Teaching about computers and library automation in Schools of Librarianship and Information Science: a comparative survey

Beginning with a detailed analysis of 24 published surveys and programmes of library and information science curricula from 1969–1975, the article discusses the professional continuity in changing courses. A particular problem is maintaining the identity of ‘core studies’ in professional curricula. The content and objectives of computer courses are listed and discussed. The coverage of the author's own survey is explained. All 17 schools in the U.K., 1 in Dublin and 13 in eastern U.S.A. and Canada were visited in 1978 involving interviews with over 130 people individually or in groups. Ten schools overseas provided further data in questionnaires. The results of the survey begin by summarising the various stated objectives for computer courses. There follows a review of the structure of such courses and the views on options in this subject. Outlining the titles, content, duration and staffing, the article reviews, with supporting tables, courses for computer appreciation, programming and library automation. Separate tables and commentary cover the data from the questionnaires. In the conclusions, it is emphasised that computing is now an essential part of professional education, though how much and for whom is not yet decided. Advanced courses will soon be needed for those wishing to specialise.