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    A Comparative Study of LIS Educational Frameworks in Australia, New Zealand, United States and Canada.

    Access Status
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    Authors
    White, Hollie
    Gibbons, Leisa
    Date
    2019
    Type
    Journal Article
    
    Metadata
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    Citation
    White, H. and Gibbons, L. 2019. A Comparative Study of LIS Educational Frameworks in Australia, New Zealand, United States and Canada. Journal of Education for Library and Information Science. 60 (4): pp. 241-241.
    Source Title
    Journal of Education for Library and Information Science
    DOI
    10.3138/jelis.2018-0040
    ISSN
    0748-5786
    Faculty
    Faculty of Humanities
    School
    School of Media, Creative Arts and Social Inquiry
    URI
    http://hdl.handle.net/20.500.11937/77691
    Collection
    • Curtin Research Publications
    Abstract

    As Library and Information Science (LIS) educators, we teach our students about the changing and evolving role of the information professional in the twenty-first century. For many educators around the world, accreditation of LIS programs also shapes and legitimizes curriculum. This comparative study of the United States, Canada, Australia, and New Zealand seeks to identify similarities and differences in accreditation frameworks. This research shows that similarities and differences exist in programs, course designs, delivery methods, accreditation models, program specializations, and engagement with information science as a discipline. In conclusion we ask five critical questions about Australian LIS education and propose three areas for future research, including evaluating the purpose of accreditation.

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