Semantic and Epistemological Elements of the Teaching of Research in LIS by John M. Budd
One of the challenges facing teachers of research or research methods in library and information science programs is creating in students an understanding of the vocabulary of both library and information science and research. There may be a linguistic gap between the language used by the teacher and that used by the student. The linguistic gap may lead to a gap in the formation of knowledge. This paper explores the nature of the linguistic and epistemological gaps that may occur and offers an analysis of the means that may be employed to eliminate, or at least narrow, the gaps.
Three Longitudinal Impact Evaluations of Continuing Library Education: Participant Satisfaction, Program Effects, and Future Participation Brandt W. Pryor
Reinventing the Bachelor’s Degree: Call It “Information Studies!” by Gene T. Sherron and Marie B. Landry
Since the advent of the “information society” in the mid 1950s, the number of jobs in the information sector has been increasing rapidly. The economy is currently generating such a large number of information-related jobs that individuals possessing the necessary knowledge and skills are in short supply. This article describes how Florida State University’s (FSU) School of Information Studies developed a strategy to meet the emerging need for workers in the Information Society. Approaching its fiftieth anniversary, this graduate school saw a need in the area of information support services that could be met by the addition of an undergraduate program. The undergraduate program became a reality in the fall of 1996.
A Comparison of the Resident and Distance Learning Experience in Library and Information Science Graduate Education by Ruth V. Small
Although interest in providing LIS distance learning programs is growing, there is little research on their impact on students and faculty. Part-time resident and distance LIS education at Syracuse University is the focus of this study. Data was collected from students and faculty using a questionnaire, focus groups, and structured interviews. Results indicate that resident students often find it more difficult than distance students to balance academic responsibilities with their personal and work lives and to interact with peers and faculty. Faculty found distance teaching required more time, ongoing training, and technical support. Recommendations are included.
Darlene E. Weingand, Editor
International Library Education
Mohammed M. Aman, Editor
Ling Hwey Jeng, Editor
Use of Problem-Based Learning in a Basic Reference Course: An Experiment by Lynda M. Baker