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.

This is a presentation (of 11 slides) on Tuesday January 11, 2005 in the session sponsored by the Curriculum SIG titled "Preparing Students for the International Information Society: Studying the Global Context in LIS" at the 2005 ALISE Conference, Boston, MA. A solution to the problem of "global information policy regimes on core LIS issues...being designed largely by non LIS experts" is explored. A solution is proposed: North American LIS schools should adopt a school from the South and the case study of the Emporia-Nigeria Project discussed (go to URL http://nigeria.emporia.edu to get details).

This juried paper presentation (of 21 slides) was presented in Session 3.4 â LIS Faculty and the Future (Juried paper) on Wednesday, January 12, at the 2005 ALISE Conference, Boston, Massachusetts. A survey among LIS doctoral students who are from countries outside the United States is discussed. The survey investigated issues of internationalisation and observed the studies of the students from a cross-cultural perspective. Research problems are identified; research design is highlighted; and research results are presented. By analyzing the importance of internationalisation of LIS education in the U.S., the research foresees the trend and pinpoints steps toward implementing internationalisation. It concludes that â LIS programs need to pro-actively use their international doctoral students as â gatekeeperâ or bridges to â otherâ cultures and countries in order to extend internationalizationâ , and advocates international collaborations between universities, public and private sectors, NGOs, and others, from around the world for knowledge sharing and exchange.

Text in Chinese, with English abstract / The system of Chinese postgraduate education of library and information science is comprised of doctoral and masterâ s programs distributed in mainland China, Taiwan and Hongkong. In mainland China, there are 9 doctoral programs of library science and 8 doctoral programs of information science, about 30 masterâ s programs of library science and 50 masterâ s programs of information science. In Taiwan, there are 1 doctoral program and 8 masterâ s programs. And in Hongkong, there is only 1 masterâ s program. Two main problems exist in the system, which are lack of authorization for degree award and qualification for professionals. The suggestions for improvement are proposed.

In accordance with social changes, Library Science (LS) schools have transformed themselves into Library and Information Studies (LIS) schools in the last decade. The first LIS school in Taiwan to take the lead into Information and Communications (IC) was the Department of Library and Information Studies in Shih-Hsin University. Curriculum reform has resulted in a broader range of jobs for students, leading to increased enrollment. A potential move to join the College of Information has become an issue among students and faculty members. This paper presents the results of a preliminary survey among students and faculty members regarding the move. Asked the open-ended question: "What do you think of the Department of Information and Communications joining the College of Information?", full time students and students from the Continuing Education (CE) program gave different answers. Responses received from faculty and students were sorted into categories of reasons and concerns.