The Review and Prospect of Library and Information Science Education in China
Loading...
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The LIS education in China was started in 1920. In the past century, the LIS education completed its localization process and has been serving for the construction of an emerging state. By now, a comprehensive and professional LIS education system has been established. The literature review revealed that the development of LIS education in China can be classified into three stages: (i) the initial establishment stage, (ii) the slow development stage, (iii) and the rapid development stage. By analyzing the data collected through literature review and webpage investigation, three points were emphasized in the future development of LIS education in China. In the first place, inheritance and innovation should be adhered to in the specialty construction by strengthening the blending of traditional and emerging disciplines and finding out an inheriting and innovating path that integrates library science, archival science, and information science. Secondly, in professional education, importance should be attached to generality and specialty at the same time. The LIS-related colleges and schools should provide basic and general courses to broaden the students’ knowledge as well as the specialized compulsory and elective courses to lay a foundation for expertise acquisition. General education and specialized education should be combined to cultivate specialized talents. Thirdly, evaluation and certifications should be highlighted in developing the major. Some practical measures should be taken such as enhancing the educating institution’s evaluation and librarian certification, formulating certification criteria, raising the level of professional requirements, and improving the sense of recognition towards the profession to orderly and professionally develop our LIS education.
Description
Keywords
Citation
Cheng, H. W., Pan, Y. T., Zhang, J., Xiao, P., & Chen, R. H. (2019). A trend of library science education in China in the new era. Journal of Library Science in China, 45(3), 14-24.
China Academic Degrees and Graduate Education Development Center (CDGDC). (2019). China Discipline Ranking. Retrieved May 17, 2019, from http://www.cdgdc.edu.cn/xwyyjsjyxx/xxsbdxz/index.shtml
iSchools Directory. (2019). Retrieved May 13, 2019, from https://ischools.org/members/directory/
Li, Q. S., & Xiao, X. M. (2018). Changes and prospects of library science education system in China since reform and opening up. Documentation, Information & Knowledge, 186(6), 75-85.
Li, Y., Lai, J. Y., Liu, S. W., & Qin, Y. (2018). An analysis of current situation and trend of personnel training in Chinese library and information science—Based on enrollment and employment data of department of information management of Peking University. Journal of Academic Library, 2018 (2), 92-99.
MOE Library Science Education Guiding Committee for Institutions of Higher Education. (2009). Guiding Specifications for Undergraduate in Library Science of Institutions of Higher Learning. Retrieved May 15, 2019, from http://www.doc88.com/p-3377475854116.html
MOE Teaching Guiding Committee for Institutions of Higher Education. (2018). National Teaching Quality Criteria for Undergraduate Specialties in General Institutes of Higher Learning (2nd volume). Beijing: Higher Education Press.
National Occupational Standard-Librarian. (2004). Beijing: Beijing Library Press.
Peng, M, H. (2015). From Boone Library to the Library of School of Information Management, Wuhan University. Library & Information, 2015 (06), 134-139.
The cultivating progam for Bachelor degree. (2019). (2019). Retrieved May 15, 2019, from Sun Yat-sen University, School of Information Management, http://ischool.sysu.edu.cn/cn/content/benkejiaoyu-tushuguanxue
Wang Z. Z. (2009). The review and reflection on the nine decades of library science education in China. Journal of Library Science in China, 35(184), 70-78, 96.
Xiao, W. (2010). Study on Supporting System of Librarians in Public Libraries. Journal of Library Science in China, 36(188), 10-16.
Xiao, X. M., Li, Q., & Liu, Q. Y. (2017). Be alert to “Delibrarization” in iSchools. Documentation, Information & Knowledge, 175(1), 19-25.
Xiao, X. M., Yang, J. T., & Qi, B. D. (2018). A research review on the history of library science education in America and other countries in the world. Library and Information Service, 62(19), 120-128.
Yang, Q., & Hong, Q. L. (2013). The reasonability analysis of LIS courses in 8 universities in China. Journal of the National Library of China, 88(4), 33-43.
Yu, L., & Liang, S. C. (2017). The iSchool myth: A reflection on iSchool movement’s conception of LIS, iField and their relationship. Journal of Library Science in China, 43(229), 18-33.
Yu, Z. M. (2019). Internationalization and localization: Two-way pursuit of modern academic transformation in the late Qing Dynasty and the early Period of Republic of China: Focusing on the establishment of “Chinese Library Science”. Ludong University Journal (Philosophy and Social Sciences Edition), 36(2), 6-11.
Zeng, Y. L. (2018). Characteristics and enlightenment of cultivation mode of data science programs in iSchools abroad. Documentation, Information & Knowledge, 184(4), 109-118.
Zhou, Y., & Zhang, Y. (2012). An analysis of the characteristics and distinctions of information management major in the iSchool movement background. Library Journal, 31(8), 72-78.