Learning, unlearning and relearning - knowledge life cycles in library and information science education

Abstract

The knowledge life cycle is applied to two core capabilities of library and information science (LIS) education – teaching, and research and development. The knowledge claim validation, invalidation and integration steps of the knowledge life cycle are translated to learning, unlearning and relearning processes. Mixed methods are used to determine the extent and nature of learning, unlearning and relearning among academic faculty in graduate level library and information science programs. Mixed methods include (1) targeted interviews, (2) manual review of curriculum scope and coverage at seven universities, (3) semantic analysis of the content of 1,711 course syllabi, and (4) machine based analysis of learning, unlearning and relearning semantic markers in 432 journal articles drawn from twelve peer-reviewed journals. The research results provide a foundation for an open and national survey of LIS faculty in 2015. Research results suggest that there is evidence of learning, relearning and unlearning in teaching methods, but only evidence of learning in curriculum and course development, and research. Unlearning practices appear to be scarce in the field. This has implications for the disciplines ability to generate new knowledge and remain competitive in the knowledge economy.