Katarzyna Materska Does the information science profession have a future?
	Institute of Information Science and Bibliological Studies, Warsaw University
	This article was translated thanks to the grant received from the Open Society Institute

Library and information science (LIS) curricula should reflect the events and tendencies that trigger changes in the expectations, roles and skills of LIS professionals.

In the years 1998-2000, Association of Library and Information Science Education (ALISE) conducted an important project, known as KALIPER^[1], which examined the state of LIS curricula in the United States. The results of the KALIPER study identified the following six trends that influence curricular transformations:

1. LIS curricula now tend to address information environments and problems that extend beyond libraries.
2. LIS curricula continue to embrace other disciplines but they have become dominated by user-centered services. There is a clear focus on cognitive and social aspects of the development, organization, management, retrieval, access, evaluation and use of information resources and systems.
3. LIS schools are increasing the integration of information technology in their curricula and are taking responsibility for training students about their use.
4. LIS schools are experimenting with specializations within their curricula. The general track offers the broadest possible education adapted to student needs.
5. LIS schools are diversifying their forms of instruction. There are traditional courses, distance education, and possibilities for obtaining credits for courses taken at other universities.
6. There is a tendency to expand curricula of undergraduate (e.g. information systems, information management, information studies), graduate and doctoral studies. There is an increasing possibility for obtaining multi-departmental or multi-institutional degrees.

Also conducted during 1998-2000, an Israeli study examined views of LIS experts on the future of libraries, changing roles and skills of LIS professionals in the light of the information technology advancements. ^[2] The panel consisting of American, Canadian, European and Israeli LIS experts offered their analysis in regards to three significant concerns:

1. The transition from traditional to virtual libraries.
2. The transition from focusing on technical operations, such as, cataloging and acquisitions, to satisfying customer needs.
3. The emerging skills and roles of LIS professionals.

It can be said that, in Poland, the majority of views on library education have dealt with training specialists for traditional library positions, while ignoring a long list of other information careers for which the LIS specialization also prepares. Even if we wanted to preserve the traditional shape of libraries, it is an undeniable truth that the social, technological, economic and political environment surrounding libraries is rapidly changing. The so-called acceleration of the civilization is one of the most noticeable phenomena in our times that is transforming libraries and creating new demands on their services. Only those institutions that will successfully adapt to the environment, following the emerging needs of the society, stand a chance of survival and further evolution. It is these environmental conditions that are the primary motive for this article although many more issues could be raised on the future of information science.

The diversity and instability of libraries

In his comments on EBIB's online forum (April 4th, 2002), Henryk Hollender states rather provocatively: "We shouldn't educate librarians. These days, we shouldn't educate professionally anybody or almost anybody. We should educate people who are capable of learning."

Surely, Hollender's statement is a result of observations of the constantly changing environment surrounding libraries, which places new and greater demands on librarians, now forced to compete for users with more efficient and better quality services.

"To learn how to learn" is the motto of the society of knowledge, in which technology makes information as close as a mouse-click away, while basic information skills are critical to improving qualifications in order to excell. Is there a place for librarians in an environment like this? ^[3] It is worth looking into the question of what exactly do we know about the "information society" or the "society of knowledge," in which libraries have to operate. What are the implications of the developing modern society for the users of library and information services?

Given the diversity of the library world, this discussion is limited to local and business communities, as well as, the information industry sector, which surely entails many different requirements and qualifications for LIS education to address. A simplified list of requirements would include skills in communications, information analysis and interpretation^[4], as well as, computer technology.

The diversity in libraries is a consequence of the differences among user groups. Some libraries serve specific local communities (administrative or government libraries), others provide to non-profit mother institutions (academic libraries), and others yet form a part of commercial organizations (libraries and information centers located in businesses).

Identifying current and emerging needs of organizations and users served by libraries and information centers is not an easy task. Regular monitoring of the user community makes it possible to pinpoint the strengths, weaknesses, opportunities and threats (SWOT analysis) of the taken actions. Moreover, it enables libraries to anticipate the possible direction of change. Do we teach this to library students? Lack of familiarity with future trends impedes the evaluation of standard knowledge and skills needed by the information specialist.

Western library literature suggests that many librarians of that area recognize opportunities available in the business community as a chance for raising the professional status of LIS. ^[5] There are many new professional jobs in corporate libraries and businesses, for example, special managerial positions of chief information officer or knowledge officer. The success of a business depends not only on the collection but on the performance of the information consultant, information hunter, information and communication technology instructor, information manager and so on. Businesses that recognize librarians for their great skills in research, analysis and selection of information successfully meet the exact needs of specific departments and help employees save valuable time on activities, such as, Internet surfing. There seems to be great value in addressing this area in LIS curricula.

Without a doubt, the world of information institutions including the book and media publishing industry, as well as, the information sector involved in the development, management, processing and selling of information is a very diverse market. Therefore, it is inevitable that LIS programs would progress from educating traditional librarians towards crafting specialists employable in the vast information sector (e.g. publishers, press agencies, multimedia market, bookstores, archives, information services). Nowadays, LIS graduates can be seen designing and developing subject-specific, commercial and public, web services. ^[6] In the light of this, there is much sense to Miroslaw Gorny's comment on EBIB's online forum (March 19, 2002), which states that "it is worth considering public and business information systems as opposed to focusing merely on research. A student who analyzes information systems for public health services or administration will have a more open attitude towards library services."

Currently, the information industry offers positions to LIS graduates thus giving much promise to rescuing the prestige of the profession and increasing the social status of librarians. It is our job to fill those positions. Without a doubt, we should watch closely for changes in this broad industry of information services and take advantage of anything that gives us a chance to evolve further

Moreover, library literature points out that one of the key desired behaviors posing a challenge to LIS specialists ^[7] is "acting more assertively " and "actively marketing one's unique abilities." This proves that, aside from professional knowledge in regards to information processes, marketing and promotion, it is equally important for LIS specialists to believe in themselves.

The role of libraries

The education of librarians is inseparable from the vision of the library of the future and the changing roles and skills of this professional community. The essence of librarianship has always been defined in terms of two components: the collections (in all possible formats) and "intellectual assets" embodied by librarians in the form of cataloging, indexing, reference skills and such. The present day perspective of crossing over from traditional to virtual services forces libraries to consider outsourcing of some typical library operations. According to some^[8], the cost-effectiveness and productivity of outsourcing make some library operations suitable for being carried out by outside contractors or suppliers. The downsizing of certain library departments and the increased significance of user services (e.g. reference/information services or user training) that result from outsourcing can provide guidelines to the future scope of LIS curricula.

In terms of collections, the progression from information management to knowledge management actually brings us to the so-called content management, the organization of real knowledge buried in documents. The movement towards content management is a consequence of an increasing demand for factual information as opposed to references to information, which explains the importance of training subject librarians in providing special services to users interested in specific areas of knowledge.

The transformation of library services to a user-centered model creates a shift from acquiring collections to providing access to them. The need to reduce costs of acquisitions forces libraries to share their collections, that is, to arrange some form of access to materials by joining consortia and increasing interlibrary loan. English language professional literature also points out the possibility of reference librarians working out of home, using e-mail, fax or telephone. For example, 70% of experts of the Israeli study believe that, quite possibly, this option will soon become a reality. At the same time, many authors stress that the Internet is not a substitute for libraries. The chaotic and volatile web resources create an even greater need for qualified specialists to manage, locate, filter and evaluate information. The results of the Israeli study state that 87.5% of LIS experts believe that it is highly desired that libraries become a depository of society's memory, collecting valuable human knowledge and preserving it for future generations. Libraries are especially needed since information seems so ephemeral as webpages come and go thus making the evaluation of information increasingly difficult. 77% of experts believe that, in our lifetime, the traditional model of libraries will not become fully replaced by virtual libraries.

However, there is also mention of another library model, the so-called hybrid library, which combines conventional and digital services, media-based education (especially in schools) and many others.

It is vital to teach LIS students not to limit their understanding of library issues to public, school and research libraries. Students should be taught to formulate their visions taking into account the many different needs of communities that shape library services in order to be able to conceive new solutions for library operations while moving away from the current "physicality" of information and organizational structures.

Skills and roles

The changes in the environment surrounding library services trigger shifts in the tasks, skills and roles of librarians. The era of information and knowledge has created new roles and information professions outside of library walls.

Ute Krauß-Leichert describes three projects aiming to develop a career profile for information science specialists:

1. Career Profile 2002, a program conducted by Bundesvereinigung Deutscher Bibliotheks Verbände (BDB).^[9]
2. The New Book Economy Project (NBE), initiated by the European Council to prepare institutions involved with books, libraries, publishers and booksellers, for the new needs of information society, by implementing structural changes of institutions, as well as, employee training.
3. DECIDoc, a project sponsored by the European Union. ^[10]

Libraries will require personnel with a rather diverse range of skills. They will need so-called generalists^[11], that is, employees with a broad knowledge and skills, as much as, specialists, librarians with in-depth knowledge and skills in special areas. However, in solving information questions, above all, they should demonstrate great methodological abilities and, depending on the activity, they should possess certain academic, social, cultural, technological, or managerial knowledge. Although in practice, various types of skills are very often inseparable and interconnected, it is important to differentiate among them in relation to different activities, such as, indexing, providing information, developing collections, identifying and creating local or organizational cultures

Among the many skills for information science professionals suggested by different programs, there exists a certain pattern of abilities, knowledge and personal attitudes, which can be divided into the following groups:

• Social and personal skills (so-called, soft skills), considered by many studies as key, include: ability to work with different types of users, ability to work in teams, to listen to others, to communicate in verbal and written form, to teach, to speak foreign languages, to take the initiative, teaching abilities, analytic skills, public relations skills, creativity, constructive criticism, etc. Also, the Israeli study associates communication skills with a need for promotional and marketing skills, as well as, specialized LIS services.
• Management skills that allow for conscious and responsible use of financial and human resources, time and information products, agreeing with the overall mission of the institution.
• Information technology skills that enable the use of computer and media appliances, as well as, various software.
• Expert knowledge in library and information science (methodology), for example, in the research library environment, requiring familiarity with the design and implementation of special information services fulfilling the specific needs of the mother institution.
• Specialist subject knowledge beyond library and information science, necessary to serve users interested in specific disciplines (subject experts).
• Cultural skills, i.e. familiarity with cultures of countries, communities and organizations, for example, taking into account the cultural conditions of local communities in developing information services or examining user needs.

In general, the above categories are similar to the requirements for business information professionals.^[12]

In the multimedia industry, ^[13] where the majority of work is based on group projects that require lots of communication and teamwork, employers emphasize the mentioned communication and interpersonal skills. Additionally, they seek specialists able to cope with stress, are always open to learning new things, can coordinate projects, are able to run a business^[14] and can demonstrate English language skills. Obviously, the key required skills refer to information technology, such as, experience with operating systems, programming languages, graphical design software and database systems. ^[15]

In the new information landscape, the so-called "role" concept is crucial to the success of LIS services. The emerging professional and societal roles open new opportunities and steer the changes in the way library and information science is viewed by the society. The shift from "task orientation" towards focusing on user needs "complies along with the general trend in many other service areas also where there is a clear shift from product-orientation to customer-orientation in their strategy formulations." ^[16] The literature presents an abundance of terms describing roles^[17] that identify LIS specialists, although, according to I. Wormell, not much has been written on studies of roles and functions in this field. I. Wormell mentions five groups of Masterson that, in her view, offer a reasonably good foundation for identifying these concepts and building a model for developing LIS specialists: 1) intermediary/filter, 2) store/curator, 3) informer/communicator, 4) helper/advisor, 5) teacher/educator. ^[18] However, it is difficult to consider the suggested list of role concepts as satisfactory. I. Wormell herself notices at the beginning of her paper that the "classic role of mediator, guide and facilitator […] lost its vitality and active character." Furthermore, B. Bojar points out that information systems user, who was handed a new tool in the form of a computer, is generally reluctant to access information through a librarian. The user wants to get to the information himself and, ultimately, he will make decisions on what information is interesting and satisfying to him. ^[19] Therefore, is it possible that providing information access to the end-user will completely eliminate the role of the librarian as a mediator between the user and the information? Many authors believe that there will always exist a need for libraries and librarians to assist users in accessing information in the diverse, unstable and uncertain information environment.

The function of librarians as educators and advisors, who teach library patrons how to use different information systems and technologies, how to apply the information, how to acquire knowledge, (especially important in the society of learners) and how to build cultures of information, is becoming a dominant aspect of the profession. The teacher-librarian role was emphasized the most by the LIS experts participating in the Israeli study. All this seems to point out that LIS curricula should focus more on the psychological (cognitivism has already gained popularity in LIS studies) and pedagogical aspects (not limited to school library specializations), as well as, on the rules of effective communication.

This perspective is similar to the vision of librarianship presented by young librarians from Canada, offering the following six widely accepted roles of library professionals:

1. Teachers and learners - involved in the development of a culture of information and promotion of lifelong learning.
2. Researchers and experimenters - engaged in identifying user needs and user information-seeking behavior.
3. Activists - promoting people's rights to information, defending the view that access to information is a fundamental right of every human being, not merely a privilege of those who can afford it, promoting intellectual freedom on a local and global scale.
4. Advocates - communicating the value of information-providing institutions extending beyond the traditional library and emphasizing that their activities are consistent with priorities of various organizations, including the government.
5. Community leaders - representing, organizing the intellectual and cultural life of communities, advising and consulting.
6. Innovators - entrepreneurs and agents of change involved in initiating and inspiring projects and changes, seeking solutions to problems and implementing them, leading up to the improvement and growth. ^[20]

Finally, it should be stressed further that, in order to educate, inform, inspire and guide library users, librarians need more self-assurance, and more confidence in their own skills and abilities. They need to be fully aware of their role and mission. Will they live up to the great expectations resting on their shoulders? They should try for it is worth trying.

Footnotes

[1] Kaliper Report (2000). Educating library and information professionals for a new century: Executive summary July 2000 [on-line]. ALISE. [Accessed August 30, 2002]. Available online at: http://www.alise.org/

[2] S. Baruchson-Arbib, J. Bronstein: A View to the Future of the Library and Information Science Profession: A Delphi Study. Journal of the American Society for Information Science and Technology 2002, no. 53 (5), pp. 379-408.

[3] Interestingly (or not?), 7.5% expert panelists in the Israel study consider the probability of a complete disappearance of the LIS profession.

[4] In "Why the Web is not a library" (FID Review 1999 no 1 (1), p. 13-20), J. M. Griffiths considers the role of analyst/knowledge interpreter, which was traditionally rejected by librarians, and which is in demand nowadays.

[5] See L. Lettis: "Be proactive: communicate your worth to management!" Information Outlook, January 1999.

[6] Warsaw's considerable business community offers great opportunities for information services. Program directors of Warsaw University's Institute of Information Science and Bibliological Studies carefully observe their environment and adapt their educational offer to local conditions, which includes addressing the needs of the Warsaw business sector. It gives professors a wider range of possibilities and leads to the question of discretionary curricula planning.

[7] For example, 95% of experts in the Israeli study considered these as desired qualifications.

[8] See S. Baruchson-Arbib, J.Bronstein: op. cit.

[9] For more on mentioned programs see U. Krauß-Leichert: op. cit.

[10] The result of the project, initiated by the European Council of Information Associations and dedicated to identifying required qualifications and skills, is a draft titled "European Certification Manual for the Information and Documentation Sector."

[11] Especially in small libraries and information centers.

[12] See P. Pedley: The information professional of the 21st century, Managing Information, 2001, no. 8:7, p. 8-9; J. Sykes, R. Fletcher: Global Study of Information Professionals: Emerging Issues and Trends: A White Paper from Factiva, a Dow Jones & Reuters Company, Factiva, 2000. [Accessed August 30, 2002]. Available online at: http://www.factiva.com/infopro/

[13] Over fifty multimedia companies in Germany were studied.

[14] Small companies are very common in the multimedia sector.

[15] U.Krauß-Leichert: op. cit.

[16] I. Wormell. Call for strategic pragmatism in the modern LIS profession In Informacja, wiedza, ekonomia, Warsaw: PTIN, 2001, p. 33-42. (p. 39)

[17] "Mediator, intermediary, advisor, information facilitator, knowledge engineer, guide, consultant, translator, transformator, connector, curator of culture, weaver (linking people with data, ideas and culture), data processor, product developer, agent, cyberdetective, navigator, teacher, filter, gatekeeper, scholar, technician, etc." (I. Wormell: op. cit., p. 39-40).

[18] Ibid., p. 40.

[19] B. Bojar. Języki i systemy informacyjno-wyszukiwawcze - refleksje na koniec wieku: od strukturalizmu do kognitywizmu, Zagadnienia Informacji Naukowej, 2001, no. 1, p. 55-59.

[20] J. Durno, S. Lloyd, E. MacLean, S. Singh. Librarianship in 2010: The '00 Decade in Review,IFLA Journal 27, 2001, no. 3, p. 159-162.

Translated by Marta Sobieszek