Library and Information Professionals as Knowledge Engagement Specialists. Theories, Competencies and Current Educational Possibilities in Accredited Graduate Programmes

Autor/inn/en	Prado, Javier Calzada; Marzal, Miguel Angel
Titel	Library and Information Professionals as Knowledge Engagement Specialists. Theories, Competencies and Current Educational Possibilities in Accredited Graduate Programmes
Quelle	In: Information Research: An International Electronic Journal, 18 (2013) 3, (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-1613
Schlagwörter	Specialists; Information Scientists; Information Science; Graduate Students; Accreditation (Institutions); Educational Opportunities; Minimum Competencies; Educational Theories; Knowledge Management; Professional Associations; Teacher Competencies; Information Services; Teaching Skills; College Programs; Foreign Countries; Educational Supply; Curriculum Evaluation; Australia; Canada; United Kingdom; United States + Suchen Sie Ihr Suchwort? Informationswissenschaftler; Informationswissenschaft; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Bildungsangebot; Bildungschance; Fundamentum; Mindestwissen; Educational theory; Theory of education; Bildungstheorie; Wissensmanagement; Lehrkunst; Informationstätigkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Studienprogramm; Ausland; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Australien; Kanada; Großbritannien; USA
Abstract	Introduction: The role of library and information science professionals as knowledge facilitators is solidly grounded in the profession's theoretical foundations as much as connected with its social relevance. Knowledge science is presented in this paper as a convenient theoretical framework for this mission, and knowledge engagement services--knowledge brokering, knowledge readiness and knowledge promotion--as an area that might serve to reframe and expand traditional services such as reference, information literacy and outreach and cultural programming. A key competency for knowledge engagement specialists is mastering instruction, aimed at the efficient fostering of innovation and the creation of new knowledge within organizations and society. The purpose of this paper is to analyse current supply of courses covering instructional related competencies in accredited graduate programmes. Methods: Main professional competency standards and courses currently offered in accredited graduate programmes (United States, Canada, United Kingdom and Australia) are analysed. Results: Results suggest that although some relevant competencies have been included by professional associations in their competency standards for all types of information professionals, instructional competencies have not received much attention in graduate educational programmes other than in concentrations or tracks targeted at future school or academic librarians. Conclusion: It is concluded that further research on competencies and education for knowledge engagement is required in order to fully develop this role within the profession. [This paper was published as part of: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.] (As Provided).
Anmerkungen	Thomas D. Wilson. 9 Broomfield Road, Broomhill, Sheffield, S10 2SE, UK. Web site: http://informationr.net/ir
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10