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Positioning Master's Programs in Library and Information Science: A Template for Avoiding Pitfalls and Seizing Opportunities in Light of Key External and Internal Forces
Clifton F. Conrad and Kim Rapp-Hanretta
Journal of Education for Library and Information Science
Vol. 43, No. 2 (Spring, 2002), pp. 92-104
Stable URL: http://www.jstor.org/stable/40323970
Page Count: 13
You can always find the topics here!Topics: Information science, College students, Higher education, Universities, Learning, Learner engagement, Education, Technology, Experiential learning, Masters degrees
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At the same time that professional master's programs in fields like library and information science (LIS) are experiencing unprecedented growth, there are emerging pressures on master's education. In broad strokes, this paper identifies the major external and internal forces influencing professional master's education and, in turn, proposes a framework for avoiding potential pitfalls and seizing opportunities in positioning master's programs in library and information science for the foreseeable future. After examining four internal and five external forces affecting master's programs, the paper reviews and then critiques a trio of popular models for responding to these forces. The paper concludes by advancing five courses-of-action aimed at helping LIS program faculty and administrators respond to the external and internal forces acting on their programs.
Journal of Education for Library and Information Science © 2002 Association for Library and Information Science Education (ALISE)