PROPUESTA DE UN MODELO DE LAS RELACIONES DE LOS PARADIGMAS EN UNA DISCIPLINA EMERGENTE. Jack D. Glazier, Ph.D School of Library and Information Management. Emporia State University. USA. ANALES DE DOCUMENTACIÓN Nº5 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. paradigmatic change theory disciplinary change symbolic interactionism library and information science education Thomas Kuhn’s paradigmatic revolution Este artículo sirve de vehículo para la propuesta de un modelo que describe los cambios progresivos relacionados con el desarrollo de disciplinas y paradigmas. Este tipo de cambios depende directamente del grado de consistencia alcanzado por los grupos teóricos. Consistencia, en este caso, equivale al predominio de una teoría y de un paradigma. Los presupuestos en que se basa nuestro modelo son aportados por el interaccionismo simbólico tradicional. El análisis de este modelo se realiza mediante su comparación con la teoría de Thomas Kuhn. La historia reciente de la enseñanza de la Biblioteconomía y Documentación en EEUU sirve como contexto y de ejemplo sobre el cual aplicar este modelo. Cambios de paradigma teoría cambio disciplinar interaccionismo simbólico Enseñanza de la Biblioteconomía y Documentación Teoría de las Revoluciones Científicas de Thomas Kuhn anales de documentación, n.º 5, 2002 Asheim, Lester. 1977. "Education of the Future Academic Librarians," in Academic Libraries by the Year 2000: Essays Honoring Jerrold Orne. edited by H. Poole. New York: Bowker. Bernstein, R.J. 1976. The Restructuring of Social and Political Theory. Philadelphia, PA: University of Pennsylvania Press. Cole, Stephen. 1983. "The Hierarchy of the Sciences?" American Journal of Sociology. 89: 111-139. Freidson, E. 1970. Professional Dominance: The Social Structure of Medical Care. New York: Atherton. Glazier, J. and R. Grover. 2002. "A Multidisciplinary Framework for Theory Building,” Library Trends. 1: In Press. Gould, S.J. 1989. Wonderful Life. New York: Norton. Grover, R. and J. Glazier. 1986. "A Conceptual Framework for Theory Building in Library and Information Science," Library and Information Science Research. 8: 227-242. Hall, P.M. and D.A. Spencer-Hall. 1982. "The Social Conditions of the Negotiated Order." Urban Life. 11:328-349. Hazelrigg, Lawrence. 1989. Claims of Knowledge: On the Labor of Making Found Worlds. Tallahassee, FL. University of Florida Press. Kuhn, T.S. 1962, 1970 rev. The Structure of Scientific Revolutions. Chicago: The University of Chicago Press. _________. 1977. Essential Tensions. Chicago: The University of Chicago Press. Laudan, L. 1977. Progress and Its Problems: Toward a Theory of Scientific Growth. Berkeley: University of California Press. McCaskey, M.B. 1982. The Executive Challenge: Managing Change and Ambiguity. Marshfield, MA: Pitman. Masterman, M. 1970. "The Nature of a Paradigm," in Criticism and the Growth of Knowledge. edited by I. Lakatos and A. Musgrave. Cambridge, MA: Harvard Press. Mill, J.S. 1867. "Inaugural Lecture," Dissertations and Discussions. Boston: William V. Spencer. Weick, K.E. 1976. "Educational Organizations as Loosely Coupled Systems." Administrative Science Quarterly. 21: 1-19.