Recent discussions of education for library professionals have strongly criticized the state of most Library and Information Science (LIS) schools, which are portrayed as techno-centric, male-dominated, and out of touch with the needs of practitioners. In the present essay we examine the major claims for a new crisis in LIS education and conclude that the data do not support most of the popular criticisms made of this field. Instead, the notion of crisis is best understood as indicative of a moment of change and an opportunity to significantly affect the long-term future of the field.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/105542 |
| Date | January 2005 |
| Creators | Dillon, Andrew, Norris, April |
| Contributors | Coleman, Anita, Malone, Cheryl |
| Publisher | ALISE |
| Source Sets | University of Arizona |
| Language | English |
| Detected Language | English |
| Type | Journal Article (Paginated) |
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