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Purpose – This chapter provides a historical overview of libraries and library and information science/studies (LIS) education in Australia, charting the changing nature of the LIS academy and the profession. The chapter then examines the knowledge, skills, and qualifications required for current and emerging LIS professionals, discussing how we embrace new knowledge and analyzing whether there are aspects of current LIS education that we need to hold on to or let go of in order to re-envision LIS education in the future.

Design/Methodology/Approach – A brief historical analysis of Australian librarianship, library associations, and LIS education, dating from European colonization in 1788 to the present, 2017, sets the context and informs the discussion.

Findings – This chapter demonstrates how social, political, technological, and educational forces have influenced libraries, librarianship, and LIS education. Within this context, we propose ways forward, such as partnering with broader information communities, adopting emerging specialties, building closer relationships between academia and practice, and considering “letting go” of some of the old as we add the new.

Originality/Value – By providing an original historical overview of librarianship in Australia with a particular focus on LIS education and how the goals and focus of both librarianship and LIS education have evolved over the centuries, this chapter contributes to an informed discussion designed to assist in re-envisioning the information professions and disciplines in the future.

This chapter examines the inauguration of the university study of Education in Scotland and its relation to teacher education in the late nineteenth and early twentieth century. The chapter outlines moves to establish Education as a disciplinary field in higher education and the junctures at which this movement aligns with and is in tension with concurrent moves to advance teaching as a profession. Academisation and professionalisation are the twin poles of this debate. This is not a parochial or obsolete debate. The place of teacher preparation in higher education has been the focus of sustained discussion across Anglophone nations. Three examples – the inauguration of chairs and lectureships, the governance of teacher education and deliberation on the content and purpose of a degree in Education – are used to help explain the apparent paradox between the historic place of education in Scottish culture and identity and the relatively recent full involvement of Scotland's universities in the professional preparation of teachers. Investigating the activities of the first academic community of educationists in Scotland may help to understand continuing struggles over jurisdiction and authority in this contested and yet neglected field.

Another Honour for Video Arts Management training works best when it takes place in the manager's working environment and in response in his or her immediate practical needs; not from old case studies taken down from the shelf, briefly held up for inspection, and then replaced in their academic jars of intellectual formaldehyde. This is the view of Sir Antony Jay, founder and chairman of Video Arts, and co‐author of the now legendary Yes, Minister and Yes, Prime Minister television series.

This paper aims to analyse the character and strength of the claims made in an emerging literature offering a sociology of financial reporting principles.

The analysis evaluates exemplary works in the literature against the characteristics of the paranoid style first identified by Richard Hofstadter: overheated claims of a far-reaching, malign and collusive machinery of influence; a reductive, rationalistic and dualistic reading of events; weak empirics; and weak theorisation.

A significant stream within the literature is coming to be constructed in the paranoid style. Paranoid stylistics, used as a diagnostic tool, alerts us here to distorted judgement.

Alternative ways of avoiding the dangers of paranoid-style readings are suggested, ranging from resisting the temptations towards such readings to a radical re-working of the epistemics of “socio-accounting”.

The danger of allowing the conclusions advanced in the literature to go unchallenged is that they may influence society’s attitude to accounting, public policy-making and scholars’ willingness to contribute to the crafting of reporting principles and standards.

Although paranoid style analysis has been widely used to examine narratives in other academic fields, to the best of the author’s knowledge, this is the first study to apply it to scholarly accounting.

To show that the neo‐pragmatist position of Richard Rorty, when combined with a sociocultural perspective, provides library and information science (LIS) with a forceful epistemological tool.

Literature‐based conceptual analysis of: historical development of pragmatism in relation to other epistemological positions; neo‐pragmatism as a non‐dualist, both purpose and communication oriented, epistemology; and a sociocultural perspective within pedagogy, originated from the Russian researcher Lev Vygotsky.

Brought together, a neo‐pragmatist, sociocultural perspective contributes to a focus on people's actions through the use of linguistic and physical tools. As a tangible example of how neo‐pragmatism can be applied as an epistemological tool within LIS, information seeking seen as communicative participation is discussed. This article unites a perspective on information seeking as communicative participation with the neo‐pragmatist concepts of “tools” and “communities of justification”. The article is concluded by an assessment of neo‐pragmatism as an epistemological position within LIS, including those research issues that arise from this position and that are introduced along the way.

In its focus on usability, the neo‐pragmatist position provides a possible bridge between academic and other professional practices in the field of LIS.

Provides, through the means of neo‐pragmatism, an argument for the necessity of epistemological argumentation within LIS.

The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.

This study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.

The results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.

This research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.