Page 199 - JOURNAL OF LIBRARY SCIENCE IN CHINA 2018 Vol. 43

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Extended English abstracts of articles published in the Chinese edition of Journal of Library Science in China 2017 Vol.43 199

to provide professional librarians for new-style libraries in order to promote social education with
the result that libraries truly became “people’s university”. In the forming and evolving process
of Dewey’s thoughts on Library Science education, he inherited, developed and synthesized
educational thoughts and methods from Germany, the United Kingdom and the United States of
America. For example, there were both similarities and differences between Dewey’s educational
framework and Friedrich Rullman’s plan for Library Science education. Another case is that
Dewey used seminar, lecture and other modern university teaching methods introduced from
Germany. The main body and mature form of Dewey’s educational thoughts was pragmatic
technical education, which was influenced by the urgent social demand for professional librarians,
Dewey’s characteristics and other factors. Also, Dewey tried to elevate the academic level of
Library Science education, which means that he did not persist in a thorough technical pattern in
education for librarianship all the time. For example, the 1883 system which centered on book
and knowledge showed a pretty obvious academic characteristic. Another case is that discussing
Library Science papers and theories in seminars or round table meetings was an important teaching
method in Dewey’s 1886 system. Moreover, Dewey tried to change the school name from library
economy to Library Science. Dewey’s thoughts changed along with the time and went through the
following five stages: the stage of beginning, the stage of primary form, the stage of remodeling,
the stage of maturity and the stage of amendment. In the forming and evolving process of
Dewey’s thoughts on Library Science education, Dewey transformed the knowledge system of
classic Library Science, added modernity into it and established the knowledge system of modern
Library Science centered on library economy and management through Library Science education.
Dewey changed the way of education for librarianship from apprenticeship to formal professional
education, which laid a foundation of the basic framework of subsequent American Library
Science education and promoted the rise and development of Chinese Library Science education.
This study systematically discusses the forming and evolving process of Dewey’s thoughts on
Library Science education based on original material, which is conducive to the evaluation of
Dewey’s thoughts and contributions of Library Science education more comprehensively and
objectively, and contributes to the research of history of western Library Science, comparative
librarianship and related fields.

Research on Chinese studies librarian community in north America
ZHANG Fang & LI Gang〇
〇a*
After the Second World War, the Chinese collections and Chinese studies in North America
developed rapidly. The development of Chinese studies in North America needs to be supported

* Correspondence should be addressed to LI Gang, lamligang@163.com, ORCID:0000-0002-7356-7388