The paper seeks to explore the complex relationship between education and library/information science (LIS). It aims to identify areas of convergence and significant differences, especially in terms of how what takes place in educational environments may be seen to run contrary to textbook LIS principles.
The author investigates the salient issues through the use of a wide range of sources, including books, work presented at conferences, academic journal papers, articles in professional periodicals and newspapers, statutory documents, blog entries and contributions to a DVD programme. Many of these first came to the author's attention whilst he was conducting work for a doctoral project beginning in the late 1990s; the more recent sources were identified during investigations specifically undertaken for the preparation of this paper. He also includes insights and other thoughts based on his own experience as a teacher and support officer in schools.
There are various ways in which the function and duties of teachers and information professionals coincide and, in several respects, they support one another. Yet there are disparities, too, especially in terms of attitudes to the school library, to how resources should be provided for learners and to educational priorities. Contrasts with regard to perceptions of and skills in relation to information literacy exist and differences are apparent in the relative positions within schools of teachers and information professionals.
Studies examining the relationship between education and LIS are rare. This should not imply that the territory is unimportant, however. Indeed, an improved understanding of this area is crucial if professionals in the two camps are to work in greater harmony. Teachers and librarians alike would benefit from reading the work as, having done so, they will be better placed to appreciate the contribution to learning of those professionals in the other category.
Shenton, A.K. (2011), "Synergistic or antagonistic? The relationship between library/information science and primary/secondary education", New Library World, Vol. 112 No. 11/12, pp. 532-548. https://doi.org/10.1108/03074801111190419Download as .RIS
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