CURRICULA IN SCHOOLS OF LIBRARIANSHIP AND INFORMATION STUDIES: AN INVESTIGATION OF CONSTRAINTS AND POSSIBILITIES

An investigation was undertaken in early 1984 in fourteen schools of librarianship and information studies (SLIS) in England and Wales. The extent to which information technology (IT) concepts have been incorporated into SLIS syllabuses was studied in conjunction with heads of SLIS and by an examination of their curriculum statements. No differences could be detected as a result of different institutional affiliations in the capacity or desire of SLIS to enter the IT field. Wide variations in the extent and quality of activity in the IT field were observed however from one SLIS to another. Some SLIS are seriously affected by ponderous administrative procedures imposed upon them. All SLIS acknowledge that the traditional market for their graduates is changing but no consensus emerges as to how much and in which directions. Evolutionary rather than revolutionary changes in curricula were expected to be adequate as a coping strategy. It is too early to assess the success of the adaptive responses which have been instituted in most SLIS. Resources—revenue, capital and, especially, staffing expertise are a serious problem for the future in all SLIS.