于良芝,梁司晨.iSchool的迷思:对iSchool运动有关LIS、iField及其关系的认知的反思[J].中国图书馆学报,2017,43(3):18~33
The iSchool Myth:A Reflection on iSchool Movement's Conception of LIS,iField and Their Relationship
iSchool的迷思:对iSchool运动有关LIS、iField及其关系的认知的反思
Received:April 13, 2017  
DOI:
Key words:iSchool movement  Library and Information Science  Library and Information Science education  iField
中文关键词:  iSchool运动  图书馆情报学学科  图书馆情报学教育  iField
基金项目:
Author NameAffiliationE-mail
YU Liangzhi 南开大学商学院信息资源管理系 天津 300071 lzhyu@nankai.edu.cn,lzhyu@nankai.edu.cn 
LIANG Sichen 南开大学商学院信息资源管理系 天津 300071  
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Abstract:

    Against the backdrop of the rapid and global advancement of iSchool movement,and based on an extensive reading of iSchool related literature,this paper reflects on the conceptualizations of LIS (Library and Information Science),iField and their relationships by iSchool proponents from the perspectives of disciplinary history,rationality and legitimacy. This exercise is conducted to inform future development of the iSchool movement in general and the participation of Chinese LIS sector in particular. The study shows that,essentially aimed at LIS education reformation,the iSchool movement has instigated nevertheless a disciplinary restructuring as well,with LIS being the primary target to transform and iField the target to achieve. To legitimize both iSchool movement and iField,LIS is conceptualized as an institution-based discipline serving primarily the library sector; by contrast,iField is conceptualized as an interdisciplinary field focusing on the interactions between people,information and technology. Little is explicitly mentioned about the relationship between iField and LIS,however,the objective of iSchools to rebuild their education programs based on a new discipline mandates implicitly the substitution of iField for LIS,which in turn,mandates the decomposition of LIS so that iField can take everything related to information (the I content of the previous LIS) into its core and shove everything related to the static library (the L content as perceived by iSchool proponents) to the periphery. From what the iSchool movement has unfolded so far,this appears indeed the fate awaiting LIS. Seen from the perspective of disciplinary history,the above conceptions have not only distorted LIS as a discipline,but also disconnected iField from LIS legacies that might help to define it. Having jettisoned these legacies,iSchools resort to three discrete elements-people,information and technologies-to define iField. However,this way of defining iField has made it almost impossible to logically delineate its boundary,which exposes the field to a problem of rationality if not a problem of legitimacy. This paper warned the LIS-turned iSchools that the historical trajectory of sciences indicates that we may be witnessing a new wave of disciplinary specializations surrounding information and information technologies,and that identifying themselves with a vague,all-encompassing and logically flawed discipline may risk losing the opportunity to demonstrate their uniqueness and unsubstitutability in comparison with other information related communities. This paper suggests that iSchools revisit the crisis of LIS education while distinguishing between LIS as a discipline and LIS as a community. This way,they may find that it is the community to blame after all. If this is the case,a new iField in lieu of LIS is arguably void of legitimacy. 3 figs. 65 refs.

中文摘要:
      本文以iSchool运动在全球范围内的迅速扩张为背景,以iSchool运动相关文献为依据,梳理iSchool运动对LIS和iField两个学科的认知,然后从学科历史性、正当性和合法性的角度反思当前认知。反思结果显示,尽管iSchool运动是一场针对原图书馆情报学院的教育改革运动,却伴随着影响更加深远的学科重组。图书馆情报学(Library and Information Science,LIS)作为运动发起者的原生学科,是其首要的重组对象;iField作为其致力打造的新学科,则是其期望的重组结果。在这一重组过程中,LIS被严重曲解,iField被过度期许。本文认为,将iSchool运动建立在上述认知之上,会使LIS学科、LIS教育甚至iSchool学院都面临巨大的自我否定风险,因此建议iSchool学院在区分LIS学科(LIS as a discipline)和LIS社群(LIS as a community)的基础上,重新审视当初的LIS教育危机。图3。参考文献65。
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