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Librarianship and beyond: The twenty-year evolution of an interdisciplinary curriculum.

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Title: Librarianship and beyond: The twenty-year evolution of an interdisciplinary curriculum.
Authors: Bartlett, Joan C.1 joan.bartlett@mcgill.ca, Dalkir, Kimiz1, Murillo, Angela P., Simi, Maria, Golub, Koraljka
Source: Education for Information. 2020, Vol. 36 Issue 2, p139-155. 17p. 1 Diagram, 3 Charts, 1 Graph.
Subjects: Library science, Program development (Education), Program design (Education), Bioinformatics, Educational accreditation, Knowledge management
Abstract: This paper describes the 20-year evolution of an information studies program from one primarily focused on librarianship, to one that now encompasses a range of interdisciplinary topics including knowledge management, user-experience design, data science, and bioinformatics, among others. The program revisions, course development, and faculty renewal were guided by the School's strategic plan to centre its teaching and research on the focus of the interaction between people and information, supported by technology. Over twenty years, the proportion of interdisciplinary courses increased from less than 10% to almost half. There were a number of challenges throughout the process, including finding the right balance within the program, maintaining accreditation, and working with limited resources. Yet, the outcomes have been well worth the effort, and we suggest best practices based on our lessons learned. [ABSTRACT FROM AUTHOR]
Copyright of Education for Information is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: <searchLink fieldCode="JN" term="%22Education+for+Information%22">Education for Information</searchLink>. 2020, Vol. 36 Issue 2, p139-155. 17p. 1 Diagram, 3 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Library+science%22">Library science</searchLink><br /><searchLink fieldCode="DE" term="%22Program+development+%28Education%29%22">Program development (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Program+design+%28Education%29%22">Program design (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Bioinformatics%22">Bioinformatics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+accreditation%22">Educational accreditation</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+management%22">Knowledge management</searchLink>
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  Data: This paper describes the 20-year evolution of an information studies program from one primarily focused on librarianship, to one that now encompasses a range of interdisciplinary topics including knowledge management, user-experience design, data science, and bioinformatics, among others. The program revisions, course development, and faculty renewal were guided by the School's strategic plan to centre its teaching and research on the focus of the interaction between people and information, supported by technology. Over twenty years, the proportion of interdisciplinary courses increased from less than 10% to almost half. There were a number of challenges throughout the process, including finding the right balance within the program, maintaining accreditation, and working with limited resources. Yet, the outcomes have been well worth the effort, and we suggest best practices based on our lessons learned. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education for Information is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3233/EFI-190313
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        Text: English
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