This investigation uses comparative librarianship methodology to study the education for librarianship in the three countries in terms of their library education system, professional concerns, and historical forces related to the development of education for librarianship. / The study describes the current library education systems and interprets each system through analysis of its historical development since 1880s. The current education systems and major library education concerns are juxtaposed and compared through descriptive and analytical approaches. Categories for descriptive comparison include the nature of the systems of education for librarianship; various degrees, diplomas, and certificates awarded for qualification for library work; and trends in development of library education programs. Topics for analytical comparison include academic versus professional education, undergraduate programs, one-year to two-year graduate library education programs, professional status of librarians, and influence of library associations. / Conclusions are drawn from three areas of the findings. First, the major influences on the development of library education in these countries have been patterns of professional education; needs for library service; extraordinary financial support; benefits from suggestions, proposals, and research studies; and advanced graduate library education programs. Second, the principal similarities and differences in the education systems for librarianship include differentiation between professional and non-professional programs, admissions requirements, qualification for first-level professional libraries, bases of professional status, and career advancement through library education. Third, the principal similarities and differences in major concerns of library education include the role of intermediate level librarians; the academic background of academic librarians; and the value placed on undergraduate programs, research, and practical training. / Recommendations are made for (1) that the collective strengths of the library education systems of the FRG, the UK, and the USA be used as a worthy reference for any country of the world to establish library education systems or to make innovations; (2) for further research in designing an articulated library education curriculum for all program levels; and (3) for developing proposals for a comprehensive library education system in individual countries. / Source: Dissertation Abstracts International, Volume: 44-09, Section: A, page: 2613. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75174 |
| Contributors | SCHE, JOSEPHINE YU CHEN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 377 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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