Education libraries bulletin最新文献_第9页

Core Competencies for the Information Professions and the Evolution of Skill Sets. 信息专业的核心竞争力和技能组合的演变。

Education libraries bulletin Pub Date : 2017-09-05 DOI: 10.26443/EL.V18I3.70

Stuart A. Sutton

{"title":"Core Competencies for the Information Professions and the Evolution of Skill Sets.","authors":"Stuart A. Sutton","doi":"10.26443/EL.V18I3.70","DOIUrl":"https://doi.org/10.26443/EL.V18I3.70","url":null,"abstract":"ion is U1e second, and much more powerful, argument. Abstraction is a process by which U1e profession argues (and ultimately demonstrates) ti1at the abstract knowledge which underlies ti1e tools and service models in U1e profession's current domain are applicable in ti1e new one. A simple example of abstraction might be ti1e argument U1at classification ti1eoryion is a process by which U1e profession argues (and ultimately demonstrates) ti1at the abstract knowledge which underlies ti1e tools and service models in U1e profession's current domain are applicable in ti1e new one. A simple example of abstraction might be ti1e argument U1at classification ti1eory underlies many of ti1e tools we have developed, and Uwse theories have application to U1e development of new tools suit able to ti1e new domain. Thus, according to Abbott, professions use U1esc two meclla nisms (reduction and abstraction) to argue for ru1 appropriate niche and to develop new tools and service models which justify a move into new territory. Using Abbott's basic conclusions, ti1ese two mechanisms are ti1e weapons needed in ti1is profes sion's competition wiU1 the Pacl3ells, the Apples, and oti1ers. However, there is a problem, ru1d we believe ti1e problem is U1is: we can abstract all we wruH from our current set of tools and service models ru1d we can do reduction all we want ru1d we still will not win. We still cannot make that transition because of a third mechanism Abbott does not identify new knowledge. If one looks at the faculties of the schools of library and infonna tion science in U1e United States Uwt arc moving forward success fully in prepruing themselves to educate professionals for the emerging domain, U1ey are developing interdisciplinary facul ties. They are incorporating people with backgrounds in cogni tive science, conununications, and a host of other disciplines and fields of concern to the \"infonnation problem.\" They are actively trying to wed new knowledge wiU1 the profession's extant knowledge base in order to hybridize a new professional who can function in the emerging domain. If U1e schools of library and infonnation science do their jobs well, it will be to educate professionals who can do the kind of abstracting necessary to create ti1e new tools and service models for a new environment ti1at is just around ti1e comer. If we are are not able to do that, the profession of librarianship is in deep, deep trouble. Dimensions of Practice The deriving of new skill sets from tl1e core competencies for an expanding or shifting professional domain tllrough tlle processes of reduction, abstraction and new knowledge acquisition will take place (if at all) along four dimensions of professional practice: The tool making dimension, The information management (or tool use) dimension, The agency dimension (we like to call it serv ice), and 1l1e management of information organizations dimension. ll1e ordering here is significant. Perhaps, while not necessarily","PeriodicalId":81151,"journal":{"name":"Education libraries bulletin","volume":"6 1","pages":"6-11"},"PeriodicalIF":0.0,"publicationDate":"2017-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78569973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}