SET Bulletin

Section on Education and Training

CPERT News

Evelyn Daniel has been busy working for SET, revising standards (slow progress because other things have intervened, but should have a new version in early May 2000), attending the National Organising Committee for IFLA 2001, and investigating statistics collections elsewhere in the world and looking at Worldwide Guide updating or different online version.

Southern Connecticut State to Offer Online MLS

Southern Connecticut State University has unveiled a new program that claims to offer New England's first totally online master of library science degree. Students entering SCSU's Department of Library Science and Instructional Technology will now have the option of earning their MLS degree entirely online, entirely on campus, or by combining the two.

Officials announced the program at a press conference November 18, where they also revealed that eCollege.com, Connecticut State University system's Denver-based Internet service provider, has awarded a $150,000 grant to the CSU system for the Online CSU intitiative, of which the MLS program is a part. In accepting the grant, CSU Chancellor William Cibes said, "Being able to complete the MLS degree online will address the shortage in Connecticut of school library media specialists."

The department actually began offering online courses last summer and has been gradually adding to the list. "We expect to make the whole program available on the Web by next summer," said LSIT Dean Edward C. Harris. He pointed out that all the online courses will be designed and taught by SCSU faculty and that online and on-campus requirements are identical; however, for most online courses each step from registration to final exam will be conducted over the Internet.

Harris noted that the SCSU program is ALA-accredited and degrees earned online through the school will be bestowed as degrees from an accredited institution. He said the issue had been broached with ALA's Committee on Accrediation and "the committee told me that as far as they are concerned the online delivery is just a different form of delivery."

"No-one has been hired just to teach online," Harris said. "All faculty teaching the online courses are regular faculty, and all the courses are the same as regular courses. None are being prepared to be online only."

Harris emphasised that students in the online program "are our regular students, either matriculants in our program who can take any course we offer, or nonmatriculants, people who have applied and are awaiting admission and are allowed to take as many as three courses from a restricted list. Or they can be matriculants in another ALA-accredited program who receive permission from their program to take an online course and transfer it back."

"We've been teaching at a distance for some time, but it has involved sending a faculty member to another location," said Harris. "This gives new meaning to the word outreach." SCSU is one of only three programs in New England that are ALA-accredited, he observed, and now students from all over the region "can take courses at their convenience, not ours. This makes online education accessible to disabled people and to people with families," whose schedules need to be more flexible.

Harris said students are taking online courses have already reported that they are better students online than they were in the classroom because they go online only when they are prepared and have read the material, as opposed to attending classes tired and unprepared. They are also "using the technology every day and will never be intimidated by it again." For more information about OnlineCSU, visit the university's Web site at onlinecsu.ctstateu.edu - American Libraries, January 2000

IFLA-SET EDUCATION AND TRAINING WORKSHOP AT IFLA IN JERUSALEM

TOPIC:	"Teaching Students with Diverse Multilingual/Multicultural Backgrounds"
TIME:	August 17, 2000 -- 9:30-16:30
PLACE:	School of Library, Archive and Information Studies, The Hebrew University of Jerusalem, Givat Ram Campus, Levy Building, 1st floor
CHAIR:	Dr. Susan Lazinger, School of Library, Archive and Information Studies, The Hebrew University of Jerusalem
MORNING SESSION: 9:30-12:00
9:30-10:30	OPENING ADDRESS AND GREETINGS Prof. Bluma Peritz, Director, School of Library, Archive and Information Studies, The Hebrew University of Jerusalem "Contesting New Identities: Literacy and Reading in Multicultural Societies." Prof.Hanna Adoni, School of Library, Archive and Information Studies,and Director, Department of Communications, The Hebrew University of Jerusalem.
10:30-11:00:	COFFEE BREAK
11:00-12:30	"Education and Training in Israel." Prof. Bluma Peritz, The Hebrew University of Jerusalem; Dr.Snunith Shoham, Bar Ilan University; Prof. Irene Sever, The University of Haifa. "Teaching in a Multilingual, Multicultural Environment: A Personal Experience." Prof. Sara Fine, University of Pittsburgh and Bar Ilan University
12:30-14:00:	LUNCH
AFTERNOON SESSION: 14:00-16:30
14:00-15:00	DRAFT LISTING OF PAPERS ON TEACHING MULTILINGUAL/ MULTICULTURAL STUDENTS "Modern tendencies of short-term training organization of library disciplines teachers in Higher Schools of Russia and CIS." Natalia Jadko, Director, Training Centre, Rudomino School Library of Foreign Literature, Moscow, Russia. "Developing a Continuing Education Center in Central America: An International Project." Susan Schnuer, Assistant Director, University of Illinois, Mortenson Center for International Library Programs, and Dra. Ana Cecilia Torres Directora Escuela de Bibliotecologia y Ciencias de la Informacion, Directora Centro de Actualizacion Bibliotecologica de Centro America, Universidad de Costa Rica. ABSTRACT: The Continuing Education Center is the result of a cooperative project between the Mortenson Center for International Library Programs and the University of Costa Rica, School of Library and Information Science. The Mellon Foundation funded the project. The Center works with librarians in four countries: Costa Rica, El Salvador, Guatemala, and Nicaragua. The paper will discuss the process of establishing a such project with an international partner and the designing a program that meets the needs of librarians in different countries. "A Methodology for studying the Impact of Distance Education in Library and Information Science (LIS) on Multilingual and Multicultural Enrollment - Global and Cooperative Implications." Terry L. Weech, Associate Professor, Graduate School of Library and Information Science, University of Illinois, Champaign, Illinois, USA. ABSTRACT: A draft methodology for gathering data on the impact of distance education in Library and Information Science programs will be presented. Challenges of defining data categories and of obtaining access to relevant information will be discussed. A proposed procedure for applying the methodology internationally will be suggested.
15:00-15:30	COFFEE BREAK
15:30-16:30	DISCUSSION SESSION ON ISSUES IN TEACHING STUDENTS WITH DIVERSE MULTILINGUAL/MULTICULTURAL BACKGROUNDS (Small group discussions lead by the afternoon presenters)

From September 2000 the Robert Gordon University's School of Information and Media will be adding a Masters degree in Knowledge Management to its dynamic programme of postgraduate courses.

The new course responds to a growing demand among organisations in all sectors for specialists who have training and experience in the knowledge management function. The course aims to provide students with relevant skills enabling them to work as knowledge officers, managers and researchers capable of working innovatively within organisations and groups in public and private sectors. It will develop students' understanding of ways in which intellectual capital is created, shared and built upon, with particular emphasis on the role of knowledge in supporting corporate strategy.

Students will be enabled to relate theories of Knowledge Management to the organisational environment, and will be given an in-depth understanding of the systems that facilitate the creation and sharing of knowledge. Graduates will be able to assess and make recommendations on knowledge flows and strategies, and design a knowledge infrastructure for different types and sizes of organisations.

Applications are invited from graduates in any discipline. Applications will be considered on their merits. Other factors being equal, preference will be given to applicants who have some relevant working experience. In exceptional circumstances, applicants without these qualifications, but with extensive and appropriate work experience may be considered in accordance with the University's policy for Assessment of Prior Learning. Applicants without the required level of knowledge of basic IT applications will be required to take the European Computer Driving Licence course, which is available on an Open Learning basis through the University's Virtual Campus.

Successful completion of eight modules leads to the award of the Postgraduate Diploma. These can be taken over 1 year (2 Semesters) on a full-time basis, or part-time over a longer period according to the student's other commitments. A further period undertaking a small piece of research leading to the submission of a dissertation is required the Masters' degree. There is no formal closing date, but places may be limited and early application is advised. Students or their employers will be expected to pay the tuition fees for this course.

For further information contact: School of Information and Media, The Robert Gordon University, Garthdee Road, Aberdeen AB10 7QE. Telephone: (01224) 263900; Fax: (01224) 263900 e.mail: sim@rgu.ac.uk

Section on Education and Training (SET) Officers Listing

The SET Bulletin is published twice a year in January and August. Please share your ideas and comments by sending your contributions or suggestions to John F. Harvey, PO Box 21363, 1507 Nicosia, Cyprus, Tel: (357-2) 664286, Fax: (357-2) 676061, e-mail: john.f.harvey@usa.net or Suite 1105, PMB-079, 82 Wall Street, New York, NY 10005-3682, USA, Fax: 212-968-7962. Secretariat: Janet Assadourian.

International Federation of Library Associations and Institutions (IFLA)
Division VII - Section on Education and Training
Minutes of the Standing Committee meeting held during the IFLA Council and General Conference in Bangkok, Thailand on Saturday, 21 August and Friday, 27 August 1999

Chair: Judith ELKIN
Secretary: Andrew Kaniki (Standing-in for current secretary, Aira Lepik)

Participating members: Russell, Bowden; Darlene Weingand; Natalia Zhadko; Ken Haycock; Ole Harbo; Kari Christensen; Evelyn Daniel; Stephney Ferguson; Susan Lazinger; Stan Kalkus; Terry Weech; Jennefer Nicholson; Judith Field; Mireille Chazal; and Claude Morizio

Observers: Particia Oyler (CEPERT); Huang Xiaobin; W.S. Punyawardena; Al Kagan (Social Responsibility Discussion Group); Robert Stueart; John F. Harvey

1. Introduction and welcome: Judith Elkin (Chair) called the meeting to order. She welcomed members of the Standing Committee and observers to the meeting. Attendees introduced themselves. Judith took the opportunity to remind new SET members of their IFLA responsibilities and the need for them to participate and contribute to the work of the committee. She informed the meeting that Aira Lepik had resigned as secretary of the committee. It was agreed that Andrew Kaniki would stand-in as secretary for all the meetings of the Committee during the Bangkok IFLA 65 conference. It was further agreed that Judith Elkin would Chair the Open Session of the section.

   The Chair apologized to some members of the Section who arrived late because they had reported to Museum which was the initial venue allocated to the section for the meeting.

2. Apologies: Apologies were received from Martha McPhail, Barry Wibenga, Peter Vodoek and Aira Lepik

3. Elections: Judith Elkin (Chair) informed members that her term of office together with that of the Secretary and Information officer, had come to an end. There was need to elect new officers. Members were reminded that eligible persons for elections were those members of the committee serving the 1997 - 20001 and 1999 - 2003 terms. This is done in order to ensure continuity. Outgoing members of the committee were not eligible for elections. Nominations were called. Ken Haycock was nominated for Chair of the committee by Judith Elkin and seconded by Darlene Weingand. No other nominations were received and therefore Ken was duly elected, Chairman. Andrew Kaniki was nominated by Judith Elkin and seconded by Russel Bowden for post of Secretary. There being no other nominations, Andrew was duly elected secretary. It was further agreed that the Secretary will also take up the financial responsibility as Treasurer. Ken suggested that there was need to elect or nominate an Information Coordinator who would be responsible for pulling together and circulating to all members and interested parties information concerning Education and Training. Natalie Zhadko, volunteered for the post Information Coordinator and the committee agreed that she take up that office.

4. Chairman:
   Ken Haycock, Email: Ken.Haycock@ubc.ca
   Director, School of Library and Information Studies,
   University of British Columbia,
   831-1956 Main Hall,
   VANCOUVER BC V6T 1Z1. CANADA

   Secretary and Treasurer:

   Andrew M Kaniki. Email: Kaniki@infs.unp.ac.za or Kaniki@science.unp.ac.za
   Director, Information Studies, School of Human and Social Studies,
   University of Natal,
   P/B X01 Scottsville,
   PIETERMARITZBURG 3209. REPUBLIC OF SOUTH AFRICA

   Information Coordinator:

   Natalie Zhadko, Email: zadko@libfl.ru
   Director Rudomino School Training Centre,
   Library of Foreign Literature,
   1 Nikoloyamskaya,
   MOSCOW 109189

5. Approval of the Agenda: The Agenda was approved as circulated

6. Approval of the minutes of the Standing Committee (SET) Meeting held in Amsterdam in 1998: minutes were approved with the following corrections: Item 6.3 Rueckl should read Ruckl; Item 6.4 "Literary" should be changed to "Library" to read: World Guide to Library, Archive and Information Science Education; Item 6.5 Weingard should read Weingand

   The following were some of the matters arising out of the Minutes of the Amsterdam meeting: 3 (iii) A Question was asked as to whether or not SET will continue to organize workshops during the IFLA conference considering the suggestion by the Professional Board (PB) to limit workshops at the IFLA General conference due to practical reasons. SET was adamant that it will continue to organize such workshops. However, it was agreed that in the future the number of participants to such workshops will be limited.

   1. Ole Harbo inquired about the progress made on the project. Evelyn Daniel and Susan Lanzinger indicated that a document had been prepared and that the details of what had been collected was to be reported as part of the SET Workshop to be held at the Chlalongkorn University on 26 August 1999.

   2. Mireille Chazal inquired as to how far the organizing for translations had gone. The Chair reported that little had been done because the Secretary, Aira Lepik who had agreed to organize the translations had disappeared from the scene and left the "project" unattended. Chazal volunteered to coordinate the translations of papers and leaflets.

7. Officers' Report from the Coordinating Board of the Division on Education and Research: The Chair urged all SET members to attend the Council Meeting and to make sure that they were seated because the Thai Princess was going to attend the meeting.

   The problem of transport to and from the conference hall, and to the Chlalongkorn University for the workshop was raised and the Chair promised to look into the matter.

   Other announcements made by the Chair included: (i) There was going to be an evaluation of the section activities and the whole day workshop which all members are encouraged to complete. (ii) IFLA Express will be published every day. In addition to the English version, there will also be the French and Spanish versions. (iii) IFLA has put together an enhanced newcomers programme for new officers. Ken, Natalie and Andrew will attend one of the sessions. (iv) All Professional resolutions which need to be submitted to the Professional Board are required to be in by Thursday 26 August.

   The Chair further informed the meeting that there had been positive information concerning the planning and organizing of the Jerusalem Conference (2000) from the Coordinating Board.

   The Financial status of SET were generally fine. Judith was hoping to finalize all expenditures and commitments and then pass on the records to Andrew. More detail of these matters to be dealt with in item 8 of the agenda.

   The Chair informed the meeting that IFLA had decided on merchandising items like umbrellas, caps, lapel badges and pins as a fund raising venture. SET members were encouraged to support the venture by purchasing the items from IFLA office stand,

8. Membership: The Chairperson, Reported that there were currently 246 Members of Education and Training section

9. Financial Matters: The Chair explained that the Section is entitled to 9 Dutch Gilders per member. The money allocated to the section is to pay for administration and project work. During the current financial year, some money was allocated to Evelyn Daniel for the Education and Training standards project. Other projects which need continued funding is the World database on equivalence of LIS qualifications which is being developed. The Chair emphasized that there is need to allocate funding to finance translations . There meeting also agreed that we need to circulate more and better information about what SET does and how funds are expended.

10. Conference Programme in Bangkok: Open Forum (Tuesday, 24 August 12:30-15:00hrs) The Chair Reported that FIVE (5) papers had been selected, after going through the referring process, for presentation. Ken Haycock asked if there was a way to indicate in the programme and on IFLANET that in fact the papers presented at the open sessions do go through a referring process. It was agreed that SET should investigate how this can be effected.

    The Programme Theme for the Open Session was: Information rich and information poor in library and information science education. The following were the presenters and papers to be presented:

    Felicity A. Fairer-Wessels (University of South Africa, Pretoria RSA) Strive for balance: the co-existence of multi-; inter- and trans-disciplinary curricula in information management education to address information imbalance on tertiary level

    Andrew M. Kaniki (University of Natal, Pietermaritzburg, RSA) Internet use and training needs of staff of the esAL consortium, KwaZulu-Natal, South Africa: partnership between Historically Disadvantaged and Advantaged Institutions (HDIs and HAIs)

    Pradeepa Wijetunge (University of Colombo, Sri Lanka) and Jonathan Wilson (Manchester Metropolitan University, UK) Availability of information to library and information sciences/LIS policy makers and the status of LIS education system: the case of information poor countries

    Hiroya Takeuchi (University of Shizouka, Japan) and Yong Won Kim (Surugadai University, Japan) Current issues in library and information science profession and its education in Japan

    Seonghee Kim (DongDuk Women's University, Seoul, Korea) The Role of librarians for Knowledge Management

    Workshop (Thursday, 26 August, ALL Day at the Department of Library Science, Chulalongkorn University) It was reported that IFLA BOARD had instructed various sections which were presenting workshops that attendance to these should be by invitation only. This was in an attempt to avoid programme conflicts. It was announced that persons wanting to attend the SET workshop should pick up invitation cards at the meeting: IFLA Book Schedule - Wednesday 25 August, 12:00 - 13:00hrs The maximum number of workshop participants was limited to 50 people. It was further agreed that Ken was going to put an announcement in the IFLA Express concerning the invitations to the workshop.

    IFLA Booth 25 August 12:00 - 13:00 John Harvey Volunteered to staff the booth. Jennefer Nicholoson also volunteered to help.

11. Conference planning: Jerusalem 2000; Susan Lazinger will be responsible for organization. She will be responsible for extending invitations to LIS schools. The Theme of the workshop will be Multi-cultural and multi-lingual teaching [in LIS] The focus will be on teaching students from different backgrounds. The workshop will be held at Hebrew University. It was agreed that the details of the conference and workshop content will be finalized at the Friday (28 August) SET meeting.

    Boston 2001. The theme of the Boston Conference will be Libraries and Librarians making a difference. The Section was informed that Simmons Colleges was expecting to organize the whole day workshop and was going to take up the responsibility of sending out invitation. The suggested theme of the conference was: Knowledge management and the notion of people. Russell Bowden questioned whether in fact Knowledge management is an issue which must be the focus of the workshop. It was suggested that the Boston conference was looking at raising awareness about knowledge management. It was further suggested that perhaps there was need to look at other sub-themes that would address the issue of awareness. Al Kagan suggested that the focus of the workshop on knowledge management should address the issue relating to narrowing the gap between the rich and the poor. Ole Harbo also emphasized that if library and information professionals are to make a difference, as educators we must look at ways for narrowing this rich and poor gap. Ken Haycock suggested that as educators we need to look at issues related to how best we can deliver knowledge in order to make a difference. It was agreed that these issues must be taken into consideration in the process of planning for the Boston 2001 conference and workshop.

    Glasgow 2002. The meeting was reminded that in 2002, IFLA Council and General Conference will be held in Glasgow.

12. Projects/Publications:
    Standards: Evelyn and Susan have been working on the project. The preliminary results and plans for the way forward will be part of the Workshop at the Chulalongkorn University on 26 August 1999

    Statistics: Evelyn Daniel is still collecting data. This may need to be combined with the World Guide to library Archive and Information Science Education project. Robert Stueart mentioned that Josephine Fang has also been working on the similar project like that World guide... Andrew also mentioned that Lenrie Aina (University of Botswana) has compiled two editions of LIS education and educators in Africa. This information would be very useful to the World guide... It was agreed that Andrew would forward Evelyn with Aina's contact address.

    Worldwide database of LIS qualification and accrediting is a continuing project for which funds will be requested.

    Multilingual Glossary. The Chair informed the meeting that Stefan Ruckl had been funded to do this project. No product has come out of this project. It was agreed to remove this item from the projects list.

13. Reports of Affiliated Groups
    CPERT will hold a meeting in afternoon of 21 August 1999. In addition CPERT open session papers will be presented on Thursday. SET members are invited to the session.

    Social Responsibilities Discussion Group: Al Kagan appealed to the committee to continue supporting the Group. He reminded the meeting that Social Responsibilities Discussion Group had been "adopted" by SET because it needed a home before the IFLA Board decide whether or not to accord it a Standing Committee status. It was agreed that SET will continue to support the Group but needs to review this relationship yearly. Al informed the meeting of the Group's planned session and invited SET members to attend.

14. Public Relations of SET
    The Chair informed the meeting that SET leaflets had been produced for distribution. Unfortunately, they were only in English. An appeal was made for volunteers translators. The following persons volunteered to coordinate the translations in the listed languages
    Mireille CHAZAL    FRENCH
    Natalia ZADKO    RUSSIAN
    Martha MacPhail    SPANISH
    Ole HARBO (Will look for somebody to do the German translations)

    It was agreed that if there were any changes or new items to be added to the leaflets these must be sent to Ken or Natalia. Similarly, any information needed to go on the IFLANET should be sent through Ken or Natalia

15. Medium Term Programme and Action Plan (1998-2001 version attached)
    It was agreed that Ken Haycock and Judith Elkin will look at the medium term programme and rework for consideration on Friday 28 August 1999

16. Mid conference meeting: A suggestion had been received from Russell Bowden that we consider holding Mid year conference/meeting to deal with matters that need urgent attention rather than wait a year for another IFLA General conference and SET meeting. It was agreed to defer discussions on this matter to the 27 August meeting for reconsideration and decision.

17. Translations:
    The Chair informed the meeting that it was SET's responsibility to have the papers translated . Unfortunately, there is no funding from IFLA Board to pay for translation of papers, therefore we have to depend on volunteers to translate the submitted papers. Translations must be done by July and sent to IFLA HQ

18. Links with other Sections/Core programmes
    The Chair informed the meeting that the Children's section was interested in having links with SET because the training of LIS personnel is critical to the Children's group. SET took note

19. Any Other Business
    Reminders about the Workshop and the Friday meeting were given. It was further agreed that the following matters would be looked at in more detail at the Friday 27 August meeting: (1) Prospects of an additional, hard copy news letter-whether or not it is necessary and if so what its contents will be (2) Decision on the theme for the Jerusalem Conference (3) Decision on the paper referring process and who will be involved (4)Review the lists of projects

There being no other business the meeting adjourned at: 11:55hrs

Friday, 27 August 1999 session: 10:30 -12:20hrs

Chair: Ken Haycock
Secretary: Andrew Kaniki

Participating members: Russell, Bowden; Darlene Weingand; Natalia Zhadko; Ken Haycock; Ole Harbo; Kari Christensen; Evelyn Daniel; Stephney Ferguson; Susan Lazinger; Stan Kalkus; Terry Weech;; Jennefer Nicholson; Judith Field; Mireille Chazal; Claude Morizio; Monica Ertel

Observers: Susan Schnuer; Particia Oyler (CEPERT); Kimberly Bartlett; Magnus Torstensson; Yoniko Miyabi; Marie-Gabrielle Bodart; Chris Khoo; Bhima Peritz; Bughdana Hajjar; Diann Rusch-Feja; Kerry Smith; Chavelak Boonyakachand; Mike Koenig; Alice Calabrece; John Berry; Patricia Layzell Ward; John F. Harvey and Hans-Christoph Hobohm

1. INTRODUCTION AND WELCOME
   Judith Elkin (Outgoing Chair) welcomed all members and observers present. She proposed that although she was officially the chair of the Section until the end of the year (1999), it would be most meaningful for Ken Haycock, the incoming Chair to chair the meeting. This was agreed to by the members present and Ken took over the chairmanship of the meeting.

   Ken suggested and it was unanimously agreed that in view of the limited time available for the meeting and in view of the many items that needed to be dealt with, he had prepared an Agenda with some suggested decisions which the committee should consider, change as necessary and agree on. (Where necessary names of persons responsible for action related to each item are indicated in parentheses against each item) The distributed Agenda was adopted.

   Recognition and Contributions of Departing Members: Ken paid tribute to outgoing members of SET for their contribution towards the work of the section. He reminded the meeting of the Role of Corresponding Members which is to contribute towards the work of the section by submitting information from geographical areas that are under-represented on SET. According to the regulations a maximum of FIVE persons can be corresponding members. However, in order to retain their membership these persons are expected to contribute regularly to the section. John Harvey (Cyprus) indicated that he was happy to deal with correspondence from and to corresponding members. Drumi Rusch-Feja agreed to be the corresponding from Germany since there is currently no full member from that country on the committee. It was recommended and approved by SET Committee that the term of membership for corresponding members would be similar to that of full membership to SET.

   An attached document on the Role of Observers - was discussed and adopted. It was further recognized that the Official observers of SET include the following:
   Continuing Professional Education: Linda Ashcroft, UK
   Social Responsibility Discussion Group: Al Kegan, USA
   User Education: Jesus Lau, Mexico
   Martha MacPhail [Translations to Spanish]

   SET Minutes: It was agreed that the minutes of the meeting of the 21 August 1999 would be posted to members and also onto IFLANET

2. OFFICERS:
   Role of Secretary: This matter was further discussed and agreed that in addition to the normal secretarial duties the Secretary should also be the Financial Officer

   Appointed Positions -In addition to Information Coordinator which was taken up by Natalia Zhadko. It was further agreed that John Harvey would take on the responsibility of SET Bulletin Editor

3. OFFICER REPORTS:
   Financial Report Judith Elkin (Outgoing Chair) Reported that a balance of £ 360 (Sterling Pounds) was still available for use on various projects (e.g. Standards...) and other activities until the end of the financial year 1999. She suggested and it was agreed that she carries on the responsibility of managing the funds until December 1999. The balance thereafter will be transferred to Andrew (in-coming Secretary/Treasurer). It was further agreed the budget and request for funding for 2000 would be submitted by December

4. AFFILIATED GROUPS: RELATIONSHIPS AND REPORTS:
   Discussion was committed to and reports received on matters concerning affiliated groups. Currently there are two Round Tables: Continuing Professional Education and User Education which had particular activities they would want to run with the support of SET. It was agreed that these suggestions would be taken to the Professional Board for discussion.

   Further discussion was committed to the rules governing sections such as SET and Discussion Groups. Currently the Social Responsibilities discussion group has its home under SET. The meeting was informed that areas of interest which may possibly develop into standing committees or sections of IFLA are given a period of "trial existence" as Discussion Groups. However, such a group must find a home to operated and be supported by an existing standing committee. Resolutions arising out of discussion groups are transmitted to the Professional Board and Council via and with the support of the Standing Committee within which they operate. It was agreed that although the Outgoing Chair and the in-coming Secretary had in principle supported the Social Responsibilities' resolutions in anticipation that the resolutions would be brought to SET for discussion, the resolutions, which found their way in the Express and intended for the Professional Board and Council, should not have gone ahead without being discussed and agreed on by SET meeting.

   It was agreed that there must be Information Exchange/Newsletters between and among the various affiliated groups.

5. CONFERENCE PROGRAM
   Bangkok 1999 Review Judith Elkin the Outgoing Chair gave a report on both the Open Forum and the Workshop. She informed the meeting that FIVE papers had been accepted for the Open session. However, only FOUR had been presented. Presenters of the other paper had not attended the IFLA conference. This provided more time for discussion of papers. At most there were about 120 people who attended the session although on the average there were close to 85 people throughout the session. There was some discussion on the structure and organization of the open sessions. It was agreed that we should continue, in future sessions, to have some discussion after each paper rather than after all the papers have been presented. It was also agreed efforts must be made to find translators to do translations of particularly questions from the audience relating to presented papers. It was also agreed that in order to provide future paper referees with enough information and thus better judgement about the proposed papers prospective presenters should be encouraged to submit two-page proposals.

   One hundred and twenty (120) people attended the Workshop which was very successful. Judith paid special thanks to the Chulalongkorn University's organizing committee for the job well done. She also thanked Susan and Evelyn for their work on the Standards for Library and Information Science Education

   Jerusalem 2000 It was agreed that Susan Lazinger would coordinate the Section's arrangements and take care of the necessary physical arrangements. The workshop will be held at the Hebrew University. The Proposed and agreed theme will be - Teaching Students with Diverse Multilingual/Multicultural Backgrounds. In addition to Susan, Terry Weech, Natalia Zhadko and Stephney Ferguson because their special interests and experiences in this area volunteered to make some input to the programme

   For the Open Forum it was agreed that theme would be - Standards for LIS Education which is within the general context of general IFLA Jerusalem theme of Information for Cooperation: Creating the Global Library of he Future It was further agreed that the first part of the Open session will be dedicated to the presentation and discussion of further work which will have been done the Standards for Library and Information Science Education

   It was agreed that Andrew will prepare a Call for Papers/Proposals in December. Judith volunteered to coordinate the referring process of proposals.

   Some discussion was committed to future conferences in Boston, Glasgow and Berlin. It was agreed that only tentative arrangements and agreements can be made at this stage. Ken suggested and it was agreed that at the first SET meeting in Jerusalem further discussions and agreements on the three conference should be done. In the meantime the following were agreed on.

   Boston 2001 The theme will be Libraries and Librarians: Making A Difference in the Knowledge Age Volunteers for organizing both the Open Forum and Workshop will be agreed and finalized later. In the mean time Stephney Ferguson, Judy Field and Stan Kalkus will coordinate the planning process.

   The meeting was informed that the following Pre-Conferences before the Boston Conference are being planned:

   1. Education and Research for Marketing and Quality Management [with the Section on Management and Marketing-Rejean Savard]-- in Montreal (Canada)
   2. Fourth World Conference on Continuing Professional Education [with the Round Table on Continuing Professional Education- Contact: Blanche Woolls]-in Chester, Vermont (USA)

   Glasgow 2002. It was proposed and agreed that Karin Christensen, Judith Elkin, and Monica Ertel will coordinate the planning process. The final agreements on the Open Forum/Theme and Workshop/Theme would be finalized later.

   The meeting was informed that the following Pre-Conferences before the Glasgow Conference are being planned:

   1. Fifth World Conference on Continuing Professional Education- Contact: Ian Johnson Berlin 2003 It was proposed and agreed that Maria Gaia Gajo, Claude Horizio and Terry Weech will coordinate the planning process. The final agreements on the Open Forum/Theme and Workshop/Theme would be finalized later.

   Proposed themes for future conferences: The meeting considered the various proposed themes submitted by members of SET. It was agreed that the following themes can be used for future conferences:

   History of LIS Education;
   Staff Development and Training;
   Teaching Methodologies/Strategies;
   Developing Research Competence;
   Knowledge Management;
   Education for Youth Specialists (School and Public)

   Translations: The meeting further reiterated the need for translations for submitted papers. It was agreed that at the very least, abstracts to all presented papers must have translations in the official IFLA languages. It was further agreed that to endorse the earlier proposal for IFLA to investigate translation of LIS publications

6. PROJECTS AND PUBLICATIONS: REPORTS AND RESPONSIBILITIES
   Medium Term Action Plan 1999-2002 Judith Elkin distributed the proposed Action plan which included the activities listed below. It was agreed that if members had further comments relating these and other activities they should send them to Judith via electronic mail.

   Current Projects:

   1. Standards for Library and Information Studies Education (Evelyn Daniel/ Susan Lazinger) It was agreed that Ole Harbo would join the two in order to provide the other European view like the German LIS professional education perspective, to the project

   2. Database of Professional Qualifications in LIS and National Accrediting Bodies (Judith Elkin)--Judith reported that this work will culminate into a two year project and hopes to complete by 2000. She further indicated that she hoped part of this work will be included in the discussion and recommendations on reciprocity of foreign credentials at 2000 conference.

   3. World Guide to Library and Information Studies Education [including statistics] (Evelyn Daniel)- It was reported that Robert Stueart and Josephine Fang had prepared the last Guide... It was further reported that data from the last project was available at IFLA Head Quarters. It was suggested that the current data base was too antiquated for conversion into the current available software. Judy Field and Monica Ertel agreed to look at what was available and feed into the process. It was further agreed that if there are any alternatives or associates to the project they should communicate with Evelyn.

   4. Multilingual Glossary of LIS Terms As reported at the 21 August meeting, the meeting was again informed that Stefan Ruckl had been funded to do this project. No product had come out of it . It was suggested that this item be removed from the projects list. However, Evelyn Daniel volunteered to investigate further and establish what had so far been done.

   New and Proposed: Four New projects were tabled:

   1. Survey of Education for Management in LIS Programs [cosponsor with Section on Management and Marketing] Ken informed he meeting that he had the full proposal of this project. It was agreed that SET will support the project and that Natalia will be the contact person between SET and the Section Management and Marketing

   2. History of the Section It was agreed that a compiling the history of the section is critical for continuity. It would help inform new comers to the section on the work and accomplishments of the section. Russell Bowden and Ole Harbo agreed to work on the project

   3. Proposal for Regional Seminars Russell Bowden agreed to look into the prospect of organizing and presenting regional seminars . Regional seminars, it was argued would provide an opportunity for persons interested in Education and Training who otherwise are unable to attend IFLA Council and General Conferences to participate in the SET activities.

   4. Distance Education and Multiculturalism/Diversity Terry Weech suggested that a project on the state of Distance education and Multicultural diversity in LIS is critical considering the fact that more and more LIS students are preferring distance education rather than residential systems of education and training. Furthermore globalization has meant that students in library schools are more diverse and these differences must be taken into account in the teaching and training of library and information professionals. Following further discussion on the matter, It was agreed that Terry Weech will give the first paper at the Workshop to set the stage for the rest of the workshop.

   Public Relations/Information Coordinator It was agreed that a copy of every information related to SET must be sent to Natalia Zhadko. This would also include all information intended for IFLANET. There was some discussion on the distribution of the document on the Guidelines... and the possibility of either posting this onto the IFLANET or develop our own discussion group. Natalia agreed to with IFLANET on the requirements for adding such information.

   There was some discussion on the prospects of SET publishing a Newsletter. Such a Newsletter it was argued would include Minutes of SET; Names of attendees, and possibly publication of short papers. It was agreed that rather than publish a newsletter, SET should publish a Bulletin which would have wider scope like publication of papers presented at SET sessions. It was brought to the attention of the meeting that the IFLA Journal has the first call on all papers presented at IFLA General Conference. It was agreed that John Harvey will be responsible for publishing the Bulletin. It was further agreed that John will check with the IFLA Journal the procedure to follow in order to publish our own papers in the Bulletin.

   Membership Development Jennefer Nicholson agreed to take the responsibility of membership development and brochure

   It was also agreed that Leaflets/Brochure will be updated in the stated languages by the following persons, respectively: English - Jennefer Nicholson; Translations: French - Mireille Chazal; German - Diann Rusch-Feja; Russian - Natalia Zhadko; and Spanish Martha MacPhail

7. COOPERATION WITH OTHER GROUPS
   A number of sections like the Children's section and so forth have expressed interest and also requested that SET Co-sponsor of LIS Education Programs with particular concerns to these groups. It was argued that Education and Training cuts across a number of areas and interest groups. It was agreed that we need to re look at the criteria for giving such support and or co-sponsorship and in addition we must set priorities for such cooperation

8. RECOMMENDATIONS TO THE COORDINATING BOARD
   It was agreed that Written Standards/Procedures for Division VII Papers will be submitted to the Coordinating Board

9. OTHER BUSINESS
   Mid Conference Meeting as suggested by Russell Bowden was discussed. It was felt that the cost implications would make it difficult for many members to make both the Mid Conference Meetings and the IFLA Council and General Conference. Jennefer Nicholson suggested that we need to look at the prospects of organizing an electronic chat group as the alternative or piggy backing and existing related listserv. There was also some discussion about the prospects of requesting for a longer meeting period at the Jerusalem conference so that enough time is available to get through the various issue.

   There being no other business the meeting adjourned at 12:20hrs

Name	Country, City	Term	Task(s)
Bowden, Russell	Sri Lanka, Kottawa	2001	[1] History of SET [with Harbo] [2] Regional Seminars Proposal
Chazal, Mireille	France, Paris	2001	Translations to French
Christensen, Kari	Norway, Oslo	2003	Conference 2000 Proposal
Daniel, Evelyn	USA, Chapel Hill	2001	[1] Revision of LIS Guidelines [2] World Guide to LIS Education [3] Reciprocity of Credentials
Elkin, Judith	UK, Birmingham	2001	[1] Database Directory[2] Procedures for Refereed Papers [3] Conference 2002 Proposal
Ertel, Monica	USA, Portola Valley	2003	Conference 2002 Proposal + World Guide
Ferguson, Stephney	Jamaica, Kingston	2001	Conference 2001 Proposal
Field. Judy	USA, Detroit	2003	Conference 2001 Proposal
Gajo, Maria Gaia	Italy, Rome	2003	Conference 2003 Proposal
Harbo, Ole	Denmark, Copenhagen	2001	History of SET Guidelines
Harvey, John	Cyprus, Nicosia	2003 C	Newsletter Editor/Bulletin
Haycock, Ken	Canada, Vancouver	2001	Chair [elected]
Horizio, Claude	France, Jaunay-Clan	2003	Conference 2003 Proposal
Kalkus, Stanley	Czech Republic, Prague	2001	Conference 2001 ProposalGlossary
Kaniki, Andrew	South Africa, Pietermaritzburg	2001	Secretary [elected]
Lazinger, Susan	Israel, Jerusalem	2001	[1] Revision of LIS Standards [2] Conference 2000 Program
Nicholson, Jennefer	Australia, Kingston	2003	Membership Development/Brochure
Rusch-Feja, Diann	Germany, Berlin	2003 C	Translations to German
Weech, Terry	USA, Urbana	2003	Conference 2003 Proposal
Zhadko, Natalia	Russian Federation, Moscow	2003	[1] Information Coordinator [2] Translations to Russian

Official Observers:
Continuing Professional Education: Linda Ashcroft, UK
Social Responsibilities: Al Kagan, USA
User Education: Jesus Lau, Mexico
Observer: Martha MacPhail [Translations to Spanish]

American Library Association
Report of the Steering Committee on the Congress for Professional Education

Jim Baughman, Committee on Accreditation, Simmons College, 300 The Fenway, Boston, MA 02115-5898, 617-521-2791, fax: 617-521-3192, e-mail: jbaughman@vmsvax.simmons.edu.

Lisa Biblo, Harvard University, Holyoke Center 821, Cambridge, MA 02138, 617-495-8596, fax: 617-496-8344, e-mail: lisa_biblo@harvard.edu.

Judy Card, ALA Continuing Library Education Network and Exchange Round Table (CLENERT), Memphis-Shelby Public Library, 1850 Peabody Avenue, Memphis, TN 38104-4021, 901-725-8851, fax: 901-725-8883, e-mail: cardj@memphis.lib.tn.us.

Mary A. Dempsey, The Chicago Public Library, 400 South State Street, Chicago, IL 60605-1203, 312-747-4090, fax: 312-747-4968, e-mail: mdempsey@chipublib.org.

Ed Erazo, Professional Issues Working Group Chair, Florida Atlantic University, 777 Glades Road, Boca Raton, FL 33431-0992, 561-297-1029, fax: 561-338-3863, e-mail: eerazo@fau.edu.

Shirley Fitzgibbons, Association for Library & Information Science Education, Indiana University, 1936 East Bay Pointe Drive, Bloomington, IN 47401-8136, 812-855-3247, fax: 812-855-6166, e-mail: fitzgibb@indiana.edu.

Jonathan Franklin, American Association of Law Libraries, University of Michigan, 801 Monroe Street, Ann Arbor, MI 48109-1210, 734-764-6150, fax: 734-764-5863 e-mail: jafrank@umich.edu.

Jennifer Jung Gallant, Cleveland Public Library, 482 Dover Center Road, Bay Village, OH 44140-2356, 216-623-2834, fax: 216-902-4920, e-mail: j.j.gallant@usa.net.

Ken Haycock [Chair], The University of British Columbia, 831-1956 Main Mall, Vancouver, BC V6T-1Z1, 604-822-4991, fax: 604-822-6006, e-mail: ken.haycock@ubc.ca.

Suzi Hayes, Special Libraries Association, Oak Arbor Publishing, 12505 Oak Arbor Lane, Boynton Beach, FL 33436, 561-498-7336, fax: 561-272-3828, e-mail: suzi@pb.seflin.org.

Sharon Hogan, Association of Research Libraries, University of Illinois at Chicago, Box 8198, Chicago, IL 60680-8198, 312-996-2716, fax: 312-413-0424, e-mail: sahogan@uic.edu.

Sarah Ann Long, ALA Executive Board, North Suburban Library System, 200 West Dundee Road, Wheeling, IL 60090-2799, 847-459-1300 x125, fax: 847-459-0391, e-mail: slong@nslsilus.org.

Robert Martin, Issues in Education for Library and Information Studies Working Group Chair, Texas State Library and Archives Commission, 1406 Windsor Road #202, Austin, TX 78703, 512-463-5460, fax: 512-463-5436, e-mail: rmartin@tsl.state.tx.us.

Joe Mika, Issues in Higher Education Working Group Chair, Wayne State University, 11357 Highland Hills Drive, Jerome, MI 49249, 313-577-6196, fax: 517-688-3138, e-mail: aa2500@wayne.edu.

Fred Roper, Medical Library Association, University of South Carolina, Columbia, SC 29208, 803-777-2177, fax: 803-777-7938, e-mail: froper@sc.edu.

Maureen Sullivan, ALA Divisions Representative, Organizational Development Consultant, 3696 Thomas Point Road, Annapolis, MD 21403-5026, 410-268-3539, fax: 410-268-3810, e-mail: maureen@arl.org.

Connie Van Fleet, ALA Committee on Education, Kent State University, 303 Wilson Avenue, Kent, OH 44240, 330-672-2782, fax: 330-672-7965, e-mail: vanfleet@slis.kent.edu.

Dawn Vaughn, Cherry Creek High School, 9300 East Union Avenue, Englewood, CO 80111, 303-486-2398 x2107, fax: 303-486-2389, e-mail: dpvaughn@plinet.com.

ALA Staff Liaison and Support

Mary Ghikas, Senior Associate Executive Director, American Library Association, 312-280-2518, fax: 312-944-6131, e-mail: mghikas@ala.org.

Ann O'Neill, Director, Office for Accreditation, American Library Association 312-280-2435, e-mail: aoneill@ala.org.

Lorelle Swader, Director, Office for Library Personnel Resources, American Library Association, 312-280-4278 e-mail: lswader@ala.org.

Danielle M. Alderson, Executive Office, American Library Association, 312/280-3213, fax: 312/944-6131, e-mail: dponton@ala.org.

Background and Context

The Steering Committee was informed in its work by Council resolution CD #54 referred to the Committees on Accreditation and Education, the discussion of the resolution prior to its referral, the Council and Executive Board minutes and the postings to the Council electronic discussion and the member forum discussion during the past year.

Clarification of Responsibilities and Membership
The ALA Council has an obvious and legitimate role in the process as Council approved the 1992 standards for accreditation [some members question the efficacy of those standards]; several members of Council are members of the Steering Committee. The implementation of the standards falls to the graduate programs of Library and Information Studies; the Association for Library and Information Science Education has a representative on the Steering Committee. The assessment of that implementation, that is, the extent to which a program meets the Council-approved standards, falls to the quasi-autonomous function of the Committee on Accreditation; the chair of the Committee on Accreditation sits on the Steering Committee. As there are broader issues of education and training, enumerated below, the chair of the Committee on Education also sits on the Steering Committee.

Issues
The problems related to the graduate education of professional librarians, whether real of imagined, pervade our professional and academic discourse and literatures. These were initially identified by Council and others as the growing elimination of the "L" word [Library] from the names of schools, the seeming lack of attention to core competencies [cataloguing was often mentioned], and the national shortage of professionals to work with particular groups [specifically young people in public libraries and disadvantaged populations] and in particular environments [such as schools]. There was also an apparent "disjuncture" between the graduate programs of LIS and employers in some locations.

Among the initial related issues identified were

• recruitment;
• staffing levels;
• learning to learn by all library workers;
• continuing education;
• certification and licensing; and
• foreign credentialing and equivalency.

The mandate of the Steering Committee was to focus on the first professional degree in the broader context of these related issues. The Steering Committee informed Council in January of these three guiding principles:

1. the Committee would facilitate an open, inclusive and thoughtful process but would impose neither a specific agenda nor a preferred outcome;
2. the issues are complex;
3. the summit could only be considered a first step in a process of improvement; it could not in and of itself "fix" anything.

Content and Process
In order to prepare for a national discussion and debate about professional education, the Steering Committee formed four working groups, three of which dealt with "content" areas and one with "process" issues. The committees, members and illustrative areas of concern are listed below. The three content areas were:

Issues in Higher Education
-Jim Baughman; Lisa Biblo; Jonathan Franklin; Joe Mika [chair]; Ann O'Neill [staff liaison]
were responsible for current issues that affect higher education at the institutional level, and may include, but were not limited to:
• changes in mission, leadership, role of information;
• relations of the university within society
• resource allocation and funding
• external market forces
• accountability inside and outside the university
• education vs. training, relationship and standing of professional schools within graduate education
• accreditation of library and information studies within higher education
• comparison of library and information studies accreditation standards to other professions.

Major factors are: internal and external factors affecting higher education; the politics of higher education; the difference between college vs. school vs. department vs. program; emphasis on scholarship; restructuring; demise of the service ideal in some institutions. The program included discussion of why and how decisions have been made at specific institutions about which the profession has raised questions.

Issues in Library and Information Studies Education
[note: this is the term used on the Council-approved 1992 standards] -Mary Dempsey; Shirley Fitzgibbons; Mary Ghikas [staff liaison]; Bob Martin [chair]; Fred Roper
were responsible for issues germane to the current and future status and practice of professional education for library and information studies; the focus was preparing the student for the changing roles and responsibilities of professional practice, including:

• core competencies and values;
• preparing generalist and specialist practitioners;
• domain of the curriculum;
• accreditation, including ALA, NCATE and others;
• access to LIS education: geographic; specialization;
• LI>theory and practice;
• experiential learning

Issues in The Profession
-Ed Erazo [chair]; Jennifer Gallant; Suzi Hayes; Lorelle Swader [staff liaison]; Connie Van Fleet
were responsible for issues emanating from the profession(s):

• professional values;
• knowledge and skills;
• appropriate degree;
• one profession or group of related professions;
• traditional roles, new roles, additional roles, different roles, enduring roles;
• continuing education and training;
• alternative careers;
• certification;
• executive training;
• second masters specialization;
• recruitment: salaries; shortages; placement; job security; geographic location;
• diversity: workforce; demographics;
• economics: return on investment for graduate; cost effectiveness for institutions/employers

The program addressed the occupational outlook, job market and lifelong learning.

Background Material
The content groups consulted with individuals and groups regarding selected background papers but all stakeholders were invited to submit opinion or research papers on any or all of the areas. These papers were posted to the websitehttp://www.ala.org/congress and open for comment. Papers were reviewed and discussed in advance of the Congress. Interested individuals and groups (e.g., divisions, roundtables, associations, councilors, members, etc.) were invited to contribute papers. The list of background papers and related readings for delegates follows.

The Summit
The Congress on Professional Education Planning/Process Working Group-
Judy Card; Mary Ghikas [staff support]; Sharon Hogan [chair]; Maureen Sullivan; Dawn Vaughn.

The Committee renamed the Education Summit the "Congress on Professional Education" as a more appropriate title for its mandate and objectives.

Objectives for the Congress
The Congress on Professional Education examined the initial preparation of professional librarians as a first step in studying broader issues of education and training.

Delegates:

1. examined the complexity of librarianship within the context of politics within higher education; economic pressures; geographic disparities; education for the many faces of librarianship; and changing demographics in society;
2. reviewed the changing role of accreditation in the profession and others; the historic conflict between education and training; and the curriculum in library education;
3. worked to define the library profession today and into the 21st century;
4. identified preliminary core values which shape the library professional;
5. outlined strategies of action for library associations, employers, schools of library and information studies and concerned alumnae.

There was general consensus that the Congress must focus on shared understanding, consensus and articulation of strategies. Implementation of strategies will involve partner groups; there must be a "commitment to action" by all. The overall goal was to ensure that the health of the profession continues into the future.

The Shape of the Congress
While there were commissioned background papers and individual and panel presentations, the process for the Congress emphasized small group interaction using a variety of criteria for different groupings to ensure both diversity of opinion and experience where appropriate and common concerns where appropriate. The program for the Congress on Professional Education follows.

Delegates to the Congress
There was great interest in the Congress among individuals and groups. Due to the need to not only be fair, open and inclusive, and to be perceived as same, the committee concentrated on commitments and representation from

• national associations (e.g., affiliates, specialist associations, divisions, accrediting bodies) and
• groups (e.g., ethnic caucuses, round tables, critical committees)

The committee reviewed the named representatives to assure broadly defined diversity. Invitations to individuals were thus limited to underrepresented groups (e.g., students, new librarians) and specific expertise (e.g., authors of solicited papers). In balancing participation at the Congress, the following criteria were applied: type and size of libraries, ethnic/cultural diversity; geographic diversity; years in the profession; students; age; disabilities; etc. There were 150 delegates in total, including representatives, presenters, staff and observers. The executive directors of the major partner groups were also included. Delegates were expected to read the background papers and participate in electronic discussion groups prior to the Congress, to participate actively and thoughtfully through the Congress and to engage in deliberations and actions to move the Congress consensus forward. The press were invited and invited to participate.

The website is still available and includes the list of delegates and biographical and contact information. A complete list of delegates follows.

Participation
It was the intention of the Committee to use the available technology to support moves toward an informed membership. Opportunities for participation included:

• accessing the website for background, research and opinion papers;
• responding to papers posted on the website;
• participating in chat rooms held on specific topics prior to the Congress;
• contributing to the unmoderated Congress discussion list;

Members will also be involved in pursuing implementation of recommendations. Beyond discussion of the issues, responses were analyzed to inform deliberation at the Congress.

The Process
A complete report on the development of the Congress, the planning and facilitation of the event itself and the strengths and weaknesses of approaches taken, has been prepared for the ALA Executive Board as one model for identifying and addressing serious broadly-based professional issues in an open, transparent and reflective manner.

Content
The background papers and readings available on the website provide rich context for the issues addressed at the Congress and should be read and reviewed for fuller understanding of the complexity of the issues. A complete transcript is also available for review by those charged with implementation of recommendations.

The initial presentations provided a framework for deliberations. Ted Marchese (American Association of Higher Education) described the higher education environment today and current trends, including doing more with less in a web-based learning environment while remaining central to the university's mission. Barbara Moran (University of North Carolina-Chapel Hill) reviewed the changes in education for library and information studies as a result of a decade in survival mode; the "schools" now deliver many "programs", including the MLS, while dealing with the tensions of balancing university and employer demands, theory and practice, and librarianship and other information professions. Marilyn Mason (Cleveland Public Library) identified critical shortages, core competencies and limited collaboration as issues; she proposed subsidized education for key areas, engaging professional librarians primarily as managers and higher salaries as three possible alternatives to address these problems.

Delegates identified essential values, including intellectual freedom, equitable access, professionalism (the body of knowledge), quality service and respect (diversity, privacy and confidentiality); these will be realized only when librarians can manage and market well, enable access (teaching; literacy), communicate effectively, and be creative and innovative, comfortable with technology and change, in different environments.

Panelists Janet Swan Hill (University of Colorado), Susan Martin (Georgetown University) and Marion Reid (California State University, San Marcos) addressed the lack of knowledge about accreditation and the lack of rigor in the process as currently practised while Marcia Bates (University of California, Los Angeles), Toni Carbo (University of Pittsburgh), Mary K. Chelton (Queens College) and Brian Schottlaender (University of California, Los Angeles) provided different viewpoints on the curriculum of library and information studies: graduates need to understand information, the relationship of people to that information and technology as a tool to connect the two but theories of context, users and communication make the environment [for profit or not for profit libraries] and the nature of the client [e.g., children] factors in curriculum design and delivery. Other groups [e.g., ALISE; SLA] have also developed projects to examine graduate professional education and these need to be considered in moving forward.

A panel on professional concerns-comprising Carolyn Caywood (Virginia Beach Public Library), Rick Forsman (University of Colorado, Denison Medical Library), Sheila Intner (Simmons College), James Neal (Johns Hopkins University), Joel Shoemaker (Southeast Junior High School), Patricia Smith (Texas Library Association), Barbara Spiegelman (Westinghouse)-made clear the diversity of viewpoints around the perceived value of accreditation and whether specific core values and competencies were addressed adequately; access to programs and specializations was also highlighted. Strategies for action were identified by delegates and labeled for action by employers, library and information studies, associations and alumnae.

Evaluation
Approximately 75% of delegates completed evaluation forms and both the quantitative and qualitative components have been summarized and analyzed. Delegates generally believed that there were adequate opportunities for discussion and ideas to be expressed, that the background papers were helpful in preparation for the Congress, that the issues were identified, that strategies of action were appropriate and that their expectations were met. Delegates believed that the website was an effective communication tool. As anyone who participated in a Congress chat room or electronic discussion would know, however, the Association learned much about electronic means of participation and discussion and how to improve these approaches for any future project similar in nature.

Recommendations
Delegates identified issues and strategies for addressing the critical issues. Through several meetings, review of minutes and transcripts and electronic consultation the Committee framed these results into 40 recommendations to inform the work of the American Library Association and partner groups in five broad areas to enable the profession to:

1. Define the Scope, Content and Values of the Profession;
2. Establish and Apply Standards for Accreditation;
3. Enable Credentialing and Continuing Education;
4. Position Librarianship as the 21st Century Profession;
5. Continue the Dialogue between Library and Information Studies Educators And Practitioners.

Throughout these recommendations, the Committee noted that diversity, including multilingual, multiethnic and/or multicultural considerations, programs and services and support for special needs and the underserved, requires particular attention. Diversity is an important aspect of all knowledge areas of the field and their application in practice. While believing it to be beyond the ken of the committee's mandate to suggest how the recommendations might be achieved, it is our belief that implementation will occur more easily if responsibilities for specific recommendations are assigned to established groups with an expected timeline for action; some recommendations are also interrelated. It is also critical to emphasize that the implementation of many of these recommendations will require consultation and collaboration with one or more of the partner groups represented at the Congress on Professional Education. The specific recommendations follow.

Conclusion
The Congress on Professional Education was the first step in an important process. The Committee prepared this document to synthesize ideas, suggestions and strategies and to reflect the Congress consensus, and developed recommendations for the ALA Executive Board by our stated deadline, ten months after we were formed as a committee. This will be the final job of the Steering Committee. It will be up to the ALA Executive Board to determine whether to broaden the scope of this inquiry and deliberation to investigate more deeply some of the issues raised at the beginning of this report and to address the needs of library workers generally. The Steering Committee for the Congress on Professional Education respectfully submits this report based on the deliberations of representatives of every major stakeholder in graduate professional education in library and information studies. We consider our mandate completed with this presentation.

Recommendations
Recommendations are clustered under five broad areas of concern to enable the profession to:

1. Define the Scope, Content and Values of the Profession;
2. Establish and Apply Standards for Accreditation;
3. Enable Credentialing and Continuing Education;
4. Position Librarianship as the 21st Century Profession;
5. Continue the Dialogue between Library and Information Studies Educators And Practitioners.

A host of additional "second tier" recommendations has also been prepared for the consideration of those group(s) to which these recommendations are assigned. Throughout these recommendations, we note that diversity, including multilingual, multiethnic and/or multicultural considerations, programs and services and support for special needs and the underserved, requires particular attention. Diversity is an important aspect of all knowledge areas of the field and their application in practice. While believing it to be beyond the ken of the committee's mandate to suggest how the recommendations might be achieved, it is our belief that implementation will occur more easily if responsibilities for specific recommendations are assigned to established groups with an expected timeline for action; some recommendations are also interrelated.

It is critical to emphasize that the implementation of many of these recommendations will require consultation and collaboration with one or more of the partner groups represented at the Congress on Professional Education.

It is recommended that the American Library Association:

1. Define the Scope, Content and Values of the Profession Specifically, ALA, in consultation with the appropriate partner group(s), must...

   1.1. clarify the core values (credo) of the profession

   • although the Association has issued a number of documents that imply values for the profession (e.g., the code of ethics, the statement on intellectual freedom; the affirmation of libraries as an American value) there is no clear explication to which members can refer and through which decisions can be assessed; the resulting statement should be developed with partner groups or endorsed by them as the values of librarianship

   1.2. identify the core competencies for the profession

   • a clear statement of competencies should be available to educators, practitioners and the public; while there has been concern expressed about lack of attention to particular core competencies, there is a statement of core competencies and of their importance for accreditation in the current [1992] Standards for Accreditation; these need to be affirmed and profiled, or reconsidered and revised; the resulting statement should be available separately as well; it may be necessary to specify the disciplinary base (e.g. organization of information and knowledge) and its application (e.g. classification, cataloguing)

   1.3. describe the competencies of the generalist of the future

   • it sometimes appears that each specialist association/division/group has defined the essential professional and personal competencies required to be employed, and effective, in their environment; while these statements are useful both for educators for planning education programs and professionals for planning continuing education there needs to be a foundation set for the generalist librarian

   1.4. give particular attention to diversity, including multilingual, multiethnic and/or multicultural considerations, programs and services and support for special needs and the underserved, in the context of these recommendations

   • · this particular recommendation appears throughout these suggested strategies as it needs to be made visible and pervasive in the profession and its institutions

2. Establish and Apply Standards for Accreditation Specifically, the ALA, in consultation with the appropriate partner group(s), must...

   2.1. explore the possibility of an independent board for Accreditation

   • in planning the Congress it was obvious that there is a wide range of national and international associations concerned with the accreditation process funded and managed by the American Library Association; it is critical that discussions be held to explore the feasibility of a collaborative, independent board comprising, and supported by, all the primary players, including ALA and its divisions and partner groups

   2.2. determine whether ALA is accrediting programs for librarians only or also for other information professionals, including specializations

   • the Standards for Accreditation apply to library "and information studies" yet there is some question as to whether this is [a] "librarianship" under a different name, or [b] librarianship expanding into other areas, or [c] a broader range of information professionals, including, for example, archivists, records managers, researchers, Internet managers and trainers

   2.3. examine the process for accreditation as applied in other professions to determine and apply "best practices"

   • several alternative models, such as from accounting, education, law, medicine, etc. were presented during the Congress, each with considerations for improving the current accreditation process for library and information studies; these should be examined for their possible replication

   2.4. clarify and strengthen the process for the cyclical review of the Standards for Accreditation

   • the profession and its practice is undergoing significant change yet the revision of Standards is viewed as an event rather than as an ongoing process; the "new" Standards are still being applied for the first time to programs last accredited eight years ago yet revision is necessary to address concerns, experiences and trends; Standards must address collaborative planning, outcomes-based evaluation and pedagogy

   2.5. clarify and "mainstream" the criteria and management of the ALA/NCATE (National Council for the Accreditation of Teacher Education) process for school librarians who choose that route

   • the NCATE process, recognized by ALA, should be managed by the Office of Accreditation where the Association's expertise and resources reside

   2.6. promote knowledge and understanding of the accreditation process, specifically that it is outcomes-based and is critical to the profession

   • there is a serious lack of understanding of the current Standards and the process for their application that needs to be addressed if there is to be meaningful dialogue between educators and practitioners; promotion of the process should also increase the perceived value of accreditation

   2.7. strengthen the mechanism(s) which exist for involvement of the profession in the accreditation process

   • more professional members need to participate in the accreditation process if it is to become more broadly-based and better understood

   2.8. strengthen the rigor of the accreditation process including training for site visitors

   • the rigor of the application of the standards is dependent on the quality of the site visitors and their training; the current process provides for an orientation of site visitors rather than training in the standards and the evidence which is necessary to assess their attainment

   2.9. ensure that core competencies and Standards are met be each accredited program

   • while various components of the Standards are important, even essential, to the quality of a program-e.g., curriculum, faculty, students, administration, resources-the bottom line for consumers is whether the core competencies of the profession are evident in graduates; this needs to be addressed specifically

   2.10. find ways to provide relevant consumer information about the review of programs to potential students. employers and other stakeholders

   • more than one third of programs reviewed now receive fewer than the full term between external on-site reviews yet no information is provided to consumers about the reasons for these decisions as they apply to potential students and employers; improved access to accreditation information for each program is necessary

   2.11. explore ways to expand access to graduate professional education

   • access is impeded in many ways-e.g., lack of opportunities due to geographic remoteness, socio-cultural factors, economic hardship including lack of scholarships, omission of particular specializations in some areas-and these barriers need to be addressed beyond the single program or region; leadership is necessary to ensure that access is facilitated by programs in concert with other partners

   2.12. give particular attention to diversity, including multilingual, multiethnic and/or multicultural considerations, programs and services and support for special needs and the underserved, in the context of these recommendations

   • this particular recommendation appears throughout these suggested strategies as it needs to be made visible and pervasive in the profession and its institutions

3. Enable Credentialing and Continuing Education
   Specifically, the ALA, in consultation with the appropriate partner group(s), must...

   3.1. develop a coordinated approach to post-MLIS certification/credentialing

   • while specific divisions have undertaken credentialing programs, and other specialist groups have done so as well, there is confusion as to the relationship of these credentials to graduate education, conference programming and continuing professional education, and the expectations, if any, of employers

   3.2. explore establishing a [independent] center for continuing education and professional development

   • enormous resources are directed at continuing education, whether national conferences, seminars and workshops, special programs, etc., yet there is no coordinated approach working to ensure quality and relevance in programming that will move the profession forward; this might include high quality credentialing programs

   3.3. focus conference programs as continuing education/professional development opportunities which can be extended through seminars and workshops offered by the Association

   • there is a lack of congruence between conference programs and other programs; the priorities for continuing education are unclear; it is also unclear whether best practice or revenue enhancement drive continuing education opportunities

   3.4. encourage stratification of trained personnel

   • the needs and requirements of specific levels of personnel need to be identified and education programs developed accordingly; it is unclear whether employers and educators agree on the need for trained library technicians/technical assistants and whether there is a place for the post-baccalaureate bachelor of library and information studies as an alternative for those not interested in continuing to the graduate degree; further study is needed here; demand for stratification and impact on the value of the MLIS need to be investigated

   3.5. clarify roles of personnel who work in libraries

   • individuals should be assigned work commensurate with their education and experience; similarly, while it is a common lament that the public believes that the circulation clerk is the librarian, there has been no examination of means by which this perception can be changed through, for example, position tags

   3.6. determine how to recognize/acknowledge foreign credentials

   • while holders of the ALA-accredited degree expect the value of their credential to be acknowledged in other countries, the same expectation and reciprocity is not extended to residents holding foreign equivalent qualifications and wishing to obtain professional positions in North America; models and experiences from related professions should be explored

   3.7. give particular attention to diversity, including multilingual, multiethnic and/or multicultural considerations, programs and services and support for special needs and the underserved, in the context of these recommendations

   • this particular recommendation appears throughout these suggested strategies as it needs to be made visible and pervasive in the profession and its institutions

4. Position Librarianship as the 21st Century Profession
   Specifically, the ALA, in consultation with the appropriate partner group(s), must...

   4.1. market librarianship as the 21st century profession

   • the Association has done a remarkably good job of promoting local libraries to the extent that the public supports their libraries, they are just not convinced that professional librarians are necessary to manage them; the Association has supported these efforts through advertising, promotion, public relations, merchandising, lobbying, advocacy training, etc. and needs to apply these same strategies to promoting the profession itself in all types of libraries and institutions

   4.2. address the need to improve salaries

   • salaries are an issue in some locations, in some environments, in some specialty positions; some salaries are controlled by the institution and its [librarian] management, others by municipal managers and corporate executives; the salary issue needs to be researched, examined and a strategy developed to improve remuneration; loan forgiveness programs, incentives for work in areas of need, and partnerships need to be considered

   4.3. develop a problem-based research agenda for the profession for the next five years

   • the Association has many mechanisms and fora to enable identification and articulation of the most pressing research needs of the profession

   4.4. fund research important to the profession

   • available research funding should be targeted to the critical research areas identified; research grants might be configured as calls for proposals around topical and practice-based questions for investigation

   4.5. disseminate (in appropriate ways) the findings and conclusions from research and their implications for professional practice

   • more prominent and creative ways need to be found for disseminating research to the field in a way that makes it meaningful and useful, and a catalyst to improved practice

   4.6. give particular attention to diversity, including multilingual, multiethnic and/or multicultural considerations, programs and services and support for special needs and the underserved, in the context of these recommendations

   • this particular recommendation appears throughout these suggested strategies as it needs to be made visible and pervasive in the profession and its institutions

   5. Continue the Dialogue between Library and Information Studies Educators And Practitioners
   Specifically, the ALA, in consultation with the appropriate partner group(s), must...

   5.1. create a structure for continuing dialogue between library and information studies educators and practitioners to continue the work began at this Congress

   • an annual event designed to raise issues and provide for their resolution should be organized, in conjunction with one or more of the partner groups, for mid-winter or annual meetings; it might be noted that the Congress was successful in part due to its representative structure, common background information and skilled facilitation

   5.2. create partnerships between library and information studies educators and alumni and between educators and employers

   • this should be encouraged through outcomes specified in the Standards; examples might include collaborative planning, collaborative research and team teaching

   5.3. foster partnerships between graduate programs and alumni to engage alumni in mentoring and sharing expertise, donating time as well as money

   • this should be promoted through the activities of the Associations

   5.4. develop mechanism(s) to provide mentoring throughout one's career (including pre-graduate degree)

   • mentorships are undertaken at the local, state, national and international levels and require guidance and support; an outline of best practices and current programs would be useful to extend successful models

   5.5. encourage a coordinated approach to methods for learning in library and information studies and provide training for educators in, for example, evidence-based learning, problem-based learning, authentic and portfolio assessments

   • when comparing library and information studies to other programs in higher education, commentators found our programs to be lacking in a coordinated approach and more current methods in graduate professional programs; our innovations were more geared to making lectures and discussion more accessible over greater distance electronically

   5.6. develop strategies to address shortages in the field

   • shortages and impending shortages need to be identified with evidence and made known to educators and leaders in the field; clear responsibility and mechanisms for addressing these shortages need to be developed; creative responses will be necessary, such as coordinated approaches to specializations among schools, summer-based and cohort programs for teachers for school library media, etc.

   5.7. create a document that identifies responsibilities of educators and responsibilities of employers

   • while employers are not responsible for poor admissions decisions made by schools, neither are schools responsible for poor personnel decisions made by employers; there needs to be a clear specification of mutual roles and responsibilities of graduate programs, faculty and students, and employers and employees and their interrelatedness

   5.8. authorize the preparation and publication of the papers and proceedings of the Congress on Professional Education

   • the background papers, panel presentations, identified values and competencies, summaries of issues and responses, are all important material for ongoing discussion and dialogue among and between educators, associations, employers, students and other stakeholders

   5.9. convene a meeting of the partner associations, represented by their presidents and executive directors, to discuss how to move forward with these recommendations and the conversations begun around graduate professional education

   • regular monitoring and adjusting of these recommendations will be necessary with partner groups and progress based on collaborative planning, implementation and assessment

   5.10. give particular attention to diversity, including multilingual, multiethnic and/or multicultural considerations, programs and services and support for special needs and the underserved, in the context of these recommendations

   • this particular recommendation appears throughout these suggested strategies as it needs to be made visible and pervasive in the profession and its institutions

   6. Recruit, Educate and Place Students from Diverse Populations
   Specifically, ALA, in consultation with the appropriate partner group(s), must...

   6.1. address diversity considerations-multilingual, multiethnic, multicultural-in order to recruit, educate and place students from diverse populations as professional librarians to ensure programs and services and support for special needs and the underserved

Background Papers and Readings

Issues in Higher Education

Required Readings:
Bobinski, George S. Some Basic Facts About Our Merger.
Cooper, Marianne. Life in a Large Public University System in the 1990s.
Dill, William R. "Guard Dogs or Guide Dogs? Adequacy vs. Quality in the Accreditation of Teacher Education." Change, vol. 30, no. 6 (Nov.-Dec., 1998): pp. 13-17.
Dill, William R. "Specialized Accreditation: An Idea Whose Time Has Come? Or Gone?" Change, vol. 30, no. 4 (July-Aug., 1998): pp. 18-25. Marchese, Ted. Higher Education.
Varian, Hal R.. Frequently Asked Questions about SIMS and ALA Accreditation.

Highly Recommended Readings
Labaree, David F. "Too Easy a Target: The Trouble with Ed Schools and the Implications for the University." Academe, vol. 85, no. 1 (Jan-Feb, 1999): pp. 34-43.-Recommended because it reveals that LIS programs are not the only higher education programs undergoing scrutiny by their institutions, their alumni, and the public.

Recommended Readings
The Future of Graduate Education in the Arts and Sciences.-Provides in-depth material on what the University of Kentucky's Arts and Sciences College questions were as it assessed the future in late 1996. Again, these are similar to LIS concerns.
The Price of Admission.-Particularly recommended are the sections on how higher education's tuition costs are still a major concern for "low-income" households.
Returning to our Roots: The Engaged Institution.
The Status and Future of Graduate Education and Training at the University of Buffalo.-The Higher Education Working Group recommends this site as it delineates the discussions which were and are ongoing at major research institutions. Note this is dated 1995, but is still relevant for many educational institutions. And, it also, of course, was part of the material considered by the LIS program at Buffalo.

Recommended Websites
Association of American College and Universities.-Another site that participants may want to review for items that are pertinent to higher education and how they affect LIS.
Council of Graduate Schools home page.-This site is recommended as it provides information on developing issues within higher education. Of particular interest is the item on "Distance Graduate Education: Opportunities and Challenges for the 21st Century" A policy statement that reveals that LIS is not alone in its deliberations about distance education.
The Nursing Education's Agenda for the 21st Century.-Recommended by the Higher Education Working Group of the Congress because it suggests many of the same concerns that are facing LIS. Of particular note are the comments regarding "Organizational Structure," "Faculty," and "Curriculum."

Issues in Library and Information Studies Education

Required Readings
Dresang, Eliza T. Education for Youth Services Specialization in Librarianship: Background Paper.
Hill, Janet Swan and Intner, Sheila S. Preparing for a Cataloging Career: From Cataloging to Knowledge Management.
Hopkins, Dianne McAfee. Issues in the Education of School Library Media Specialists.
Robbins, Jane. Accreditation.
Summers, F. William. Accreditation and the American Library Association.
Wiegand, Wayne A. Core Curriculum: A White Paper.

Highly Recommended Readings
U.S. News and World Reports: "The Modern M.L.S. Degree: Library Schools are Turning Out Webmasters."
Wallace, Danny P. Letter written in response to "Marian the Cybrarian", Forbes, February 22, 1999.

Recommended Readings
Bonnice, Laurie J. Theory and Practice: A White Paper.
Gardner, Richard K. "Library and Information Science Education: The Present State and Future Prospects", in Education of Library and Information Professionals. Littleton, CA: Libraries Unlimited, 1987. pp. 32-53.
Taylor, Arlene G. The Organization of Information. (Libraries Unlimited, 1999).

Recommended Websites
Association for Library and Science Education, 1999 National Conference, Beyond 2000: Designing Education for Library and Information Professionals -- Working Together as Educators, Practitioners, and Innovators.
Distance Education Preconference:
Downie, J. Stephen. Jumping Off the Disintermediation Bandwagon: Reharmonizing LIS Education for the Realities of the 21st Century. Full Paper.
Fricke, Martin. Distance Education for Library and Information Professionals: Past Experiences and Possible Futures for Beyond 2000.
Logan, Beth. Distance Education as Different Education: Student-Centered Investigation.
Pollicino, Elizabeth. LIS Education, Academic Libraries, and Higher Education Research: Partnership for Excellence.
Sutton, Stuart. The Panda Syndrome II: Innovation, Discontinuous Change, and LIS Education. Abstract.
Vishik, Svetlana (Claire). Intermediation, Quality Uncertainty, and Efficiency in the Internet Environment.

Links to Educational Policy Statements
American Association of Law Libraries (AALL).-AALL Guidelines for Graduate Programs in Law Librarianship
American Association of School Librarians (AASL).-Position Statement on Preparation of School Library Media Specialists
Association for Teacher-Librarianship in Canada (ATLC)/Canadian School Library Association (CSLA).-Students' Information Literacy Needs in the 21st century: Competencies for Teacher-Librarians.-The link will take you to ATLC's homepage. Scroll to position papers to find this document.
Association of College and Research Libraries (ACRL).-"Education for professional academic librarianship." C&RL News, October 1992, 590-591.

See also: Standards and Guidelines
American Society for Information Science.
Association for Library Collections and Technical Services (ALCTS). ALCTS Education Statements.
Association for Library Services to Children.
Medical Library Association (MLA).-Platform for Change: The Educational Policy Statement of the Medical Library Association.
Society of American Archivists.-Archival Education.
Special Libraries Association (SLA).-Competencies for Special Librarians of the 21st Century.
Young Adult Library Services Association (YALSA).-Young Adults Deserve the Best: Competencies for Librarians Serving Youth.

Issues in the Profession

Required Readings
Gomez, Martin. Public Librarians for the 21st Century.
McCook, Kathleen de la Peña. Using Ochkam's Razor: Cutting to the Center.
Mason, Marilyn Gell. MLS: May the Market Force Be With You.
Smith, Duncan What is the shelf life on the MLS?

Recommended Readings
Bates, Marcia J. The Invisible Core of Library and Information Work.-An article on the "invisible substrate" of information science for a special 50th anniversary issue of the Journal of the American Society for Information Science to be published in fall 1999. Librarianship and information science both have a common, unrecognized core set of activities and perspectives that are unique to the information fields. http://www.gseis.ucla.edu/research/bates1.html

Recommended websites
Medical Library Association, "Using Scientific Evidence to Improve Information Practice"
Special Libraries Association, "A Visionary Framework for the Future: SLA's Strategic Plan"

Papers from Individuals
Discussion from AUTOCAT.
Barnes, Joe. What's in a name? Preserving the word "Library"
Beheshti, Jamshid. Library and Information Studies Curriculum.
Elliott, Karen. What I Really Learned in Library School
Mielke, Linda. Thoughts From a Public Library Administrator.
Sager, Donald J. Defining and Sustaining Values in the Library and Information Science Profession.
Swigger, Keith. Education for an Ancient Profession in the Twenty-first Century.

Papers from Organizations
ALA Chapter Relations Committee
Statement on Higher Education
Statement on Library and Information Studies Education
Statement on the Profession
Asian Pacific American Librarians Association
Association of College and Research Libraries
California Library Association
CLENE's Professional Issues Statement
GODORT. Issues for the Profession of Government Information Librarians
Intellectual Freedom Round Table. Intellectual Freedom Principles in a Changing Profession
LAMA. Statement of Concern Related to the Education of Professionals for Libraries and Information Service Careers.
Library History Round Table. Statement on History in Education for Library and Information Science
Library & Information Technology Association. Statement for Congress on Professional Education
UCLA Department of Information Studies. Statement from the UCLA
Department of Information Studies on LIS Curricula for the ALA Congress on Professional Education
Young Adult Library Services Association (YALSA). Position Paper on Professional Education for Librarians Who Serve Young Adults.

Congress Steering Committee Additional Readings
Andrew Abbott, The System of Professions: An Essay on the Division of Expert Labor. University of Chicago Press, 1988. Especially Chapter 8 "The Information Professions."
John N. Berry, "We Must Have Library Education," Library Journal, p. 82, February 15, 1998.
Buildings, books, and bytes: Libraries and communities in the digital age. Benton Foundation, 1996.
Lois Buttlar and Rosemary Du Mont, "Library and Information Science Competencies Revisited," Journal of Education for Library and Information Science, 37:45-62, 1996.
Thomas A. Childers, "Adventures with the "L" Word: The Drexel Chronicle" Library Journal, pp. 112-113, February 15, 1998.
Prudence W. Dalrymple, "The State of the Schools," American Libraries, pp. 31-34, January, 1997.
Richard A Danner, "Redefining a Profession," Law Library Journal, 90: 315, 1998.
William R. Dill, "Guard dogs or guide dogs? Adequacy vs. quality in the accreditation of teacher education," Change, 30 (November/December): 12-17, 1998.
Harry T. Edwards, "The Growing Disjunction Between Legal Education and the Legal Profession," Michigan Law Review 91:34, 1992.
Jeffrey T. Huber, "Library and Information Studies Education for the 21st Century Practitioner," Journal of Library Administration, 20(3/4):119-130, 1995.
June Lester, "Competency Colloquium: Developing the Competency Statement," Public Libraries, 33:81-91, 1994.
Mary Jo Lynch and Keith Curry Lance, "M.L.S. Librarians in Public Libraries: Where They Are and Why It Matters," Public Libraries, 32:204-207, 1993.
Deanna B. Marcum, "Transforming the Curriculum; Transforming the Profession," American Libraries, pp. 35-38, January, 1997.
Kathleen de la Pena McCook and William E. Moen, "Patterns of Program Selection: Ranked Factors in the Choice of a Master's Degree Program in Library and Information Studies," Journal of Education for Library and Information Science, 33:212-225, 1992.
Rethinking the Library in the Information Age: Issues in Library Research: Proposals for the 1990s. Volume 2. USDE, 1989.
Donald A. Schon, The Reflective Practitioner: How Professionals Think in Action. Basic Books, 1983.
Rebecca Watson-Boone and Darlene E. Weingand, "Profiles of Constituent Groups: Indicators of Effectiveness of Schools of Library and Information Studies," Journal of Education for Library and Information Science, 36:104-125, 1995.
Herbert S. White, "Generalization versus Specialization of the MLS," Library Journal, February 15, 1988.
Wayne A. Wiegand, "Perspectives on Library Education in the Context of Recently Published Literature on the History of Professions," Journal of Education for Library and Information Science, 26:267-280, 1996.

Statistical Information:
Annual placement survey published in the October 15 issue of Library Journal.
Association for Library and Information Science Education Annual Statistical Report.

Delegates
Alphabetical by Organization

American Association of Law Libraries: Margaret Axtmann; Roberta Shaffer
American Association of School Librarians: Sharon Coatney
American Indian Library Association: Lotsee Patterson
American Libraries: Leonard Kniffel
ALA: William Gordon
ALA Armed Forced Libraries Round Table: Barbara Fox
ALA Chapter Relations Committee: Julie Huiskamp
ALA Committee on Education: Carolyn Anthony
ALA Committee on Minority Concerns and Cultural Diversity: Joseph Diaz
ALA Continuing Library Education Network and Exchange Round Table: Kenna Forsyth
ALA Ethnic Materials and Information Exchange Round Table: Trejo Tamieye
ALA Executive Board: Liz Bishoff; Charles Brown; Julie Cummins; Bruce Daniels; Barbara Ford; Martin Gomez; James Neal; Robert Newlen; Sally Reed; Pat Smith; Ann Symons
ALA Federal Librarians Round Table: Lee Porter
ALA Government Documents Round Table: Patricia Cruse
ALA Intellectual Freedom Round Table: Carolyn Caywood
ALA New Members Round Table: Ann Snoeyenbos
ALA Social Responsibilities Round Table: Debra Gilchrist
American Association for Higher Education: Theodore Marchese
American Society for Information Science: Ann Prentice
Asian/Pacific American Librarians' Association: Janice Koyama
Association for Library and Information Science Education: James Mattarrazzo; Sharon Rogers
Association for Library Collections and Technical Services: Sheila Intner
Association for Library Services to Children: Eliza Dresang
Association of College and Research Libraries: Mary Reichel
Association of Library Trustees and Advocates: Sharon Saulmon
Association of Research Libraries: Lee Ann George
Association of Specialized and Cooperative Library Agencies: John Day; Carolyn Sung
Black Caucus of ALA: Mohammed Aman
Canadian Library Association: Lorraine MacQueen; Vicki Whitmell
Chief Officers of State Library Agencies: Sara Parker
Chinese-American Librarians Association: Ling Hwey Jeng
Committee on Accreditation: Richard Budd; Hiram David; Rick Forsman; Martha Hale; Carla Hayden; Susan Kennedy; Beverly Lynch; Steve Matthews; Vivienne Monty; Lorna Peterson; Jane Robbins; Brooke Sheldon; Carolyn Stern
Congress on Professional Education Steering Committee: James Baughman [Committee on Accreditation]; Lisa Biblo; Judy Card [Continuing Library Education Network and Exchange Round Table]; Mary Dempsey; Shirley Fitzgibbons [Association for Library and Information Science Education]; Jonathan Franklin [American Association of Law Libraries]; Jennifer Jung Gallant; Ken Haycock [Chair]; Suzi Hayes [Special Libraries Association]; Sharon Hogan [Association of Research Libraries]; Robert Martin; Joseph Mika; Fred Roper [Medical Libraries Association]; Maureen Sullivan [ALA Divisions]; Connie Van Fleet [Committee on Education]; Dawn Vaughn
Council of Canadian Library Schools: Lynne Howarth
Library Administration and Management Association: Thomas Wilding
Library and Information Technology Association: Barbara Buckner Higginbotham
Medical Library Association: Carla Funk; Frieda Weise
National Board for Professional Teaching Standards: Chuck Casio
National Commission for Library and Information Science: Jose Marie Griffiths
National Council for the Accreditation of Teacher Education: Pauletta Bracy
Public Library Association: Linda Mielke
REFORMA (National Association to Promote Library Services to the Spanish Speaking): Camila Alire
Reference and User Services Association: Beth Woodard
Special Libraries Association: David Bender; Barbara Spiegelman
Young Adult Library Services Association: Joel Shoemaker

Speakers; Panelists;
Students; Newer Professionals; Special Invitations;
Observers:

John Barrett Marcia Bates John W. Berry Robert Bratton Karla Bruno Alice Calabrese Toni Carbo Mary K Chelton Christy Confetti Higgins Jeannine Coscia Denise Davis Nancy Disbrow Julie Garrison Lillian Gerhardt Lori Goetsch Martha Gould

Janet Swan Hill Ramona Holmes Norman Horrocks Ellen Jay David Loertscher Dianne McAfee Hopkins Barbara Kenney Susan Lee Lesley Lundgren Kathleen McCook Marilyn Gell Mason Marilyn Miller Barbara Moran Renee Olson Marion Reid Linda Redmond Theresa Russell John Salitrik James Schmidt Brian Schottlaender

Theodora Scott Duncan Smith Elizabeth Stone Barbara Stripling Peggy Sullivan William Summers Juliet Tamaro Sue Thomas Julie Todaro Cheryl Towne<