Seen from an international point of view, the German LIS structure is of many reasons a very special one. Understanding the system, one has to gain insight into the political structure, the hierarchical system, and the salary system for civil servants. Up to the present, library education and training are more or less characterized by a special German way. Various educational and training programs on school, university and university college level are available. The different certificates open the way to different career paths in the LIS sector. In addition to that, the Bologna Declaration causes vital changes in the European university system in general and in that of Germany in particular. This contribution outlines the change from the old to the new paradigm in Germany in an international Context and pinpoints some actual problems.

Over the past ninety years, and more so over the recent twenty years, Library and Information Science schools in China have done a lot of work in collaborating and resource sharing. These activities consists of establishing LIS schools, training of teachers, compilation of teaching materials, change of names, application for the authority to enroll graduates and conferring degrees both of master and doctor, and academic exchanges. The demands of society and the policies of the government are important factors promoting the collaboration and resource sharing. Academic exchanges, such as academic meetings, ex-change visits and research papers, are the main channels for LIS schools to collaborate and share re-sources with each other.

This is a juried paper (18 pages) presented during Session 1.4 titled LIS Curriculum: Global Perspectives" on Thursday, January 11 at the ALISE 2005 Conference, Boston, Massachusetts (Session Moderator: Bharat Mehra). The Liberal Arts curriculum, understood here as a programmatic standard for the first parts of a university education, rather than a more general philosophy of the entire scope of education, is usually structured through the distinction of different "forms of knowledge," or different "ways of knowing". In this article, the concept of information, in a very broad understanding of this term, is proposed as a factor integrating the Liberal Arts curriculum. The advantages of the diversification of the curriculum achieved by developing in students an awareness of different ways of knowing are lost when such diversification actually produces dissociation of the acquired knowledge. There are several themes which are often effectively used to integrate what students are learning such as intercultural communication, globalization, computer technology, etc. However, the limited universality of even these general themes creates limits for integration. Information however, through its manifestations in almost all domains of the university curriculum, and because of its relation to the concept of knowledge in general, is of special interest as a potential factor in curriculum integration. But before it can be effectively used in educational practice, information must acquire a firm philosophical foundation.

A total of 35 slides were presented in Session 2.4 â Community Connections: Advancing LIS Education and Practice Through Partnership, at the 2005 ALISE Conference. Community informatics, defined as the study and practice of enabling communities with information and communications technologies, is drawn to the attention of researchers. A call for a Community Informatics Initiative that employs community partnerships to develop useful information systems is made. Diverse initiative programs such as Prairienet and Community iLabs are presented as examples. At the same time, the presentation highlights the barriers and issues pertaining to the development of such community resources. Some goals are established for building up community connections, including facilitating teaching/learning/research, undertaking community action and development, and paying attention to local/global use and impact to the development.

This is a 13-page juried paper presented on Wednesday, January 12, 2005, Session 4.4, Special Information Agencies and Issues, at the ALISE 2005 Conference.

This discussion focuses on the institutional cultures in which library and information science education finds itself. It concentrates on the general idea of the library and its relation to LIS education. It proposes looking at the library in society as an era-specific phenomenon and discusses the library that people know. The article also looks at three principal aspects of modern library that are being challenged by present circumstances. It dwells on factors that LIS education must consider in order to accommodate the new impression of the library. It reveals the change of modern libraries in three different aspects: its view that its chief cultural legacy lies in the social organization it created, its adoption of heterogeneous normative target populations as a basis for its work, and its dependence on government funding.

This is a draft (updated June 4). Scope and Coverage: The bibliography is a comprehensive list of articles, book reviews, conference papers, and columns, published in the Journal of Education for Library and Information Science Education (JELIS) from vol. 25 (3) Summer 1984 to the present Vol. 47 (1), Winter 2006. Arrangement and Limitations: There are two parts. Part I is comprehensive and has 805 references with the entries arranged alphabetically by author last name. The entries are citations, open access availability of full-text is noted, but abstracts, descriptors, and keywords denoting the subject of the document references are not included. Part II is not comprehensive. That is, not all the references in Part I are included and approximately 100 of them, for some years such as 2005 and 2006 are missing. Parts two is an attempt to produce an author-title-subject bibliography and it includes 1781 entries with the citation along with abstract, descriptors and keywords, when available, the first time it occurs. Size: The print version is 342 pages (double-spaced, PDF) and approximately 358 pages (HTML). Full-text open access, free: JELIS articles from the 1996 issues (vol. 37, nos. 1- 4) for which author permissions were received (n=18) are available in dLIST, an open access archive for the information sciences. A few recent JELIS preprints (n=2) are also online. Online availability (URLs) is noted for all these references (total n=20) in Part I only. They are also easily accessible under the Library and Information Science Education subject at http://dlist.sir.arizona.edu/view/subjects/lise.html.

As a part of LIPER research, a questionnaire survey was performed on Library & Information Science instructors in Japanese universities. In quantitative terms, this research revealed the characteristics and teaching goals of LIS instructors, the similarities of librarian certification courses, and the overlap with instructors of those courses. Also, an analysis of freeform question responses about LIS education revealed the instructorâ s varied thoughts on LIS education and also revealed awareness of problems related to profession and curriculum issues and education goals.

A total of 32 slides were presented in Session 3.1 â Contemporary Intellectual History: Reflections on the Work of Marcia J. Bates, at the 2005 ALISE Conference. The presentation uses â castleâ and â inverted castleâ as metaphors for Batesâ work. It concludes that Bates has created â castlesâ and â inverted castlesâ across the field of Library and Information Science, that clarify, structuralize, and popularize key notions about information. The work of Bates and influence on others is discussed.

The author discusses library and information science education before and after 1998, the year President Soeharto stepped down. Before 1998, the government centralized policy making. For LIS education, the Ministry of Education through the Directorate General of Higher Education (DGHE), issued a nation-wide curriculum for sarjana or undergraduate programmes, leaving little space for LIS schools to establish additional courses. After 1998, the Directorate General of Higher Education issued minimum requirements for LIS schools with the remaining credit hours to be decided by each institution. Also before 1998, DGHE issued permission to open new LIS schools after reviewing the submitted proposals. Post 1998, any university could open undergraduate and graduate programmes in LIS without DGHE permission even though not all academic requirements are fulfilled. However, LIS schools must be supervised for two years after their programmes begin by an accrediting agency. The centralised policy also influenced course content.