نوع مقاله : مقاله پژوهشی
نویسنده
دانشیار گروه علم اطلاعات و دانش شناسی دانشگاه رازی، کرمانشاه، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
The aim of this paper is to develop a framework for curriculum reform in the undergraduate program of Information Science and Knowledge Studies and to design a proposed curriculum for this field. Achieving this goal first requires a critique of the existing curricula. Initially, by precisely and comprehensively addressing the issue, the most significant challenges and questions in this area were methodically and systematically categorized and formulated. The next step involved reviewing and critiquing the current curricula and identifying and analyzing the major critique points and their details. Subsequently, a network of frequently used terms in the everyday discourse of concerned academics was mapped out, reflecting the key concepts regarding the efficient and necessary educational programs for today and the future. These recurring terms and phrases somewhat clarify the prevailing discourse and its implications for educational courses. Then, the criteria and indicators for transformation, corresponding to the main critique points, the lexical network, and the prevailing discourse, were identified and categorized. Accordingly, general, foundational, and specialized courses were critiqued, reconsidered, and revised concerning the determining criteria and indicators for the transformation path, and the proposed courses were identified and presented for basic, general, mandatory specialized, and elective specialized courses, including technological and entrepreneurial courses, which essentially continue mandatory and elective courses, respectively. Finally, by analyzing and expanding on various specialized courses and the existing processes within them, strategies were presented for enhancing the efficiency of each course concerning the criteria. The final recommendation of this text is to implement an extensive and in-depth research project to complete and finalize the proposed plan of this research for undergraduate education in Information Science and Knowledge Studies.
Keywords: Curriculum, Information Science and Knowledge Studies, undergraduate curriculum, Undergraduate Course, Reform, Critique, Rethinking and Revising, Criteria and Indicators, Dominant Discourse, Core General Competencies, Core Specialized Competencies, General Courses, Basic Courses, Mandatory Specialized Courses (Compulsory), Optional Specialized Courses, Technological Courses, Entrepreneurial Courses, Efficiency, Disciplinary Expansion and Contraction.
The aim of this paper is to develop a framework for curriculum reform in the undergraduate program of Information Science and Knowledge Studies and to design a proposed curriculum for this field. Achieving this goal first requires a critique of the existing curricula. Initially, by precisely and comprehensively addressing the issue, the most significant challenges and questions in this area were methodically and systematically categorized and formulated. The next step involved reviewing and critiquing the current curricula and identifying and analyzing the major critique points and their details. Subsequently, a network of frequently used terms in the everyday discourse of concerned academics was mapped out, reflecting the key concepts regarding the efficient and necessary educational programs for today and the future. These recurring terms and phrases somewhat clarify the prevailing discourse and its implications for educational courses. Then, the criteria and indicators for transformation, corresponding to the main critique points, the lexical network, and the prevailing discourse, were identified and categorized. Accordingly, general, foundational, and specialized courses were critiqued, reconsidered, and revised concerning the determining criteria and indicators for the transformation path, and the proposed courses were identified and presented for basic, general, mandatory specialized, and elective specialized courses, including technological and entrepreneurial courses, which essentially continue mandatory and elective courses, respectively. Finally, by analyzing and expanding on various specialized courses and the existing processes within them, strategies were presented for enhancing the efficiency of each course concerning the criteria. The final recommendation of this text is to implement an extensive and in-depth research project to complete and finalize the proposed plan of this research for undergraduate education in Information Science and Knowledge Studies.
Keywords: Curriculum, Information Science and Knowledge Studies, undergraduate curriculum, Undergraduate Course, Reform, Critique, Rethinking and Revising, Criteria and Indicators, Dominant Discourse, Core General Competencies, Core Specialized Competencies, General Courses, Basic Courses, Mandatory Specialized Courses (Compulsory), Optional Specialized Courses, Technological Courses, Entrepreneurial Courses, Efficiency, Disciplinary Expansion and Contraction.
کلیدواژهها [English]
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