Content selection in undergraduate LIS education
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.12783/issn.2328-2967/58/3/1 http://hdl.handle.net/11449/220913 |
Resumo: | The study presented in this article is aimed to improve the academic education in the field of library and information science by structuring the curricular and pedagogical reasoning that shapes the contents of undergraduate academic programs. It was composed of two methodological phases. The first phase was a systematic Critical Delphi study with 21 leading information science scholars from Brazil. The second phase was an unsystematic formative evaluation of the content categories. The evaluation was based on a Grounded Theory study of more than 100 programs worldwide. The study resulted in a universal model that sets the guiding principles for developing bachelor's degree programs applicable worldwide. The model, which is actually composed of two complementary models, is a systematic four step developing process (model1.1) and a structured plan of 288 content categories (model1.2). It is grounded on theoretical foundations and empirical studies. |
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Content selection in undergraduate LIS educationBachelor DegreesContent AnalysisDelphi StudiesGrounded TheoryInformation ProfessionsLIS EducationUndergraduate EducationThe study presented in this article is aimed to improve the academic education in the field of library and information science by structuring the curricular and pedagogical reasoning that shapes the contents of undergraduate academic programs. It was composed of two methodological phases. The first phase was a systematic Critical Delphi study with 21 leading information science scholars from Brazil. The second phase was an unsystematic formative evaluation of the content categories. The evaluation was based on a Grounded Theory study of more than 100 programs worldwide. The study resulted in a universal model that sets the guiding principles for developing bachelor's degree programs applicable worldwide. The model, which is actually composed of two complementary models, is a systematic four step developing process (model1.1) and a structured plan of 288 content categories (model1.2). It is grounded on theoretical foundations and empirical studies.Knowledge Mapping ResearchDepartment of Information Science Saõ Paulo State UniversityKnowledge Mapping ResearchSaõ Paulo State UniversityZins, ChaimSantos, Placida L.V.A.C.2022-04-28T19:06:55Z2022-04-28T19:06:55Z2017-06-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article120-140http://dx.doi.org/10.12783/issn.2328-2967/58/3/1Journal of Education for Library and Information Science, v. 58, n. 3, p. 120-140, 2017.2328-29670748-5786http://hdl.handle.net/11449/22091310.12783/issn.2328-2967/58/3/12-s2.0-85029070627Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengJournal of Education for Library and Information Scienceinfo:eu-repo/semantics/openAccess2022-04-28T19:06:55Zoai:repositorio.unesp.br:11449/220913Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T20:14:08.667651Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Content selection in undergraduate LIS education |
title |
Content selection in undergraduate LIS education |
spellingShingle |
Content selection in undergraduate LIS education Zins, Chaim Bachelor Degrees Content Analysis Delphi Studies Grounded Theory Information Professions LIS Education Undergraduate Education |
title_short |
Content selection in undergraduate LIS education |
title_full |
Content selection in undergraduate LIS education |
title_fullStr |
Content selection in undergraduate LIS education |
title_full_unstemmed |
Content selection in undergraduate LIS education |
title_sort |
Content selection in undergraduate LIS education |
author |
Zins, Chaim |
author_facet |
Zins, Chaim Santos, Placida L.V.A.C. |
author_role |
author |
author2 |
Santos, Placida L.V.A.C. |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Knowledge Mapping Research Saõ Paulo State University |
dc.contributor.author.fl_str_mv |
Zins, Chaim Santos, Placida L.V.A.C. |
dc.subject.por.fl_str_mv |
Bachelor Degrees Content Analysis Delphi Studies Grounded Theory Information Professions LIS Education Undergraduate Education |
topic |
Bachelor Degrees Content Analysis Delphi Studies Grounded Theory Information Professions LIS Education Undergraduate Education |
description |
The study presented in this article is aimed to improve the academic education in the field of library and information science by structuring the curricular and pedagogical reasoning that shapes the contents of undergraduate academic programs. It was composed of two methodological phases. The first phase was a systematic Critical Delphi study with 21 leading information science scholars from Brazil. The second phase was an unsystematic formative evaluation of the content categories. The evaluation was based on a Grounded Theory study of more than 100 programs worldwide. The study resulted in a universal model that sets the guiding principles for developing bachelor's degree programs applicable worldwide. The model, which is actually composed of two complementary models, is a systematic four step developing process (model1.1) and a structured plan of 288 content categories (model1.2). It is grounded on theoretical foundations and empirical studies. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-06-01 2022-04-28T19:06:55Z 2022-04-28T19:06:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.12783/issn.2328-2967/58/3/1 Journal of Education for Library and Information Science, v. 58, n. 3, p. 120-140, 2017. 2328-2967 0748-5786 http://hdl.handle.net/11449/220913 10.12783/issn.2328-2967/58/3/1 2-s2.0-85029070627 |
url |
http://dx.doi.org/10.12783/issn.2328-2967/58/3/1 http://hdl.handle.net/11449/220913 |
identifier_str_mv |
Journal of Education for Library and Information Science, v. 58, n. 3, p. 120-140, 2017. 2328-2967 0748-5786 10.12783/issn.2328-2967/58/3/1 2-s2.0-85029070627 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Journal of Education for Library and Information Science |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
120-140 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
_version_ |
1808129176979374080 |