Keywords
LIBRARY SCI¬ENCE EDUCATION
LIBRARY SCIENCE DIDACTICS
How to Cite
Abstract
IT IS SHOWN THAT, NOTWITHSTANDING SEVERAL DECADES OF DISCUSSION ON THE PROBLEM OF "THEORY" AND "PRAXIS", AND THE IMPORTANCE OF THE FORMER FOR GIVING DIRECTION TO LIBRARY SCIENCE EDUCATION; THE LATTER, TECHNICAL EDUCATION, HAS PREDOMINATED. THUS, ONLY THREE METHODOLOGICAL GUIDELINES ARE SYSTEMATIZED WHICH DERIVE FUNDAMENTALLY FROM THE TEACHING OF SCIENCE, ON THE BASIS OF WHICH IT WILL BE POSSIBLE TO APPROACH THE TEACHING OF THE LIBRARY SCIENCE DISCIPLINE AND TO OVERCOME SOME OF THE PROBLEMS ASSOCIATED WITH THE TEACHING OF A TECHNICAL CHARACTER. THE FIRST GUIDELINE HOLDS THAT LIBRARY SCIENCE IS BUILT UPON PHENOMENA, CONCEPTS AND THEORIES. THE SECOND ONE UNDERLINES THE FUNDAMENTAL ROLE PLAYED BY THE INTELLECTUAL HISTORY OF CONCEPTS AND LIBRARY SCIENCE THEORIES. AND THE THIRD ONE CENTERS ON THE CONCEPTUAL CHANGE UNDERGONE BY LIBRARY SCIENCE STUDENTS.
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