[Sigiii-l] LIS education in developing countries

[Catherine Johnson]

CALL FOR PAPERS

 

The International Information and Library Review is soliciting papers
for a special issue addressing the following broad theme:

 

LIS Education in developing countries and emerging democracies.

 

Libraries and other information services can be significant tools in the
economic and social development of developing countries and emerging
democracies.  Often, however, library and information science education
in these countries lacks the expertise and experience to produce
librarians who can shape their libraries and information services to
function effectively in the global information society.    This special
issue of The International Information and Library Review will focus on
the state of LIS education in developing countries and emerging
democracies.  Related themes could include but are not limited to:

 

*        Case studies of LIS curriculum development in developing
countries

*        The social and cultural context of LIS curricula in specific
countries 

*        Challenges in translating knowledge gained from a Western-based
LIS education into a developing world context

*        Use of information and communication technologies to provide
access to LIS education to students in developing countries 

*        Evaluation of Western-based LIS programs delivered either in
face to face or online formats to students from developing countries. 

*        Challenges faced by students from developing countries who are
enrolled in LIS programs in the West

*        Personal reflections on LIS education in developing countries
and emerging democracies

 

Papers are solicited from LIS practitioners and educators in both the
developed and developing world that address the state of LIS education
in developing countries in either practical or theoretical terms. 

 

DEADLINES:

 

Please submit a 150 word abstract by July 1st and the full paper by
September 1st, 2006. The abstract and paper can be submitted as a word
attachment to:

 

Catherine Johnson, PhD

School of Information Studies,

University of Wisconsin-Milwaukee

johnson at sois.uwm.edu

 

 

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