Challenging the boundaries of graduate education for information professionals in Australia: Real world learning for a virtual information world

Abstract

Developments in Australia over the last ten years have challenged traditional approaches to the delivery of graduate education for the professions. The recent focus on lifelong learning flexible learning, work-based learning, situated learning, constructivist and contextualised learning have created rich opportunities to rethink the boundaries of time, place, space, approach and means to learning, and the roles of students in relation to these opportunities. This paper examines the dynamics of shared responsibility for learning in the provision of graduate education for the library and information sector, as realised through a strategic collaboration between the State Library of New South Wales and the University of technology, Sydney. © 2001 THE AUSTRALIAN LIBRARY JOURNAL. All rights reserved.