Art. 1: Maria Kocójowa
The education of library and information science leaders in Poland: the hopes, needs and choices of LIS educators.

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The article discusses the importance of those who organize and develop LIS education in creating the Information Society. Internal and external conditions influencing their activities in Poland are presented against the global tendencies. Furthermore, special attention is paid to evolving LIS leaders in the process of continuing education. They will form and develop the future of library and information services and will be responsible for the status and the image of the profession.

Art. 2: Katarzyna Materska,
Does the information science profession have a future?

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Library and Information Science curricula should address the needs of the information society, taking into account the diversity and instability of the library environment (local communities, economic conditions, information industry etc.). LIS graduates should possess professional knowledge on various information systems and processes, and they should also be able to market their unique skills. In the years 1998-2000, in the United States, ALISE conducted a study, known as KALIPER, which identified trends that influence changes in LIS curricula. At the same time, an Israeli study examined the views of North American, European and Israeli LIS experts in regards to the changing roles and skills of LIS professionals in the light of the challenges of current information technology. The results of both studies indicate that LIS education is strongly tied to the vision of libraries (institutions of information) of the future, as well as, to the changing strategy of libraries from owning collections to providing access to them. Furthermore, the shift from information management to knowledge management is related to the growing demand for factual information, which, besides the skill of using academic knowledge, also requires the ability to develop new ideas, reaching beyond the current “physical" aspect of data records and organizational structures.

Art. 3: Bożena Michalska,
Permanent education of librarians. Is it worth investing in yourself?)

In the face of advancing information technology, the need for continuous education of librarians seems obvious. The importance of permanent education of librarians is recognized around the world. For example, the U.S. government has launched an initiative to spend $10 million to educate a “new generation of librarians." Also, in its 2003-2004 program, the European Commission devotes special attention to projects promoting the development of new methods in permanent education, and improvement of the quality of education and professional training. Meanwhile, Polish libraries have shown a lack of a coordinated approach to professional training of their employees. In this essay, the author stresses the need to educate library instructors, responsible for the development of professional staff in particular institutions, and offers examples of such initiatives undertaken around the world. As a solution for the Polish library community, she proposes to create internal training programs, as well as, take advantage of long distance learning possibilities, such as, BIBWEB. Developed by the Bertelsman Foundation, BIBWEB is currently being worked on by specialists from the Warsaw University Library and EBIB to adapt the program to Polish conditions.

Art. 4: Bogumiła Warząchowska,
The advancement of staff's professional skills in a research library.

The advancement of one's professional skills in a research library setting can take on various forms, from organized (e.g. professional workshops, courses, training, conferences, postgraduate and special studies) to independent study. Continuous improvement of qualifications is a current demand, increasingly recognized by library directors, as much as, lower staff. Unfortunately, the preferences of employers and employees in regards to the form of training (as well as, the cost it entails) are often divergent.

Art. 5: Anna Sitarska
The dilemmas facing the education of library and information service workers.

The summary of a debate on the state and perspectives of the education of LIS employees, initiated in the March 2002 issue of EBIB, serves as a basis for further discussions on how to solve current and past, but unsettled, issues in LIS education. The list of problems includes, among others, LIS program accreditation, the role of the Polish Librarians Association in authorizing LIS instructors, the lack of interactions between university programs and libraries, the relationship between instruction and research processes, preparing students for teamwork, the need for teaching systems development and administration, and finally, establishing the ratio of theoretical to practical courses.

Art. 6: Artur Jazdon
On evaluation and categorization of libraries

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University and library rankings appearing in popular media, evaluation of libraries conducted by accreditation committees and library categorization of the State Committee for Scientific Research all contain many subjective elements and generally do not present a realistic view of the quality of library services. What is the right way of evaluating the quality of library services? What standards and indicators should be considered? Is it possible to develop universal standards and indicators that can be applied to all types of libraries? Should weights be used and what values should they represent? What criteria should be applied to compare different types of libraries? And, what should be the purpose and whom should library categorization serve? The author, a long-time research library director, attempts to provide some answers to these questions.