DOIUrl":"https://doi.org/10.3233/EFI-1997-15407","url":null,"abstract":"Many methods are used in the determining of information needs but most of them and certainly the most commonly-used ones, are at best inappropriate and at worst misleading. Probably in no other area of information work does the research method influence so greatly what is discovered. It is generally recognised that information use data is no substitute for information needs data, yet researchers proceed to collect such data and continue to make bogus claims as to its provenance. The principal reason for this is that use data is easy to collect often it's to hand (automatically produced by library/database management systems). And we must not overlook information managers' love affair with statistics either. Information needs data by its very nature can be obtained only through open-ended interviews and, less satisfactorily, through diaries and observation. The paper examines the structure of the information needs interview and makes some telling comparisons with use data especially that gleaned from transactional log analysis.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"343-349"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article attempts to analyse the effects of global developments and managerial philosophies on education and training for the 'information professions'. It is argued that these developments pose special problems for the identity of the 'information disciplines', particularly when the education and training delivery systems are in the form of undergraduate degrees. Crucial to the argument is the history of curriculum content and design from the 'apprentice' methods of the Library Association, through the early days of undergraduate degrees in librarianship to the fission and fusion of subject fields to emerge as new subject coalitions in the form of the composite schools and departments in contemporary higher education. As well as the 'knowledge maps' and their implications for professional coherence, the article looks anew at the old debate between practice and theory, and the innate tensions between the academic and professional forms of qualifications. The notes explain the idiosyncrasies of British academic terminology, and the appendices give details of the relevant professional schools and their undergraduate offerings for the aspiring student. 1. The global context The globalisation of communications is one of the buzzwords of this decade. Its most frequent use is by the true believers in the 'global village'. These envision a fascinating image of a highly-integrated world where no one will want for information; a world which will be an evenly-developed 'whole' of intelligent and high-speed networks where all manner of thing will be well. The opposition, which is more sceptical and claims closer contact with the 'real world', treats this view as mere rhetoric. Information professionals - and those who plan information courses - try for the path of virtue, and aim for the golden mean between irreconcilable extremes. We do know that the increasing speed and diminishing cost of telecommunications shrink the globe while governments and business corporations strive to take advantage. It is a matter of common knowledge that corporate giants establish futuristic manufacturing and service operations that overlap the world's *Kevin McGarry was Head of the School of Information Studies, Polytechnic of North London, and a member of the CNAA Information Studies Panel 1980--1992.
{"title":"Undergraduate degrees in information and library studies: a retrospect and revaluation","authors":"K. McGarry","doi":"10.3233/EFI-1997-15202","DOIUrl":"https://doi.org/10.3233/EFI-1997-15202","url":null,"abstract":"The article attempts to analyse the effects of global developments and managerial philosophies on education and training for the 'information professions'. It is argued that these developments pose special problems for the identity of the 'information disciplines', particularly when the education and training delivery systems are in the form of undergraduate degrees. Crucial to the argument is the history of curriculum content and design from the 'apprentice' methods of the Library Association, through the early days of undergraduate degrees in librarianship to the fission and fusion of subject fields to emerge as new subject coalitions in the form of the composite schools and departments in contemporary higher education. As well as the 'knowledge maps' and their implications for professional coherence, the article looks anew at the old debate between practice and theory, and the innate tensions between the academic and professional forms of qualifications. The notes explain the idiosyncrasies of British academic terminology, and the appendices give details of the relevant professional schools and their undergraduate offerings for the aspiring student. 1. The global context The globalisation of communications is one of the buzzwords of this decade. Its most frequent use is by the true believers in the 'global village'. These envision a fascinating image of a highly-integrated world where no one will want for information; a world which will be an evenly-developed 'whole' of intelligent and high-speed networks where all manner of thing will be well. The opposition, which is more sceptical and claims closer contact with the 'real world', treats this view as mere rhetoric. Information professionals - and those who plan information courses - try for the path of virtue, and aim for the golden mean between irreconcilable extremes. We do know that the increasing speed and diminishing cost of telecommunications shrink the globe while governments and business corporations strive to take advantage. It is a matter of common knowledge that corporate giants establish futuristic manufacturing and service operations that overlap the world's *Kevin McGarry was Head of the School of Information Studies, Polytechnic of North London, and a member of the CNAA Information Studies Panel 1980--1992.","PeriodicalId":51668,"journal":{"name":"EDUCATION FOR INFORMATION","volume":"15 1","pages":"105-123"},"PeriodicalIF":0.9,"publicationDate":"1997-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3233/EFI-1997-15202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69901083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：