This paper describes a study of the teaching of knowledge organization in formal library/information courses. It is based on a questionnaire survey of academic institutions and professional associations in the UK, Australia and the USA, and of employers in various sectors in the UK, and supported by several in-depth interviews with educational specialists, and an analysis of the literature and of course content. The main findings are that: there is little divergence between the views of educators and employers/professional associations; all groups regard theoretical and conceptual knowledge as more important than practical skills; ‘cat and class’ retains its central role in the topic; there is an important role for continuing professional development.
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