文章摘要

闫慧.青年学者论图情档一级学科核心知识及发展方向——2019年图书情报与档案管理青年学者沙龙会议述评[J].中国图书馆学报,2019,45(1):121~127
青年学者论图情档一级学科核心知识及发展方向——2019年图书情报与档案管理青年学者沙龙会议述评
Core Knowledge and Developing Directions for Library, Information and Archives Studies: Review on Young Scholar Salon 2019
投稿时间:2019-01-06  
DOI:
中文关键词: 图书情报与档案管理  图书馆学  情报学  档案学  核心知识  发展方向
英文关键词: Library, information and archives studies  Library Science  Information Science  Archival Science  Core knowledge  Developing directions
基金项目:
作者单位
闫慧 中国人民大学信息资源管理学院 北京 100872 
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中文摘要:
      本文系统梳理2019年图书情报与档案管理青年学者沙龙39位参会青年学者关于一级学科核心知识的观点,即为人类提供记录、保存、组织、检索、获取、分析与开发利用各行业各领域数据、信息和知识的思想、方法及技术,专注于信息资源全生命周期管理的教育与研究。论文归纳青年学者提出的学科发展中存在的问题,包括:一级学科地位总体不高,一级学科存在认同危机,一级学科与利益相关群体之间的矛盾突出;提出可能的发展方向:凝练学科内涵,拓展学科外延;传承核心知识,创新理论体系;强化实践导向,紧跟国家战略。与会者表示,身为青年学者,应主动承担延续学科命脉、探索学科未来的责任。图3。
英文摘要:
The paper reviews the presentations on core knowledge and developing directions in the field of library, information and archives studies from thirty nine young scholars in the 2019 New Year Salon. From the young scholars points of view, the field of library, information and archives produces ideologies, methodologies and technologies about how to collect, record, preserve, organize, retrieve, access, analyze and utilize different sorts of data, information and knowledge for human beings, and devotes to manage the full life cycle of information resources. The paper finally sums up the developing dilemma of the field proposed by young scholars, including: the library, information and archives studies is currently facing the identity crisis, whose status is still not very satisfying, and the contradiction between the field and the stakeholders is attracting their eyes. The paper highlights the possible developing directions: condensing the connotation of the field, and expanding the original border; inheriting the core knowledge, innovating the theoretical system; strengthening the practice orientation, keeping up with the national strategies. Young scholars should take the initiative to put responsibilities on shoulders. 3 figs.
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