Seven papers from the 1987 CAUSE conference's Track III, Organizational Issues, are presented. They include: "Learning Resources and Technologies: A Unified Organizational Reorientation to Administering Educational Support Services" (Morrell D. Boone); "IRM: A Short-Lived Concept?" (James I. Penrod and Michael G. Dolence);…

This report considers the privacy issues raised by the growth of the new technology being applied to the personal information collected, maintained, and disseminated by the Federal Government. Four major areas are addressed: (1) technological developments relevant to government record systems; (2) current and prospective Federal agency use of…

Institutional rewards and practical problems are associated with access to information technology. Pursuit of rewards may offer teachers career recognition and profile in school systems but may also, if taken up in an unreflective way, lead to injustice in the classroom and hinder achieving desirable social and academic goals. This peril is…

This document contains eight papers by American participants in the U.S.-U.S.S.R. Seminar on Access to Library Resources through Technology and Preservation: (1) "The Automation of Libraries and Information Services in the United States" (Richard De Gennaro); (2) "Databases: Issues in the Bibliographic Control of Information in a…

This report provides a summary of the accredited programs in library and information science in the Federal Republic of Germany. Discussions consider the expansion of education programs in such fields as electronic data processing and information and communications technology; the shifting trend in course development from more general to very…

In today's competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Information technology facilitates knowledge…

Reviews the literature on the impact of technologies on bibliographic instruction in academic libraries, and identifies environmental factors other than technology that need to be monitored in order to effectively modify instructional tools to meet the needs of learners in an electronic information environment. (CLB)

Reviews the progress and problems associated with the development of Carnegie Mellon University's new computing and communications system, "Andrew." Describes the accomplishments and capacities of the system and provides examples of the programs developed for "Andrew." (ML)

Discusses the origins, legislative basis, content, and impact of a policy directive which prescribes a general framework for developing uniform and consistent federal information resources management policies. (Author/CLB)

Presents the results of a study on the use of video and audio telecommunications technologies by library and information science programs. Barriers to the use of video technologies, as perceived by curriculum committee chairpersons, are identified and discussed. (Author/CLB)

Despite the decentralized nature of computing at Vanderbilt, there is significant evidence of cooperation and use of each other's resources by the various computing entities. Planning for computing occurs in every school and department. Caravan, a campus-wide network, is described. (MLW)

The information age requires flexibility rather than technical specialization and therefore liberal arts education should be more in demand. Humanities vs. technology, and ethical implications are discussed. The most important response of the liberal arts college is that of planning. (MLW)

Describes the information policy framework prescribed by OMB Circular No. A-130, which introduces the distinction between access to information and information dissemination. The discussion covers the use of electronic collection and dissemination of government information, together with the need to safeguard privacy and public access to…

Argues that environmental education in this information age requires a shift from a paradigm of "information technology" to a paradigm of "information critique." Provides a perspective on the form of this paradigm shift in the area of professional development. (TW)

Support for the advancement of technology as an integral and highly visible component of the university's direction is advocated. The management stimulation to generate revenue can be accomplished by creating "cost centers." Every area of the technological organization should be capable of supporting itself. (MLW)