江苏图书馆学教育百年历史研究(1922—2022)

The History of Library Science Education in Jiangsu of China(1922-2022)

江苏是中国现代图书馆学教育的发源地之一。1922年国立东南大学、金陵大学相继在暑期学校开设图书馆学课程,由此拉开了江苏图书馆学教育的序幕。从1922到2022年,江苏图书馆学教育整整走过了一百年。梳理发展轨迹,可分为六个阶段。(1)萌芽期(1922—1926年):主要以短期培训为主,培训内容多为图书馆工作实践。(2)成长期(1927—1949年):专业教育与培训教育共同发展,专业教育主要由金陵大学和国立社会教育学院完成,专业化、中国化程度以及图书馆学教育地位显著提升,中外图书馆学教育交流更加紧密。(3)转型期(1950—1965年):高等教育开始转型,函授教育以及政府机构主导、大型图书馆牵头或参与的短期培训教育逐渐成为主要形式,思想政治教育成为图书馆学教育的首要内容。(4)停滞期(1966—1971年):因历史原因,这一时期江苏图书馆学教育全面停滞。(5)恢复发展期(1972—1993年):1972年江苏图书馆学教育开始复苏,多层次的高等教育体系逐渐形成,中等教育、函授教育蓬勃发展,专业组织开设的各类培训班成为图书馆学在职教育的主要形式;图书馆学教育开始解放思想,情报学教育逐渐从图书馆学教育中萌芽并发展壮大,中西学术交流得以恢复并进一步发展。(6)变革期(1994年至今):高等教育逐渐成为学校教育的主要形式,本科教育日趋式微,研究生教育不断发展,行业协会及各类图书馆主导的图书馆学在职培训依旧繁荣,图书馆学教育对于图书馆实践的关注越来越少,“去图书馆化”“泛信息化”倾向愈发明显,国际交流愈发紧密。参考文献33。

Jiangsu is one of the birthplaces of modern library science education in China.In 1922,National Southeast University and University of Nanking set up courses on library science in their summer schools.From 1922 to 2022,library science education in Jiangsu has gone through 100 years.This one hundred-year journey can be divided into six stages.1)Initiation period(1922-1926).In this period,the education form was short-term training,which focused on the practical work in the library.2)Growth period(1927-1949).During this period,the library science education was jointly held by colleges(mainly by the University of Nanking and National Social Education College)and libraries.Its scale was small and it still concentrated on the practical work in the library.However,the professionalization and sinicization of library science education in Jiangsu in this period were developed.Meanwhile,the status of library science education was also improved and there was more communication between Jiangsu and western countries in the field of librarianship.3)Transformation period(1950-1965).Since 1950,the library science education in Jiangsu began to transform.During this period,the correspondence education hold by universities and the short-term training held by government institutions became the main forms of library science education in Jiangsu and the ideological and political education became the primary content.4)Stagnation period(1966-1971).Due to historical reasons,the library science education from 1966 to 1971 was stopped.5)Recovery period(1972-1993).In 1972,the library science education in Jiangsu started to recover.A multi-level library science higher education system gradually was formed.Secondary education,correspondence education and the training organized by library associations were flourishing.The information science sprang from the library science.And the communication between Jiangsu and western countries in the field of librarianship restarted.6)Reform period(1994-).Since 1994,the higher education has become the main form of library science education.However,while the undergraduate education has been in decline,the graduate education has been developing.During this period,the different kinds of trainings organized by the library associations are still prosperous.The gap between library science education and library practice has been broadened and as more and more educators put their focus on the“information”,the“blind spot effect”of library science education has been intensified.At the same time,the communication between Jiangsu and foreign library schools has been more frequent and in-depth.Finally,the article summarizes the achievements and the problems of Jiangsu library science education in the past century,and puts forward some suggestions in response to those problems.33 refs.