Technology: An agent for change in education for information science

Abstract

Technology undeniably has produced significant and far-reaching changes in the information professions. Educational programs in library/information science appear to have been reactive to these changes more often than they have assumed leadership in introducing an innovation. The resulting curricular lag causes even recent graduates of professional programs to find themselves lacking adequate understanding of technologies they will be expected to use on a routine basis. A model is proposed for the adoption of technological innovation in the curriculum based on observation of the case of online searching. Suggestions are offered for more timely responses to technological change. © 1988 John Wiley & Sons, Inc.

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