Abstract
Extensive investigations suggest that nowhere is our professional education based upon a sound and comprehensive foundation of educational theory or organised into a unified, systematic and predictable process.
Curriculum design implies, as a minimum, the elucidation of overall professional aims, the painstaking task analysis of the necessary professional activities in librarianship and information service, the derivation therefrom of appropriate educational aims and more specific educational goals and objectives, and the selection of appropriate subject content and its organisation into lesson units to secure these objectives. The selection of appropriate criteria and procedures for the constant evaluation and, where necessary, modification of the resultant system of education is stressed as a vital element in the development of the curriculum. The process is described in some detail with specimen tabulations to illustrate the successive stages.
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