There are many differences in, and various opinions on, naming library education institutions around the world. In a number of countries, this diversity has increased a powerful trend among library professionals to discuss and to challenge the problem of naming schools in which they are studying the discipline and the programs by which they are being taught. The present study, in response to this trend, aims to find out an adequate answer to this problem based on the real state of the librarianship's educational institutions on the World Wide Web.
After an introductory note, various opinions are classified into two categories. The diversity in interpretation of renaming schools is reviewed chronologically. The survey was done and a sufficient conclusion was presented.
More than 98.5 percent of the schools have renewed their titles, while fewer than 45 percent have changed their titles completely from the traditional forms to the newer ones.
Relativeness of the industrialization concept is too much. Therefore, conceptualization for such research would usually be a big problem.
It was not possible to discover whether the titles of the schools were being changed when the survey was being done or not.
The results of this survey can solve the paradox of renaming schools.
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