信息管理英语教程 第三篇

The information professional（信息专业人士）
1、it is not clear exactly when the phrase information professional was first used .
现在还不是很清楚信息专业这个习语在什么时候被第一次使用。

it is certainly of recent origin, having begun to gain acceptance in the late 1960s .
人们接受它的确切的时间来源是20世界60年代初。

the concept of an information Professional was popularized by the American Society for Information Science during the 1970s, a period of growing awareness of the importance of information to the international community.
信息专业这个的概念在20世纪70年代通过美国社会信息科学被推广，信息的重要性在国际社会中日益被重视。

2、Any attempt to understand what is meant information professional must include a number of
considerations; 任何试图去理解什么是专业信息必须包括以下一系列的考虑：
1）what is meant by a “professional”什么是专业？
2) who is and who is not an information professional? How many are there in the job categories identified? Where are they employed? What kind of work do they do？什么是，什么不是信息专业？有多少在工作类型中被识别出来了？在哪里适用？什么样的工作适合？
3）what kind of skills do they bring to their jobs? 什么样的技能他们给他们的工作吗?
4)where are they educated?他们通过什么得到教育？
5）what elements of modern society make their work necessary or important?现代社会的什么元素是的他们的工作具有必要性和重要性？
What is professional?
3、A professional career implies activity requiring an education at or above the baccalaureate level. Such activity is guided by certain standards. Professionals adhere to standards that may be self-imposed, or be established by a community of individuals who share usually view themselves as such, implying commitment to excellence and adherence to the ethics of the profession. 从事一种专业活动意味着需要本科或本科以上学历。

这种活动必须符合某些标准。

专业人员一般会恪守标准。

这些标准可能是自己要求的，也可能是由有共同的理论、技术、兴趣，并认同专业到的的群体共同建立起来的。

专业人员通常把他们自己看成是追求完美，恪守专业道德的人。

Identification of Information Professional 信息专业人员的鉴别
4、In studies aimed at identifying information professionals, investigators have had to provide
their own definitions of various job titles and establish professional categories as frames of reference. 在学习中目的在月如何识别信息专业人员，研究人员必须提供他们自己的定义各种的工作职称和树立职业分类, 参考的结构。

5、In 1972 the University of Pittsburgh conducted a study of approximately 3000 industrial
academic, and governmental institutions nationwide for the purpose of determining the number of individuals who fell within four professional categories as developed by shirey, Gupta, and Debons(1974)
1972年，匹兹堡大学对3000名的从事工业类学者进行了一项研究，研究全国范围内的政府体系以决定适合这四个专业类别的发展为目的，就像shirey gupta, and Debons
1)Information theorists/ scientists who are concerned with the laws, theories, philosophy,
sociology, etc , of information science. 信息理论家/信息科学家，担忧着关于信息科学有
关的法律、理论、哲学、社会学等。

2)Information systems specialists who analyze information problems and design systems or
networks to solve them. 信息系统专家分析信息存在的问题和设计系统或网络解决它们
3)Information intermediaries who work between the decision maker and the body of
knowledge. 处于决策者和知识本身的信息中介结构
4)Information technologists who operate, maintain, and control information systems,
consisting of individuals, acquisition, transmission and processing technologies, and related Working procedures. 信息技术人员经营、维护和控制信息系统,包括个人、采集、传输、处理技术及相关运行程序。

6、In a later study conducted by the same university , two categories were added:
随后进行的研究在同一所大学进行，两种类型被增加：
1）managers of information, who plan ,develop, coordinate, and control information programs and the human and material resources needed for their implementation.信息的管理者，负责计划、发展、协调、控制信息程序式和人力和物力资源所需要的实施。

2）Educators and trainers of information workers , who provide education and/ or training for all categories of information professionals, as well as paraprofessionals and non-professional workers 提供教育和/或为各类信息专业人士进行培训的教育者和信息工作的训练者，以及专业人员辅助人员和非专业的工作者
7、For the purposes of the 1981 occupational survey, the following criterion was used to
differentiate the information professional from other closely related professionals groups:
1981年，为了这个目的而进行了调查，接下来的标准习惯的用于区别于其他密切相关的专业人员组
An information professional may be differentiated from other professional who may also work with data by the fact that she is concerned with the transfer of content and therefore with the cognitive intellectual operations performed on the date by the end user.
一个信息专业人员可能与其他与数据有关的专业的工作不同，事实上，涉及到内容的传递，因此与知识的认知，操作的日期,最终用户。

8、This description stresses that the information professional is concerned primarily with users
of information, and secondarily with logistics of handling( acquiring, storing, retrieving) material that has the potential for information individuals .With this description as a framework for analysis, the survey yielded some important statistics on the relative numbers of information professional. For example, in 1980 there were approximately 1.64 million information professionals working in nine specified categories in the United States .
这种说法强调信息专业人员首先关心的是信息客户，其次是处理（获取、存储、检索）个人具有的潜在的信息价值的资料。

如果用这种说法作为分析的框架，那么本次调查在信息专业人员的有关数字上带来一些重要的统计意义。

举例说,1980年在美国9个具体的行业中工作的信息专业人士大概有164万。

而在另一项类似的研究中的统计数据表明：美国一半以上的劳动者是信息工作人员。

9、In a corresponding study, it was estimated that over half the United States labor force are
information workers. 在相类似的研究中估计超过一般的美国劳动力为信息工作者。

10、Of the various categories under the heading” functions performed ” ,the principal jobs of
the 1.64 million information professionals were systems analysis and design; management
of information operations, programs, services , or data bases ; and other operational information functions. 各式类别被标做“功能,执行”，在164万的信息专业人士中主要的工作是系统分析和设计，管理信息业务，程序，服务或者数据库，或者其他操作信息功能。

11、The total number of persons in these three categories amounted to roughly one-half the
total number of information professionals covered by survey. 属于这三个类别的人口的总数大约相当于这次调查覆盖的信息专业人士的一半
12、Much of the training of these professional was conducted in the private sector. Of those
involved in educating and training information workers, more than six times as many were in industry and government rather than at colleges and universities .
许多这些专业的训练私营部门进行。

那些参与的教育培训信息工作者,已经有超过6倍的在工业和政府而不是在学院和大学。

This imbalance can be attributed directly to industry’s competitive nature, necessitating enormous investment in information resources for marketing , finance , accounting , strategic , planning , production control, and other managerial and decision support functions. Almost half of all of the professionals work in industry, the government, and education, The remainder are evenly spread out among the major functions of management support, research , information services ( non-library) , and finance.
这种不平衡现象可以归咎直接向行业的竞争天性, 在信息资源上需要庞大的投资,营销,财务、会计、战略、规划、生产控制以及其他管理和决策支持功能。

将近一半的专业人士的工业界,政府和教育界工作,其余的人是均匀地分布在在的管理支持的主要功能、研究、信息服务)和财务方面。

13、According to survey , about 22 percent work with computers .About 29 percent work in
education and training, 19 percent in libraries ,15 percent in information services of one kind or another ,and 10 percent in management support. 根据调查，22%的调查者工作中使用电脑，29%的工作领域为教育与培训，19%的人在图书馆工作，15%的人从事这样那样的信息服务类工作，10%从事管理支持。

The remainder hold a variety of titles too numerous to mention here .Roughly one third of total information professionals in state and local governments are classified as managers.其余的分类太多这里就不提及了。

粗略地说，三分之一的正式的信息专业人士和地方政府官员都被归类为管理者。

14、It is surprising that federal agencies employ only about 5 percent of all information
professionals. About half work primarily with computers, 15 percent with management support, 18 percent with information services (non- library) ,and 8 percent each in research and library work.
令人惊讶的是,联邦机构雇用人员中大约只有百分之五是信息专业人士。

大约一半主要工作使用电脑，15%运用管理支持，18%运用信息服务，还有8 %各自从事研究和图书馆工作。

15、Only about 2 percent of all those in the sample are employed by colleges and
universities. These include librarians, educational and training personnel , and computer personnel (one in four ). The rest are divided among research ,technical publications, statistical analysis , management support ,and finance .Education is the only area in which librarians and learning resource personnel achieve numerical parity with other kinds of information professional. 仅有2%的所有采用样本的学院和大学。

这些包括图书馆员、
教育和培训操作人员和计算机的工作人员(四分之一的)。

其余的属于研究、技术资料,统计分析、管理支持和财务。

教育学在这方面中唯一图书馆员与学习资源人员人数与其他种类的信息专业达到数值平衡的。

16、This survey yielded some important implications about who information professionals
are and what sets them apart as an occupational subgroup .For example ,although they work in a variety of organizational contexts and use all kinds of technologies , they have in common ”concern associated with the concepts basic to information flow within the general systems paradigm: input, processing, output, memory, small or large systems or subsystems , and so on.”This general systems paradigm is seen as common among information professionals, which could be used in education, resource integration ,and standardization of occupational classifications .The general systems paradigm could help information professionals develop career mobility, serving to help categorize and understand the information professional. ,该调查的重要的意义了定义了什么是信息专业人士和了解了什么让其不同于其他职业组类。

举例而言，尽管他们的工作在不同的组织环境，运用各种技术,他们的共同点在于“在一般的系统范式中注重有关的基本概念信息流:输入、处理、输出、记忆、小的或大的系统或子系统,等。

这个普遍的系统范式看作是信息专业人员中普遍存在,从而可以较好地应用在教育、资源整合、职业分类的规范化和标准化,一般系统范式可以帮助信息专业人士制定职业机动性,用于帮助进行归类和了解信息专业。

17、No consideration of the information professional would be complete without including
the pioneer work done in 1978 by Fritz Machup and his colleague Stephen Kagan from Princeton University. In introducing their work , it should be emphasized that they were essentially referring to a subset of the community of information professionals, namely , the communicators .In 1980 Machlup further expanded on the role of communications by establishing the eight categories: transporter of knowledge , transformer of knowledge, routing processor of knowledge , discretionary processor of knowledge , managerial processor of knowledge , interpreter of knowledge , analyzer of messages ,and original creator of knowledge没有注意到在1978年普林斯顿大学的先驱Machup弗里茨和他的同事斯蒂芬·凯根在信息专业的研究就不是圆满的完成工作。

The number of individuals in the labor force represented in these various categories has changed considerably with the changing times, The fastest growth occurred among interpreters analyzers , and original creators . 个体的数量在劳动力在代表的这些不同类型已经改变了时代的变化,最快的增长发生在翻译的分析器,和原来的创造者。

在介绍其工作,应该强调,他们在本质上是指国际社会的一个子集,信息专业人员,即交际双方。

1980年machlup进一步阐述了通过建立八个条目通信所发挥的作用:转运的知识,变压器的知识,路由处理器的知识、任意处理器的知识,管理处理器的知识,翻译的知识,分析仪的消息,和原来的创造者的知识
Discretionary processors and managerial processors experience lower growth rates , mainly because of the growth of computer technology and automation in general .Numbers of transporters , transformers ,and routine processors have grown fairly rapidly ,mainly as a result of new job categories in information processing that have evolved in conjunction new techniques in computation , instrumentation , and communication. 自由处理器和管理处理器经验相对发展较慢,主要是因为计算机技术的发展和自动化操作的普遍。

许多的传输器、变压器、及日常处理器已经相当快的增长,主要由于信息处理中新工作类别的出现已经逐
渐形成发展新技术在计算、仪器仪表和通信方面。

Education of information professional 教育专业的信息
18、library and information scientists have long attempted to determine the education that
would best prepare the individual for work in the profession. 图书馆和信息科学家们一直试图确定教育是在求职中的最好准备。

For library scientists, educational criteria that would establish the graduate from a school of library science or librarianship has been guided by practice and to some extent by the accreditation philosophy of professional associations. 对图书馆科学家,教育的标准是安置学校的毕业生通过实践和指导成为图书馆学或图书馆员,一定程度上哲学的行业协会认证。

The education of information scientists is a different matter . 教育对于信息科学家是一个不同的物质。

Because it is a relatively new field, guidelines for an educational program are not readily available .The early academic programs were amalgamations of courses in librarianship with a scattering of technical issues of the times , namely , information storage and retrieval , documentation , and bits and pieces of subjects related to automation and technology. 因为它是一种相对较新的领域,一个教育计划的指导方针是不容易有效的。

早期的学术课程是图书馆的课程融合于散射对技术问题的时代,即信息存储和检索、文本和零零碎碎的有关的学科自动化和技术。

19、The world’s first designated graduate degree program in information science was
established in 1963 at the School of Information and Computer Science ant the Georgia Institute of Technology. 世界上第一个指定的信息科学研究生学位始建于1936年乔治亚理工学院的的=信息与计算科学学院。

An undergraduate program at the institute was established in 1972 . 一个学士班学院成立于1972年。

In 1967, the University of Dayton established an autonomous department of information science . 在1967年,代顿大学的建立自己的信息科学部门。

The program at the graduate level structured its subject matte along four major core areas: behavioral science. basic science , systems and technology , computer science. In 1969, a group at the University of Pittsburgh , supported by the National Science Foundation , initiated an intensive study of an information science curriculum leading to a four-year program report on the subject. The study indicated that in 1972 eleven clusters would “define the information field”. These clusters were identified as foundations of information science ,theory of organization of knowledge , theory of computing ,computer models ,date processing , automation of library systems , management in libraries , system evaluation , behavioral aspects , statistics ,and mathematics. 这个项目在毕业水平结构的主题四大核心领域是：行为科学.基础科学、系统和技术、计算机科学。

1969年,匹兹堡大学的一群人在美国国家科学基金会的支持下,开始深入研究信息科学课程引出了这个主题的四年制报告文章。

研究表明,在1972年11群体将“定义信息领域”。

这些组团被认为是信息科学、理论的基础知识论、组织的计算、电脑模型、数据处理、图书馆自动化系统,管理图书馆、系统评估、行为方面,统计和数学。

20、More recently , those interested in education for information science have moved in a
different direction from those seeking courses to be included in academic programs. The search is now for competencies, that is, capabilities to perform tasks relevant to employment, rather than the completion of formal academic courses. Very often these competencies or capabilities approximate characteristics of the individual rather than course
curricula per se . For example , the following competencies have been identified.
最近,那些感兴趣对教育资料科学已经进入一个不同于寻求课程路包括在学术课程的方向。

搜索能力,现在,执行相关任务的能力,而不是有关就业完成正式的学术课程。

通常这些能力近似于个人特性而不是课程本身。

例如,下面的能力已经被证实。

Understanding of principles , facts ,concepts ,and procedures ; problem solving by the principles of information transfer; appreciation of the social role of the profession;
knowledge of client’s(user’s) capacity to establish systemic relationships;
self-understanding and self-reliance ; critical attitudes toward the profession’s rationale and tools/ technologies ; continued professional growth; and identification and use of ethical principles. 理解原则、事实、概念和程序;出色的解决原则性的信息传输问题,尊重同行社会角色;有能力运用知识为客户的(用户)建立系统关联;自我和自力更生,批判的态度对行业的原理和工具/技术;持续专业发展,以及自我识别与使用的道德原则。

21、There is continuing interest in identifying competencies for the library and information
science fields . One study identified several types of knowledge considered critical to information work. 持续的兴趣存在于图书馆识别能力和信息科学领域。

一项研究对鉴定出几个类型的知识信息工作十分重要。

Basic knowledge of primary subject fields of users served such as medicine ,chemistry , law.
Library and information science knowledge , such as the definition , structure , and format of information. 主要的基本知识学科范围的用户服务,如医药、化工、法律。

Knowledge about information work environments ,such as the information community ,its participants , and their social , economic ,and technical interrelationships.
Knowledge of how to do work , such as how to perform various activities ,apply techniques ,use materials and technology. 了解信息工作环境,例如信息社会,它的参加者,与社会、经济、技术的相互关系。

Knowledge of the organization or user community served, such as mission , goals ,and objectives , user’s information needs and requirements . 知识的组织和用户服务,如任务,目标和目标,用户的信息需求。

22、The same study identified the following skills: basic skills such as
cognitive ,communication ,analytical ,ect.; skills related to each specific activity being performed ,such as negotiation of reference questions, evaluation of research ;and others such as managing time effectively, budgeting ,and making projections .Attitudes were also identified: dispositional attitudes toward one’s profession , the organizations served, one’s work organization ,and other persons such as users and co-workers; personality traits/qualities , such as confidence , inquisitiveness ,sense of ethics ,tenacity ,etc; and attitudes related to job/ work organization , such as willingness to accept responsibility ,willingness to learn ,and desire to grow.
同样的研究确定了以下技能：如认知，沟通，分析，等基本技能；与正在执行的特殊活动相关的技能，如职权的问题，研究评价的谈判；还有其他的技能如有效管理时间，预算，预测和决策。

态度还确定了：一个人对职业的、组织服务、工作安排以及其他人如用户和同事的意向；人格特质/素质，比如信心，探究精神，道德意识，坚韧等；态度还与工作/工作安排，如愿意承担责任，愿意学习，升值要求。

Academic Disciplines of Information Professionals 信息专业大学生的纪律
Because an information professional can participate in a wide range of related occupations, it is difficult to identify the role of job experience and other factors in developing the individual’s skills , competencies, and attitudes. Furthermore, as well as can be determined, no study of the educational backgrounds information professionals has yet been conducted. It can be inferred that the following disciplines are ,in whole or in part , included in the education of information professionals: computer science ,library science , communication science ,information science ,engineering , and business. Each of them emphasizes certain aspect of the education of information professionals. For example ,academic computer science programs are focused on computer programming , logic, and mathematical problem solving ,with reference to information processing ,or to be more correct . data processing, library science concerns the principles that govern the acquisition , storage , and retrieval of knowledge ; communication science deals with the principles that govern the handling of messages under varying conditions and capabilities.
因为一个信息专业人员可以涉足广泛的相关职业，因此很难确定工作经验和其他因素在发展个人技能、能力和态度中的作用。

此外，还能确定的是，没有专业教育背景的信息专业人员也可以被引导。

以下总结的纪律从整体或者局部上包括了信息专业人员的培养：计算机科学,图书馆学、通信科学、信息科学、工程和商业。

他们每个人都强调信息专业人员的教育。

例如,学术计算机科学领域的重点是计算机程序设计中,逻辑和数学问题解决,需要参考信息处理、或者更正确。

数据处理、图书馆学的原则,关注采集、存储、管理和检索的知识;沟通的原则,科学处理事务处理信息管理在变化的条件和能力。