Education for information management: a two-stage policy

Abstract

General educational aims for librarianship curricula at first- and second-professional qualification stages are put forward and contrasted. It is suggested that at the first stage the aim is largely the creation of factual knowledge. At the second, perhaps mid-career, stage the main aim is to develop analytical skills and an interest in problem-solving. For the latter, a strongly integrated curriculum is needed, with teaching undertaken in partnership with library practitioners. To illustrate these differences, approaches to the study of library networks (both document-delivery networks, and bibliographical-record delivery networks) in such curricula are suggested and contrasted. In particular, it is suggested that appropriate case-study approaches may be useful at the second state, and an example of one (the founding of the National Lending Library in Britain) is outlined.