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1.
《International Information and Library Review》1998,30(3):267-274
This paper summarizes the findings of a survey of the careers of graduates from the M.Sc. in Information Science programme at the School of Information Studies for Africa (SISA), Addis Ababa University, Ethiopia, between 1990/92 and 1994/96. The SISA programme has been recognized as relevant to the Library and Information Science employment and market demands. Career opportunities and market requirements for information scientists in Sub-Saharan Africa are promising within governmental, private and international organizations. Several recommendations have been suggested to enhance the SISA programme. The need for the curricula to reflect and remain responsive to the developments in the “Information Age” has been underscored. 相似文献
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A.M Abdul Huq 《International Information and Library Review》2013,45(1):95-112
This paper gives a comprehensive account of the development of library and information science education in Africa. Ghana was first to start any kind of library education in 1944 but the formal education started at Ibadan, Nigeria in 1959. By 1970 there were six library schools; four new schools started during 1970s and another six during 1980s. Two Regional Schools with Master's programme in Information Science started in 1990. Two new schools are likely to start soon. Nigeria alone has eight schools providing professional education at all levels including PhD (which is only available in Nigeria) and an exclusive programme of Master in Information Science at ARCIS, Ibadan. Several schools, realizing the importance of new developments in information science and technology, are planning to incorporate this component into their curriculae. The existing programmes need to be assessed in context of information needs of Africa. 相似文献
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《International Information and Library Review》1997,29(1):95-107
This paper gives a comprehensive account of the development of library and information science education in Africa. Ghana was first to start any kind of library education in 1944 but the formal education started at Ibadan, Nigeria in 1959. By 1970 there were six library schools; four new schools started during 1970s and another six during 1980s. Two Regional Schools with Master's programme in Information Science started in 1990. Two new schools are likely to start soon. Nigeria alone has eight schools providing professional education at all levels including PhD (which is only available in Nigeria) and an exclusive programme of Master in Information Science at ARCIS, Ibadan. Several schools, realizing the importance of new developments in information science and technology, are planning to incorporate this component into their curriculae. The existing programmes need to be assessed in context of information needs of Africa. 相似文献
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Hwa-Wai Lee 《International Information and Library Review》2013,45(2):155-167
AbstractSurvey works, carried out by 15 MSc (Information Science) students of the School of Information Studies for Africa (SISA) in the course of their dissertation work, reveal some important facts related to information systems and services in the countries studied. This paper analyses the student dissertations in order to present an overview of the library and information systems and services available in seven eastern and southern African countries—Ethiopia, Kenya, Malawi, Sudan, Tanzania, Uganda and Zambia. It is noted that the state of library and information services needs to be improved in all respects; and there is a trend towards introduction of IT, albeit quite slow, in university, special and research, and national libraries and documentation centres. The condition of public, school and college libraries is very poor in all the countries concerned. Lack of a national policy on information systems and services in the countries concerned results in the inconsistent and insufficient growth of information services in different sectors. Major problems in the area are: lack of resources, particularly foreign currencies, lack of awareness on the part of planners and policy makers, lack of trained manpower, lack of adequate servicing facilities for IT equipment, and the continuing political, social, and natural problems that prevail in most African countries. 相似文献
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《International Information and Library Review》2001,33(1):45-67
This article examines the trend of Information Science Education offered at various schools in Sub-Saharan Africa (SSA), with a view to assessing the present status, appropriateness, and future possibilities vis-à-vis the global trend. Information Science education is largely offered at the graduate level in SSA. The level of information technology (IT) being offered in the curricula, and the laboratory and library facilities available have been examined. Analysis of the survey findings was based on the UNESCO Modular Curriculum for Information Studies, with special emphasis on Information Science. The majority of the programmes were established in the 1980s. Library and Information Science education has developed rapidly in SSA and graduate programmes seem to have increased. Problems facing information science education in SSA are evident in the study. Reference to the US and UK programmes provides a glimpse of the trends of information science education in the developed countries. 相似文献
6.
This paper examines the extent to which the South African Library and Information Science (LIS) agenda maps to the national agenda for the reconstruction and development of the country, which is geared to the elimination of poverty and inequality. The nation has been described as comprising two societies: the one modern and well developed, the other characterised by masses of people living in dire poverty. The mandate of LIS in South Africa includes supporting and stimulating the technological and information development of all communities and providing effective LIS education to meet this goal. The government has embraced the concept of the Information Society, emphasising the link between economic growth and Information and Communication Technologies (ICTs) and has pointed to the need for information literacy education. We present a critique of the fit between LIS policies and practices (including the curriculum) and the needs of an emerging democracy and its development goals, challenged by the duality of globalisation and marginalisation. 相似文献
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现代情报学的理论基础－信息哲学 总被引：5，自引：1，他引：4
简要回顾关于情报学理论基础的研究;对信息哲学的产生、定义、研究内容及纲领进行基本介绍;通过详细分析情报学与信息哲学在研究对象、研究范畴、研究方法和伦理规范等方面的紧密联系,说明信息哲学是现代情报学的理论基础,将促进情报学建立起科学的理论体系,为其确定整体观和基本发展方向起到有力的指导作用。 相似文献
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[目的/意义]本文立足于2019年的学术热点,对图情档在泛在数据环境下的理论创新、学科转型和教育变革趋向进行了分析和预判。[方法/过程]作者在对2019年发表于图情档领域重要期刊并以“数据(数字化、电子化、智慧化)”为主题的学术论文进行系统性文献调查的基础上,提取并总结了与研究主题相关的观点和发现。[结果/结论]研究发现,(1)图情档领域的理论发展趋向可归结为“立足于泛在数据环境的理论创新”;(2)图情档的学科转型趋向可归结为“基于数据科学和数字人文的学科转型”;(3)图情档教育变革趋向可归结为“以新型数据素养培育为中心的教育变革”;(4)图情档职业的特征可归结为“以智慧化服务为基础的图情档新业态”。 相似文献
10.
情报观:一个来自实践的命题 总被引：6，自引：1，他引：5
介绍我国采用“情报”而非“文献”或“信息”来命名科技情报事业的成因;指出由于多年国际交流不畅,加之中外经济发展环境和文化上的差异,改革开放以来国内对情报这个术语有所争议的原因;认为在国内,情报是因实践的需要而产生的, 也必将在实践的基础之上实现对其认识的统一。情报应该成为为特定主体决策和行动提供信息服务的核心概念,同时具有广阔的发展空间。 相似文献
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《情报学进展》年度评论5卷载文的定量分析 总被引：4，自引：0，他引：4
对《情报学进展》第1-5卷发表的论文从论文作者、发文机构、主题等方面进行定量分析,同时对该年前四卷发表论文的被引频次、来源期刊、高被引论文等进行文献计量学分析,对第五卷发表的论文和《情报学进展》进行了简单的评价。参考文献5。 相似文献
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学科交叉的测度、可视化研究及应用——一个情报学文献计量研究案例 总被引：1，自引：0，他引：1
将学科交叉的定量化研究分为计量指标和可视化两种方式,深入分析Rao-Stirling、信息熵、中介中心度、网络密度和网络核心度5种指标的计量差异和学科交叉覆盖地图的可视化方式。在此基础上,以Web of Science数据库收录的2001-2010年间情报学期刊论文为数据源做学科交叉度计量的实证研究,分析5种交叉度计量指标的计量特征和指标间的相关关系。研究发现：情报学在这10年间并未与与本学科跨度较大的学科形成更多交叉,同时情报学在其研究领域内的核心地位有所减弱,并通过学科交叉覆盖图展示情报学研究领域的范围以及与情报学关系最为密切的学科领域。 相似文献
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Eustache Mêgnigbêto 《International Information and Library Review》2013,45(2):158-165
LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market. 相似文献
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中美图书情报学院教员信息比较研究 总被引：1，自引：0，他引：1
文章对中国与美国图书情报学院校教员信息进行比较研究,并从教员的人数、性别比例、类型、职称、背景五个方面进行分析,试图从这些具体数据的统计分析中更深入地了解中美两国图书情报学院教员的特点,以期为进一步完善我国的图书情报学科建设提供可靠的参考数据。 相似文献
16.
Relevance of the new Bologna study programme at the Department of Library and Information Science and Book Studies at University
of Ljubljana is demonstrated from different aspects. The example of IS&R themes and topics which are recognized as one of
LIS core areas is used to show the differences from the previous study programme in terms of content, together with coverage
of Web 2.0 related themes. In regard to teaching and learning methods it is shown how e-learning is used to support the educational
process. At the end a few insights into employability of future graduates are added. 相似文献
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Dennis Ocholla 《International Information and Library Review》2013,45(2):79-88
This paper explores information ethics (IE) education within LIS (Library and Information Studies/Science) schools in Africa to investigate the following: (i) the extent to which IE is necessary; (ii) who should offer IE and why; (iii) who should be taught IE (and at what level); (iv) how long IE education should take; and (v) what should be included in an IE course. This was accomplished through a literature review and a case study conducted via email with purposely selected LIS experts from around Africa. Overwhelmingly, the LIS experts agreed that information ethics should be offered by LIS departments in courses that account for the multidisciplinary nature of the subject and that it should be made available to all students at all levels. The content should be objective and outcomes-based or outcomes-driven. The challenges and opportunities enumerated in this study could potentially be used to set the agenda for further research and professional engagement. 相似文献
19.
This paper explores information ethics (IE) education within LIS (Library and Information Studies/Science) schools in Africa to investigate the following: (i) the extent to which IE is necessary; (ii) who should offer IE and why; (iii) who should be taught IE (and at what level); (iv) how long IE education should take; and (v) what should be included in an IE course. This was accomplished through a literature review and a case study conducted via email with purposely selected LIS experts from around Africa. Overwhelmingly, the LIS experts agreed that information ethics should be offered by LIS departments in courses that account for the multidisciplinary nature of the subject and that it should be made available to all students at all levels. The content should be objective and outcomes-based or outcomes-driven. The challenges and opportunities enumerated in this study could potentially be used to set the agenda for further research and professional engagement. 相似文献
20.
[目的/意义]对图书情报领域的国际发文情况、研究热点以及学科前沿进行研究,有助于推动图情学科的发展,提升我国学术话语权。[方法/过程]以SCI和SSCI收录的图书情报领域高影响力外文期刊论文为数据源,利用HiStCite、CiteSpace、SPSS等工具从研究现状、高影响力学者、高被引论文、研究热点、前沿趋势5个方面分析近5年来(2016-2020年)图情领域的发展状况。通过对高频关键词的年度变化分析,总结四种呈现不同态势的关键词,并对低频关键词进行透视,得出人文、技术和管理三个维度的发展主题。[结果/结论]随着信息技术的不断发展和信息环境的不断变化,图情学科研究主题由传统信息服务向知识服务,由知识组织与管理相关研究向知识组织体系构建等研究主题进一步延伸和细化,且注重理论和实践相结合已日渐成为图情档学科研究的重要趋势。 相似文献