Fragmentation of the LIS curriculum: the case of Croatia

An overview of the Library and Information Science (LIS) education in Croatia is provided. It is argued that the changes brought about by the new information and communication technology have a great impact on LIS education that requires more than habitual updating of the curriculum content practised up to the present. Apart from a number of new topics that have to be introduced into the curriculum, the form of the delivery of the content has to be changed. Modular form of delivery of LIS educational topics has become common and its adoption is related to the influence of technology that usually approaches the problems one‐by‐one as separate issues. Modularity is contrasted with the traditional academic teaching that assumes accumulated expert knowledge of the faculty.