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La formation du professionnel d’aujourd’hui et de demain : tout un défi!
Abstract
Les formateurs de professionnels appeles a faire carriere dans une societe de l’information en constante evolution sont confrontes a de nombreux defis. Nous classons ceux-ci en trois categories : les defis de nature disciplinaire, les defis de nature institutionnelle et les defis lies aux caracteristiques des apprenants. Les defis de nature disciplinaire touchent a l’essence meme et a la complexite des sciences de l’information, un domaine dont l’identite propre est de plus en plus difficile a etablir. Les defis institutionnels decoulent de l’appartenance des centres de formation a de grandes universites de recherche et de la necessite de repondre aux exigences de celles-ci. Enfin, le nombre en croissance et la grande diversite des apprenants est certes riche de possibilites, mais egalement source d’importants defis pour les enseignants.
... (Lajeunesse & Couture, 2004, 172). De son côté, Hudon affirme que la majorité des écoles des Sciences de l'Information qui avaient survécu à la vague de fermetures ont été intégrées à des unités d'enseignement plus inclusives et pluridisciplinaires (Hudon, 2015). ...
Durant l'année 1975, le Maroc a lancé son École des Sciences de l'Information (ESI), seule institution nationale de formation des professionnels de l'information. L'histoire de cette institution a été marquée par plusieurs réformes. La toute dernière remonte à 2016, lui attribuant le statut d'École d'ingénieurs, pour former des ingénieurs des contenus (données et information), des connaissances et des systèmes d'information. Ce virage entrepris par l'ESI pour embrasser la Science des Données et les Sciences de l'Information est dicté par plusieurs facteurs de changement, conduits par l'évolution de l'objet d'étude et des technologies disruptives qui ont élargi les domaines de spécialisation. En effet, les principaux facteurs de changement résident dans : (1) Le changement de l'objet d'étude « Information » et la massification des données ; (2) Le changement de l'usage et de l'usager ; (3) L'évolution de la mission de médiation qui doit s'adapter aux nouveaux objets/usagers. Ce papier tente ainsi d'expliciter le processus d'évolution qu'a connu l'École des Sciences de l'Information pour asseoir sa nouvelle identité.
Abstract:
In 1975, Morocco launched the School of Information Sciences (ESI. The only national institution for the education of Information Professionals. The last reform experienced by the ESI occurred in 2016, granted it the status of Engineering School, training engineers in the field of content (Information and Data), Knowledge and Information Systems Engineering. This decisive shift undertaken by the School to embrace Data Science and Information Sciences is dictated by several factors of change, driven by the disruptive technologies that have revolutionized our fields of specialization. We summarize these factors in three areas of change: (1) Change of the object being processed "Information" and the massification of Data; (2) Change of use and user behavior; (3) Change in the mission of the Mediation. This paper tries to explain the process of change and evolution that the School of Information Sciences has experienced, through an agile approach to build its new identity.
Si l’archivistique était auparavant, plus encore qu’aujourd’hui, associée à une pratique professionnelle, cette discipline s’est considérablement développée au Québec à travers la recherche universitaire. En témoigne le programme de doctorat à l’École de bibliothéconomie et des sciences de l’information (EBSI), créé en 1998, dont la première thèse portant sur un sujet relatif à l’archivistique a été octroyée en 2005 et la plus récente, fin 2019. Les projets en archivistique des actuels doctorants de l’EBSI reflètent le dynamisme de cette discipline et la multiplicité des avenues de recherche qui en découlent. C’est dans cette perspective globale que sont abordées chacune de ces recherches doctorales qui témoignent des évolutions de la contribution québécoise à l’archivistique actuelle.
Though considered by some to represent a major break with LIS education, Schools of Information (‘iSchools’) might better be seen as representative of efforts to extend concerns with information and human users beyond the agency model of traditional LIS approaches. In this paper, the key attributes of iSchools are identified in terms of intellectual coverage, interdisciplinarity,and research commitment. Rather than formally distinct from LIS programs, iSchools are considered exemplars of a type of program into which more LIS programs might evolve.
What it means to be an iSchool | Request PDF. Available from: https://www.researchgate.net/publication/284908098_What_it_means_to_be_an_iSchool [accessed Aug 27 2018].
Purpose: This paper aims to provide a systematic review of the specific roles information professionals have adopted in the last fourteen years. It aims to identify the roles reported in the literature concerning developments in the Library and Information Science (LIS) profession.
Design/methodology/approach: This study adopted the method of systematic review. Searches were conducted in February and March 2014 on different LIS databases. From a total of 600 papers, 114 were selected based on specific inclusion and exclusion criteria. A thorough full-text analysis of the papers revealed six roles that librarians have adopted: as teachers, technology specialists, embedded librarians, information consultants, knowledge managers and subject librarians.
Findings: New and evolving roles were identified, mainly in the context of academic libraries. Librarians’ educational responsibilities and their active involvement in the learning and research process were highlighted in all role categories identified. Collaboration among faculty and librarians was reported as a way of ensuring successful instruction. Librarians' personal views of their new and emerging roles were more frequently reported; further research is needed to shed light on academics, students and other users’ perceptions of librarians’ engagement in the learning process.
Research limitations/implications: The study considered only peer reviewed papers published between 2000 and 2014 in English. , it focused on information professionals’ roles and not on librarians' skills and their changing professional responsibilities.
Originality/valueThis review paper considers the development of the LIS profession in a changing environment and offers an understanding of the future direction of the LIS profession.
Recent discussions of education for library professionals have strongly criticized the state of most Library and Information Science (LIS) schools, which are portrayed as techno-centric, male-dominated, and out of touch with the needs of practitioners. In the present essay we examine the major claims for a new crisis in LIS education and conclude that the data do not support most of the popular criticisms made of this field. Instead, the notion of crisis is best understood as indicative of a moment of change and an opportunity to significantly affect the long-term future of the field.
In a dynamic, information and technology-driven society, librarians can create new roles by assessing changes in their environment, the potential effect and ways to reposition themselves. Scenario building, literature reviews, situation analysis, speculation and forecasting may be used. Librarians have a good idea of what they can offer, but are often unable to reposition themselves in time. Reasons for this generally slow reaction are speculated on and the future role of librarians (including expected knowledge and skills) is briefly reviewed. An argument is then pursued on how an educational perspective that supports a constructivist-learning environment, portfolio assessment, and affective and metacognitive skills could support librarians in preparing for change. The value of task analysis, needs assessment, and market research are mentioned briefly. Apart from knowledge (cognitive level), teaching should focus on affective and metacognitive skills, decision-making abilities, environmental scanning, change management and the typical personality characteristics required to survive in the cyber age (e.g. assertiveness, self-confidence, creative thinking, and innovativeness).
In this short paper, avowedly personal, partial and pointillist in nature, I (i) sketch the early days of (mainly Anglo-American) information studies and the field's gradual institutionalization, (ii) describe its maturation, as both an academic discipline and a domain of professional practice, and (iii) speculate on its future in the light of oft-expressed predictions of its imminent demise as an autonomous enterprise within the academy. I invoke import-export data to demonstrate the newfound outer-directedness of the field and the growing attractiveness of its research to cognate disciplines. However, I also argue that the permeability of contemporary information studies' boundaries may in fact be the cause of its eventual undoing: in short, epistemic promiscuity comes at a price.
This paper reports on an analysis of information published on the websites of North American schools of information and library science (ILS). The objective of the analysis was to determine new trends in educational practice in the form of new courses, course concentrations, and programs. New educational trends were primarily user-centered. Library educators should avoid placing too much reliance on the users' niche because it places them in an intermediary role. Information technology has had a devastating impact on intermediaries such as travel agents, realtors, and financial brokers. If librarians focus exclusively on users, they run the risk of becoming displaced. Instead, programs should stake out unclaimed or disputed areas such as the organization of information, content creation, authoritative information, and/or collection preservation. The paper concludes with the recommendation that ILS faculty should examine new content areas that schools are now offering and embark on new curricular opportunities that make sense in view of their view of the future, expertise on staff, available resources, and the resources they are able to secure to make changes at their institutions.
En 2011, l’École de bibliothéconomie et des sciences de l’information (EBSI) célébrait 50 ans d’intégration à l’Université de Montréal. Au cours de cette période, l’École a offert successivement six programmes d’études principaux : un programme de baccalauréat de 1961 à 1970 et cinq programmes de maîtrise depuis, le plus récent implanté en 2009. Le présent article précise d’abord les facteurs qui mènent à la restructuration ou au remplacement d’un programme d’études et explique les étapes du processus. Il décrit brièvement la structure de chacun des programmes et compare la liste des cours obligatoires qui en était une composante importante. Il évoque finalement quelques-uns des défis auxquels sont confrontés les responsables de la formation des futurs professionnels des sciences de l’information.
Purpose
The paper seeks to outline an approach to a unified framework for understanding the concept of “information” in the physical, biological and human domains, and to see what links and interactions may be found between them. It also aims to re‐examine the information science discipline, with a view to locating it in a larger context, so as to reflect on the possibility that information science may not only draw from these other disciplines, but that its insights may contribute to them.
Design/methodology/approach
The paper takes the form of an extensive literature review and analysis, loosely based on the approaches of Stonier, Madden and Bates, and including analysis of both scientific and library/information literature.
Findings
The paper identifies the concept of information as being identified with organised complexity in the physical domain, with meaning in context in the biological domain, and with Kvanvig's concept of understanding in the human domain. The linking thread is laws of emergent self‐organised complexity, applicable in all domains. Argues that a unified perspective for the information sciences, based on Popperian ontology, may be derived, with the possibility of not merely drawing insights from physical and biological science, but also of contributing to them. Based on Hirst's educational philosophy, derives a definition for the information sciences around two poles: information science and library/information management.
Originality/value
This is the only paper to approach the subject in this way.
Fundamental forms of information, as well as the term information itself, are defined and developed for the purposes of information science/studies. Concepts of natural and represented information (taking an uncon- ventional sense of representation), encoded and em- bodied information, as well as experienced, enacted, expressed, embedded, recorded, and trace information are elaborated. The utility of these terms for the disci- pline is illustrated with examples from the study of infor- mation-seeking behavior and of information genres. Distinctions between the information and curatorial sciences with respect to their social (and informational) objects of study are briefly outlined.
Information as thing
- Michael K Buckland
College of Information Studies
- Maryland University Of