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of late 19 th century librarianship are very much products of the age in which they were formulated. Universal classification, standardized service definitions, even the concept of a library worker were formed in the heart of the industrial age. A drive to efficiency and cost-effectiveness still permeates nearly every part of the operation of libraries. Copy cataloging, a push to consortia, inter-library loan, even more recent moves in library science education, can be seen as preparing people to work in a sort of “knowledge factory”. Take Dewey’s quotes like: „A

Library Science — a Laboratory Science? GÜNTHER RBICHARDT The title of this article is derived from a paper by Professor P. N. Kaula »An r evaluation of education for librarianship in India« in which he writes: * »Library science is a laboratory science and cannot be learnt from classroom ! lectures alone.«1 This Interpretation of Library Science recalls the inductive methods of modern natural science, but at the same time its difficulties and the fact that knowledge too is limited, since the assertions of the empirical sciences ex- press only probability. But

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“systematic” arrangement – in German library science in the nineteenth and early twentieth centuries. Although classification in German libraries has been the subject of several studies, both historical and more recent ( Schunke 1927 ; Lorenz 1993 ; Nohr 1996 ; Lorenz 2003 ), its companion – shelf-arrangement – has captured the attention of only a handful of commentators. Of these, some have adopted a broad cultural or philosophical approach to the subject (e. g. Jochum 1991 ; Garrett 1999 ; Garberson 2006 ); others, from within the library science field, have focused

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Eine Disziplin zwischen Traditionen und Visionen: Programme - Modelle - Forschungsaufgaben / A Discipline between Challenges and Opportunities: Programs - Models - Research Assignments

The Changing Dimensions of Library Science by MATHILDE V. ROVELSTAD Modern librarianship has emerged into a profession for which one prepares, in general, through specialized studies. The discipline embracing these studies is customarily referred to äs library science. By attempting to furnish a theo- retical foundation library science aims to provide guidelines for the practi- tioners. Therefore, its .Contents and dimensions must encompass the goals of libraries and explore means available to fulfill them. There is a very close relationship between objectives of

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Teaching of Library Science in India by R. L. MITTAL A. Historical Background: (a) Establishment of Library Schools: Formal teaching of Library Science in India is about 56 years old. The first Library School was started by W. C. Borden, an American Librarian, who was im- ported to India in 1910 by a Library enthusiast, Maharaja Sayaji Rao Gae- kwar of the erstwhile State of Baroda, for organising Library Service in the State. Mr. Borden, who served the State äs Director of the State Library Department, started the Library Training Class in 1911. The second

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Research on Library Science in Poland by JADWIGA KOLODZIEJSKA The controversy regarding library science as a separate branch of science has already been discussed for many years among librarians. After an in- terval of years it was taken up again in Poland in the Sixties. Two opposite points of view could be noticed during discussions and in scientific librarians' publications. According to one opinion, library science was an integral part of a broader discipline, namely the science of the book. Since it embraces a complex of technical and organizational problems

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UM. 1999. vol. 49. . 1-10 Priiitcd in Gernmny · All rights rcserved Copyright © Säur 1999 Libri ISSN 0024-2667 The Futurefor Library Science Education G. E. GORMAN School of Communications and Information Management, Victoria University of Wellington, Wellington, New Zealand This article analyses characteristics of the Information pro- fession with suggestions äs to which characteristics are like- ly to remain significant in the future. It focuses on profes- sional values, professional parameters and the impact of in- formation technology. The author concludes

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Bücherschrank finden werden. Dank des großzügigen Entgegenkommens des Verlags Har- rassowitz bekamen im Jahre 2000 alle Vereinsmitglieder ein Exemplar der Festschrift. Ein solches Geburtstagsge- schenk kann es natürlich nur einmal geben. Anschrift des Rezensenten: Dr. Ludger Syré Badische Landesbibliothek Postfach 1429 D-76003 Karlsruhe E-Mail: syre@blb-karlsruhe.de International encyclopedia of information and library science. Ed. by John Feather and Paul Sturges. 2nd ed. London, New York: Routledge, 2003. 688 S. $ 195,00 Verkürzt dargestellt, steht eine Enzyklopädie

Teaching Library Science: Aspects of Effectiveness in Academic Life G.E. GORMAN The Educator in a Tertiary Setting In 1980 Ralph Conant completed bis important review of library science education in the United States, including in it a set of proposals for reform of the System. These substantial proposals, many of which have profoundly affected the educational provisions for librarians in the last few years, include some attention to the ideal qualities of library science educators. According to Conant, the teaching staff in a library science programme should

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