Transition of Library and Information Science Education in China: Problems and Perspective |
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| Institution: | 1. Department of Pathology, Fudan University Shanghai Cancer Center, Shanghai, 200032, China;2. Department of Pathology, Shanghai Medical College, Fudan University, Shanghai, 200032, China;3. Institute of Pathology, Fudan University, Shanghai, 200032, China;4. Department of Oncology, Shanghai Medical College, Fudan University, Shanghai, 200032, China;5. Department of Radiation Oncology, Fudan University Shanghai Cancer Center, Shanghai, 200032, China;6. Department of Colorectal Surgery, Fudan University Shanghai Cancer Center, Shanghai, 200032, China;7. Institutes of Biomedical Sciences, Fudan University, Shanghai, 200032, China;8. Cancer Institute, Fudan University Shanghai Cancer Center, Shanghai, 200032, China;1. Institute of Pathology, Friedrich-Alexander University Erlangen-Nuremberg, University Hospital of Erlangen, 91054 Erlangen, Germany;2. Department of Pathology and Laboratory Medicine, University of Tennessee Health Sciences, Memphis, TN 38103, USA;3. University of Sydney NSW Australia 2006, Cancer Diagnosis and Pathology Group, Kolling Institute, Royal North Shore Hospital NSW Australia 2065 and NSW Health Pathology, Department of Anatomical Pathology, Royal North Shore Hospital, St Leonards, NSW 2065, Australia;4. Institute of Human Genetics, Friedrich-Alexander-University Erlangen-Nürnberg (FAU), Erlangen, Germany;5. Barts Cancer Institute, Queen Mary University of London, London ECIM 6BQ, UK;6. Cleveland Clinic, Cleveland, OH 44195, USA;7. Hospital Cochin, 75679 Paris, France;8. Department of Pathology, VCU School of Medicine, Richmond, VA 23298, USA;9. Medical College of Wisconsin, Milwaukee, WI 53226, USA;10. Calgary Laboratory Services and University of Calgary, Calgary, Alberta, Canada;11. Charles University and University Hospital Plzen, 304 60 Plzen, Czech Republic |
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| Abstract: | Library and information science education in China is in a period of transition. The changes in the social, economic and technological environment have introduced new requirements for the professional personnel. The growth of the information industry and the expansion of the labor market have motivated schools of library and information science to adjust their objectives, curriculum and knowledge structure in order to meet social needs. This article discusses the changing social environment in the 1990s and the challenges to professional education, and responses from schools. Based on the curriculum of 17 schools of library and information science in China provided at the Second Joint Annual Meeting of Deans held in 1995, the author provides data on required courses, specialized elective courses and non-specialized courses according to the frequency of each course appearing in the curriculum. The objectives are to determine the state-of-the-art structure of the knowledge base and to identify any consensus among teaching institutions. The difficulties and problems in educational reform are discussed and some trends in professional education in China are predicted. |
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