Bókasafnið - 01.05.2012, Blaðsíða 21

21
bókasafnið 36. árg. 2012
þannig að stéttin geti verið skrefi á undan framþróun sam-
félagsins og séð fyrir þær breytingar og tileinkað sér þær, áður
en þær verða úreltar. Við viljum ekki breyta okkur breytinganna
vegna, heldur vegna nauðsynlegrar starfsþróunar og til þess
að ná utan um, skilja og nýta þær okkur til framdráttar.
Niðurstöður rannsókna sýna að breytingar á námsskrám
eiga að haldast í hendur við breytingar í samfélaginu á
sviði tækni og upplýsinga. Nemendur með menntun á sviði
upplýsingafræða auka möguleika sína á atvinnu hjá ólíkum
atvinnurekendum. Starfstitillinn bókasafnsfræðingur gerir
menntuninni og þar með hæfninni ekki nægilega góð
skil. Upplýsingafræðingar starfa ekki bara á bókasöfnum.
Þróunin í faginu hjá háskólum víða um heim hefur verið að
sameina deildir í upplýsingavísindum við aðrar deildir eins
og blaðamennsku og tölvunarfræði. Sú þróun hefur verið
faginu til framdráttar (Abdullahi og L. Kajberg, 2004; Dugan,
2010; Gerolimos, 2009; Kajberg, 2003; Ross og Sennyey, 2008;
Sanders, 2008; Steierwald, 2006; Willard, Wilson, og Cole,
2003).
Janúar 2012
Ímyndarhópur Upplýsingar og SBU:
Margrét Sigurgeirsdóttir
Hrafn Andrés Harðarson
Sara Stef. Hildardóttir
Sigrún Guðnadóttir
Erna Björg Smáradóttir
Óskar Þór Þráinsson
Kristín Ósk Hlynsdóttir
Andrea Ævarsdóttir
Abstract
The image of Library- and Information Scientists
This article is based on the work of a task-group set up by
Upplýsing (Association of Library- and Information Science)
and SBU (Union of Professional Library- and Information
Scientists) to find ways to improve the image of the profession.
The group proposes the profession to use only the title of
information scientist instead of library - and information
scientist.
In many countries, universities have changed the names
of their departments and field of studies to Information
science or studies. The task group stresses the importance
of improving the image of the profession by constructing
a short but exact description of it, acceptable by everyone.
Thus: An information scientist organises information
(digital and physical) and facilitates access to popular and
reliable knowledge by the general public, businesspeople,
students and the scientific community.
Heimildir
Abdullahi, I. og Kajberg, L. (2004). A study of international issues in library
and information science education: survey of LIS schools in Europe, the
USA and Canada. New Library World, 105(9/10), 345–356.
Aharony, Noa. (2006). The librarian and the information scientist:
different percaptions among Israeli information science students. Library
& Information Science Research, 28, 235-248.
Det Informations-videnskabelige Akademi. (2011). Sótt í ágúst 2011
af http://iva.dk/omiva/nyheder/default.asp?cid=27479.
Dugan, C. (2010). Undergraduate LIS education in the US and Europe:
practices and trends. Sótt 6. janúar 2012 af http://dspace-unipr.cilea.it/
handle/1889/1285.
Gerolimos, M. (2009). Skills developed through library and information
science education. Library Review, 58(7), 527–540.
Golub, Erin Marie. (2009). Gender devide in librarianskip: past, present,
and future. Library Student Journal, október, 2009.
Ibekwe-Sanjuan, F., Aparac-Jelušić, T., Ingwersen, P., & Schloegl, C.
(2010). Information science in Europe. Proceedings of the American Society
for Information Science and Technology, 47(1), 1–2.
Kajberg, L. (Höf.). (2003). Cross-country partnerships in international
library and information science education. New Library World, 104, 218-
226.
Ross, L. og Sennyey, P. (2008). The Library is Dead, Long Live the Library!
The Practice of Academic Librarianship and the Digital Revolution. The
Journal of Academic Librarianship, 34(2), 145-152.
Sanders, R. (2008). Current demand and future need for undergraduate
LIS education in Australia. The Australian Library Journal. 57(2), 102.
Scandinavian companies and market. (2011). Libraries in Sweden are
also closing down as so far, one fifth of the country’s libraries are now
closed. Sótt 15. janúar af http://www.scancomark.se/Regional/Libraries-
in-Sweden-are-also-closing-down-as-every-five-libraries-are-closed.
html.
Steierwald, U. (2006). Five aspects of current trends in German library
science. Education for Information, 24(4), 193–200.
Taiga Forum 2011 Provocative Statements. (2011). The community of
AULs and ADs: challenging the traditional boundaries in libraries. Sótt 5.
september 2011 af http://taigaforumprovocativestatements.blogspot.
com/2011_05_01_archive.html.
Upplýsing: fagfélag um bókasafns- og upplýsingafræði, af http://
www.upplysing.is
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