Drexel Institute of Technology began an information science (IS) curriculum in 1963. This article deals with the eight years of the separate degree program from fall 1963 to fall 1971. The author recalls the background, need, and Drexel's response as learned from her experience as student and faculty member in the program, and comments…

As networked digital information proliferates and modern society's need to have access to information irrespective of location rises, the education needed for the digerati, defined loosely as the digital intelligentsia, the whole class of "expert" digital information professionals, becomes an important area about which all information…

The plain fact about information science...is that its practitioners do not know what they are talking about and are unable to describe the product they are trying to produce. (16 references) (Author)

The eleven papers of which this proceedings is composed are separated into the five sessions of the symposium. Session I contains one paper concerned with the state-of-the-art which gives a definition and overview of information science education. The three papers in the second session, theoretical approaches, are addressed to the question of what…

Paper presented at the Education and Information Science Symposium," Sponsored by the Ohio Chapters of the American Society for Information Science in cooperation with The Department of Computer and Information Science, The Ohio State University, June 23 and 24, 1969. (MF)

Discusses the need to recruit a new generation of librarians and resulting implications for accredited library schools. Topics include keeping curricula relevant; competencies and core curricula; trends that are shaping curricular change; the viewpoint of ALISE (Association for Library and Information Science Education); and student career goals.…

Looks at the changing character of education for librarianship in the Information Age, examining the issues of equity for women and people of color and emphasizing faculty and students in the emerging curriculum. Examines relative support for Library Science and for Information Science courses, measured by faculty distribution in the two areas.…

These guidelines for the development of curriculum for documentalists, information specialists, information scientists, and librarians stress the need for all parties to the information process, in whatever capacity or country, to receive a common training that will enable them to understand one another and to collaborate on equal terms to the…

The library's role in modern society is analyzed and implications for library and information science education are stated. Drawing upon recommendations of key professionals, a program is delineated including undergraduate preparation for librarianship and instructional objectives for required professional courses; elective courses are suggested.…

Discussion of change and its influence on information professionals focuses on curriculum changes needed and implemented in library and information science education at Emporia State University. Topics include social context and shifts in perspective; postmodernism; dynamics of information technology and the global information economy; and a…

Discusses the training of information professionals to use new technologies and provides two educational continua, depending on the knowledge base or level of competency, that may be used as guidelines for designing a new curriculum. Hardware and software continua are described based on an educational taxonomy in the cognitive domain. (LRW)

This discussion of future developments in education for library and information science highlights the external environment and the information profession, manpower planning and forecasting, educational pluralism, divergence and convergence, curriculum development, and faculty. Ways in which library schools will need to adapt their programs are…

Based on the INSDOC experience, this document examines the types of information institutions emerging in India and the varied types of manpower required to organize and manage information services in this changing context. Following a discussion of the current situation and an enumeration of the different categories of information professionals…

Outlines the characteristics of a postindustrial society, describes the role of information professionals within such a society, and presents a model curriculum for information managers. Education for library/information management in Malaysia is discussed and an outline of the library science curriculum at the MARA Institute of Technology is…

This paper argues that the function of educational programs is to convey a sense of reality and an understanding of the open-endedness of information needs and situations; only such a reality orientation can instill the necessary flexibility in information professionals for effectively managing change. There is a growing consensus among…