Educational resources and curriculum development

Abstract

Among major questions which must be answered before sound information science curricula can be developed are those which call for more precise definitions of the field and for analysis of present and anticipated career ladders. Also needing study and detailed specification are the aptitudes, knowledges, and skills prerequisite for successful pursuit of given career paths. Unfortunately, too many diverse and too few sound answers have been given these questions to date. Unfortunately also, there exists and persists a kind of mythology regarding the learning process which has been transferred to information‐science classes. For example, the view is sometimes put forth: “That the structure imposed upon knowledge by a discipline is the best structure for transmitting that knowledge to students.” Such myths fail to take into account the needs and possibilities for individualizing and improving the quality of the learning process and new modes and methods of instruction which have been shown to produce accelerated gains in relevant knowledge and abilities in a variety of fields of study. It is hoped that those responsible for planning and administration of professional education in the information sciences will take such possibilities into account.