The Australian Library Journal

Education directions for new information professionals

Sue Myburgh

Introduction

Traditional roles are becoming less frequent in the array of careers now open to information professionals, and an assortment of different competencies, skills and graduate qualities is required to suit such opportunities. The kind of work traditionally performed by those dealing with groups of published documents such as journals and books (covered by national and international standardisation, legislation and bibliographic control mechanisms) is different in kind and degree from the work required in a hypertext, networked, digital environment; the work required in a physical institution like a library is different from that required for managing virtual information flows in intelligent, learning, networked organisations. Education for library and information science (LIS) is no longer only technical, but must include consideration of new cognitive, social and situational processes. Ultimately, it is actually information (the content of the artifact/document) that users want in order to satisfy their information needs.

This paper argues that there needs to be a shift from a document management perspective, to an information management perspective, which locates users, technology and information professionals within a socially constructed, complex context. This model should not only provide professionals with the necessary skills with which they can gain employment upon graduation, but also the vision and understanding which might help them cope better with the rapidly changing world in which we live. In this paper, I argue that a fresh approach needs to be taken concerning the education and development of the New Information Professional (NIP).

Change in the information professions

There are a number of reasons why the library and information science profession is undergoing change, and it is urgent that there is a suitable response from practitioners, the professional associations and those who educate for the profession. We can note that the sources of change are multiple, and it will not be possible to address each of them in equal depth in this paper.

• Social and cultural forces. We must become aware of the magnitude of social flux occurring that changes the ways in which communication takes place and thus alters the nature and fabric of societies and organisations, predicated as they are upon their information flows.
• Recognition of the fact that the domain of information is ever-expanding.
• Increasing use of Information and Communication Technology (ICT) and keeping up with its obsolescence provide challenges, especially as most ICT already has more utility than we need, and we need to learn how to use properly what is already there.
• ICT convergence changes the nature of information creation, storage and communication. Librarians have not been imaginative or innovative in their exploitation of technology, largely through lack of confidence.
• The issue of invasion of the territory by 'rival' information groups, often bedeviled by the phenomenon of re-invention of the wheel; as well as
• Competition from other organisations, tools and services.
• Emphasis on information as a commodity, and its strategic and competitive importance.
• Dis-intermediation.
• The changing nature of information work itself - especially trying to stay on top of information.
• Vacillating funding provisions.
• The aging population of practising librarians and the need to attract more students into revitalised programs, particularly with opportunities now available.
• Future of libraries - will libraries and librarianship will survive at all? If they do not survive, will the profession have lost anything?
• Job differentials - even in a single traditional setting, graduates do vastly different jobs.

Other disciplines are not immune to such changes in a general sense, either. Robert Wright, a Professor of Landscape Architecture, included the following points in an e-mail he sent to the Landscape Architecture Forum on 5 October 1993. These issues seem just as applicable to LIS:

• Static disciplinary boundaries and institutional frameworks are now impediments to the development of critical knowledge and creative approaches needed to solve complex problems.
• The educational needs and skill sets of practitioners are rapidly changing due to the increasing specialisation of knowledge and the subsequent fast pace of technological development.
• Career paths of young practitioners are becoming increasingly fragmented, long-term experience in a single job setting is becoming rare and opportunities for induction programs based on apprentice-mentor training are diminishing.
• There is an increased need to access extra-disciplinary knowledge and to engage in meaningful trans-disciplinary activities.
• There are increasing demands by social institutions on professional and applied disciplines to justify their existence and relevance related to perceive social needs.
• There is a diminishing amount of mutually beneficial knowledge being exchanged between our educational institutions and professional practitioners.

Survival of LIS will almost certainly not occur in its present form or paradigm, and perhaps the most dangerous threat to the profession is what I call the 'librarian mindset'. This is to be found in LIS educators, associations and practitioners. IFLA (2000) stated that traditional LIS programs:

...have focused on developing physical collections of books and other materials in library buildings staffed by people who have learned to select, acquire, organise, retrieve and circulate these materials... [but] today the emphasis is on the individual practitioner and the concentration is on information provision in a variety of contexts...

This summarises the kind of changes which have already taken place - changes which are almost paradigmatic. We need to identify the boundaries and shape of this change, so that we can move forward in a positive way. This Kuhnian change of paradigm is intermittently paid some lip service, but the responses to change that we have seen - in practice and in education - have been modest and slight (for example, changes of name). Van House and Sutton (1996) explain this in terms of Bourdieu's notion of 'habitus', which constructs a kind of invisible game, with rules and actions than only those who share the same habitus are able to understand. This results in a perpetuation of the game:

A key concept in Bourdieu's analysis is that of habitus, a system of dispositions determined by past experience, particularly by one's class, education, and profession. Habitus functions as a matrix of perceptions, appreciations, and actions. Habitus is the means by which a field perpetuates itself through the voluntary actions of its members. It gives the appearance of rationality and internationality to behaviour that is less than fully conscious. How individuals interpret a situation and the actions that they consider possible are unconsciously constrained by their habitus. Action guided by habitus has the appearance of rationality but is based not so much on reason as on socially-constituted dispositions. (Author's emphasis). (Van House and Sutton, 1996).

Amongst the characteristics of the LIS habitus are:

• a focus on the library as the location of the profession, which has a physical presence, rather than on the skills and knowledge that librarians bring to it;
• a view of the profession which legitimises this stance, and in so doing, places undue emphasis on the tasks performed within such a place, rather than on an overall view of information creation, evaluation, seeking and use functions;
• a resulting emphasis amongst LIS educators (partly in order to meet ALIA's accreditation rules) on programs that are library-centred, tied to institutions and tools, rather than on abstract observations and analysis of information work as a whole.

The core assumption of the 'librarian mindset' is that information exists independent of human action and that LIS's value lies in describing reality; information then develops its own order and organisation. This is reinforced by Popper's description of World 3, the world of documents which contain information. As Radford (1998) indicates, the library has long been taken as a metaphor for order and rationality, as it 'represents, in institutional form, the ultimate realisation of a place where each item within it has a fixed place and stands in an a priori relationship with every other item. The rationality of the library in many ways represents the description of nature idealized by the institution of positivist science.'

He reminds us of the inaccessible library in the Umberto Eco epic, The name of the rose, where access is only available via the librarian. The librarian-god becomes the guardian of rationality and knowledge. The tendency to set the user aside can be explained within this paradigm, as the librarian seeks to exercise rationality and control over the collection and the user can be seen as a chaotic interrupter. Today's 'user-centredness' often is reduced to the nature of the user's relationship with the information system, rather than the user's engagement with the universe of knowledge creation and information behaviour.

Challenges for educators

An educator in LIS is engaged in preparing people for a career in the field. This requires a concern with the wider social context within which these careers will unfold over time. The unpredictability of the present environment makes both these tasks very difficult. Many factors in the sophisticated and complex society in which we now find ourselves have compelled a substantial reassessment of the educational requirements for careers in information management. These include changing human information behaviours, education and work competencies, and the increase in the value of information as a strategic and economic commodity. I am unable to address all of these within the scope of this paper, but will select a few for further discussion. Some of these are:

• lack of funding to universities in general, and to small LIS teaching teams in particular;
• the usurping of substantial parts of the discipline by others - such as knowledge representation and management, information retrieval, information behaviour and so on;
• the role of technology and how it fits into LIS;
• growth of information industry employment, particularly in special libraries and in corporate or organisational positions;
• erosion of boundaries between library and information science: and also the boundaries with business education, communications, journalism, media and computer science;
• shift of LIS's position to become part of the entrepreneurial market economy, rather than remaining in the cultural bastion;
• closure of several large library schools in North America, and renaming and refocussing of others - an example which might well be followed here.

In broad terms, we are facing a very different social, cultural, economic and technological environment from any that has ever existed previously. Such complexity is difficult to analyse; also, within the tenets of systems theory, there are ripple effects throughout whenever a change occurs. As we face such momentous and constant change, it is hard to predict all effects or suitable responses.

Social responsibility

A strong tradition in LIS is that of service - for the purpose of education, enculturation, social uplift - as well as the notion of the development of social capital. There is no doubt that information workers carry a professional responsibility that is of utmost importance in today's society, although I believe the scope of this responsibility is now much broader than previously. With the twin effects of global cultural imperialism conveyed through the media, and endemic information overload that is simply too much for most to deal with, information workers can play a role in reducing cultural and ideological differences because of their influence over information. We can assist in understanding similarities and diversity, and encourage appreciation of the contribution all can make to the international community.

Because of the richness of the information with which we deal, librarians can balance the negative tendency of globalisation to reduce cultures to superficial components, and instead emphasise the need to expand communications strategies, adopt pluralist perspectives and learn how others communicate and why. These should be principles that are incorporated into educational programs, and which go beyond mere descriptions of the insulting notions of 'information rich' and 'information poor', which deny indigenous knowledge systems, for example.

Disjointed incrementalism

There is no doubt that the situation that LIS now faces is complex, and many issues remain unexplained and therefore cannot be dealt with by the present dominant paradigm. As a result, anomalies have accrued: if knowledge is power, why don't librarians run the world?

Most LIS educational programs both here and internationally have dealt with such anomalies in a piecemeal way, adding various courses such as web page design, records management, database construction and the like in order to increase the job opportunities for graduates. In 1963, David Braybrooke and Charles Lindblom (quoted by Neill, 1992) published a study of policy-making and concluded that the normal method for deciding on policies was that of 'disjointed incrementalism'. Policy change was incremental in that it was not revolutionary or on the grand scale. Small, or relatively small, problems were involved, and the solutions were prepared and proposed by individuals or by committees.

Incremental change seems to be what people can handle most comfortably. Any large change is psychologically threatening, and in any case, the necessary information to predict the consequences of action simply isn't available. This phrase describes very well the developments in LIS education. I suggest that 'disjointed incrementalism' is what all LIS educators have suffered from for the last twenty years. The use of different titles and terms in education for LIS professionals is an example of 'disjointed incrementalism'.

We are often overwhelmed by all this change, by the accretion of change, and by invasions from and developments elsewhere, but this is a poor excuse for avoiding or postponing a fresh and holistic look at where the profession is going. We cannot be like incremental policy analysts, who 'often rule out of bounds the uninteresting (to them), the remote, the imponderable, the intangible and the poorly understood, no matter how important (Neill, 1992, p126).

If this is not addressed, Wilson's view (2000) is that what will happen is catastrophic change - a point when systems undergo sudden and rapid change. This does now seem to be happening in some areas, such as the Universities of Washington, Michigan and Texas (although this was planned, rather than unexpected). In LIS, when this has happened, we have mostly attempted to react only after the event, which is a frequent way of dealing with catastrophe.

Collaboration, convergence and diversification are suggested by Wilson as means of survival. He suggests that the way to overcome the problems of sudden, discontinuous change is carefully managed continuous change. I would argue that this has not been a model that has served us, as information workers, or the profession, very well. We can say instead perhaps that we have had continuous change, but it has not been carefully managed. On the whole, there have been more setbacks than gains; those who teach LIS in Australia have become fewer and fewer, and ALIA is battling to keep up membership figures. Libraries are increasingly by-passed as clients access the internet.

Internationalisation and globalisation

Internationalisation is an issue in the education for NIPs because of their fluid and mobile lives, and the multi-national companies that they might work for. The whole world is interconnected on every level. NIPs need transportable and internationally recognised qualifications. This makes accreditation an issue, across the range of professional associations now accessible by information workers, and across international boundaries. We are not educating for a homogenous, domestic market any more. This applies to universities in general, as well as our profession.

As well as this, a major feature of the so-called 'information society' or 'information economy' is its global nature. Much 'globalisation' is a Western phenomenon - specifically North American. However, the ideology of globalisation can be perceived as a threat to basic human rights, in the information sphere if nowhere else. It is also a threat to libraries as social institutions, rather than places. Koltutsky notes that 'An institution that allows the individual to access information at no cost [is] viewed as a threat to... profits... The library's role in keeping information in the public sphere is... marginalised' (Koltutsky, 2001). This is a challenge that must be boldly and imaginatively faced, if we are to succeed.

Librarians are on a social mission to protect rights of access to information (not documents). The cultural and social location of the origin of information needs to be taken into account: information is a product of its society. This is, of course, related to the issue of social responsibility mentioned above. Information professionals can no longer be neutral.

Access to ICTs (which support globalisation) is not global or democratic. Theoretically ICTs can build a worldwide network that breaks down the boundaries between countries and removes the cultural barriers between people from different cultures. In reality, this is not the case: not while there are six billion people on the planet, and only about one billion have regular access to the internet, and the rest are not likely to in their lifetimes. Librarians have a role to play in this that poses a challenge to the profession: how is it to be done? Should information professionals from the English-language nations be able to speak at least one other language?

Globalisation ensures that masses of information are available internationally, but it also has the side issue of privatisation of information access - increasingly this costs more. Information is an enabler, but globalisation is making it a purchasable good. This is what creates a digital divide. Herbert and Anita Schiller (1988) are concerned about increasingly blocked access to information, and its costs:

Commercialisation and privatisation are means to institutionalise a process whereby information is restricted to those with the ability to pay. Governmental administrative measures assist the process when they are aimed at removing huge quantities of information from the public domain and transferring basic informational functions from the government to the private sector (Schiller, 1988)

They are further of the opinion that growing privatisation of information may cause libraries to be bypassed altogether - and this view was expressed in 1988, before the widespread use of the internet which has in fact emphasised this.

Information as a strategic commodity

This brings us to the value of information as an economic commodity. A critical environmental change is the increase in the value of information as a strategic commodity. Information's role in creating power and wealth is attracting the attention of powerful new players - and new competition for LIS. Vincent Mosco has observed that 'Commodification refers to the process of turning use values into exchange values, of transforming products whose value is determined by their ability to meet individual and social needs into products whose value is set by what they can bring in the marketplace' (Mosco, 1996).

However, information must be viewed as a public good even while it may also exist as a commodity with a dollar value. The commodification of information and knowledge not only has an impact on LIS, but profound implications for social values and the community at large - outcomes which information professionals, including librarians, need to be considering now.

Multi- and inter-disciplinarity

Hayek commented nearly half a century ago: 'There is scarcely an individual phenomenon or event in society with which we can deal adequately without knowing a great deal of several disciplines...' (Hayek, 1956, 464). Many LIS problems are interdisciplinary - but we show a reluctance to address such issues. Multi-disciplinarity leads to more interdisciplinary work. Most programs are too narrow to address the increasing challenges of the profession, concentrating instead on the identification of core. We must, equally importantly, examine where the boundaries of the profession lie. There is some growth: the infusion of multi-disciplinary perspectives results as LIS educators conduct research with people from cognate fields, and when they offer joint programs/courses with other academic departments (such as is done at the University of South Australia). Such developments could encourage a fresh examination of LIS, and an appreciation of the field as a kind of meta-discipline, dealing as it does with knowledge.

Preparing graduates for a career

I do not wish to diminish the wider social responsibilities of the institutions of education and organisations such as universities, but there is no doubt that the modern student typically undertakes further education primarily as a means of securing a job. Attracting the 'right' type of student to LIS courses is a dilemma in and of itself (do we really need more female arts graduates?); ensuring that they gain employment on graduation is critical. Several researchers have undertaken studies which explore exactly what organisations are looking for, including Myburgh (2000, 2002), Willard and Mychalyn (1998) and Feret and Marcinek (1999).

Willard and Mychalyn (1998) looked at the relationship between available jobs, qualifications of LIS graduates and the successful applicants. They arrived at the conclusion that such new jobs are diverse, and the link between necessary qualifications and the job was not obvious - suggesting that LIS graduates need to think carefully about what they know and how they can use such knowledge.

Myburgh (2000, 2002) undertook a five year longitudinal study based on job advertisements for information professionals, appearing in The Australian (a national newspaper in Australia); The Advertiser (a South Australian newspaper) and announcements posted on ASIS-L, PACS-L, RECMGMT-L and RMAA-list - information-related listservs on the internet. A random sample [seventy-six advertisements] was taken for the purpose of this exercise. Specifically, the competencies demanded for each job were analysed and considered, rather than job titles (which were viewed as often misleading and uninformative). From them, phrases and terminology were drawn which described the characteristics and qualifications of the kind of staff they were looking for. The top desirable characteristics were as follows - and it is worth emphasising that elements such as knowledge of AACR2 and other such 'core' knowledge were mentioned only once or twice:

Feret and Marcinek (1999) rank their findings as follow. It can be seen that there is a congruence with the results given above:

1. Communication/training skills.
2. IT skills.
3. Managerial.
4. Commitment - including an entrepreneurial approach.
5. Subject knowledge/profiling.

They add, when describing the librarian of 2005:

...his/her most important characteristics are very good interpersonal and communication skills, language proficiency, team-working skills, user friendliness and customer orientation. In order to fulfil at least the above expectations and to work with no hope of a reasonable salary, a candidate for the 2005 librarian needs to have a really good sense of humour.

It is interesting to compare these studies with the work done by Brittain in 1995. He indicates that only twenty per cent of LIS graduates end up in the profession, and that seventy-five per cent of the potential employment market required skills, knowledge and experience that was not provided in LIS schools. One can therefore conclude that changes in curricula would enable students to have access to a much wider variety of information jobs - or indeed, make the difference between a career in information management or not.

These studies and others like them need to be taken seriously by the profession and its educators.

A new paradigm for professional education

Many of our problems are associated with our own lack of clarity in knowing exactly what our cultural niche actually is. We are not entirely sure of what game we are playing. What epistemological framework can we establish which will guide the profession through times of low funding, virtuality, commodification, globalisation, diversification and mobilisation? What is the paradigmatic basis? We need a framework so that we can understand how the roles and relationship within library institutions become constituted and the systems of power that they inevitably serve (Radford and Budd, 1999). Much of this paper has dealt with identifying challenges to the profession, and education, and now we need to address how we may deal with them.

Information professionals have shown, through the embodiment of their profession in collections of selected and managed documents, a long-standing leitmotif: the provision of access to information on a socially and institutionally co-operative and non-profit basis. It should therefore be no surprise that the skills that are used to achieve these goals in the analogue world should be used, for the same ends, in the contemporary digital world - but we require a wider, theoretical framework, not based only on a set of skills. A knowledge base is most likely to offer the most to a neophyte information worker than a collection of rapidly dated skills, as the graduate must be able to respond to new and uncharted problems during his/her career. In addition, as Sutton (1998) suggests, we may need to 'embrace the inevitable and deliberate obsolescence of extant professional knowledge and skills'.

One aspect is that such a paradigm will be inclusive. Even more significantly, such a paradigm should be reflective of a different world view towards the processes of information management, and, as such, identify the core knowledge of the field (rather than cataloguing, seeing the broader issue of knowledge representation and organisation and its culturally determined roots). Additionally, such knowledge must focus on theory analysis and critique. Ostler and Dahlin (1995) note that Dewey was not interested in the theoretical underpinnings of the profession, but rather with its practice: this seems to have set the tone for much subsequent LIS education. As a result, as social and economic circumstances change, there is no unified body of theory to provide a lens with which to view new problems and deal with them.

For example, considering the work of modern philosophers such as Foucault might prove an interesting starting point. Radford and Budd (1999) note Michael Harris' interesting point that 'Foucault ...[has made a] contribution to LIS in terms of a desire to overturn the power of positivism in the social sciences and understand the political economy of knowledge in new and innovative ways. Harris (1993) states that 'one can only wonder at the extent to which Foucault's work has been ignored by such professions as librarianship and social work that would seem to be in a position to benefit significantly from his insights'. There has recently been some work in the area of postmodernist librarianship, by Radford (1998), Day (1996), Capurro (1985, 1996, 2000), and Frohmann (1994), which does offer fresh insights into the LIS role and ethics.

As noted, we must learn to focus on information and knowledge, and not its containers:

The traditional focus of LIS has not been on information at all but rather on its containers - books, journals, maps, and so on. It acquires, describes, stores and disseminates them without much concern for how their intellectual content is used. John Perry Barlow... compared information to fine wine: 'We thought for many years that we were in the wine business. In fact, we were in the bottling business. And we don't know a damned thing about wine' (Van House and Sutton, 1996)

It is the information itself with which information professionals should be concerned. Just what this information is, and how it can be managed, is clarified further below, as this is a pivotal point. In passing, it is worth noting that the future of libraries themselves (as storehouses of physical objects) is incidental or even irrelevant to the profession.

Abbott (1998) suggests two ways of dealing with the 'new' problems mentioned above: reduction and abstraction. In the first, a problem is seen as part of an area which is already disciplinarily defined. In the second, new problems are related to underlying theories which have already been developed in a discipline. In librarianship, there is a paradox in that we seek to describe the content of documents in words that best express the content, without studying linguistics or semiotics, or understanding the social construction of knowledge, or the contextual base for meaning. Thus, knowledge of the broader issue of classification theory assists more in organising hypertext documents than does knowledge of how to apply the Dewey Decimal System.

Among the specifics of such a program, it is possible to note a few areas:

1. There should not be too much focus on specific information resources and how to use them, but rather on how knowledge is created and organised in different fields, where it comes from, how to assess it and finally the discipline-specific problems with accessing it. Students from a first professional degree cannot be expected to graduate with a full working knowledge of all information resources across the entire field of knowledge.
2. It is also necessary to look at information management itself in more detail, which involves a close analysis of what information is, as opposed to documents, and how information, data, documents, knowledge and technology are each managed in quite different ways. Included here should be the uses to which information is put; how users assess quality and relevance (especially, once again, across disciplines); where information is used in different ways by different users; and issues of privacy, intellectual property and the like.
3. Social issues, such as access, information's contribution to social uplift, the role of information policies in organisations and countries, and the relationship between society and technology is vital for a professional and international perspective.
4. There is no denying that today's graduates need to be fluent in information systems and technologies of all kinds. In particular, they need to be aware that such technologies are not a surrogate for professional activities, but support and expand them.
5. The program should focus on more general practices and principles in a wider range of information environments and with a larger number of document formats. I believe Marfleet and Kelly (1999) put this very well:

   'In order to avoid misunderstandings and provide good service, information professionals realised that what was needed was a better understanding of the cognitive, affective and social processes underlying information needs, searching, interpreting and problem-solving. The new model for the information professional is that of an INTER-MEDIA-RY: someone who analyses the customers' needs in a broad sense - the kinds of problem-solving they are doing, their goals, the social and organisational matrix of their activities, their knowledge states, their preferences for information search strategies and formats, etc. This customer knowledge is then put to use not to stockpile materials and 'dish them out' to passive clients, but rather to provide a customised gateway to widely-distributed resources - both people and 'things' - which can help the customer make non-random decisions and find the paths toward desired goals.'

6. Lastly, the important interaction between information, society and humans should be examined - as well as human interaction with information systems.

Van House and Sutton strongly suggest that the profession disassociate itself from libraries, a trend that we are already seeing in North American library schools.

...we suggest that LIS education needs to (further) decouple itself from libraries. Currently, much of the discussion around LIS education is less of an abstraction of its knowledge base than a simple extension of its core institutional focus, libraries. Arguing that new problem areas and institutions are much like libraries is not a powerful argument for domain in competition with professions that are larger, more flexible, have more public visibility and perhaps credibility, and are more competitive (Van House and Sutton, 1996).

The educational ramifications of these changes are considerable. There needs to be more orientation toward the corporate and information industry constituency; more emphasis on data and information structuring and the design of information systems; development of a more entrepreneurial and market orientation; development of a more international orientation; and the development of a core competency that is general to information professions and not specific to librarianship, in recognition of the great employment mobility of information professionals.

Undergraduate vs postgraduate

Undergraduate education in LIS is a fairly recent phenomenon, and has not been successful in most parts of the world where it has been tried. In Australia, RMIT is closing down its degree from 2003; the University of South Australia will do so as soon as it can after that. Dropping numbers, and in general the poor quality of students have led to these decisions. At most, LIS undergraduate courses have been offered as electives to other degrees, notably education (where one can see a clear link). In general, such individual courses have not been seen as offering essential skills in the information society.

In my experience, undergraduates (if they have come directly from school) typically do not have the life experience which is necessary to understand this complex and sophisticated blend of art and science that forms the backbone of the profession. It is only after more experience of human nature, individually and within organisations, that some appreciation of the role of information and knowledge (not reading or documents) can be fully understood.

There is a need for more comprehensive initial training. I am of the view that a post-bachelor Master's degree should become the basic pre-professional training. The Graduate Diploma is not enough. It is not possible to meet the needs of the profession within this framework. We don't need more superficialists, who train within a one-year time frame, and have a smattering of bits and pieces of knowledge across a discipline area that is too wide to capture within one year. It should be noted that a Master's degree has become the first professional qualification internationally in LIS (and across many other professions as well). The Graduate Diploma seems to survive only in Australia and South Africa - and it is being phased out in the latter country.

Added to this, if the first professional degree is offered only at a post-graduate level, this means that the new graduate has more than one string to his/her bow: they will already have some in-depth knowledge about some other discipline, and an understanding of how knowledge, theory and a literature base is created within such a discipline. This can then be extrapolated upon to construct an understanding of dealing with the body of knowledge found in other areas.

To say the graduates will not earn salaries commensurate with the time they take to study is to deny the central role that they should be assuming in modern society which is the raison d'eacute;tre of the field.

Impediments to new era

There are some immediate problems with such a proposal which cannot be fully explored here, such as the tradition-bound university and the conflict between striving for graduate-level scholarship, encouraging students to pursue research which advances the profession, and satisfying employers who pay most attention to skills-level details and competencies. Abbott (1988), however, states quite clearly that a profession's strongest claim of jurisdiction over a problem is that its knowledge system is effective in the task domain. However, this is not the case with traditional LIS education; it is both why LIS graduates don't get jobs, and why so much information work is not performed by those who are educated in this area.

There are different career stages which require different educational outcomes, as well. At first, graduates might feel that they require more practical skills; later on, there is more need for managerial accomplishment; later, more theory and professional context; even later, the interaction between information and society, and the manner in which knowledge is created in a variety of fields, becomes central to the professional view.

Because of the multi-disciplinary nature of the new information jobs, LIS education (and associations) no longer have a monopoly on controlling entry to the profession - or to the jobs. The education of skilled information professionals must evolve to meet the many new challenges that have resulted from the complex, knowledge-based environment in which we live and work. In this model, there is an attempt to model professional education so that graduates are provided with the necessary skills with which they can gain employment upon graduation, as well as the vision and understanding which might help them cope better with the rapidly changing world in which we live.

We must be able to tie together the reality of the Information Society, and the work that must be done within it, and the education and training necessary for such pivotal roles.

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Biographical information

Sue Myburgh is senior lecturer and program director, Management and Internet Communication Strategies School of Communication, Information and New Media Foundation Director, Centre for Internet Studies University of South Australia, St Bernard's Road, Magill, SA 5072 ph 08 8302 4421 fx 08 8302 4745 sue.myburgh@unisa.edu.au, http://www.unisa.edu.au