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International Federation ofLibrary Associations

& Institutions (IFLA)

Section on Education & Training

SET BULLETIN

July, 2002

Volume 3 Number 2ISSN No. 1450-0647

2001-2002 SECTION ON EDUCATION AND TRAINING (SET) – STANDING COMMITTEE MEMBERS& OFFICERS,LIST OF TASKS & CORRESPONDING MEMBERS, OFFICIAL OBSERVERS

NAME ADDRESS TERM TASK(S)STANDINGCOMMITTEE MEMBERSAbdullahi, Ismail Clark Atlanta University, School of Library &

Information Studies, 223 James P. Brawley Dr.SW, Atlanta, GA 30314 USAT: +1 404 880 6009 / F: +1 404 880 8977e-mail: [email protected]

2001-2005 Conference 2004 Proposal (Buenos Aires)

Elkin, Judith University of Central England, Faculty ofComputing, Information & English,Perry Barr, Birmingham B42 2SU, UKT: 44-121-331 5610 / F: 44-121-331 6281e-mail: [email protected]

1997-20012001-2005

1. Database Directory2. Procedures for Refereed Papers3. Reciprocity of Credentials4. Conference 2002 Proposal

Ertel, Monica Korn/Ferry International, 3 Schirado Place,San Rafael, CA 94028, USAT: +1-310-226-2624 / F: +1-310-552-2915e-mail: [email protected]

1999-2003 Conference 2002 Proposal (Glasgow)

Estivill, Assumpcio Facultat de Biblioteconomia I DocumentacioUniversitat de Barcelona, Melcior de Palau,14008014 Barcelona, SpainT: +34 93 403 5773 / F: +34 93 403 5772e-amil [email protected]

2001-2005 Conference 2004 Proposal (Buenos Aires)

Field, Judy Wayne State University, Library & Inf. ScienceProgram, 106 Kresge Library, Detroit, MI48202 T: 313-577-8539 / F: 313-557-7563e-mail: [email protected]

1999-2003

Gajo, Maria Gaia Biblioteca Nazionale Centrale – Roma, VialeCastro Pretorio 105, 00185 Rome, ItalyT: 39-06-4989249 / F: 39-06-4457635e-mail: [email protected]

1999-2003

Gitachu, Rosemary Social Sciences Librarian , KenyattaUniverstiy, PO Box 43844, Nairobi, KenyaT: +254 51 84621 / F: +254 51 30251e-mail: mailto:[email protected]

2001-2005

Haycock, Ken School of Library, Archival & Info Studies, University of British Columbia, 831-1956 MainHall, Vancouver, BC, Canada V6T 1Z1T: 1-604-8224991 / F: 1-604-8226006e-mail: [email protected]

1997-20012001-2005

Hoglund, Lars Swedish School of Library & InformationScienceUniversity of Boras, S-50190 Boras, SwedenT: +46 33 164306 / F: +46 33 164306e-mail: [email protected]

2001-2005

Lazinger, Susan Chair, IFLA SET SectionSchool of Library, Archive & Info. StudiesThe Hebrew University of JerusalemPOB 1255, Jerusalem 91904, Israel T: (972-2) 6585656 / F: (972-2) 6585707e-mail: [email protected]

1997-20012001-2005

1. Chair of Standing Committee onEducation and Training (elected)

2. World Guide to LIS Education

Lepik, Aira Department of Information Studies, TallinnPedagogical University, 25 Narva Road10 120 Tallinn, Estoniae-mail: [email protected]

2001-2005

Lerouge, Francoise Enssib, 11-21 Boulevard du 11 Novembre191869263 Villeurbanne Cedex, FranceT: + 33 4 7244 4332 / F: +33 4 723 3244e-mail: [email protected]

2001-2005

Morizio, Claude Enseignante Documentaliste Formateur10 rte de Poitiers, 86130 Jaunay-Clan, FranceTel: +33-5-49521783 (h), 49374566 (w) / Fax: 33-5-49521783e-mail: [email protected]

1999-2003 Conference 2003 Proposal (Berlin)

mailto:[email protected]













Nicholson, Jennefer Australian Library & Inform. Association,POB E441, Kingston Act 2604, AustraliaT: 61-2-62851877 / F: 61-2-62822249e-mail:[email protected]

1999-2003 1. Membership Development/Brochure2. Cooperation with Other Groups

Pors, Niels Ole Royal School of Library & Information ScienceBirketinget 6 - DK-2300, Copenhagen S,DenmarkT: +45 3258 6066 / F: +45 3284 0201e-mail [email protected]

20012005 Conference 2004 Proposal (Buenos Aires)

Schubert, Hans-Jurgen Munich Library School, Kaulbachstr. 11D-80539 Munchen, GermanyT: + 49 89 2863 82299 / F: +49 89 2863 82657

2001-2005 Conference 2003 Proposal (Berlin)

Shirinyan, Anna Republican Scientific Medical Library,Toumanian Str. 8, Yerevan, 375001, ArmeniaT: +374 1 52 2600 / F: +374 1 52 2600e-mail:[email protected]

2001-2005

Weech, Terry Secretary/Treasurer of SETUniversity of Illinois Graduate School of Library& Info. Science, LIS Bldg., 501 E. DanielStreet, Champaign, IL 61820, USAT: 1-217-3330646 / F: 1-217-2443302e-mail: [email protected]

1999-2003 1. Secretary/Treasurer of StandingCommittee on Education andTraining

2. Conference 2003 Proposal (Berlin)

Zhadko, Natalia Rudomino School Traiing CenterLibrary of Foreign Literature, 1NikoloyamskayaMoscow 109189 Russian FederationT: +7 095 915 0067 / F: +7 095 915 3637e-mail: [email protected]

1999-2003

CORRESPONDINGMEMBERSHarvey, John 303 Chanteclair House, 2 Sophoulis Street,

POB 21363, 1507 Nicosia, CyprusT: +357-22-664286 / F: +357-22-676061e-mail: [email protected]

2003 1. Information Coordinator2. Bulletin Editor

Rusch-Feja, Diann Director, Library & Research, DocumentationMax-Planck Institute for Human DvlpmtLentzeallee 94, D-14195, Berlin, GermanyT: +4930-82406-230 / F: +4930-82499-39e-mail: [email protected]

2003 Translations to German

Xiaobin, Huang Department of Library and InformationScience, Zhongshan University, 135 Xin Gang RoadWest,Guangzhou 510275, P.R. ChinaT: 020 84035077e-mail: [email protected]

2003

OFFICIALOBSERVERSKagan, Al Convenor, Social Responsibilities Discussion

Grp. Library, University of Illinois, Room 328,1408 West Gregory Drive, Urbana, IL 61801,USAT: 1-217-333-6519 / Fax: 1-217-333-2214e-mail: [email protected]

Represents :Social ResponsibilitiesDiscussion Grp.

Lau, Jesus User Education Round Table, Universidad Autonoma de Ciudad Juarez,Paseo Country 1305, Frac. Country Racquet,CD Juarez CH.H. 32460 Mexicoe-mail: [email protected]

Represents: User Education Round Table

MacPhail, Martha Spec. Clln/Catalog Librarian, San Diego StateUniversity, Malcolm A. Love Library, 5500Campanile Dr., San Diego, CA 92182-8050,USAT: +619-594 6736 / F: +619-594 2700e-mail: [email protected]

Translations to Spanish

Ritchie, Ann Chair, CPERT(Address to be provided at a later date)

Represents: CPERT

The SET Bulletin is published twice a year in January and July. Please share your ideas and comments by sending your contributions or suggestions to John F. Harvey, POBox 21363, 1507 Nicosia, Cyprus, Tel: (357-22) 664286, Fax: (357-2) 676061, e-mail: [email protected] or Suite 1105, PMB-079, 82 Wall Street, New York, NY10005-3682, USA, Fax: 212-968-7962. Secretariat: Janet Assadourian.











CONTENTS………

Letter From The ChairPage 5 IFLA Conference 2002 – SET halfday workshopPage 10 “Extending the Reach of Library/Information Science Education: The Impact of Distance

Education in Library & Information Science on Multicultural Enrolment in LIS Education” byTerry Weech

Page 21 NewsPage 31 IFLA Journal - Notes for ContributorsPage 33 Book Review Section NEW!Page 35 Library Literature & Information Science Listings___________________________________________________________________________________

Report from the ChairSection on Education and TrainingJuly 2002

To my amazement, an entire year haspassed since I accepted the honour of beingChair of the Section. A year that not only in mycountry, but worldwide, has not been an easyone. A year in which it has sometimes taken allof our strength of will to keep working. But keepworking we all have, and with results in whichwe can all take pride.

Shortly after my term began, the StrategicPlan for the Section on Education and Training:2002 – 2003 was drafted in a remarkably shorttime by a highly able subcommittee composed ofNiels Ole Pors (Subcommittee Chair), JudithField, Ismail Abdullahi and Martha McPhail,submitted to IFLA Headquarters and accepted inits final version with minor revisions both by theElected Members to the SET StandingCommittee and IFLA.

Next, our proposal for a major two-yearproject -- the updating of the World Guide toLibrary, Archive and Information ScienceEducation (2nd ed., Saur, 1995) was approvedand funded for the first year, with a promise tofund for the second year as well (the yearcoming up) if a sufficiently impressive progressreport was submitted to IFLA for the first year.Evelyn Daniel, the Editor-in-Chief, has launchedthe project in Chapel Hill, directed the drafting ofan impressive "Terms of Reference" documentfor IFLA describing her vision of the processesinvolved in carrying out this extremely ambitiousand complex project, and has been assured by

IFLA Headquarters that we will be re-funded forthe rest of the project. Evelyn will be workingwith John Harvey, who will be serving as Co-ordinating Editor, and hopefully with 15 to 50regional editors drawn from active IFLAeducators and representing major sections ofthe world to complete the collection anddissemination of information about establishedlibrary and information science (LIS), archival,and information management (IM) educationalprograms worldwide via formal publication andelectronically through an Internet interactivedatabase. Evelyn's report on the progress of theproject and her call for Regional Editors appearsin full in the July SET Bulletin.

I view the funding and implementation ofthe World Guide project as one of SET's mostsignificant achievements in recent years, as wellas the realization of one of SET's key goals ofour Action Plan. We owe its realization primarilyto two people, both of whom I would like tothank: Sjoerd Koopman, IFLA Coordinator ofProfessional Activities, who has supported us inresuscitating this crucial project (which had beenstuck for several years) by facilitating sufficientfunding to get it off the ground and thenpromising to seek additional sources to completeit, and Evelyn Daniel, the Editor-in-Chief, who forno reason I can determine other than herabsolute commitment to IFLA SET excellenceand global cooperation, took on the dauntingtask of running the project.

Next, our hard-working and devotedConference Program Planning Committees havebeen busy designing excellent programs for thecurrent, Glasgow, conference as well as those

for the two conferences following Glasgow, inBerlin in 2003 and Buenos Aires in 2004. Thisyear at the SET meetings we will appoint, aswell, a Conference Planning Committee for theOslo conference in 2005.

The Glasgow Program PlanningCommittee, headed by Judith Elkin, with theparticipation of Linda Ashcroft and Monica Ertel,refereed a large number of submissions for theOpen Session on the theme Think local, Actglobal: enhancing competencies for a diverseworld, and selected 5 excellent papers. Judithalso organized the SET Workshop on DrivingChange in the Profession, recruiting both localUK educators to discuss change in the UK andforeign educators for a panel to discuss thepotential of an important UK project forimplementation in other countries.

The Berlin Program Planning Committeehas been hard at work all year and has draftedproposals for two joint programs: a joint OpenForum with the IFLA Section on Audiovisual andMultimedia and a joint (half-day) workshop withthe School Library Section, thereby supporting inthe most concrete way SET's strategic goal #1:Foster international cooperation on basic andcontinuing education of library and informationscience (LIS) educators and practitioners.

Another goal of SET's Action plan --"Issue a newsletter twice a year in print andelectronic format (Goal 1 and 6)" has been ablymet by our tireless Information Coordinator,John Harvey. John is one of the few people Iknow who gets angry if he is not given enoughwork to satisfy his determination to contribute.Not only has he continued to collect material(with difficulty) for publication in the Bulletin,and publish the Bulletin rich in content andalways on schedule, John has also undertakento translate into several IFLA languages theselected Open Forum papers before eachconference this year, as in previous years (andas he has promised to next year), graciously,promptly, accurately and without any cost toSET--a valued and valuable gift to the section.In addition, he has disseminated SET'sachievements by publishing recently-completed project documents (e.g.,Membership Leaflet, Guidelines for

Professional Library/Information EducationalPrograms - 2000) on the SET website.

As we assemble once more at ourannual, beloved IFLA conference, I hope youwill join me in wishing the world a better yearand SET a coming year that will prove as fruitfuland full as the last. In addition to our ongoingprojects and conference program planning, wehave a number of exciting new cooperativeproposals to review and make decisions on thisAugust. If SET's elected members are willing togive of themselves as generously next year asthey did this past year, then we will indeedcontinue enhancing competencies for a diverseworld and driving change in the profession.

Finally, I cannot close this report without afew words of thanks to the most competent,most available, most organized and, not lessimportant, most pleasant-to-work-withSecretary/Treasurer any Chair could possiblywish. Terry Weech has been my right hand andmy left hand, my consultant and my adviser, mygeneral and my staff. To him, I want to dedicatea special, deeply-felt thank you for hisincomparable support, ideas and plain hardwork, and to all of SET's elected members, Iwant to wish a fine conference and a productive,satisfying year to come.

Susan Lazinger, Chair, IFLA Section onEducation and Training – SET

______________________________________

IFLA 2002 GLASGOWSECTION ON EDUCATION AND TRAININGHalf day workshop – Thursday, 22 August2002 Time: 9:00 – 14:00

Location: Court Senate Suite, Collins Building,University of Strathclyde, Richmond Street,Glasgow. (About 4 blocks from Queen StreetStation, 5 blocks from the Underground and 11-12 blocks from Central Station)

PLEASE NOTE: FOR PLANNING PURPOSES,WE MUST ASK THAT YOU REGISTER INADVANCE FOR THE WORKSHOP. SIGN-UPSHEETS WILL BE AVAILABLE AT THESECTION'S STANDING COMMITTEEMEETING ON SATURDAY, 17 AUGUST ANDAT THE BULLETIN BOARD IN THECONFERENCE REGISTRATION AREA ATSECC. PLEASE SIGN-UP FOR THEWORKSHOP NO LATER THAN NOON ONWEDNESDAY, 21 AUGUST.

REGISTRATION WILL BE LIMITED TO THEFIRST 50 WHO SIGN

Driving Change in the Profession

09:00 Welcome and introduction by the Chair ofthe Section, Professor Susan Lazinger,The Hebrew University of Jerusalem andProfessor Forbes Gibb, University ofStrathclyde

09:15 Change in the UK: Short presentations chaired by ProfessorJudith Elkin

09:20 The Quality Assurance FrameworkThe Quality Assurance Agency (QAA)

and subject review:- (will be supported byexplanatory summaries)

1. The viewpoint of the assessor:Dr Judy Broady-Preston, University ofWales

2. The viewpoint of the assessed:Janet Harrison, LoughboroughUniversity

09:50 Discussion

10:00 Benchmarking:(will be supported byexplanatory summaries)

Marion Huckle, CILIP (Chartered Instituteof Library and Information Professionals)

10:30 Coffee (Committee Room 1)

11:00 The Research Assessment Exercise2001 (will be supported by explanatorysummaries)

Professor Judith Elkin, University ofCentral England and chair of RAEAssessment Panel for Library andInformation Management - Chaired byLinda Ashcroft, Reader of InformationManagement, Liverpool John MooresUniversity

11:15 Panel: Is UK RAE a valuable model forLIS in other countries?� Professor Niels Ole Pors: Denmark� Dr Ken Haycock: Canada� Professor Joyce Kirk: Australia � Ms Rosemary Gitachu: Kenya� Dr Filiberto Felipe Martinez-Arellano:

Mexico

12:00 Professional Associations: ProfessorPeter Enser, University of Brighton

The future of LIS education in the UKand issues emerging from the merger of theLibrary Association (LA) and Institute ofInformation Scientists (IIS) to form CILIP(Chartered Institute of Library andInformation Professionals)

12:30 Open discussion

13:00 Lunch and informal opportunity to meeteducators from around the world (CollinsGallery, Richmond Street)

14:00 Departure on your own to SECC to

catch the buses to Edinburgh for theEdinburgh Festival activities. Thefasted way to the SECC may be by trainfrom the Central Station.

PROPOSALS FOR BERLIN CONFERENCEPROGRAMS

Below are two proposals for the StandingCommittee members of SET to consider forBerlin, 2003 at the SET August 17, 2002meeting in Glasgow. The first is for the OPENFORUM in Berlin. The second proposal is for theWORKSHOP in Berlin.1) The SET Berlin 2003 Program PlanningCommittee proposes a joint Open Forum withthe IFLA Section on Audiovisual and Multimediaon: "Audiovisual and Multimedia as part of theCurricula in Library Schools and ContinuingEducation - Visions and Realities."

The call for papers for the Open Forumwill focus on the diversity of study programs andcontents, learning labs, exam contents andinfrastructure to gain competencies inaudiovisual and multimedia in libraries. Includedin the scope of interest is the use of audiovisualand multimedia as teaching tools (productsdesigned in the prospect of self training forinstance) and/or audiovisual and multimedia asobjects to be dealt with, or from the perspectiveof bibliographic purposes (description, accessmodalities etc.) The call for papers would alsoask for proposals on how AV and Multimedia isincluded in the content of curricula in libraryeducation and training programs to educatecurrent and future librarians in the methods andtechniques of developing and utilizing AV andMultimedia in their professional activities inlibraries.

If approved, we would develop a joint callfor papers and share in the selection of papersfor presentation so that both sections' interestswould be represented in the final papers.

The topic of this proposed joint forum isconsistent with the theme of the BerlinConference. "Access Point Library: Media -Information - Culture"

2) WORKSHOP PLANNING PROPOSAL FORBERLIN, 2003

For discussion at Glasgow, August 17, 2002SET meeting. Submitted by the SET Berlin2003 program planning committee

MORNING (9-12) -- SET Half-Day WORKSHOPon LIS Education in Germany:

Representatives from German LISinstitutions discussing the History, Issues,and Trends in LIS Education in Germany

LUNCH (12-13:00 - Provided by the hostinstitution in Berlin)

AFTERNOON (13:00-16:00) JOINT SchoolLibrary Section and SET Half-Day WORKSHOPon Trends in Education and Training of SchoolLibrarians:

Joint session with SET and the SchoolLibrary Section on "The Education andTraining of School Library MediaSpecialists - Resource Management,Instruction, and Cultural Connections."

Possible Areas of exploration for the workshopmight be:- Identification of competencies necessarycurrently and in the future.- Exploration of strengths of "separate"

programs of education for SchoolLibrarians/Media Specialists

- Exploration of strengths of "integrated"programs for educating SchoolLibrarians/Media Specialists.

Possible future directions and new trends intraining school librarians, including open anddistance education for school librarians.

Submitted by Terry Weech, SET IFLA-BerlinProgram Planning Committee Chair

International Federation of LibraryAssociations (IFLA)

Section on Education and Training

Proposed Agenda for Standing Committeeon Education and Training Meeting ,Saturday, August 17, 2002 8:30-11-20 amGlasgow, Scotland______________________________________

I. INTRODUCTION AND WELCOME� Introduction of Officers, Members/Role of

Members, Corresponding Members,Observers. Susan Lazinger, Chair.

� Approval of Agenda for August 17th. � Approval of Minutes from Boston, 2001.

II. OFFICER REPORTSChair- Susan LazingerSecretary - Terry WeechTreasurer- Terry Weech.Information Officer - John Harvey

III. CONFERENCE PROGRAM PLANNING� Glasgow 2002 (Elkin, Christensen, Ertel) � Berlin 2003 (Weech, Morizio, Schubert)� PreConference - Prior to Berlin 2003 on

Marketing of Libraries (FrancoiseLerouge)

IV. PROJECTS AND PUBLICATIONSA. New Project Proposals� Library Matchmaker Proposal (Michelle

Lang )� Other New Proposals

B. Continuing Projects� World Guide to Library and Information

Studies Education (Daniel/Harvey)� Survey of Education for Management in

LIS Programs [cosponsor with Sectionon Management and Marketing](Zhadko)

� History of the Section [Bowden/Harbo]. � Proposal for Regional Seminars

(Bowden).

Proposed Agenda for Standing Committeeon Education and Training Meeting , Friday,August 23rd, 2002, 10:15-12:15. Glasgow,Scotland

I. INTRODUCTION AND WELCOME� Introduction of Officers to Standing

Committee Members and Observers notpresent at August 17th meeting. SusanLazinger, Chair.

� Approval of Agenda for August 23rd.

II. CONFERENCE PROGRAM PLANNING� Glasgow 2002 (Elkin, Christensen, Ertel) � Berlin 2003 (Weech, Morizio, Schubert)� PreConference - Prior to Berlin 2003 on

Marketing of Libraries (FrancoiseLerouge)

� Buenos Aires 2004 (Abdullahi, Estivill,Pors,)

� Oslo, Norway, 2005 (Committee to beappointed)

III. AFFILIATED GROUPS: RELATIONSHIPSAND REPORTS

IV. CORRESPONDING MEMBERS FOR2002-2003

V. PROJECTS AND PUBLICATIONS � (Comments and Follow-up from

August 17th meeting)VI. BUDGET FOR FY2003

� Administrative Costs including Newsletter� Translating Costs for Conference Papers� World Guide � Other projects

VI. OTHER BUSINESS

Project to Revise and Update the WORLD GUIDE TO LIBRARY, ARCHIVE &

INFORMATION SCIENCE EDUCATION (2nd ed., Saur, 1995)

IFLA’s Section on Education and Training(SET) has named Evelyn Daniel as editor-in-chief of a new project to update the World Guidelast published in 1995. John Harvey,Information Officer for SET, will be assisting asco-editor. The project’s overall goal is to collectcurrent data about established library andinformation science (LIS), archival, andinformation management (IM) educationalprograms in countries and regions throughoutthe world and to disseminate that information viaformal publication and electronically through an

Internet interactive database. Objectives of theproject are:

� To provide access to up-to-date directoryinformation for the LIS/IM educationalcommunity around the world

� To facilitate cross-border information flowson or about LIS/IM educational programs

� To act as a central source of up-to-dateinformation for users interested incomparing LIS/IM programs from aroundthe world for quality improvement andrecognition purposes.

Approximately 15 to 50 regional editorsdrawn from active IFLA educators andrepresenting major sections of the world areinvited to be the first point of contact incontacting LIS programs listed in the 2nd editionof the World Guide and in identifying otherLIS/IM programs in that sector. Regional editorswill be recognized on the web site and in theIFLA publication of the 3rd edition of the WorldGuide. Editors are invited to volunteer theireffort and will not receive any monetarypayment.

The regional editors will be asked to collectand submit information on LIS, archival, and IMprograms in their area and/or to encourage anofficer of an educational program to submitneeded information. A web-based form is beingprepared and will be available in the fall of 2002.Your next IFLA/SET newsletter will provide theURL and further information about the project.

Information about each educationalprogram will include data about the school ordepartment and data about each of theprofessional degree or certificate programs itoffers. Information to be collected will include:� Name of educational unit� Name of parent institution (if any)

� Contact information o Mailing addresso Location address of main campuso URL (if available) o Email o Telephone numbero Fax number

● Name and title of current head of program● Year of founding and any prior names of the

educational unit ● Mission statement (if any)● Degrees, Diplomas, Certificates offered● Distance education programs offered● Composition of teaching staff (i.e. number of

full and part-time faculty ● Composition of student body (i.e., of

students by degree program and year)● Number of graduates by degree program

and by year● Sources of financial support● Tuition for total professional program in local

currency for a specified year● Library and computer resources● Date of information ● Source of information● Information for contact person

o Nameo Emailo Telephone number

Comment about information elements will bewelcome.

If you are interested in serving as a RegionalEditor, you must have an email account and beaffiliated with a member of IFLA. It will behelpful if you are familiar with and perhaps incontact with faculty members of candidateschools. If you would like to be considered as aRegional Editor, please contact Evelyn Daniel,Editor-in-chief, World Guide Project, [email protected].


Extending the Reach of Library/InformationScience Education: The Impact of Distance

Education in Library and Information Scienceon Multicultural Enrolment in LIS Education

and Training Programs

A paper prepared for presentation at the Sectionon Education and Training Workshop IFLA 2001

Conference, Boston, MA, USA, by Terry L.Weech

E-Version of this Paper can be found at:http://leep.lis.uiuc.edu/seworkspace/weech/weechBos

01.htm

SYNOPSIS The results of a study of the impactof distance education in schools of library andinformation science on enrolment of multiculturalgroups in the United States are presented withspecific recommendations for ways to furtherextend the reach of library/information scienceeducation to underrepresented groups. Possibleinternational applications are also noted.

INTRODUCTIONThe term "multicultural" has different

meanings in different contexts. In the UnitedStates, it sometimes refers to individuals fromdifferent cultures, usually found in an institution,or a neighborhood. Other times it refersspecifically to the various categories of race orethnic origin, such as African American,Hispanic, Asian, or European. In thisinvestigation of the multicultural aspects oflibrary and information science education in theUnited States, the decision has been made touse the United States Government categories ofEthnic Origin, with the additional categories usedby the ALISE (Association for Library andInformation Science Education) in thatorganization's Annual Statistical Report. The following provides the ALISEcategories which are based on the U.S.Department of Labor categories:

Ethnic Origin DefinitionsAI American Indian or Alaskan Native -- a

person having origin in any of the originalpeoples of North America, and whomaintains cultural identification throughtribal affiliation or community recognition.

AP Asian or Pacific Islander -- a personhaving origin in any of the originalpeoples of the Far East, Southeast Asia,

the Indian subcontinent, or the PacificIslands. This area includes, for example,China, Japan, Korea, the PhilippineIslands, Samoa, and Taiwan. The Indiansubcontinent includes the countries ofIndia, Pakistan, Bangladesh, Sri Lanka,Nepal, Sikkim, and Bhutan.

B Black, not of Hispanic Origin -- a personhaving origin in any of the black racialgroups of Africa.

H Hispanic -- a person of Cuban, Central orSouth American, Mexican, Puerto Rican,or other Spanish culture or origin,regardless of race. Only those personsfrom Central and South Americancountries who are of Spanish origin,descent, or culture should be included inthis category. Persons from Brazil,Guyana, Surinam, or Trinidad, forexample, would be classified according totheir race and would not necessarily beincluded in the Hispanic category. Inaddition, the category does not includepersons from Portugal, who would beclassified according to race.

W White, not of Hispanic origin -- a personhaving origin in any of the originalpeoples of Europe, North America, or theMiddle East.In addition:

I International students -- all students whoare not U. S. (or Canadian, for Canadianschools) citizens, permanent residents, orlanded immigrants.

NA Information not available. Please use thiscategory sparingly. Where at all possible,report ethnicity.

It is recognized that there are certain"politically correct" and preferred terms in thecurrent culture for some of these categories."Native American" is often used for AmericanIndian and "African American" for Blacks. Whilebeing sensitive to those who prefer one termover another, this study will use the termsdesignated above for the sake of consistency inreferring to the categorization adopted by theUnited States Government and organizationssuch as ALISE.

STATEMENT OF PROBLEM TO BEINVESTIGATED

Many of the professional degreeprograms accredited by the American LibraryAssociation (ALA) in the United States andCanada have been concerned about increasingthe diversity of their student body to includemore multicultural and minority participants.Over the years there have been specialprograms to encourage more diversity in studentenrolments and provide support forunderrepresented groups. Most recently theSpectrum Scholars program, coordinated by theAmerican Library Association, providedscholarships (often matched with financialsupport from the individual schools of library andinformation science) to members of specifiedclasses of minority students. According to theALA Website, "The Spectrum Initiative's majordrive is to recruit applicants and awardscholarships to African American,Latino/Hispanic, Asian/Pacific Islander andNative American/Alaskan Native students forgraduate programs in library and informationstudies. The American Library Association hascommitted resources for 50 annual scholarshipsof $5,000 a year for the Initiative's first fouryears." The mission of the scholarship programincludes the effort to address the under-representation of critically needed ethniclibrarians within the profession. The urgency forsuch a program is indicated by ALA in thefollowing statement:

"It is a troubling reality that our currentranks do not represent the communities servedby libraries. Data collected by the Office forResearch and Statistics in 1998 indicates that87% of both academic and public librarians arewhite and the most recent data collected onschool librarians by the National Center forEducation Statistics (1993-1994) shows that90% are white. The ALA Office for HumanResources Development and Recruitment’s(HRDR) analysis of ALISE statistics indicatesthat graduates from ALA-accredited mastersprograms in library and information studies forthe years 1991-1997 range in percentages from88% to 92% white with the 1997-1998 (the latestavailable data) class being 89% white." (ALAWebsite,http://www.ala.org/spectrum/index.html,accessed July 12, 2001.)

Actually the concern with the lack ofdiversity in the profession has existed for manyyears. At the University of Illinois GraduateSchool of Library and Information Science, aneffort was made to recruit members of minorityand "disadvantaged" groups into the professionover thirty years ago.

In 1968, the University of Illinois LibrarySchool developed a proposal to establish aprogram to recruit and mentor minority students.In 1970, the School received a grant of $65,000from the Carnegie Corporation to establish atwo-year program for disadvantaged students(mostly black and Hispanic) to becomelibrarians. Eleven "Carnegie Scholars" wereadmitted in the summer of 1970. A secondgroup of 19 students were admitted to thespecial program the following year whenadditional government funding was obtained.While there were many challenges in thisprogram, overall the program can be considereda success in that all those who entered theprogram graduated and many of the graduateswent on to contribute significantly to theprofession in major positions in urban and ruralpublic, special and academic libraries in thenation. In many ways it was a high point ofminority recruitment and enrolment at Illinois inthe library school. The proportion of minoritystudents admitted peaked at 16% at the time, afigure not exceeded even today at Illinois despitecontinuing efforts to increase minorityenrolments in the library school. Once thespecial funds were no longer available, thenumber of minority students decreased.However, the commitment to recruit minoritieswas established as a result of this program andthe former admission requirements of two yearsof a foreign language and less than flexibleminimum grade point averages were re-evaluated as a result of the success of thisprogram and modified to be more flexible. Inthat sense, the legacy of the program continuesto this day in the continued revision of admissionrequirements, most recently eliminating therequirement of the Graduate Record Exam foradmission to the Master's degree program inpart because of concerns that minorityapplicants may be placed at a disadvantage insuch standardized testing.

One of the more recent trends in Libraryand Information Science (LIS) education in the

http://www.ala.org/spectrum/index.html

United States is the delivery of ALA accreditedmaster's degree programs through distanceeducation. Traditionally, distance educationprograms have been based on delivering theprograms to distant locations, such as a branchof the school or a remote location where facultywould drive or the classes would be delivered bytelephone or television. In the late 1990s, thenew medium of the World Wide Web providedthe opportunity to deliver such programs by theInternet. Many of the earlier distance educationprograms had as part of their mission to reachthe underrepresented in the profession bybringing the professional degree program to thestudents rather than requiring the students to re-locate to the school. The reason for lowrepresentation of minorities in LIS programs wassometimes given as the difficulty of minorities inre-locating from urban areas to library schoolslocated in non-urban university communities.Some distance program specifically targetedunderrepresented populations in their proposalsfor distance delivery of the degrees. This wasalso the case for some of the web-basedprograms developed in the late 1990s. Giventhe inherent mission of reachingunderrepresented groups in many distanceeducation efforts, the question arises as towhether distance education has been successfulin increasing the number and percent of minoritystudents enrolled in ALA Accredited Master'sdegree programs in the United States. It is thisquestion that this paper attempts to answer. Theextent that international students also participatein these distance programs will also beinvestigated to determine the impact of distanceeducation on the broader definition ofmulticulturalism, which includes internationalstudents as well as members of racial and ethnicminorities who are residents of the UnitedStates.

DEFINING THE POPULATION TO BESTUDIED

The first step is to define the population oflibrary schools. There are 48 accreditedprograms in the U.S. plus one in Puerto Ricoand seven in Canada. The American LibraryDirectory lists 109 unaccredited institutions inthe U.S. that offer some course work in libraryscience. Some of these are courses toward atwo year degree and some toward a bachelors

with certification as a school library mediaspecialist. In Canada there are 21 unaccreditedschools listed as offering some course work inlibrary science. For purposes of this study, onlyALA Accredited Programs will be considered aspart of the population.

The next step in defining the population isto decide on what form of distance education willbe considered for the focus of the study. Thereare numerous definitions in the field, but thefollowing have been adopted as operationaldefinitions for the purposes of this study.

Distance education is operationallydefined as a course offered away from theprimary campus of the school. There are manydifferent delivery systems for distance education.The most common form is to establish an offcampus site at a branch of the University or inanother education institution or in other spaceavailable in the vicinity of a critical mass ofpotential students. The "extramural" orextension course, sometimes offered by mailcorrespondence, but more often offered in thepast by faculty traveling to the site wherestudents gather, is the most frequent example ofthis mode of delivery. As new technologydeveloped, alternative methods of deliveryevolved, such as telephone conference callconnections. At one point, electronic"blackboards" were used in connection with thetelephone conferencing technology. As two waytelevision transmission became available, videoconferencing replaced the telephoneconferencing delivery method, but in all thesecases there was a specific site (or sometimesseveral sites) specified where students gatheredto receive the transmission. This form ofdistance education delivery, for purposes of thisstudy, is labeled "Site Dependent" delivery ofdistance education. In the Site Dependentmode, the student must go to the specified siteto receive the instruction.

The development of the Internet andimproved web-based programs for instructionled to the development of an optional deliverysystem that was not dependent on a specificsite. Any student who had access to the Internetthrough a computer could receive the instruction.This is often labelled "Web-based Instruction."For purposes of this study it is called "SiteIndependent" instruction. In categorizingdistance education programs in Library and

Information Science as either Site Dependent orSite Independent, the operational definition wasdeveloped that required that a complete ALAAccredited Master's degree had to be offered bydistance delivery, not just a few courses, andthat no more than two weeks of on-campusorientation and course work and no more thanone weekend (two days) on-campus per courseenrolment was required of students. If morethan two weeks or one weekend of on-campusresidency was required, it was not considered a"Site Independent" program under the guidelinesof this study.

In fact, a number of the Site Independentprograms identified require less than the twoweeks on-campus and one weekend persemester. At least one program requires onlythat the student come to campus at the end ofcompleting all the course work to take acomprehensive exam. So there exists a varietyof residence modes within the Site Independentgroup.

It is often assumed by universityadministrators and others that site independentdistance education has the edge in terms ofcosts for the school since the student isresponsible for the cost of equipment andlocation for receiving the instruction.

In addition to site characteristics, themethod of delivery may be either "Synchronous"or "Asynchronous." Examples of each can berepresented as follows:

1. Synchronous a. Video, audio, or in-person remotedeliveryb. Web-based synchronous accessc. Combination of methods

2. Asynchronousa. Paper, audio, or video deliveredtime delayedb. Web-based asynchronous withstudents accessing content atdifferent timesc. Combination of methods

METHOD OF GATHERING DATAThe standard source for student data in

schools of library and information science is theannual ALISE Statistical Report. Eachparticipating school completes a surveyquestionnaire each fall semester on the number

of students enrolled in that semester. The datathus provided become a "snapshot" of thecharacteristics of the student body in eachschool. If, for some reason, a student did notenrol in the fall semester (students enrolled in a"summers only" enrolment option, for example),they would not be included in this snapshot. Incontrast, the data available for this study onethnic origins of students in the LEEP distanceeducation enrolment option is available from anadmissions database. So there may bediscrepancies in total number of studentsenrolled between the ALISE data and the UIUCadmission data, but the percent by ethnic originshould be similar.

Some schools may have several optionaldelivery systems and students may takeadvantage of one or more of these deliveryoptions. For example, at the University ofIllinois, there are three enrolment options:

1) The LEEP (Library Education ExperimentalProgram) which is a web-based enrolmentoption requiring two weeks of orientation andclass work on-campus, and no more thanone weekend of on-campus contact duringthe semester;

2) The "Fridays Only" enrolment option, whichoffers through scheduling of required andpopular elective courses on Fridays, theopportunity for students to commute tocampus one day a week and finish themaster's degree in approximately two years;and

3) The "traditional" resident enrolment option,which is a one year enrolment option ofcourse work in which most students take 4courses a semester and two in the summersession to complete the required ten units ofcourse work. A number of students do takefewer courses per semester in the traditionalenrolment option and thus take a year and ahalf or two years to finish the master'sdegree. But if a normal "full enrolment" ofcourses is taken, the degree may be finishedin one calendar year.

An examination of the ALA AccreditedMaster's degree programs has resulted in thefollowing categorization of schools in the United

States by whether they deliver site dependent orsite independent instruction. Canadian andPuerto Rico schools are not included in thisstage of the study.

TABLE I (Revised July 6, 2001)Status of Distance Education in ALA-

Accredited Programs in the U.S.A.Based on "operational definitions" of SiteIndependent and Site Dependent programs, thefollowing ALA Accredited Programs in the U.S.have been identified as delivering distanceeducation programs in the Site Independent or inthe Site Dependent mode. "Program" refers tooffering a complete graduate degree. Nearly allinstitutions offer some courses in a siteindependent or site dependent mode, but thoselisted below offer complete programs in themode listed.

Site Independent Distance Program Drexel University*Florida State UniversityIllinois, University of Pittsburgh, University ofSouthern Connecticut State UniversitySouthern Mississippi, University of (begins 2002)Syracuse UniversityTennessee, University ofWisconsin-Milwaukee, University of

Site Dependent Distance ProgramsAlabama, University ofAlbany, State University of New YorkArizona, University of Buffalo, State University of New YorkCatholic University of AmericaClarion University of PennsylvaniaClark Atlanta UniversityDominican UniversityEmporia State UniversityHawaii, University ofIndiana UniversityIowa, University ofKent State UniversityKentucky, University ofLong Island UniversityLouisiana State UniversityMissouri-Columbia, University ofNorth Carolina at Greensboro, Univ. ofNorth Carolina Central UniversityNorth Texas, University of

Oklahoma, University ofQueens College, City University of NYRhode Island, University ofRutgers UniversitySan Jose State UniversitySouth Carolina, University ofSouth Florida, University ofTexas at Austin, University ofTexas Woman's UniversityWayne State University

Schools Who Did Not Have A DistanceEducation Program For Ala AccreditedMaster's Degree In Lis As Of Fall, 2001California, Los Angeles, University of Maryland, University ofMichigan, University ofNorth Carolina at Chapel Hill, U. of Pratt Institute Simmons CollegeSt. John's UniversityWashington, University ofWisconsin-Madison, University of_______________________*Drexel Online Master's is available only in theManagement of Digital Information concentration.

Because of the potential flexibility of theSite Independent programs in LIS to reach amore diverse population of students, this groupof schools was selected for the population to bestudied. Of the nine schools listed with SiteIndependent distance programs, one, Drexel,has only one concentration in its ALA Accreditedmaster's degree program available via siteindependent delivery. Drexel and SouthernMississippi were not included in the studypopulation because Drexel did not have the fullprogram available and Southern Mississippi isnot yet in service. Appendix A provides theresults of the analysis of ALISE Statistical Datafor the period 1996-1999 for the sevenremaining schools having site independentdistance education as defined by this study, aswell as the overall data for all ALA AccreditedLibrary Schools. Data were available onlythrough 1999 at the time of writing this reportand only for total program enrolments. Data fordistance education enrolment by ethnic statuswere not available from the ALISE statistics.

It is evident from Appendix A that whilethe percentage of students that representminorities varies considerably from school to

school among those listed, the overall trendseems to be fairly constant over the four yearperiod. Only one school, Florida State, seems tohave an overall trend of increasing thepercentage of enrolment of minorities during thefour year period. In fact, when a cross-tabulation of the data is done and a chi squaretest for statistical significance is calculated,Florida State is the only one of the sevenschools examined that results in a statisticallysignificant difference (P< .05) for the four yearperiod.

Of the seven schools with siteindependent delivery, one of the earliestdevelopers of Site Independent DistanceDelivery was the University of Illinois, whichbegan its LEEP (Library Education ExperimentalProgram) in 1995, with the first cohort admittedin 1996. Illinois is thus taken as the case to bestudied in this paper. It is hoped that as databecome available from other programs, the

analysis used for Illinois can be applied to all theschools with site independent programs. Itshould be noted that recruiting minority studentswas a challenge at the University of Illinois atUrbana-Champaign because of its rural locationseveral hours from major urban areas.

As noted above, the data gathered in theALISE Statistics are a snapshot of all thoseenrolled in the fall semester of each year. Sincein many schools, including Illinois, the length oftime to finish the master's degree program mayvary from one year to over two years, the ALISEStatistics may double count some students. Forpurposes of this study, the data on admission tothe program are taken as the basis of theanalysis. This avoids possible double counting,but it does mean that the data are not directlycomparable with the ALISE data.

Table 2 presents the results of thisanalysis, providing the number and percentageof students by Ethnic Origin categories.

TABLE 2: UIUC-GSLIS 1996-2001 Admissions Data by Ethnic Origin

EnrolmentOption

AmIndian

AsianPacific

BlackHispani

c

White Inter-national

NoAnswer

AI AP B H W I NA Total Minority1996

LEEP 0 0 2 1 28 0 0 31 30.0% 0.0% 6.5% 3.2% 90.3% 0.0% 0.0% 100.0% 9.7%

FRIDAYSONLY

0 0 1 0 18 1 0 20 1

0.0% 0.0% 5.0% 0.0% 90.0% 5.0% 0.0% 100.0% 5.0%

TRADITIONAL 0 2 3 2 92 14 2 115 70.0% 2.7% 2.6% 1.7% 80.0% 12.2% 1.7% 100.0% 6.1%

ALLOPTIONS

0 2 6 3 138 15 2 166 11

0.0% 1.2% 3.6% 1.8% 83.1% 9.0% 1.2% 100.0% 6.6%

1997LEEP 1 0 1 1 30 0 1 34 3

2.9% 0.0% 2.9% 2.9% 85.7% 0.0% 0.0% 100.0% 5.7%

FRIDAYSONLY

0 0 1 0 11 0 0 12 1

0.0% 0.1% 8.0% 0.1% 91.0% 0.7% 0.0% 100.0% 7.7%

TRADITIONAL 2 5 4 6 90 13 0 120 171.7% 4.2% 3.3% 5.0% 75.0% 10.8% 0.0% 100.0% 14.2%

ALLOPTIONS

3 5 6 7 131 13 1 166 21

1.8% 3.0% 3.6% 4.2% 78.9% 7.8% 0.6% 100.0% 12.7%

1998LEEP 0 3 2 0 50 0 1 56 5

0.0% 5.4% 3.6% 0.0% 89.3% 0.0% 0.0% 100.0% 8.9%

FRIDAYSONLY

0 0 0 1 15 0 0 16 1

0.0% 0.0% 0.0% 6.3% 93.8% 0.0% 0.0% 100.0% 6.3%

TRADITIONAL 0 2 2 3 98 10 1 116 70% 1.7% 1.7% 2.6% 84.5% 8.6% 0.9% 100% 6.0%

ALLOPTIONS

0 5 4 4 163 10 2 188 13

0.0% 2.7% 2.1% 2.1% 86.7% 5.3% 1.1 % 100.0% 6.9%

EnrolmentOption

AmIndian

AsianPacific

Black Hispanic White Inter-national

No Answer

AI AP B H W I NA Total Minority

1999LEEP 0 2 0 3 56 2 0 63 5

0.0% 3.2% 0.0% 4.8% 88.9% 3.2% 0.0% 100% 7.9%

FRIDAYSONLY

0 1 5 1 23 0 0 30 7

0.0% 3.3% 16.7% 3.3% 76.7% 0.0% 0.0% 100.0% 23.3%

TRADITIONAL

0 3 5 2 101 16 1 128 10

0.0% 2.3% 3.9% 1.6% 78.9% 12.5% 0.8% 100% 7.8%

ALLOPTIONS

0 6 10 6 180 18 1 221 22

0.0% 2.7% 4.5% 2.7% 81.4% 8.1% 0.5% 100.0% 10.0%

2000LEEP 2 1 3 0 61 2 2 71 6

2.8% 1.4% 4.2% 0.0% 85.9% 2.8% 2.8%100.0

%

8.5%

FRIDAYSONLY

0 0 1 0 33 0 0 34 1

0.0% 0.0% 2.9% 0.0% 97.1% 0.0% 0.0% 100% 2.9%

TRADITIONAL

1 3 5 2 93 24 1 129 11

0.8% 2.3% 3.9% 1.6% 72.1% 18.6% 0.8%100.0

%

8.5%

ALLOPTIONS

3 4 9 2 187 26 3 234 18

1.3% 1.7% 3.8% 0.9% 79.9% 11.1% 1.3%100.0

%

7.7%

2001LEEP 2 4 4 1 71 2 6 90 11

2.2% 4.4% 4.4% 1.1% 78.9% 2.2% 6.7% 100.0% 12.2%

FRIDAYSONLY

0 0 3 0 27 0 131

3

0.0% 0.0% 9.7% 0.0% 87.1% 0.0% 3.2% 100.0% 9.7%

TRADITIONAL

0 2 3 5 106 17 7 140 10

0.0% 1.4% 2.1% 3.6% 75.7% 12.1% 5.0% 100.0% 7.1%

ALLOPTIONS

2 6 10 6 204 19 14 261 24

0.8% 2.3% 3.8% 2.3% 78.2% 7.3% 5.4% 100.0% 9.2%

Table 2 indicates that in four of the sixyears between 1996 and 2001, the LEEP web-based distance education enrolment optionresulted in the highest percentage of totalminorities, as represented by American Indian orAlaskan Native, Asian or Pacific Islander, Black,or Hispanic origins. In terms of numbers, thetotals for each year are small, ranging from 2 to11 students in these categories. However, interms of percentage of minority studentsenrolled in the LEEP distance enrolment option,the percentage ranges from 5.7% to 12.2%.Only in 1997, when the Traditional residentialon-campus enrolment option had 14.2% minorityand in 1999, when the Fridays Only enrolmentoption had 23.3% minority enrolment, did otheroptions attract a higher percentage of minoritystudents. This suggests that the SiteIndependent web-based distance educationprogram does attract a higher percentage ofminority students than either of the two SiteDependent programs (Fridays Only andTraditional). More study over a longer period oftime would be required to determine if thispattern of enrolment will hold. While thedifferences in minority enrolment among thethree enrolment options offered at the Universityof Illinois is not as large as would be expectedby chance alone (Chi Square of 16.64, with 10degrees of freedom and a p-value equal to.086), if trends continue in increased minorityenrolment in the Site Independent enrolmentoption, future analysis may result in statisticallysignificant differences.

Of interest to international readers of this

study, is that the largest overall classification byorigin after "White," was "International" indicatingthat international students represented thesecond largest group at the Graduate School ofLibrary and Information Science at the Universityof Illinois at Urbana-Champaign during the yearsof 1996-2001. But for the Site IndependentDistance program (LEEP), only in the mostrecent three years (1999, 2000, and 2001) areinternational students represented. However,since this is a small group of individuals thevalidity of the reported data can more easily beestablished than some of the other categories.After consultation with LEEP administrative staffand review of the students admitted during thisthree year period, it was revealed that five of thesix students listing themselves as internationalwere in fact United States citizens whohappened to be living in another country. Soonly one person during this period was in fact anInternational Student by the definition given inthis study and used by ALISE. But just as theUnited States Census now accepts whateverethnic origin or individual classification a personchooses to assign themselves, so the statisticaldata collected accepts at face validity theclassifications assigned by the respondents.This discrepancy between the face validity andthe verified validity does point out the challengeof using commonly collected data as the basis ofanalyzing and evaluating variables such asstudent status and ethnic origins.

Economics may be one reason there maybe fewer international students in the SiteIndependent distance program. Non-resident

tuition and fees at the University of Illinois forgraduate students in library and informationscience is now over $7,000 a semester. Sincethere is very little financial aid available fordistance education students, most Internationalstudents would find the tuition and fees morethan they can afford. If International studentsenroll in the Traditional enrolment option on-campus, they may qualify for assistantships andother forms of financial aid that are not availablein the distance education enrolment option.

http://ils.unc.edu/ALISE/2000/Contents.htm







CONCLUSIONS AND SUGGESTIONS FORFURTHER STUDY:

The analysis of the data in this studysuggests that in the case of the one schoolwhich has been providing Site IndependentDistance Education for six years, there is nostatistically significant evidence that such adistance education enrolment option results in ahigher percentage of minority students enrollingthan could be expected by chance. However, itis evident that six years is a small period of timeto demonstrate the effectiveness of alternativeenrolment options on recruiting minoritystudents. Other factors, such as improvedrecruitment in other enrolment options, such asthe Fridays Only and Traditional enrolmentoptions may also account for the lack ofstatistically significant difference in the percentof minority enrolment.

In terms of considering multiculturalism toinclude international students, distanceeducation is even less effective in providing amore diverse student group. The suspectedreason for this difference is financial. The highcost of distance education tuition and fees forinternational students is often prohibitive. Onemight also argue that part of the purpose ofseeking an education in another country may belost with the comparatively brief residency on thecampus of the teaching academic institution. One question that remains unanswered isthe impact of distance education on theprofession of librarianship, specifically in termsof recruiting a more diverse population to thelibrary profession. As noted in this study, overalltrends suggest that most schools of library andinformation science retain a student body that isabout 89% to 90% white, with fewer than 10-11% representing minority groups. In the caseof the University of Illinois, after more than thirtyyears of attempting to recruit a more diversestudent body, the overall 10% barrier is seldombroken. In fact, the peak of minority enrolmentas a percent of total enrolment occurred nearlythirty years ago under the Carnegie ScholarsProgram, as noted above. This programresulted in 16% of the students admitted beingrepresentative of minority groups. However,

most of the Site Independent programs identifiedin this study have been in existence for less thantwo years. When more longitudinal databecome available, different results may befound.

Will distance education eventually make adifference in the percent of minority enrolmentand the diversity of the profession? Furtherresearch, perhaps with focused interviews onpresent and potential students and members ofthe profession will be necessary to determinewhat factors will encourage a more multiculturaland diverse student body. And perhaps evenmore important, a greater financial and socialrecognition of the work of librarians andinformation scientists will be necessary to recruitand retain the best students, whetherrepresenting minority groups or not.

SOURCES Association for Library and Information ScienceEducation (ALISE) Statistical Report 2000.http://ils.unc.edu/ALISE/2000/Contents.htm

Association for Library and Information ScienceEducation (ALISE) Statistical Report1999.http://ils.unc.edu/ALISE/2000/Contents.htm



Crowley, Terry, "Minority Students at GSLIS" inIdeals and Standards, The History of theUniversity of Illinois Graduate School ofLibrary and Information Science, 1893-1993, University of Illinois, Urbana-Champaign, 1992. pp. 222-230.

APPENDIX AEthnic Origin for ALA Accredited Master's Degrees in Selected Schools (from ALISE Library and

Information Science Education Statistical Reports)

School AI AP B H W I NA TOTAL Minority1999Florida 2 3 28 23 290 8 0 354 56State 0.8% 7.9% 6.5% 81.9% 2.3% 0.0% 100.0%

1998

0.6% 15.8%

Florida 3 3 38 19 380 12 0 455 63State 0.7% 0.7% 8.4% 4.2% 83.5% 2.6% 0.0% 100.0% 13.8%

1997Florida 1 2 23 11 230 10 0 277 37State 0.4% 0.7% 8.3% 4.0% 83.0% 3.6% 0.0% 100.0% 13.4%

1996Florida 1 3 8 4 213 8 0 237 16State 0.4% 1.3% 3.4% 1.7% 89.9% 3.4% 0.0% 100.0% 6.8%

CUMM 7 11 97 57 1113 38 0 1323 172TOTAL 0.5% 0.8% 7.3% 4.3% 84.1% 2.9% 0.0% 100.0% 13.0%

1999Illinois 1 12 9 9 280 18 1 330 31

0.3% 3.6% 2.7% 2.7% 84.8% 5.5% 0.3% 100.0% 9.4%1998Illinois 2 9 5 9 256 15 0 296 25

0.7% 3.0% 1.7% 3.0% 86.5% 5.1% 0.0% 100.0% 8.4%1997Illinois 3 10 8 7 208 14 0 250 28

1.2% 4.0% 3.2% 2.8% 83.2% 5.6% 0.0% 100.0% 11.2%1996Illinois 0 11 11 5 196 14 0 237 27

0.0% 4.6% 4.6% 2.1% 82.7% 5.9% 0.0% 100.0% 11.4%

CUMM 6 42 33 30 940 61 1 1113 111TOTAL 0.5% 3.8% 3.0% 2.7% 84.5% 5.5% 0.1% 100.0% 10.0%

School AI AP B H W I NA TOTAL Minority1999Pittsburgh 0 4 13 3 145 7 0 172 20

0.0% 2.3% 7.6% 1.7% 84.3% 4.1% 0.0% 100.0% 11.6%1998Pittsburgh 0 4 5 1 149 8 0 167 10

0.0% 2.4% 3.0% 0.6% 89.2% 4.8% 0.0% 100.0% 6.0%1997Pittsburgh 0 2 9 0 184 11 1 207 11

0.0% 1.0% 4.3% 0.0% 88.9% 5.3% 0.5% 100.0% 5.3%1996Pittsburgh 0 0 8 0 161 11 0 180 8

0.0% 0.0% 4.4% 0.0% 89.4% 6.1% 0.0% 100.0% 4.4%

CUMM 0 10 35 4 639 37 1 726 49TOTAL 0.0% 1.4% 4.8% 0.6% 88.0% 5.1% 0.1% 100.0% 6.7%

1999Southern 0 2 2 1 177 0 43 225 5CT. 0.0% 0.9% 0.9% 0.4% 78.7% 0.0% 19.1% 100.0% 2.2%

1998Southern 0 3 5 0 171 0 15 194 8CT. 0.0% 1.5% 2.6% 0.0% 88.1% 0.0% 7.7% 100.0% 4.1%

1997Southern 0 1 4 1 153 1 17 177 6CT. 0.0% 0.6% 2.3% 0.6% 86.4% 0.6% 9.6% 100.0% 3.4%

1996Southern 0 2 1 1 152 0 14 170 4CT. 0.0% 1.2% 0.6% 0.6% 89.4% 0.0% 8.2% 100.0% 2.4%

CUMM 0 8 12 3 653 1 89 766 23TOTAL 0.0% 1.0% 1.6% 0.4% 85.2% 0.1% 11.6% 100.0% 3.0%

School AI AP B H W I NA TOTAL Minority1999Syracuse 1 1 1 1 144 11 1 160 4

0.6% 0.6% 0.6% 0.6% 90.0% 6.9% 0.6% 100.0% 2.5%1998Syracuse 0 1 0 0 160 10 0 171 1

0.0% 0.6% 0.0% 0.0% 93.6% 5.8% 0.0% 100.0% 0.6%1997Syracuse 1 1 0 1 139 11 0 153 3

0.7% 0.7% 0.0% 0.7% 90.8% 7.2% 0.0% 100.0% 2.0%1996Syracuse 0 1 1 0 145 15 0 162 2

0.0% 0.6% 0.6% 0.0% 89.5% 9.3% 0.0% 100.0% 1.2%

CUMM 2 4 2 2 588 47 1 646 10TOTAL 0.3% 0.6% 0.3% 0.3% 91.0% 7.3% 0.2% 100.0% 1.5%

1999Tennessee 0 1 5 1 158 5 0 170 7

0.0% 0.6% 2.9% 0.6% 92.9% 2.9% 0.0% 100.0% 4.1%1998Tennessee 0 1 4 1 148 8 0 162 6

0.0% 0.6% 2.5% 0.6% 91.4% 4.9% 0.0% 100.0% 3.7%1997Tennessee 0 0 4 0 165 7 0 176 4

0.0% 0.0% 2.3% 0.0% 93.8% 4.0% 0.0% 100.0% 2.3%1996Tennessee 0 1 2 0 199 11 0 213 3

0.0% 0.5% 0.9% 0.0% 93.4% 5.2% 0.0% 100.0% 1.4%

CUMM 0 3 15 2 670 31 0 721 20TOTAL 0.0% 0.4% 2.1% 0.3% 92.9% 4.3% 0.0% 100.0% 2.8%

http://www.cis.drexel.edu/grad/cpe

http://www.ifla.org/IV/ifla68/index.htm


School AI AP B H W I NA TOTAL Minority1999Wisconsin 2 3 11 3 253 7 8 287 19Milwaukee 0.7% 1.0% 3.8% 1.0% 88.2% 2.4% 2.8% 100.0% 6.6%

1998Wisconsin 2 3 9 4 211 2 6 237 18Milwaukee 0.8% 1.3% 3.8% 1.7% 89.0% 0.8% 2.5% 100.0% 7.6%



CUMM 7 12 41 12 885 29 21 1007 72TOTAL 0.7% 1.2% 4.1% 1.2% 87.9% 2.9% 2.1% 100.0% 7.2%

1999ALL ALA 54 236 576 404 9386 340 1071 12067 1270SCHOOLS 0.4% 2.0% 4.8% 3.3% 77.8% 2.8% 8.9% 100.0% 10.5%

1998ALL ALA 44 274 589 382 9682 321 1509 12801 1289SCHOOLS 0.3% 2.1% 4.6% 3.0% 75.6% 2.5% 11.8% 100.0% 10.1%

1997ALL ALA 110 311 558 358 9759 318 1066 12480 1337SCHOOLS 0.9% 2.5% 4.5% 2.9% 78.2% 2.5% 8.5% 100.0% 10.7%

1996ALL ALA 112 339 519 336 9888 382 1073 12649 1306SCHOOLS 0.9% 2.7% 4.1% 2.7% 78.2% 3.0% 8.5% 100.0% 10.3%

CUMM 320 1160 2242 1480 38715 1361 4719 49997 5202TOTAL 0.6% 2.3% 4.5% 3.0% 77.4% 2.7% 9.4% 100.0% 10.4%

(All ALA SCHOOLS refers to all accredited master's degree programs in the U.S., Puerto Rico and Canada)

NEWS………………………

Drexel University – Continuing ProfessionalEducation 2002 Workshops: Drexel UniversityCollege of Information Science and Technologyare running several continuing educationworkshops throughout the summer of 2002.Visit www.cis.drexel.edu/grad/cpe for moreinformation.

Plan to come to Glasgow in August 2002 forthe 68th IFLA Conference 'Libraries for Life:Democracy, Diversity, Delivery'http://www.ifla.org/IV/ifla68/index.htm

University of North London’s MScInformation and Knowledge Management� September start – gain MSc in 1 year full-

time or 18 months part-time� Develop practical skills – organisational focus� Small group teaching, collaborate with

students/lecturers/practitioners� Residential sessions – distance supported

learning� Brochure http:www.unl.ac.uk/slgim/ikm.pdf � For information/register [email protected]

Sixth International Conference andExhibition LIBCOM-2002 Information

http://www.gpntb.ru/



http://chronicle.com/


Technologies, Computer Systems andPublications for Libraries November 11-15,2002

Announcement and Call For PapersConference venue: Zvenigorod, MoscowRegion, Russia

Organizers:- Russian National Public Library for Scienceand Technology- Ministry of Industry, Science and Technology ofthe Russian Federation- Ministry of Culture of the Russian Federation- International Library, Information and AnalyticalCenter- International Association of Electronic Librariesand New Information Technologies Users andDevelopers

Traditionally, the Conference focuses onthe state-of-the-art and prospects of newinformation, computer and Internet technologiesin libraries daily routines; development ofcooperation between libraries and research,cultural, educational and publishing institutionsas well as with book sellers and bookdistributors. Special attention at LIBCOM 2002Conference will be given to the problems ofinformation and library resources system andnetwork integration and the role of the Internet inlibrary and information services transformation.Electronic libraries, corporate systems andcopyright are permanently within the scope ofthe Conferences topics. The Conference Program is based on theanalysis of participants' requests and specialinvitations for presentations issued by theProgram Committee to selected experts in theConference topics.

Exhibition The Exhibition scope includes: applicationof new computer technologies to information andlibrary business, Internet technologies, digitalinformation, CD-ROM products, new services offeredby publishing houses, printededitions production and distribution, periodicalsdistribution, library equipmentand materials.

Conference participants will be offered asocial and cultural activities program including:- tours to Savvino-Storozhevsky and NewJerusalemi Monasteries- a tour to the Armoured Troops museum- a concert- a banquet on the occasion of the conferenceclosingA pool, gym, and sauna are at your disposal atthe conference. Registration and accommodationThe Conference registration fee is $100.00.Accommodation fee for the whole stay (fourdays including three meals aday) is as follows (prices per person):One-room apartment (double) - $150.00One-room apartment (single) - $220.00Two-room apartment (double) - $180.00Two-room apartment (single) - $300.00

The Exhibition stand rental fee is $150.00.

Payment should be made in US dollars inadvance to:ILIAC (International Library Information andAnalytical Center)1776 Massachusetts Ave., Suite 700, NW,Washington DC, 20036, USABank - Bank of America, 3 Dupont Circle, NW,Washington DC, 20036, USAABA/Routing # 054001204, Acct. #001920698423

Online registration is available at:http://www.gpntb.ru/Contacts:Ms. Nadezhda Garmashova, Tel: 7-095-923-1249, Fax: 7-095-921-9862, Email:[email protected]

Ms. Ksenia Volkova, Tel: 7-095-928-1340, Fax:7-095-921-9862, E-mail: [email protected]

Mailing address: "LIBCOM-2002" OrganizingCommittee, 12 Kuznetsky Most, GSP-6, K-31,Moscow, 107996, Russia

This article from The Chronicle of HigherEducation (http://chronicle.com) wasforwarded to you from: [email protected], May 14, 2002

Mauritania's One University Uses DistanceProgram to Offer Instruction From Elsewhere

By DANIEL DEL CASTILLO

Floating on a sea of fine-grain Saharansand on the westernmost fringe of the Arabworld, the University of Nouakchott struggles tolet its students take advantage of distancelearning. The university, which is Mauritania'ssole institution of higher education, is trying todeliver high-quality education from NorthAmerica via teleconferencing and the Internetthrough a branch of the African VirtualUniversity. Unlike many distance-learning programs,the university's isn't designed to serve ruralstudents or even those in the work force.Instead, its purpose is to enhance instruction fortraditional university students in a country wherequalified human resources are scarce, especiallyin higher education. Ahmedou Ould Haouba has overseen thedevelopment of the university's Faculty ofScience and Technology since its inception in1995. His main priority now is to build aninfrastructure that will allow the university to relyless on the African Virtual University. Mr.Haouba also teaches chemistry at the university.

Q. When did the university begin its distance-learning component and how comprehensive isit?A. We've been cooperating with the AfricanVirtual University for the last four years. Theyestablished a center here that providesprogramming in computer science, English-languageteaching, management, and training forjournalists. There are six centers of the AfricanVirtual University in West Africa, but the onehere in Nouakchott is the most dynamic. Wehave signed agreements that will allow us tobegin non-degree training and we're trying tosee if we can use AVU's technology andinfrastructure for our own programs.

Q. Who are the students who use the distance-learning network?A. We have some professionals from thebusiness sector who come to improve theirspoken English, but the majority are our ownstudents from the University of Nouakchott who

attendmodules of the African Virtual University tocomplete and augment their own studies. Wehave a minimal infrastructure here in Mauritania,so our students must come to the university touse our facilities. At the moment we can onlyprovide services to our students, all of whom livehere in the capital.

Q. How do you provide distance learning, giventhe limited facilities of a developing country?A. Our challenge is having good access to theInternet and the infrastructure forvideoconferencing. We have been gettingprogramming from the African Virtual Universitystudios in Montreal and Washington. Thetrainers there give their classes via satellite, andour lecturers here interact with the students. It'sa one-way system, though, so we can'tbroadcastfrom here -- we can only receive.

Q. Do you plan to offer online classes or onlinedegrees?A. Distance learning is not an end in itself. Wejust want to use technology to strengthen thequality of higher education. For many subjectswe don't have specialists anywhere in thecounty, so distance-learning technologiescomplement our weaknesses. Our role is to trainand support, and that's what we're doing.

Q. Do you have links with any Americaninstitutions?A. No. Part of the reason we don't is language.All of our courses, except for the ones that teachEnglish, are currently in French, although wewould like to be able to offer courses in Arabicand English as well. We do have a CiscoAcademy, though, which trains specialists innetworks and routing.

Q. What do you plan for the future?A. Higher education needs to have its owninstruments of distance learning and informationtechnology to provide better-quality services.One of our objectives is to be able to improveresearch and the overall quality of theuniversity's education standards. I have nodoubt that new technologies can help in thatobjective.

epixtech Offering Remote Training forLibrarians iLearn program provides online interactiveinstruction over the web via PC and conferencecall. The prospect of the installation of a newor upgraded automation system with the latesthigh-tech bells and whistles designed to makelibrarians’ lives easier is always exciting andwelcomed. The downside to a shiny newsystem is that you must learn how to use it,which requires that either the librarian travels tothe vendor’s training facility or the company’straining rep comes to the library. Not any more:during the American Library Association (ALA)Midwinter Meeting in New Orleans epixtechintroduced a new remote training service callediLearn, which offers complete interactive userinstructions via the web. Crystal Ashton, epixtech’s marketingmanager, told LJ that customers have twooptions: customized training, in which aconsortia or a large library can request a specificdate for mass training, or scheduled training,allowing librarians to choose a convenient dateand time from a preset schedule for each of thevarious modules. “Librarians from all over theUnited States can dial into the same number atthe same time,” Ashton said. Typically, thereare from one to eight librarians in sessions ateach library. Although customers still prefer tocome to epixtech’s Provo, UT, headquarters fortraining, said Ashton, iLearn has met withenthusiasm. One of the largest benefits totraining over the web has been the savings ontravel, which allows a larger number of librarystaff to participate. Ashton said that via iLearn instructorsinteract with students in real time owing to athird-party software product called webEX.Instructors in Provo have the students’ logins.They post lessons for each trainee and “can seewhat [they] are doing so if they make a mistake– not using the right linking tags, etc. – theinstructor can comment on it,” Ashton said.Instructors also talk to students via a toll-freetelephone conference call. “We’ve alsoperformed a few Dynix to Horizon installationsusing both the phone and computer method, sowe’ve used it a number of different ways in thelast month,” said Ashton.

Instead of an intensive full-day course,iLearn sessions break down typically to five 90-minute classes. Ashton reports that classeshave been full within as little as 20 minutes oftheir postings. Cost of a 90-minute class is$100. (Source: Library Journal/March 1, 2002 /p27)

Education in information work: the syllabusand present curriculum of the Institute ofInformation Scientists Ltd.*

* Presented before the Division of ChemicalLiterature, ACS National Meeting, Chicago, I11.,September, 1961. Reprinted with permissionfrom Journal of Chemical Documentation (nowJournal of Chemical Information and ComputerSciences) 1962, 2 74-76. Copyright 1962American Chemical Society.

G. Malcolm Dyson and Jason E. L. Farradane

Received August 8, 1961

The Institute of Information Scientists Ltd., as aprofessional organization, necessarily makeseducation for information work, and thestandards to be attained, one of its maininterests. This is all the more important sincethis is a relatively new field of activity, since itsgrowth and development has been unorganizedand consequently very irregular, and because itsscope and the nature of the work are notgenerally appreciated. For example, althoughthere are many points of contact and commoninterest with librarianship, information work hasnow developed along many different lines, andeven in the areas of mutual interest it shows avery different approach. The informationscientist is primarily a scientist who isapproaching the literature and other sources ofinformation from the research standpoint,whereas the librarian, even though he may havestudied science, is trained to approach theliterature from the standpoint of a custodian,although he may in fact be competent toundertake much more. We have, as it were, acomplete spectrum of activities from the publiclibrary to the researcher reading in the library,the two ends being very distinct, with theinformation scientists not far from the researchend. As chemical engineering arose at the

junction of chemistry and engineering, soinformation work has arisen at the junction oflibrarianship and scientific research. Subjectssuch as abstracting have been incorporatedentirely from the scientific side; classification, inrather different forms, has been a matter ofinterest to both librarian and scientist, but thenew needs for detailed information retrievalrequire radically new solutions which are thebusiness of the information scientist.

Several other factors were involved in thedecision that the time was ripe for the betterdefinition and coordination of information workby means of educational courses andqualifications. With the rapidly increasingdemand for workers in this field, both employersand employees will benefit by the existence ofstandards by which attainments can beassessed. It will be to the advantage of industryand in the interest of progress in general if thepossible scope of information work is morewidely appreciated. The techniques andprinciples of information work will develop fasterwhen the subject is recognized as a field ofstudy in its own right.

The syllabus now set up by the institution ofInformation Scientists is the result of many yearsof discussions, many of which took place in Aslibcommittees, though the earlier aims were then ofa more mixed character. The syllabus now inuse is intended as a basis for an essentiallypractical course of training, although wideraspects of the communication of knowledge andgeneral theory are also included. Sinceadequate subject knowledge is consideredessential for information work, the syllabus isintended largely for post-graduate training. Acourse based on the syllabus has been startedat the Northampton College of AdvancedTechnology, in London, England, and is anevening course of two hours on each of twoevenings a week in term time, extending overtwo years. There was evidence that personsalready just starting in information work would besent by their firms, and such employees would ofcourse be able to attend only in the evenings.When the courses are well established, orperhaps even earlier, it may be possible topresent the subject as a full-time course overone or two terms, available as a recognized

choice among post-graduate studies. TheInstitute will hold external examinations basedon the syllabus, and the Certificate of theInstitute will be awarded to successfulcandidates. It is proposed that theexaminations, at present, shall be in two parts,one at the end of each year of the course, andthat each part shall consist of two papers.

The syllabus is divided into three main groups:(1) Language, Writing and Editing, (2) The Flowof Information, and (3) Information Techniques.Information work is in essence a process ofcommunication, and clear and explicit grammarand style are emphasized as being important inall braches of work, such as in writing reports,abstracts, articles or reviews. To this are linkedthe problems of dealing with foreign languages,dictionaries and translations. An allied subject isthat of editing and the attendant techniques oftypography, graphic illustration, proof correction,etc. The technique of abstracting and theproduction of abstracts, journals, and theirindexes, forms a major section of the course,with practical work.

Flow of Information includes some study of thehistory and theory of communication, of scientificsocieties and the development of books,journals, etc., and the use of films, radio andtelevision. The syllabus also calls for study ofthe flow of information in industry, commerce,research and government, problems in theefficient use of the results of research, andquestions of standardization and organizationsissuing standards.

The organization and administration of aninformation department must of course begeared to the general picture, and the staffing,training of staff, administration and relations withother research, works or administrative staff inan organization, is covered by the syllabus.Beyond this are the relations of the informationdepartment with other branches of the firm,research association or government department,etc., within which it operates, and with outsidebodies. The equipment, planning and lay-out ofa department, its publicizing services, if any, andthe costing and budgeting are also noted. Someattention to business methods for publishing anddistribution is called for. A somewhat separate,

but important, subject linked with these is that oflaw, and elementary knowledge of copyright law,and patent, design and trade mark law isrequired.

Information Techniques forms the third andlargest part of the syllabus. First there are thesources of information, which may be printed –books, data tables, periodicals, abstracts,journals, reports of all kinds, governmentpublications, patents trade catalogues, etc., ororal – discussions, lectures, conferences, orvisual – pictures, diagrams, models, films,exhibitions, etc. The location of sources is fullycovered: libraries and their indexing methods,scientific societies, trade organizations, researchor development associations, and all types ofnational and international bodies. The facilitiesand comparative value of such sources are alsoto be considered.

The techniques and theory of information workfall into four groups: (1) Storage, (2) Collection,Collation and Retrieval, (3) Reproduction, and(4) Dissemination. Storage comprises principlesof classification, especially logical principles andadvanced methods for information records, andall types of indexing from simple cards topunched cards and all types of mechanizedmethods. The use of indexing systems comes inthe next section. Patent classifications and theirprinciples are also to be studied.

The section on collection, collation and retrievalcovers the main work of obtaining information bythe use of the sources which already have beensurveyed, and principles of efficiency in suchwork. This includes some knowledge of patentsearching. Information retrieval, which impliesthe use of indexes and other systems up tolarge-scale devices such as computers roundsoff this type of work. The section also includes,however, the preparation and presentation ofinformation in the form of bibliographies,summaries, digests, reports, reviews, etc.

Methods of reproduction include a survey of alltypes of copying documents, including printing,and their relative economics, recordingmachines, films, etc., and also tele-transmission.The syllabus provides for some study ofmechanical translation.

The final section of Dissemination starts with theanalysis of enquiries and the handling ofenquirers – the latter a most important point.Methods of disseminating information within anorganization, to outside organizations, andnationally and internationally are to be dealt withhere. The growing activities of liaison andadvisory services, and field work fordissemination of information conclude thesyllabus.

The first course now being given on the basis ofthis syllabus does not, for obvious reasons,proceed in the exact order of the syllabussubjects as described. The various parts arefitted into the hours of study so as to form anevolutionary system of education, whereby thestudent is given the more elementary parts andprogresses to the more complex, while at thesame time he proceeds from sources ofinformation to their use and the dissemination ofinformation. The lectures have been arrangedso that in the first year one evening of eachweek has been devoted almost entirely to adetailed examination of the sources ofinformation. The other evening of each weekhas been more varied. The basic principles ofcommunication, and especially clarity andaccuracy in communication, were emphasizedas fundamental to the whole of information work.Techniques of reproduction and typography,illustration and the various aspects of editinghave been dealt with. Six lectures were givenon patent law (British and foreign), trade marksand designs, and patent publications. Thesecond evening of each week in the third termwill be devoted to abstracting, its principles andtechniques, with practical work for writing goodabstracts, and the production of abstractbulletins or journals, and their indexes,especially the subject index.

In the second year one evening a week for mostof two terms will be devoted to classification andindexing systems, and the other evening to theuse of sources of information and the collation ofthe information obtained, and its dissemination.Time will also be found for such special items asstandardization, more national and internationalactivities will be considered, and theorganization and administration subjects willthen be shown in their relation to the various


activities. The exact layout of the second year’slectures is still to be discussed further by thecourse organizers, so we cannot give a moreprecise account.

The emphasis of the syllabus throughout is thatthe information scientist is primarily a scientistand will obtain, organize and disseminateinformation from the standpoint of one as wellversed as may be possible in knowledge of thesubjects dealt with. There is also the emphasisthat the information scientist is not the primaryprovider or custodian of sources of information,but is to be an expert user of all sources ofinformation. His task is to be, in a specialistcapacity, the alter ego of the persons andorganization which need information, and assuch he occupies an important central position ina research team and its external relations.

As we stated already, the Institute is arranging tohold examinations based on the syllabus. Itshould be mentioned that these will be theinstitute’s examinations and not those of thecollege at which the course is being given. TheInstitute will award a Certificate to thoseachieving an adequate standard in theexaminations. This Certificate will form part ofthe requirements for membership of the Institute,the other main requirement being a suitableperiod of approved experience in informationwork. The present requirement of five years ofsuch experience will then be altered to two yearsplus the Certificate. For some time to come, ofcourse, it will be suitable to admit members onthe present basis. When the examinationstandards are well established it will be time toconsider making the examination obligatory forall applicants.

Clearly much remains for the future. There isthe hope of providing a full-time day course,which will then take a much shorter period. Thesyllabus is a first essay in providing adequateeducation in the field of information work. It willof course be subject to refinement andimprovement in the light of experience, and toextension as techniques advance. Insofar asinformation work becomes a subject of studyand research, especially on information storageand retrieval methods, it may be desirable tointroduce a more academic section into the

syllabus. There is no doubt that informationwork has become, and will remain, a recognizedand important specialization within scientificaffairs as a whole, and its development will nodoubt involve many new activities and call fornew techniques. It is therefore important to startnow to establish organized education to highstandards and to achieve coherence within theprofession. In all these respects the Instituteregards its work as a service to science and thefuture.(Source: Journal of Information Science, 28 (1)2002, pp. 79-81)

Transfer of IFLANET siteWe are delighted to announce that the transferof our web site IFLANET from our host since1993,the National Library of Canada, in Ottawa, to ournew host, l'Institut de l'Information Scientifiqueet Technique (INIST), in Vandoeuvre-les-Nancyin France, has been completed successfully.We would like to take this opportunity to thankpublicly all our colleagues in the NationalLibrary of Canada, who have developed andmaintained IFLANET to the stage it has nowreached; an essential and integral part of theprofessional activities, communications andmanagement of the Federation. We would alsolike to thank them, together with our newcolleagues in INIST, for their part in ensuringthat the transfer was so smooth that youprobably did not notice the changeover. Thedomain name www.ifla.org remains the same.Our Singapore Mirror Site, hosted by theNational Library of Singapore now mirrors themain site based in France. We shall now beworking to establish very soon a mirror site inNorth America. One consequence of thechange is that, for nearly a year now, we havehad a Web Site Manager here at IFLA HQ,Sophie Felfoldi. She hasplayed a huge part in ensuring the smoothtransfer. She will be glad to try to answer anyenquiries you may have. You can contact her [email protected] -- Ross Shimmon,Secretary General(IFLA HQ, Reference 2, 08 Mar 2002)

The IFLA Internet ManifestoUnhindered access to information is essential tofreedom, equality, global understanding andpeace. Therefore, the International Federation ofLibrary Associations (IFLA) asserts that:* Intellectual freedom is the right of everyindividual both to hold and express opinions andto seek and receive information; it is the basis ofdemocracy; and it is at the core of libraryservice.* Freedom of access to information, regardlessof medium and frontiers, is a centralresponsibilityof the library and information profession. * The provision of unhindered access to theInternet by libraries and information servicessupports communities and individuals to attainfreedom, prosperity and development.* Barriers to the flow of information should beremoved, especially those that promoteinequality, poverty, and despair.

Freedom of Access to Information, theInternet and Libraries and InformationServices Libraries and information services arevibrant institutions that connect people withglobal information resources and the ideas andcreative works they seek. Libraries andinformation services make available the richnessof human expression and cultural diversity in allmedia. The global Internet enables individualsand communities throughout the world, whetherin the smallest and most remote villages or thelargest cities, to have equality of access toinformation for personal development,education,stimulation, cultural enrichment, economicactivity and informed participation in democracy.All can present their interests, knowledge andculture for the world to visit. Libraries andinformation services provide essential gatewaysto the Internet. For some they offer convenience,guidance, and assistance, while for others theyare the only available access points. Theyprovide a mechanism to overcome the barrierscreated by differences in resources, technology,and training.

Principles of Freedom of Access toInformation via the Internet

Access to the Internet and all of itsresources should be consistent with the UnitedNations Universal Declaration of Human Rightsand especially Article 19: Everyone has the rightto freedom of opinion and expression; this rightincludes freedom to hold opinions withoutinterference and to seek, receive and impartinformation and ideas through any media andregardless of frontiers. The global inter-connectedness of the Internet provides amedium through which this right may be enjoyedby all. Consequently, access should neither besubject to any form of ideological, political orreligious censorship, nor to economic barriers.

Libraries and information services alsohave a responsibility to serve all of the membersof their communities, regardless of age, race,nationality, religion, culture, political affiliation,physical or other disabilities, gender or sexualorientation, or any other status.

Libraries and information services shouldsupport the right of users to seek information oftheir choice. Libraries and information servicesshould respect the privacy of their users andrecognize that the resources they use shouldremain confidential. Libraries and informationservices have a responsibility to facilitate andpromote public access to quality information andcommunication. Users should be assisted withthe necessary skills and a suitable environmentin which to use their chosen information sourcesand services freely and confidently. In addition to the many valuableresources available on the Internet, some areincorrect, misleading and may be offensive.Librarians should provide the information andresources for library users to learn to use theInternet and electronic information efficiently andeffectively. They should proactively promoteand facilitate responsible access to qualitynetworked information for all their users,including children and young people.

In common with other core services,access to the Internet in libraries and informationservices should be without charge.

Implementing the ManifestoIFLA encourages the international

community to support the development ofInternet accessibility worldwide, and especiallyin developing countries, to thus obtain the globalbenefits of information for all offered by the

Internet. IFLA encourages nationalgovernments to develop a national informationinfrastructure which will deliver Internet accessto all the nation's population. IFLA encouragesall governments to support the unhindered flowof Internet accessible information via librariesand information services and to oppose anyattempts to censor or inhibit access.

IFLA urges the library community anddecision makers at national and local levels todevelop strategies, policies, and plans thatimplement the principles expressed in thisManifesto. This Manifesto was prepared byIFLA/FAIFE.

Approved by the Governing Board of IFLA27, March 2002, The Hague, Netherlands.Proclaimed by IFLA 1 May 2002. (SophieFelfoldi, Reference 2, Wed, 1 May 2002)

IFLA Voucher SchemeThe IFLA Voucher Scheme makes it easy foryou to pay for your international interlibraryrequests,by using a voucher instead of real money. How does the Scheme work?The Scheme is based on a reusable plasticvoucher which represents a standard paymentfor one transaction. Libraries purchase a supplyof vouchers from the IFLA Office for UAP andInternational Lending for US$8 each. Onevoucher is attached to the request form eachtime the library requests an item from anothercountry.

The supplying library accepts the voucher aspayment for the transaction, and retains it to bereused for another transaction at a later date.Libraries which supply more items than theyrequest can redeem their excess vouchers withthe Office for UAP and receive a refund of US$8per voucher. Vouchers have unlimited validityand can be reused any number of times.

Supplying libraries are encouraged to accept astandard payment of one voucher for supplyingone loan or a photocopy of up to 15 pages, butare still able to charge less or more than this ifthey wish to do so.

What are the benefits of the Scheme?Apart from the initial purchase and finalredemption of vouchers, the Scheme eliminates

all financial elements when paying forinternational transactions. Benefits include:- No bank charges for either requesting orsupplying library.- No money lost in international exchange rates.- No need for invoices, therefore reducedadministration costs.- Libraries can retain vouchers for reuse at alater date.Libraries are encouraged to offer an effectiveILL service in order to "earn" vouchers.

How do you take part?The Scheme was launched in January 1995,and there are now a large number ofparticipating libraries and institutions. A full list isavailable athttp://www.ifla.org/VI/2/p1/partcpnt.htmPlease contact the Office for UAP to let us knowyou are interested. We can then give you all theinformation you need to purchase your firstsupply of vouchers, and an up to date list of allparticipants.How do you purchase the vouchers?Vouchers must be paid for by cheque in USDollars, and prepayment is required. Voucherscost US$8 each. A half-voucher is also available(at US$4 each) to be used as a "top-up" forlarger items. There is no administration fee.Minimum value of your order should be $100.How do you redeem the vouchers?If you are a net-lending library, you will probablyreceive more vouchers than you can re-use. Youcan send in your excess vouchers for a refundequal to the total purchase price of the vouchers.Refunds are paid by cheque in US Dollars.Further informationFurther information, including leaflets in French,German, Italian, Spanish and Russian, areavailable from the IFLA Office for UAP andInternational Lending. If you have any questionsor comments about the Scheme, we would bedelighted to hear from you. Please contact us byany of the following means:By post: The IFLA Voucher Scheme, IFLAOffice for UAP, c/o The British Library, BostonSpa, Wetherby, LS23 7BQ, United KingdomBy fax: +(44)(1937)546478 By telephone: +(44)(1937)546254 By E-mail: [email protected]

http://www.rgu.ac.uk/

Please note: The Voucher Scheme is promotedand organised entirely by the IFLA Office forUAP (Universal Availability of Publications), andhas no links with the services of the BritishLibrary Document Supply Centre. (Reference1,December 07, 2001)

5th World Conference on ContinuingProfessional Education for the Library andInformation ProfessionsTheme: Continuing Professional Education forthe "Information Society"Continuing Professional Education (RT)Aberdeen, Scotland, UKDates: 14 - 16 August 2002Contact: Ian Johnson, [email protected] further information: The Robert GordonUniversity - http://www.rgu.ac.uk

FUTURE IFLA CONFERENCESThe 69th IFLA Council and GeneralConference, Berlin, Germany, 1-9 August2003, Theme: "Access Point Library Media –Information - Culture"Subthemes- Transforming media management- Knowledge of media in all dimensions- New culture of digital media: the result of thechange and ever-changing results- Developing, training, expanding mediacompetencies- Media migration and conservation- Knowledge Management- Strengthening information content- Building strategic alliances with various usercommunities- Serving special information needs- Information world for future generations- Free access to information at point of use- Licensing issues and other legal aspects- New structures for libraries in globalinformation provision- Guaranteeing human culture and values- Expanding libraries as cultural institutions- Networking "Cultural partnerships"- Social responsibilities of libraries in bridgingcultural gaps- Library buildings as community cultural centers- The role of libraries in changing culturalenvironments(Extracted from Reference 1, October 5, 2001)

Invitation The German National OrganisingCommittee and the German library communitytake great pleasure in inviting you to the 69thIFLA General Conference and Council which willtake place in Berlin, the new capital of Germany,from 1-9 August 2003. The German NationalOrganising Committee (NOC) and the Germanlibrary community take great pleasure in invitingyou to the 69th IFLA General Conference andCouncil which will take place in Berlin, the newcapital of Germany, from 1-9 August 2003. Weare very honoured that Germany's FederalPresident Johannes Rau has agreed to bePatron for the IFLA 2003 conference. The 69th IFLA General Conference andCouncil will take place in Berlin which is adynamic example of the process of mergingdifferent systems and societies. As capital of thenow unified Germany and as a symbol ofEuropean integration, Berlin offers a uniqueopportunity to intensify contacts with colleaguesfrom all over the world. We sincerely believethat Berlin will offer you a stimulating andinteresting scientific and social meeting.Dr. Georg Ruppelt, President of IFLA 2003National Organising Committee(Reference 1, April 18, 2002)

2004: 70th IFLA Council and GeneralConference , Buenos Aires, Argentina2005: 71st IFLA Council and GeneralConference, Oslo, NorwayDuring the 66th IFLA General Conference inJerusalem, 13-18 August 2000, the IFLAExecutive Board announced that the 71st IFLAGeneral Conference and Council, in 2005, willbe held in Oslo, Norway. The conference datesare: 14th of August until Friday 19th of August2005For information regarding the conference pleasecontact:Norwegian Library AssociationMalerhaugveien 20, N-0661 Oslo, NorwayE-mail:[email protected]: + 47 22688550 Telefax: + 47 22672368(Reference 1, February 25, 2002)

http://www.cie.uce.ac.uk/cirt/projects/readingsurvey.htm

http://www.cie.uce.ac.uk/cirt/projects/readingsurvey.htm




UNESCO – FORMAL RELATIONSHIP WITH IFLA The Executive Board of UNESCO, at itsmeeting on 1st October 2001, decided to renew'formalassociate relations' status for IFLA for the period2002-2007. Formal associate relations is thehighest level of relationship accorded to non-governmental organisations by UNESCO.(Reference 1, November 19, 2001)

Wedgeworth International Fellowship inLibrary Leadership Thanks to a generous gift from Robertand Chung- Kyun Wedgeworth, the MortensonCenter for International Library Programs at theUniversity of Illinois at Urbana-Champaign ispleased to announce a new, fellowshipopportunity, the Wedgeworth InternationalFellowship in Library Leadership.Fellowship Objectives

Aimed at current and future librarymanagers outside the United States of America,the Fellowship's main goal is to develop leaderswho are prepared to move their institutionsforward in innovative ways that make informationmore accessible to users. The Fellowshipconsists of a six-week stay at the MortensonCenter and modest support to initiate a project athome that will make a significant difference inthe Fellow's own library community. One libraryprofessional will be selected for this Fellowship.The first Wedgeworth Fellow, for Summer 2002,will be selected from one of the followingcountries: Botswana, Lesotho, Mozambique,Namibia, Swaziland, or Zimbabwe, with otherparts of the world represented in future years.For more detail:http://www.library.uiuc.edu/mortenson(Extracted from Sophie Felfoldi, Reference 2,Fri, 30 Nov 2001)

Invitation to take part in a Survey aboutPromoting Reading IFLA's Section on Reading is interested infinding out how public libraries promote readingas a leisure activity in their communities. TheSection has put together a short survey, whichhas been mounted on the Web athttp://www.cie.uce.ac.uk/cirt/projects/readingsurvey.htm As a representative of the Section, Ihave been involved in the design of the survey. I

encourage you all to go to the Website and dothe survey. It's a mix of checking boxes anddescriptive comments. Please feel free to sendthis e-mail message to colleagues. The moreinput we get from around the world, the moremeaningful our results will be. If you have anyquestions about the survey, feel free to contactme at either [email protected] [email protected] Thanks for your input!

To the IFLA Officers: At the request of the IFLA PublicationsCommittee, I forward to you the recently approved"Noted for Contributors" for IFLA Journal. This is foryour information. I hope that you will distribute thisinformation within your Sections and Round Tables. Of course this can also be viewed as anencouragement to keep looking out for articles thatmight be interesting for our Journal. Please submit anyinteresting contributions to the editor, Stephen Parkerat <[email protected]> Also news items for the worldwideprofession at large are welcome. -- Sjoerd Koopman

IFLA Journal - Notes for ContributorsAims and ScopeThe IFLA Journal aims to promote and supportthe aims and core values of IFLA as the globalvoice of the library and information profession byproviding authoritative coverage and analysis of(a) the activities of IFLA and its variousconstituent bodies and members, and those ofother bodies with similar aims and interests and(b) completed, ongoing and proposed policies,plans and programmes related to thedevelopment of library and information servicesaround the world.Writing for the IFLA JournalContributions to the journal may include: originalarticles and features; news and informationabout current and forthcoming activities andevents in the field of library and informationservices; reviews or announcements of newpublications, products or services; informationabout education and training opportunities,fellowships, honours and awards; personalnews; obituaries; letters to the Editor. Articles and featuresArticles and features are subject to review by theEditorial Committee. Articles and features arenormally published only in English. Authors

whose first language is not English should notbe inhibited from submitting contributions inEnglish because of this; the correction of minorgrammatical and linguistic errors in English isconsidered to be an integral part of the editorialprocess.

There is no rigid stipulation regarding the lengthof articles and features, but they should normallynot be less than 2000 words in length.Contributions of more than 15,000 words may bepublished in two or more parts in successiveissues.

Article and features should be accompanied byan English-language abstract of not more than100 words, a brief statement of the professionalqualifications and experience of the author(s),including current official designation and fulladdress and contact details, and a recentphotograph (not a passport photo) of each of theauthors suitable for publication.

Authors are expected to check their workcarefully before submitting it, particularly withregard to factual accuracy, completeness andconsistency. They should provide sufficientbackground information to enable readersunfamiliar with the activity or country beingdescribed to understand it easily. Acronyms andabbreviations should be used sparingly; theyshould be spelled out in full the first time theyare used.Other contributionsThe primary language of publication forcontributions other than articles and features isEnglish, but such contributions may bepublished in the other working languages ofIFLA - French, German, Russian or Spanish - ifappropriate.Illustrative materialContributors are encouraged to submitphotographs and other illustrations toaccompany their contributions. Statistical datashould, if possible, be presented in the form ofcharts or diagrams, rather than tables.Bibliographical referencesReferences should follow the full form stipulatedin ISO 690-1975, Documentation –bibliographical references – essential and

supplementary elements, using either thenumeric or the Harvard method of citation in thetext. Lists of references should appear at theend of a contribution, not as footnotes.CopyrightAuthors are responsible for obtaining copyrightclearance for the publication of any copyrightedmaterial (including illustrative material) whichmay be included in their contribution.FormatAll contributions should, whenever possible, besubmitted in standard electronic formats, eitheras e-mail attachments or on 3.5 inch diskettes.The preferred format for textual matter is MSWord. Contributors who are unable to submittheir work in electronic format should supplytextual matter in clearly typewritten manuscript.Photographs may be in colour or black andwhite. They should be submitted either in TIFformat or in hard copy as positive prints ortransparencies. Other illustrations should besuitable for publication without further treatment.PublicationThe decision of the Editorial Committee withregard to the publication of any article or featureis final. Other contributions are published at thediscretion of the Editor, if necessary afterconsultation with the Editorial Committee.Authors of articles, features and reviews willreceive one complimentary copy of the issue inwhich their work appears.SubmissionAll contributions (except advertisements), inwhatever format, should be addressed to:

Stephen Parker, Editor, IFLA Journal, PrinsesIrenelaan 2, 2252 GJ Voorschoten, Netherlands.Tel. +31 (71) 561-9880. Fax: +31 (71) 561-5081. E-mail: [email protected].

BOOK REVIEW SECTION……

Libraries: Global Reach – Local TouchMcCook, Kathleen de la Peña, Ford, BarbaraJ. and Lippincott, Kate Eds.River Forest, ILL, Graduate School of Libraryand Information Science, Dominican University,2001. 256pp. Unpriced. Paperback.

This is a reprint of an ALA Editions titlepublished in 1998, and probably the paperbackwill make this available more widely at a lowerrate – but that is just a guess. It is a collection of29 essays selected from a call for papersthrough listserv and webpage postings. Thetheme emerged from Barbara Ford’s theme forher year as President of the American LibraryAssociation in 1998 - ‘Global Reach, LocalTouch’.

Most of the contributors are from NorthAmerica and include such noted academics andpractitioners as George Bobinski, Ken Haycock,Suzanne Hildenbrand, Beverly Lynch, DonaldRiggs and Robert Wedgeworth. Contributorsfrom overseas include Philip Calvert from NewZealand, Maria Kocojowa from Poland, KingoMchombu from Namibia and Mary Nassimbenifrom South Africa. So the coverage isinternational.

Some of the most interesting papers arethose in which local authors describe the currentstate of librarianship in their own countries.Daniel Mattes reviews the development ofMexican libraries from before the Spanishconquest in 1521. He comments on the currentstate of academic, public, special libraries and ofprofessional education, in a well documentedpaper. Diljit Singh provides a context to a paperon library and information services of Malaysiaby describing briefly the geography, historic andpolitical development before noting the settingup of the first public library in Penang in 1817. Auseful table showing the numbers of the differenttypes of library in Malaysia today is useful forreaders. Library and information centres in India- a newly industrialised scenario provides atheme for T.N. Kamala who comments on thelarge number of libraries – some 60,000 of which10,000 are of considerable size and managed bylibrary professionals. However the membershipof the Indian Library Association is only 1,800.This paper focuses on the role of communication

and information technologies, and theimpressive programmes of distance learning.

Emerging from the former USSR, thelibrary situation in Azerbaijan is reviewed byMuzhgan Nazarova who takes an optimistic viewof the future, partly as a result of inwardinvestment. Michael Neubert and Irina Klimdiscuss post-Soviet Russian librarianship intransition, and it is difficult to bear in mind thatthe Soviet Union fell only eleven years ago. Thechaos brought about by the shift to a capitalisteconomy has had a tremendous effect uponlibraries and librarians, bringing many problems,but Russian librarians are resilient and haveoptimism for the future.

Kingo Mchombu considers Africanlibrarianship – reality or illusion? Given thestrong oral tradition, economic problems and alack of strong leadership, the future does notseem to be as pre-determined as those of othercountries moving through a period of rapidchange. The challenges of building a newinformation society in South Africa are describedby Peter Underwood and Mary Nassimbeni.Their profile of the country paints a picture ofcontrasts and sets the scene for a review ofpolicy initiatives.

Other papers have been contributed byUS librarians who are based abroad, or onsecondment. Several, such as that by RobertWedgworth, take the global perspective andwrite of the work of IFLA.

With recent discussion on JESSEindicating that there is a re-awakening of interestin teaching International Librarianship in US LISschools, this collection of essays brings togethersome stimulating and informative papers thatcould provide inspiration for seminars or studentprojects. For the practitioner it provides, in someways, a benchmark to measure development atthe local level. And from the countriesundergoing rapid change, perhaps a sense ofhow easy it is for a ‘developed’ country to fallbehind ‘less developed’ countries which mayhave a fresh canvas on which to paint theirvision of the future.

Patricia Layzell Ward Editor, Library Managementz

Intellectual Freedom Manual (Chicago:American Library Association, 2002) 6thedition ISBN 0-8389-3519-2

This is the sixth edition of the Manual.Earlier editions were published in 1974, 1983,1989, 1992, and 1996.

The Manual is without equal as a singlereference source for policies relating tointellectual freedom. There are six sections.

The first section provides an overviewwhich includes an essay describing the evolutionof ALA’s intellectual freedom program fromapproval the Library’s Bill of Rights (1939), theestablishment of a committee (1940), theestablishment of the Office for IntellectualFreedom (1967) and the establishment of theFreedom to Read Foundation (1969). Thissection also includes a good essay on currentissues and challenges which touches on theInternet, Youth, and Confidentiality among otherthings.

The second section contains the LibraryBill of Rights and the seventeen Statements ofInterpretation of the Library Bill of Rights whichhave been approved by the ALA Council. Ahistory of the development of each of theStatements is also provided.

The third section is collection ofmiscellaneous statements including the Policyon Confidentiality, the Resolution and Statementon Filtering, the Policy on GovernmentIntimidation. Each of the statements in thissection also has a history describing itsdevelopment and approval.

The fourth section contains five essays onintellectual freedom and the law: school librariesand the courts; libraries and the Internet; publiclibraries as limited public fora; etc.The final two sections of the Manual focus onpreparations before a censorship controversyarises, on governmental relations, and on whereto go for help.

There are many worthy volumes ofessays and commentary on intellectual freedomand libraries. The IF Manual is without equal asa compendium of ALA intellectual freedompolicies and their history. The Manual shouldbe in every public, academic and school librarycollection, notwithstanding the availability ofnearly all of its content on the Office forIntellectual Freedom’s web site.

-- C. James Schmidt, Professor, School ofLibrary and Information Science, San Jose StateUniversity, California, USA

Library Outreach, Partnerships and DistanceEducationReference Librarians at the Gateway

Edited by Wendi ArantCoordinator, Electronic Reference Sources,Texas A & M University, College Station, Texas,USAPixie Anne MoselyCoordinator, Bibliographic Instruction, Texas A &M University, College Station, Texas, USA

Library Outreach, Partnerships and DistanceEducation focuses on community outreach inlibraries toward a broader public by extendingservices based on recent developments ininformation technology. As a libraryprofessional, you will explore many of the issuesthat are currently affecting libraries, including thegrowth of technology, emerging literacy issues,at-risk populations, diversity andmulticulturalism, and distance education. Youwill also discover several ideas for expandingtradition reference and instruction servicesthrough a variety of electronic media.

(A monograph published simultaneously as TheReference Librarian, Vol 32, Nos 67/67)$59.95 hard. ISBN: 0-7890-0842-4 (OutsideUS/Canada/Mexico: $72.00)$24.95 soft. ISBN 0-7890-0953-6 (OutsideUS/Canada/Mexico $30)Available Summer 2000, approx. 304pp. WithIndex.

LIBRARY LITERATURE & INFORMATIONSCIENCE

HistoryClausen, H. and Wormell, I. A bibliometric

analysis of IOLIM conferences 1977-1999.Bibl f graph tab J Inf Sci v27 no3 p157-692001

CaliforniaBlackman, B. J. and others. Equity and the

Internet: African Americans’ access to theinformation superhighway (discussion of aconference held March 1997 in LosAngeles) In National Conference of AfricanAmerican Librarians

The Future of Cataloging; insights from theLubetzky symposium: April 18, 1998,University of California, Los Angeles;edited by Tschera Harkness Connell,Robert L. Maxwell. American Lib. Assn2000 184p diag tab

Helfer, J. Fear, Software Integration, andReligious Wars; Internet World 2001. DiagSearcher v9 no6 p55-61 Je 2001

GermanyFor the Library of the Future – Improving the

Quality of Continuing Education andTeaching; international conference andworkshop. Bad Honnef, 16th-19th Feb,1998: proceedings. DeutschesBibliotheksinstitut 1998 217p il

Goldschmitt, R. Added Value Service for GlobalInformation Access – optimizing customerservice: Bielefeld 2000 Conference, BuchBibl v52 no4 p304-10 Ap 2000

Great BritainFurnell, S. M. The second International Network

Conference (INC 2000) (July 2000,Plymouth, England; special issue) diaggraph il tab Internet Res v11 no1 p8-832001

Newcomb D. & Hobohm H.C. Editorial: SpecialIssue of the Global 2000 conference (Oct2000, Brighton, England) INSPEL v34no3/4 p131-244 2000

HungaryFifty years of training librarians at the university

(anniversary conference at Lorand EotvosUniversity Department of Library andInformation Science; special section)Konyvtari Figy v10 no ½ p17-37 2000

IllinoisMei, T and others. CEAL Committee on

Technical Processing annual meeting 2001(March 2001, Chicago) J East Asian Lbr no124 p67-78 Je 2001

IndiaKumar, P. S. G. Convention for Automation for

Libraries in Education and Research(CALIBER-99) (February 1999, NagpurUniversity) Her Libr Sci v39 no1/2 p97-104Ja/Ap 2000

Suri, B. K. National convention on library andinformation networking: NACLIN 99(October 1999) Her Libr Sci v39 no1/2 p92-7 Ja/Ap 2000

MarylandNeuman, D. Re-visioning School Library Media

Programs for the Future: implications of thenew AASL/AECT national guidelines forLIS education (conclusions from aconference at the University of Maryland)bibl f tab J Educ Libr Inf Sci v43 no2 p96-115 Spr 2001

NetherlandsDiedrichs, C. P. Highlights of the second

European ScienceDirect user conference(Sept. 1999, Amsterdam, Netherlands) biblf Libr Collect Acquis Tech Serv v4 no3p391-402 Fall 2000

New York (State)Mento, B. Academic business Library Directors’

meeting (April 1999, Cornell University) JBus Finance Libr v5 no3 p43-54 2000

OhioChao, S. Y. J. A Model of Library Cooperation

on Overseas Chinese Studies: the Ohioexperience (report from the firstInternational Conference of Institutes andLibraries for Overseas Chinese Studies,March 2000, Ohio University) Collect Buildv20 no2 p45-53 2001

OntarioHead, M. M. & Bart, C. K. The first World

Congress on the Management of ElectronicCommerce (January 2000, McMasterUniversity, Hamilton, Ontario; specialissue) diag flow chart graph Internet Resv10 no5 p364-470 2000

Head, M. M. & Bart, C. K. The second WorldCongress on the Management of ElectronicCommerce (January 2001, McMaster

Universit; special issue) Internet Res v11no4 p275-368 2001

RussiaThe Library for Russia: new trends and

traditional values (round table discussion atthe Russian State Library)Bibliotekovedenie no2 p28-47 1999

Education for LibrarianshipCamus, B. Distance Learning: the path of

education (examples of LIS distancelearning from around the francophoneworld Documentaliste v37 no3/4 p209-15 S2000

Garcia Marco, J. and Agustin Lacruz, M del C.Educating the information professional ofthe 21st century: a ten-point proposal basedon the Spanish context (presented at theConference Information Specialists for the21st Century, Oct. 1999, Hannover,Germany) bibl f diag Educ Inf v18 no2/3p141-53 O 2000

Wagner, G. Future of Education for Library andInformation Science: views from Australia.Bibl f diag Educ Inf v18 no2/3 p123-9 O2000

Distance EducationAntonucci, R. B. and Cronin, J.M. Creating an

online university

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