ABSTRACT

This article presents an information science perspective on Social Work (SW) education based on the results of a comparative policy content evaluation (PCE) of accreditation documents in Canada and the U.S. It investigates to what extent information and technology education (ITE) is integral to the accreditation documents that guide the SW curriculum in both countries. Empirical results are presented in the context of current advances in information science, technology, and artificial intelligence affecting the practice of SW, social justice, and social change. With accreditation documents viewed as stage-setters for SW programs, it is proposed that technology- and information-driven change may not be reflected in the SW curriculum design in an adequate or timely fashion but is seen as a bonus, not essential knowledge. The article suggests some ways to revise the current accreditation documents and positions information science as a potential partner that can contribute to SW education.

摘要

本文基于加拿大和美国认证文件的比较政策内容评估 (PCE) 结果，提出了社会工作 (SW) 教育的信息科学观点。指导两国 SW 课程的认证文件。实证结果是在信息科学、技术和人工智能的当前进步影响软件实践、社会正义和社会变革的背景下提出的。由于认证文件被视为软件项目的舞台设置，因此有人提出，技术和信息驱动的变革可能不会充分或及时地反映在软件课程设计中，而是被视为奖励，而不是基本知识。