Library and information science faculty must live within two competing cultures that have very different values and interests: the academic and the practicing profession. This difference causes these cultures to exert competing expectations and demands upon library and information science education. While the university's value is increasingly judged by its demonstrated utility, its central legitimating value is still intellectual achievement and the creation of knowledge. While the need for a knowledge base is recognized, the central legitimating value of the profession is demonstrated utility in terms of service to users. This is necessarily dominated by technical rather than reflective aspects and the need for immediate solutions to practical problems that include the education and continuing education of professionals. This article addresses the problems that result from the collisions of these two cultures: applied versus pure research, theoretical versus practical education, and competing definitions of service. It explores the applicability of Ernest Boyer's model of higher education as a means of solving problems.

This is a presentation (of 10 slides) in Session 3.1 â Contemporary Intellectual History: Reflections on the Work of Marcia J. Bates, on Wednesday, January 12, at the 2005 ALISE Conference. The research of Marcia J. Bates is reviewed. Major areas that Bates has worked are highlighted such as her contributions to (1) information seeking behavior, (2) subject access, (3) searching, (4) user-centered system design, (5) bibliographic relationships, and (6) user interface. Areas for further research that are inspired by Bates are listed.

This is a presentation in Session 4.1 â Continuing Education Programs in the US and Canada, at the 2005 ALISE Conference. It has 20 slides that highlight the issues in the practices of distance continuing education (DCE). The presentation focuses on the relationship between DCE and technological advances. Farmer highlights the impact of a range of modern technologies such as CourseWare, desktop publishing, databases, spreadsheets, presentation programs, telecommunications, World Wide Web, and digitized images. An evaluation of the practices, according to the author, should be focussed on student achievement and community interaction. Communication is believed to be the key to success in DCE.

This is a presentation in Session 7.1 on Friday, January 14, at the ALISE 2005 Conference. It is about WebJunction, "an online community where library staff meet to share ideas, solve problems, take online courses - and have fun." http://webjunction.org/

This is a juried paper presentation (of 35 slides) in Session 1.4 - LIS Curriculum: Global Perspectives (Juried Papers) on Tuesday, January 11, at the 2005 ALISE Conference in Boston, Massachusetts. A survery on the use of online library systems with different languages is discussed. The fundamental premise of the survey imagines a world where all ideas count the same, no matter what languages are used and no matter what country the person comes from. Research questions, methodological design, and actual investigations, alongside the discussions of survey findings, are presented. The survey found that the trends of globalization have greatly facilitated easier access to information but there are language barriers in information access, especially for multilingual users. The presentation also explores the relationship of these lanaguage access issues to LIS education.

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