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dc.contributor.authorWhite, Hollie
dc.contributor.authorGibbons, Leisa
dc.date.accessioned2020-01-23T04:42:40Z
dc.date.available2020-01-23T04:42:40Z
dc.date.issued2019
dc.identifier.citationWhite, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/77691
dc.identifier.doi10.3138/jelis.2018-0040
dc.description.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.

dc.publisherAssociation for Library and Information Science Education
dc.titleA Comparative Study of LIS Educational Frameworks in Australia, New Zealand, United States and Canada.
dc.typeJournal Article
dcterms.source.volume60
dcterms.source.number4
dcterms.source.startPage241
dcterms.source.endPage241
dcterms.source.issn0748-5786
dcterms.source.titleJournal of Education for Library and Information Science
dc.date.updated2020-01-23T04:42:40Z
curtin.departmentSchool of Media, Creative Arts and Social Inquiry
curtin.accessStatusFulltext not available
curtin.facultyFaculty of Humanities
curtin.contributor.orcidWhite, Hollie [0000-0002-7920-174X]


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