Challenges in LIS Education in China and the United States
For decades, library and information science (LIS) education has been producing LIS professionals to serve people in all walks of life. But there are challenges to LIS education as society advances. This study performed quantitative and qualitative content analyses of data collected about LIS educat...
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| Veröffentlicht in: | Journal of education for library and information science 2019-01, Vol.60 (1), p.35-61 |
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| creator | Xue, Chunxiang Wu, Xiuzhi Zhu, Lei Chu, Heting |
| description | For decades, library and information science (LIS) education has been producing LIS professionals to serve people in all walks of life. But there are challenges to LIS education as society advances. This study performed quantitative and qualitative content analyses of data collected about LIS education in China and the United States. Four categories of challenges in LIS education are identified: (1) identity and accreditation, (2) survival and thriving, (3) curriculum update and enhancement, and (4) course delivery format and content. The challenges that each country encounters in LIS, as expected, are not the same, although some appear similar. All the challenges are discussed and contrasted in the context of each country's traditions and practices in LIS education. Some suggestions are also made regarding how to successfully meet the challenges this study has explored. The findings of this study can help all constituencies (i.e., educators, practitioners, and students) to better understand the challenges of LIS education in China and the United States so that feasible measures can be developed to meet them. In addition, each country can benefit from this study by learning from what its counterpart has done in LIS education with regard to barriers and challenges. |
| doi_str_mv | 10.3138/jelis.60.1.2018-0006 |
| format | Article |
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But there are challenges to LIS education as society advances. This study performed quantitative and qualitative content analyses of data collected about LIS education in China and the United States. Four categories of challenges in LIS education are identified: (1) identity and accreditation, (2) survival and thriving, (3) curriculum update and enhancement, and (4) course delivery format and content. The challenges that each country encounters in LIS, as expected, are not the same, although some appear similar. All the challenges are discussed and contrasted in the context of each country's traditions and practices in LIS education. Some suggestions are also made regarding how to successfully meet the challenges this study has explored. The findings of this study can help all constituencies (i.e., educators, practitioners, and students) to better understand the challenges of LIS education in China and the United States so that feasible measures can be developed to meet them. 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| subjects | Accreditation Accreditation (Institutions) Blended Learning College Students Comparative Education Coping Course Content Curricula Curriculum Development Delivery Systems Distance learning Doctoral Programs Education Educational Trends Electronic Learning Enrollment Enrollments Foreign Countries Higher education Information management Information Science Education Institutional Mission Integrated Learning Systems Librarians Libraries Library and information science Library associations Library Personnel Library Schools Library science Literature Reviews Masters Degrees Masters Programs Online Courses Peer Reviewed Research Papers Professional Identity Professionals Qualitative analysis Quality Control Researchers Schools Science education Statistics Studies Study and teaching Sustainability Undergraduate Study |
| title | Challenges in LIS Education in China and the United States |
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