(Murcia, Universidad de Murcia, Servicio de Publicaciones, 2002) Glazier, Jack D.; Facultad de Comunicación y Documentación
ABSTRACT: This article is the vehicle for purposing a model for mapping the processual
change associated with disciplinary and paradigmatic development. Change
of this sort is contingent on the degree of consistency achieved within theory
groups. Consistency, in this case, is equated theory and paradigm dominance. The
symbolic interactionist tradition supplies the assumptions on which the model is
grounded Examination of the model is accomplished by contrasting it with Thomas
Kuhn's theory. The recent history of library and information science education in
the U.S. serves as context and exemplar for application of the model.