Characteristics of Research Courses in Masters' Level Curricula

Abstract

RESEARCH wrote Lester Asheim in his keynote article on library education and manpower, has an important role to play in the educational process as a source of new knowledge both for the field of librarianship in general and for library education in particular. In its planning, budgeting and organizational design, the library school should recognize research, both theoretical and applied, as an imperative responsibility. 1 Asheim, of course, was neither the first nor last in the series of notable commentators who have strongly articulated the librarian's unique professional responsibilities. E. J. Reece's classic 1930's text on the curriculum in library schools succinctly noted his hope that librarians . . . will be qualifying themselves to conduct their own inquiries. 2 While 40 years later, J. H. Shera devoted a significant portion of his statement on the foundations of education for librarianship to distinguishing the need for the librarian to equip himself with three distinct types of knowledge, namely the theoretical structure of librarianship, the methods of research and ways in which new knowledge is discovered, and the accumulated knowledge of his

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