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Defining Fundamentals and Meeting Expectations: Trends in LIS Education in Australia

Harvey, Ross and Higgins, Susan Ellen (2003) Defining Fundamentals and Meeting Expectations: Trends in LIS Education in Australia. Education for Information 21:pp. 149-157.

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Abstract

Library and information studies education in Australia is characterised by unresolved tensions, some of which have persisted for several decades. Among its characteristics and conflicts are a multi-tiered system of qualification, a high number of schools per capita with a wide range of discipline affiliations, a wide acceptance of distance learning, pressure for curriculum review, and the perceived need for a national approach to planning for the profession.

EPrint Type:Journal Article (Paginated)
Keywords:Librarianship Funding Tensions
Subjects:Library and Information Science Education
ID Code:760
Deposited On:29 March 2005
Eprint Statistics:View statistics for this eprint
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[1] M.K. Rochester, Education for librarianship in Australia, Mansell, New York, 1997 provides a history of LIS education in Australia.

[2] ABC Online, Students pay nearly half of uni revenue, http://www.abc.net.au/news/2003/02/item20030211065104_1.htm, accessed 10 February 2003.

[3] B. Cronin, Holding the center while prospecting at the periphery: domain identity and coherence in North American information studies education, Education for Information 20 (2002), 3–10.

[4] A. Curry, Canadian LIS education: trends and issues, Education for Information 18 (2000), 325–337, pp. 327.

[5] M. Carroll, The well-worn path, Australian Library Journal 51 (2002).

[6] M. Carroll, The well-worn path, Australian Library Journal 51 (2002).

[7] ALIA, ALIA-recognised courses in library and information studies 2003, http://www.alia.org.au/education/courses/, accessed 11 February 2003.

[8] C. Pawley, P.Willard and C.S.Wilson, Trends and transformations: the changing face of library and information studies (LIS) in Australia, Journal of Education for Library and Information Science 42 (2001), 325–338, pp. 336.

[9] A. Curry, Canadian LIS education: trends and issues, Education for Information 18 (2000), 325–337, pp. 325.

[10] C. Pawley, P.Willard and C.S.Wilson, Trends and transformations: the changing face of library and information studies (LIS) in Australia, Journal of Education for Library and Information Science 42 (2001), 325–338.

[11] B. Cronin, Holding the center while prospecting at the periphery: domain identity and coherence in North American information studies education, Education for Information 20 (2002), 3–10, pp. 9.

[12] For example, R. Harvey, Losing the Quality Battle in Australian Education for Librarianship, Australian Library Journal 50 (2001), 15–22; and the LISEKA forum, described later in this paper.

[13] G. Blainey, Ashrinkingworld keeps its own distance, http://old.smh.com.au/news/ 0202/18/opinion/opinion1.html, accessed 4 February 2003.

[14] K. Farley-Larmour, Books and reading or information and access interests, motivations and in-fluences toward library and information studies, Education for Library and Information Services: Australia 17 (2000), 5–18, pp. 15.

[15] R. Irwin, Characterizing the core: what catalog descriptions of mandatory courses reveal about LIS schools and librarianship, Journal of Education for Library and Information Science 43(2002),175–184, pp. 182.

[16] ALIA, Library and information science education for the knowledge age [LISEKA], http://www.alia.org.au/education/liseka/, accessed 14 February 2003.

[17] M. Browne, The way ahead for education, inCite (Nov. 2002), 4–5, pp. 4.

[18] LISEKA: a brief progress report for ALIA members September 2002, Unpublished.

[19] M. Browne, The way ahead for education, inCite (Nov. 2002), 4–5.

[20] B. Rayward, The future of library education in Australia – and its past, Australian Library Journal 38 (1989), 115–123, pp. 119, 120.

[21] C. Maguire, The future of LIS education – from a monument to its past! Education for Library and Information Services: Australia 13 (1996), 37–42, pp. 38.

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