Information science and education: training the trainers of the information professionals

Abstract

This essai deals with educators of information professionals, in view of requirements imposed by society. The analysis is guided by the following question: in what measure the traditional pedagogical methods, effectively, contribute to the education of qualified professionals to act in knowledge society? Based on the theories of Santos (1999, 2002a and 2002b) and Morin (2000a and 2000b), who propose a new perspective of society and education, this research intends to reflect on education of information science professors. This work integrates Shön’s theory of “reflection in action” (1995) and the ideas of Nóvoa (1995), a Portuguese researcher especially interested in the study of teaching profession. The research questions the model of university education, based on a positivist vision of science, of knowledge and of the world. It analyzes the proposal of the emergent paradigm, anchored in pedagogical practice that makes possible the production of knowledge, points to the building of an alliance between three pedagogical concepts: the progressive concept, the education with research and the systemic vision. It focuses the conception of education with research and argues if professors and researchers in the area of information science are stimulated to practice research as an instrument of education during their education. Finally, it underlines the importance of the professors of information professionals to promote changes in their pedagogical practices trying to modify their traditional models of education in order to prepare professionals to take care of the reorganization of contemporaneous society.