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LUND UNIVERSITY LIBRARIES

Bibliotekariens kunskap

Sagnell, Lovisa LU (2021) ABMM54 20211
Division of ALM and Digital Cultures
Abstract
In 2019, a new program in library and information science was initiated by Södertörns högskola, with the description that they wanted their education to show the complexities of practical librarianship, implicitly in conflict with more theoretical educations today. This conflict between the theoretical and the practical within library and information science education is the starting point for this thesis. I understand language and power within a framework of social constructionism, where language is a vital and active part in creating meaning, and from there I take my interest in how the concept of knowledge is constructed in a program syllabus for education in library and information science. I analyze six program syllabi from the six... (More)
In 2019, a new program in library and information science was initiated by Södertörns högskola, with the description that they wanted their education to show the complexities of practical librarianship, implicitly in conflict with more theoretical educations today. This conflict between the theoretical and the practical within library and information science education is the starting point for this thesis. I understand language and power within a framework of social constructionism, where language is a vital and active part in creating meaning, and from there I take my interest in how the concept of knowledge is constructed in a program syllabus for education in library and information science. I analyze six program syllabi from the six Swedish universities that offer library and information science education, using two themes: the conditions for knowledge and the subject matter of knowledge, the “how” and the “what”, using Fairclough, Laclau and Mouffe. In my results I reach the conclusion that there are differences in how signs such as “user” and “information” are set within the six program syllabi, leading to the creation of two discourses: the discourse of specific knowledge and the discourse of process-oriented knowledge. Using the mediaeval philosopher Cusanus and researcher within studies in practical knowledge Jonna Bornemark, I analyze the different discourses and their concept of knowledge, concluding that we need to use both our critical thinking and practical knowledge, the ratio and the intellectus side of our mind, to educate good librarians. (Less)
Please use this url to cite or link to this publication:
author
Sagnell, Lovisa LU
supervisor
organization
course
ABMM54 20211
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Library and Information Science, Critical Discourse Theory, librarians, Library and Information Science Education, Studies in Practical Knowledge, Theory of Knowledge, Laclau and Mouffe, Fairclough, Jonna Bornemark
language
Swedish
id
9050584
date added to LUP
2021-06-24 21:57:34
date last changed
2021-06-24 21:57:44
@misc{9050584,
  abstract     = {{In 2019, a new program in library and information science was initiated by Södertörns högskola, with the description that they wanted their education to show the complexities of practical librarianship, implicitly in conflict with more theoretical educations today. This conflict between the theoretical and the practical within library and information science education is the starting point for this thesis. I understand language and power within a framework of social constructionism, where language is a vital and active part in creating meaning, and from there I take my interest in how the concept of knowledge is constructed in a program syllabus for education in library and information science. I analyze six program syllabi from the six Swedish universities that offer library and information science education, using two themes: the conditions for knowledge and the subject matter of knowledge, the “how” and the “what”, using Fairclough, Laclau and Mouffe. In my results I reach the conclusion that there are differences in how signs such as “user” and “information” are set within the six program syllabi, leading to the creation of two discourses: the discourse of specific knowledge and the discourse of process-oriented knowledge. Using the mediaeval philosopher Cusanus and researcher within studies in practical knowledge Jonna Bornemark, I analyze the different discourses and their concept of knowledge, concluding that we need to use both our critical thinking and practical knowledge, the ratio and the intellectus side of our mind, to educate good librarians.}},
  author       = {{Sagnell, Lovisa}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{Bibliotekariens kunskap}},
  year         = {{2021}},
}