Illustrates a structured, yet individualized, curricular model that should contribute toward the student's understanding of any aspect of information handling that may be encountered in the field or in graduate programs. (Author/PF)

To establish information services is not enough; they must be used and used efficiently. Efficient use is most likely to be realized through programs of user education. (Author/NH)

The Delphi technique was utilized to poll AALS members regarding future trends, including development of communication links for businesses, hospitals, libraries, government, and universities; use of central data storage facilities with public access for information retrieval; and production and distribution of information as it increases in…

Investigates the possibility of a new approach to undergraduate education in preparation for graduate training in library or information science. (Author/PF)

A test sample, in the form of a document list, has been generated to enable library/information science school libraries to self-test their ability to provide documents for research and education in the field of librarianship and information science. (11 references) (Author)

The objective of this paper is to explore a problem which confronts both teachers and students in the field of information science. It is restricted to a somewhat limited situation, the teaching of information science in a graduate program where the student has little or no background in science. (6 references) (Author)

Lists 101 institutional members and almost 1,900 educators in two major sections: a listing by school of faculty members and subject areas, and an alphabetical roster of personnel with title and school. Also included are institutional phone numbers, second language qualified faculty, AALS individual members, officers, liaison representatives, and…

Sets forth the text of the AALS policy statement on continuing library science and information science education, comprising a background statement and the roles and responsibilities of AALS and its member schools. (RAA)

The six-year training program has provided some success in recruiting well-qualified graduate students with scientific and technical backgrounds who can work with scientists in collecting, digesting, and synthesizing information in the sciences. (MM)

Reports the extent and content of introductory information science instruction at 79 of the 105 member schools of the Association of American Library Schools (AALS). Of the 58 schools offering computer programming instruction, 38 teach BASIC; 18, PL/I-PL/C; 15, COBOL; and 12, FORTRAN. Twelve references are listed. (RAA)

Three types of integration of theory and practice can exist in library and information science programs: teaching of applied theory (focuses on procedural design for effective performance of professional tasks), application of applied theory to analysis of specific settings, use of applied theory in specific settings. Twenty-six references are…

Discusses the concept of cognitive style and its usefulness as a means of analyzing problem-solving or decision-making behavior. Cognitive style dimensions and models useful for analyzing information/library science professionals are described, and the implications of this research for professional training are discussed. There are 13 references.…

Discusses continuing debates about the best way to prepare for a career in librarianship in terms of three ways of learning: science (process of observation and measurement in controlled conditions); craftsmanship (learning in performance, within a given technology); and history (study of the record of development). Thirty-three references are…

Profiles the library and information landscape in the Federal Republic of Germany and presents an overview of primary, secondary, and higher education as well as of the various educational "tracks" leading to professional library careers in West Germany. Three figures and a 45-item reference list accompany the text. (Author/JL)

Argues that the educational problems of librarianship cannot be examined realistically without a concern for knowledge about the social conditions within which libraries exist. The nature of these social realities is discussed, as well as their influence on library education. Extensive references are provided. (Author/BK)