Toward a Paradigm for Education in Information Science

Abstract

Glynn Harmon (1976), in his chapter in the Annual Review on “Information Science Education and Training” makes a clear distinction between education and training. Education is seen as not only the acquisition of organized knowledge of the past, but also as the development of critical cognitive abilities, attitudes and other enduring forms of personally and socially valuable behavior (Good, 1973). Training, by contrast, is a series of instructional and learning situations in which goals are clearly determined and their attainment easily demonstrated; skilled mastery is acquired through practice and guided appraisal of learning performance.