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图书情报人员继续教育的层次与目标 总被引：14，自引：0，他引：14
了图书情报人员继续教育存在的问题及及社会对图书情报人员提出的新要求,论述了图书情报人员继续教育的层次与目标,提出了深入搞好图书情报人员继续教育的几点建议。 相似文献
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关于图书情报人员继续教育的思考 总被引：1，自引：0，他引：1
阐述了图书情报人员在继续教育方面存在的问题,提出了图书情报人员继续教育的指导作用,以及继续教育的模式及图书情报人员继续教育的几点建议。 相似文献
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侯韶延 《现代图书情报技术》2000,(Z2)
阐述了 2 1世纪医疗科研图书馆图书情报人员继续教育的意义及内容 ,分析我国在继续教育方面存在的问题 ,提出图书馆图书情报人员继续教育的目标和对象以及实施方法。 相似文献
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指出当前形势下须重视图书情报人员继续教育的原因及继续教育工作向高层次发展的趋势，论述了图书情报行业与高校合作办学的可行性。 相似文献
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本文认为高校情报人员的知识结构，决定了图书情报机构的管理和服务水平，并直接影响和制约着教学科研工作。因此，新形势下，应抓紧对图书情报人员进行继续教育，提高具整体素质，优化其知识结构。 相似文献
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复合教育:文献信息专业教育的基本原则 总被引：3，自引：0，他引：3
本文论述了21世纪图书馆的特征,图书馆员应具备的素质.分析了现有图书情报人员的现状和图书情报教育面临的危机.提出了图书情报教育的改革措施和继续教育的必要性,为21世纪培养高层次的复合型人才. 相似文献
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关于图书情报人员继续教育的回顾与前瞻 总被引：4，自引：0，他引：4
随着社会信息化的日益加速,尤其是知识经济、信息技术的迅猛发展,以信息服务为己任的图书情报工作者,面临着更新知识内容、完善知识结构、不断提高业务能力的重要任务。本文拟对我国图书情报人员继续教育作一回顾与前瞻。１继续教育的范畴与对象继续教育是近几十年来逐... 相似文献
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刍议新世纪图书情报人员的素质 总被引：1，自引：0，他引：1
徐诗豪 《科技文献信息管理》2002,16(2):49-51
论述了新世纪图书情报人员素质教育的重要意义，提出了图书情报人员应具备的素质，探讨了图书情报人员素质教育的具体内容和实施方式。 相似文献
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根据21世纪信息化社会对图书情报人员素质提出的更高要求,分析了江西图书情报人员素质现状,着重探讨了提高图书情报人员素质的途径. 相似文献
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《The Journal of Academic Librarianship》2022,48(2):102485
Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries. 相似文献
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Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals 总被引：1，自引：1，他引：0
Introduction: Major changes in health care, within an information‐ and technology‐rich age, are impacting significantly on health professionals and upon their education and training. Health information professionals—in both the National Health Service (NHS) and higher education (HE) contexts—are consequently developing their roles, skills and partnerships to meet the needs of flexible education and training. This article explores one facet of this—supported online learning and its impact on role development. Methodology: A case study approach was taken, aiming to explore how academics, health information professionals and learning technologists are developing supported online learning to explicitly address the e‐literacy and information needs of health students within the context of NHS frameworks for education. This was contextualized by a literature review. Results: The case study explores and discusses three dynamics—(i) The use of supported online learning tools by future health‐care professionals throughout their professional training to ensure they have the appropriate e‐literacy skills; (ii) the use of supported online learning by current health professionals to enable them to adapt to the changing environment; (iii) the development of the health information professional, and particularly their role within multi‐disciplinary teams working with learning technologists and health professionals, to enable them to design and deliver supported online learning. Conclusions: The authors argue that, in this specific case study, health information professionals are key to the development of supported online learning. They are working successfully in collaboration and their roles are evolving to encompass learning and teaching activities in a wider context. There are consequently several lessons to be drawn in relation to professional education and role development. 相似文献
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During the last 10 years, there have been significant changes in LIS education in the United Kingdom. In this paper we have analysed the current provision of education for information professionals at 16 universities in the United Kingdom and set this against the trends and changes of the past decade. In addition to documentary sources, we have conducted a brief survey of the LIS education providers. We conclude that there has been a shift towards postgraduate education for information professionals. We also note that there has also been significant expansion of undergraduate education in information management, almost none of which has been in the form of courses accredited by the principal UK professional body, CILIP. 相似文献
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During the last 10 years, there have been significant changes in LIS education in the United Kingdom. In this paper we have analysed the current provision of education for information professionals at 16 universities in the United Kingdom and set this against the trends and changes of the past decade. In addition to documentary sources, we have conducted a brief survey of the LIS education providers. We conclude that there has been a shift towards postgraduate education for information professionals. We also note that there has also been significant expansion of undergraduate education in information management, almost none of which has been in the form of courses accredited by the principal UK professional body, CILIP. 相似文献
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[目的/意义]芬兰阅读教育发达,图书馆阅读服务专业人才在其中发挥着重要作用,总结芬兰阅读服务人才培养方面的先进经验,可以为发展我国阅读服务专业教育提供借鉴。[研究设计/方法]以开展图书情报教育并开设阅读类课程的芬兰4所大学为调查对象,通过访问学院的网站,对学位项目与课程、教学方式、师资力量、研究与培训项目进行全面的调查分析。[结论/发现]芬兰阅读服务专业教育呈现如下特点:以本科教育为主,以研究和培训项目为依托,开展跨学科、跨院校、跨国合作,学校与图书馆合作十分紧密。[创新/价值]揭示芬兰图书馆学教育开展阅读服务专业人才培养的模式和特色,并结合我国国情提出相关建议,为我国阅读服务专业人才教育提供参考。 相似文献
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Health sciences librarians have historically viewed disseminating information to health professionals as a major role. Typically, they have provided individualized services and are among the professions that help health professionals further their education after finishing formal education. Another group directly involved in health professional continuing education is continuing education (CE) providers who offer ongoing learning through group activities. These two professions often reached the same audiences in the past, and their different approaches--individual and group--were complementary. Health professionals who needed information immediately or who wished individual learning used the library while those who wanted to hear eminent colleagues tended to use CE meetings or seminars; some did both. The librarians and CE providers rarely interacted, but this is now changing. With the introduction of personal computers, medical librarians have expanded their responsibilities to include formalized classroom instruction. At the same time, CE providers have increased their scope beyond formalized group instruction into individualized education. Librarians and CE providers can either collaborate and share their expertise or they can compete against each other. 相似文献
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基于知识管理的图书情报学教育变革 总被引：11，自引：0，他引：11
知识管理态势下,图书情报专业人员的职业定位可以是知识挖掘者、知识组织者、知识导航者和知识经纪商。同时,新形势要求图书情报专业人员的知识结构中包括技术知识、管理知识、文献信息知识和研究方法知识。因此,基于知识管理的图书情报学教育课程设置可以模块化,即将课程分成必修的核心课程模块与选修课程模块,以培养复合型人才。 相似文献
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为探究如何做好出版专业技术人员继续教育工作,建设高素质专业化出版人才队伍,文章基于《出版专业技术人员继续教育规定》提出了关于深入贯彻落实文件精神、优化出版专业技术人员继续教育的五点建议,以期为相关部门的具体实施提供参考。建议内容包括：提升政治素养,强化“服务大局”意识;开展需求调研与分析,注重继续教育的针对性;整合多方力量,形成教育资源统筹新格局;分级分类培训内容,统筹规划继续教育课程;综合运用多种教学方法,实现继续教育形式多样化。 相似文献