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.

With the advent of the Internet and info-communication technologies, academic libraries all over the world have been undergoing rapid changes to take advantage of new technology to meet the information needs of their users. However, the provision of technologies such as digital resources is only part of the management puzzle. The fostering of a learning culture for staff and students is equally important. The Nanyang Technological University (NTU) Library in Singapore had been in the process of developing resources and services in order to better serve the university community since its inception in 1981. The researchers were curious to find out if the NTU library met the criteria of a learning organization. This study concludes that the library had a majority of the characteristics characterising learning organizations. New mindsets had to be cultivated and greater trust fostered amongest the employees to leverage the library's knowledge assets. Individuals had to be rewarded based on their ability to collaborate, champion learning and share knowledge. The managers had to take on new roles to empower their staff to do their best work. Such changes were necessary in order to actualize the goal of becoming a world-class academic library.

The Library and Information Studies programs at Islamic universities in Indonesia were born from the idealism thought that the advent of globalization era is a reality fact that we have no choice but to face and anticipate it. This is, not only as a challenge toward social culture and social religious for each society group or country, but also as an opportunity for all people to enrich their vision and empower their identity. The establishment of these library studies programs at state Islamic universities in Indone-sia also has a pragmatic background, the real needs of professional librarian provision to fulfill the expectation of people in improving the quality of Islamic educational institutions is very high. It means that the absence of this library and information education, including that is characterized by Islamic lit-eratures, in Indonesia will cause stagnation of our efforts to improve the quality of Islamic educational institutions as a whole. In Indonesia among Islamic universities, which are offering library and informa-tion science program, are Arraniry State Islamic University, Imam Bonjol State Islamic University, Su-nan Kali Jaga State Islamic University and Syarif Hidayatullah State Islamic University. In general, at least, there are three similar elements in the mission of the library and information program offered in Is-lamic Universities. Firstly, to be involved actively in developing librarianship sciences in Indonesia, spe-cifically related to Islamic sciences. Secondly, to fulfill the needs for professional librarians for all kinds of library, documentation and information centers, especially in Islamic educational institutions like madrasah libraries (Islamic school libraries) and Islamic university libraries. And finally, to apply and anticipate the global development of information technology for improving library services. Our mission in establishing the program of library and information sciences is not only to prepare professional librarians but also to keep in touch with all our stakeholders in the government and private sectors.

Traces the history of e-learning to the learning age where knowledge will be freely accessed, profoundly abundant, and offered in cornucopia of formats. Distance learning has been accepted and recognized as a mode of education in LIS. The concept of open and distance learning is discussed. In the changing scenario of the society, the skills required of LIS professionals are also identified. The paper also examines the impact of the Internet on the teacher's role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The paper provides an insight into the innovative multi-channel delivery modes adopted by the different universities and their effectiveness for the LIS distance learners. Guidelines for distance learning Library services approved by Association of College and Research Libraries on June 29, 2004 are also discussed. For assessment and accreditation of LIS distance education institutions in India, areas have been identified.

This article is a call to practitioners to participate in the process of Library and Information Science (LIS) program accreditation by the American Library Association as a way of connecting educators and practitioners.

Library and information studies education in Australia is characterised by unresolved tensions, some of which have persisted for several decades. Among its characteristics and conflicts are a multi-tiered system of qualification, a high number of schools per capita with a wide range of discipline affiliations, a wide acceptance of distance learning, pressure for curriculum review, and the perceived need for a national approach to planning for the profession.

This paper chronicles the history of LIS education in Macau and profiles the current situation. It then goes on to highlight the problems arising from the present situation and to analyze the reasons for the absence of a formal LIS school in Macau. Three options to move forward with the aim of providing a formal and quality LIS education in Macau are proposed. The advantages and disadvantages of these three options are examined and one option considered the most practicable is suggested for adoption.