The article proposes interdisciplinary indicators suitable for measuring and evaluating the interdisciplinarity of Library and Information Science (LIS) curriculum at the University of North Carolina at Chapel Hill, with the aim of addressing the problems that arise in interdisciplinary education through suggestions. The interdisciplinarity of the curriculum is simulated on the Coursera platform and the interdisciplinary indicators are adopted to measure the interdisciplinarity of the disciplines and the curriculum. The results of the interdisciplinary simulations show a wide range of disciplinary knowledge and a high degree of interdisciplinarity. The interdisciplinary process of the curriculum shows that certain courses have a significant impact on the number of discipline categories. The comprehensive evaluation results for the three measures are consistent, indicating that the impact of the interdisciplinary measures varies from course to course. This study aims to provide constructive ideas for interdisciplinary curriculum design and talent cultivation in the field of Library and Information Science. In addition, the measurement and evaluation method can provide a reference for other disciplines.

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如何衡量图书情报学课程的跨学科性？基于北卡罗来纳大学教堂山分校的实证研究

文章提出了适合衡量和评价北卡罗来纳大学教堂山分校图书情报学（LIS）课程跨学科性的跨学科指标，旨在通过建议解决跨学科教育中出现的问题。在Coursera平台上模拟课程的跨学科性，并采用跨学科指标来衡量学科和课程的跨学科性。跨学科模拟的结果显示了广泛的学科知识和高度的跨学科性。课程的跨学科过程表明，某些课程对学科类别的数量有显着影响。三种措施的综合评价结果是一致的，表明跨学科措施的影响因课程而异。本研究旨在为图书情报学领域跨学科课程设计和人才培养提供建设性思路。此外，测量和评价方法可为其他学科提供参考。