Search results

Compares and analyses two approaches to structuring library and information science (LIS) education and research, the discipline oriented, and the approach which is denoted “the complete librarian”. The complete librarian designates an educational ideal aiming at integrating the different knowledge‐domains of LIS‐practice. Maintains that “the complete librarian” represents a valuable epistemological approach, which can supplement discipline‐oriented approaches, and is capable of generating knowledge that it might be difficult to grasp via discipline‐oriented approaches. Far‐reaching tendencies in education and research in general and within LIS‐education in particular, threaten the approach of “the complete librarian”. Discusses some strategies for securing the survival of the approach and its benefits.

The term “information literacy” does not have an exact parallel in the Norwegian language, but information policy strategies as well as educational reforms are nevertheless preoccupied with the main elements covered by the term – the ability to find and critically evaluate information within a learning and ICT‐based context. Information literacy consciousness seems to be highest in colleges and universities. Information literacy can be regarded as an essential part of education and learning, of the political goal of promoting social equality and of industrial and economic innovation and competitive ability. In the first planning documents dealing with Norway on the information superhighway, the traditional ideal of equality seemed central. Assignment of responsibility for policies in this field to the ministry of industry and trade may have led to the values of equality being somewhat toned down at the expense of innovation and competitive ability.

The 25th annual seminar of the European Library Automation Group (ELAG) was held in Prague in June 2001. This report provides an overview of the papers presented, including those describing relevant developments in the Czech Republic, those covering the theme of the seminar (the integration and linking of electronic resources), as well as papers on the functional requirements for bibliographic records (FRBR). Workshops are a key feature of ELAG seminars and the paper also reports on those held during the 2001 meeting.

The purpose of this paper is to analyse the trends for digital library education in Europe. It addresses two questions: what are the roles for digital librarians? How should they be educated?

The analysis is based on the results of the project “European Curriculum Reflections on Library and Information Science Education” and the proceedings of the Workshops on Digital Library Education, held in Italy in 2005 and in Croatia in 2006.

Three approaches to education for digital library are described: the emergence of the concept of “memory institutions”; the library‐based approach to knowledge management; and the isolation of IT from library and information science (LIS) schools.

The roles of the digital librarian are suggested, and the structure of a course for digital library education is proposed, but further research is needed on the definition of the digital library concept.

A digital librarian should have a combination of technological and librarianship competences.

The paper addresses the issue of education needed for digital librarians in Europe.