Although survey data disclose that traditional content and delivery continue to be stressed, educators still ponder the fact that the new combinations of knowledge, attitudes, and skills in the workplace may require something more of library and information science (LIS) educators. A de-emphasis on traditional content has resulted. Professional education and practice call for multiplicity, academic self-sufficiency, and adjustment to local needs and aspirations. The problem surfaces when students are so exceedingly diverse as to resist common boundary. There is a need for these types of problems to be discussed in light of curriculum changes and for a common boundary in instruction to be defined. Analytical studies to articulate the unarticulated part of the information paradigm may help to conceptualize the information science substance more clearly.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/105913 |
| Date | January 2003 |
| Creators | Higgins, Susan Ellen, Chaudhry, Abdus Sattar |
| Source Sets | University of Arizona |
| Language | English |
| Detected Language | English |
| Type | Journal Article (Paginated) |
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