Education for Library and Information Science in the UK
Sandra Parker.
Visiting Research Fellow, Research Center for Knowledge Communities, University ofTsukuba.

Degrees and post graduate qualifications in Information and Library Science
There are currently 16 Universities in the UK which have courses accredited by CILIP(see Appendix A). Currently there are:••14 undergraduate courses - 7 B.A.(Bachelor or Arts) and 7 B.Sc.( Bachelor of
Science) programmes
44 Masters level -29 M.Sc.(Master of Science) and 15 M.A.(Master of Arts)

There are universities which have courses which are not accredited by CILIP, forexample the University of Strathclyde in Glasgow where the Graduate School ofInformatics has many programmes which are not accredited.
The number of Schools of Librarianship has fallen as universities seek to streamline
academic departments. Most courses are now housed within wider Schools or Faculties,
bringing together aspects of information systems and computing. Interest by students infull time undergraduate courses in Librarianship, has fallen with only 4 programmes now
having ‘Library’ as part of their title. 16 Masters level programmes still have ‘Library’ intheir title.
In the past ten years the great expansion has come from distance learning programmes inboth undergraduate and post graduate education, where students can maintain posts andstudy simultaneously.
The Government undertakes an assessment of the teaching quality in each subject area ona periodic basis, and gives a rating. The last exercise was undertaken in 2001. For thereport see: http://www.qaa.ac.uk/revreps/subj_level/qo6_01.pdf
Research activities/Doctoral Programmes
The UK currently has a Research Assessment Exercise (RAE) which is undertaken every
five years or so, which is conducted nationally to assess the quality of UK research and to
inform the selective distribution of public funds for research by the four UK higher
education funding bodies. Each subject is examined and each department in a university
is graded on a scale of 1-5. The top rated departments in 2002 were in Sheffield andSalford Universities, who both were awarded a 5* and City University, London andLoughborough University who were each awarded 5.
Funding for doctoral and post doctoral research in Library and Information Studies has
been restricted in recent years and the funding bodies have changed their priorities. The
major funding bodies with direct responsibility for librarianship such as the Department

of Culture, Media and Sport, The British Library and the Library and Information
Commission (now the Museums, Libraries and Archives Commission- MLA) ceased tohave research funds which they distributed to university departments.
The Library Division of the Department of Culture, Media and Sport re-located its
research funding to the Arts and Humanities Research Board. The Economic and Social
Research Council (ESRC) and the Engineering and Physical Sciences Research Council(EPSRC) both fund research in the sector. The Further and Higher Education Funding
Councils fund research through the Joint Information Systems Committee (JISC) into
academic libraries.
Professional Qualifications
Until the 1960’s the Library Association conducted formal examinations which, when
passed, were the qualifications necessary for admittance to the Register of Qualified
Librarians as an Associate of the Library Association (A.L.A.). With the development ofdegrees in librarianship and library science by universities in the 1970’s the Association
gave up direct individual examination of candidates and instead accredited thedepartments in Universities which offered these courses by mapping the courses against
the Body of Professional Knowledge as decided by the Association. (See Appendix A forthe current accreditation content checklist). They also visit the departments on a regularbasis to examine the quality of the courses to ensure that candidates are covering anappropriate syllabus.
Thus since the 1960’s candidates who want a professional qualification in librarianshipeither successfully undertake:• a 3 year full time degree in librarianship• or if they have a degree already, a one year full time post graduate/ masters’degree
The course has to be accredited by The Library Association or The Institute ofInformation Scientists - now united as CILIP (The Chartered Institute of Library andInformation Professionals). Each candidate has to have been a member of CILIP for atleast one year, then undertaken a period of work experience, usually one year working
full time. They then submit to CILIP a Professional Development Report, which if
successful, enables the candidate to be admitted to the Register of Professional Librarians,
and to become a full Member of the Chartered Institute of Library and Information
Professionals (MCLIP).
These courses are now becoming very diverse in nature. The information revolution has
spawned many university level courses in information management and communications
which contain some elements of the previous traditional qualifications, but not all, andthe task of accrediting courses is now much more complex. The Institute is currently
examining the options that are available. A new Framework for Qualifications will comeinto effect in April 2005. The Institute has also recently re-examined the Body ofProfessional Knowledge (see below) and is in the process of updating the Course
Accreditation: Content checklist (See Appendix B) in line with this current thinking.

Every profession requires a knowledge base which describes the specialist subject
knowledge that practitioners are expected to acquire for current and future professional
practice. This is known as the Body of Professional Knowledge and has been defined by
CILIP as a broad framework of areas of knowledge and practice which characterizes
information and library work. It has some overlap with knowledge bases of otherprofessions such as computing and records management. This is not a curriculum, whichmust provide more opportunities for specialisms, but a core schema (see CILIP Prof Dev
C 076).
The Body of Professional Knowledge
Knowledge:
The shared beliefs and understanding of the individual and society through both
personal and collective memory.
Representation and organization:
The conceptual structures such as classification schemes, taxonomies, ontology,
and controlled vocabulary such as thesauri, providing a semantic map.
Documentation:
The recording of knowledge as data structures in any medium. This includes theprocesses, institutions and infrastructures associated with publishing.
Subject indexing represents and locates the content.
Communication:
The means by which knowledge can be transmitted which enables information to
be generated for the benefit of users. This necessitates an understanding of
information need and user behaviour. Document content includes metadata
construction, content analysis, representation, evaluation, abstracting, indexing
and secondary processing such as digitization, structural tagging, mark-up andhypertext linkage.
Collections/Information Resources:
The maintenance and curation involves information resources management
including selection, acquisition and disposal, storage and display, cataloguing inaccordance with international or local standards, classification, metadata
construction, provision of physical and /or logical access to content, preservation
and records management.
Information service provision:
The provision of access to and exploitation of, such collections on behalf ofspecific user/client communities: information literacy, retrieval, data mining,
information brokerage, websites and portal design and maintenance, and thegeneral information architecture which provides the framework within which
information resources are created, analyzed, evaluated, moderated andmanipulated to meet the needs of users.
Application Environments
The ethical framework:
encompasses professional standards and codes of practice; the proper relationshipbetween information providers and their clients; acknowledgement of personal

responsibility for professional actions; conformity with the law, both generally
and specifically; respect for human rights and lifestyles of clients and colleagues.
The legal dimension:
engages the information professional with the law relating to data protection,
freedom of information, environmental information regulations, intellectual
property; libel, obscenity and defamation; discrimination; right of access to
information; breach of confidence, right of privacy and aspects of the law - suchas employment, equal opportunities, contracts and licensing, health and safety,
copyright and other intellectual property rights, and computer misuse.
Information policy:
concerns those provisions and regulations which determine or delimit access to
information and information media, facilitate or prevent the dissemination of
information, and relate to information law.
Information governance:
assures the enactment of policies, standards and strategies for the ethical use of
information and adherence to relevant legislation at the level of the organization.
The communications perspective:
provides oversight of the dynamics of information flow in society, in and between
regions, nations, governments and the broad span of information industries.

Generic and transferable skills
In order to apply specialist and domain-specific knowledge and skills the information
professional may need a range of generic and transferable skills, including computer andinformation literacy, the ability to train and educate users in information skills andinterpersonal skills; management skills, especially relating to human and financial
resources; marketing ability; training and mentoring skills; and familiarity with researchmethods.
CILIP: The Fellowship of the Chartered Institute of Information Professionals
Five years after gaining admission to the register members can apply to become a Fellow.
The Fellowship (FCLIP) is the highest level of professional qualification awarded by theChartered Institute. It recognizes a high level of personal commitment and achievement
and is seen as essential in order to establish the philosophy of continuous involvement
and learning about the subject throughout a career.
CILIP: Para-professional staff and library assistants
There was pressure to provide opportunities for people working in the field with a wide
range of experience, but without appropriate academic qualifications, to be admitted as
members of the Institute. To address this issue, from 2005 Affiliated Members of CILIP
may apply for Certification. The award will be recognized by the award of new post
nominal letters, ACLIP, which holders will be entitled to use whilst they remain in
membership.
Courses for Para-professional staff and library assistants

There are many courses in the UK for library assistants and para-professional staff. Manyare part of the National Vocational Qualifications (NVQ) in Information and LibraryServices. This qualification is divided into levels 2-4 which are competence based and areavailable to anyone working in a library or information service, in either a paid or
voluntary position. In the UK all such qualifications are the responsibility of a Sector
Skills Council, which for libraries is Lifelong learning UK. This organization is also
responsible for non-degree level courses in community based learning and development,
further education, higher education, and work-based learning.

Maintenance of Professional Qualifications
The field of library and information science is rapidly changing and developing. There
has been pressure on the Institute to re-validate the Chartership of those currently
working as professionally qualified staff, to ensure that everyone practicing has an up todate qualification.
All of these qualifications remain valid only as longer as the individual remains inmembership of CILIP. Although CILIP membership is large, about 22,000 members,
many librarians and information workers practice without obtaining or maintaining
membership and thus without formal professional qualifications.
Role of the Museums Libraries and Archives Council (MLA)The MLA is the Government body which has the responsibility for the strategic
development of museums, archives and libraries in the UK. In this capacity it has
responsibility the work force within the sector. It has recently issued a Workforce
Development Strategy for England which covers a range of activities designed to makethe sector’s workforce inclusive and representative; to enhance leadership and workforce
skills; to improve learning opportunities in the workplace and to develop robust data
about the size, make-up and skills contained in the ‘knowledge’ sector.
The actions which MLA will need to take in developing the workforce will include:
identifying the barriers preventing young people from black and minority ethnic
backgrounds from entering the workforce and fund traineeships encouraging
black and minority ethnic candidates to take up careers in museums, libraries andarchives.
piloting a form of apprenticeship, providing new routes into the workforce.
developing a new leadership and management skills programme for museums and forarchives, aligned with activities already in place for libraries as part ofFramework for the Future, the government’s ten-year strategy for public libraries.
MLA has committed £1.2 million to supporting workforce development during 2004/05.
As part of the Strategy it will integrate workforce development actions into all of its
strategic programmes and will require grant recipients to demonstrate good practice inworkforce development.
The future and contemporary issues

Many challenges currently face the education and training of library and information
science professional staff in the UK, as elsewhere in the world. The curriculum is everexpanding and developing. However there is still the need to teach the basic philosophiesof the subject, ensuring that students and people currently working in the sector are
equipped with the skills and knowledge to undertake the activities that will be expectedof them in their library and information posts. They must also be equipped to addresscomplex information problems, encompassing the skills needed in the rapidly expanding
virtual world.
There is an impetus for change which comes from the developments in technology,
increased user expectations and knowledge. There has always been a tension that arises
between doing professional work and managing professionals and organizations todeliver effective and efficient library and information services.
If a profession is to remain relevant in the future it must build a picture of what is tocome, be alive to the opportunities which may be offered and to the threats that may be
faced. Horizon scanning is the key to survival and the emerging trends which come fromthe literature are:
• Information literacy teaching and training• Working effectively with other professions in multi-disciplinary and crosssectoral teams• Knowledge Management (explicit and tacit) rather than information management(documents and data)• The advances in information technology and the need for high level technical ICT
skills such as metadata, expert systems and even artificial intelligence• Leadership is identified as a common issue which needs attention across all
sectors
If the UK and Japan find all of the above to be very expensive then, to paraphrase TomPeters, the American management guru:
If you think education and training is expensive, then try ignoranceAppendix A

Courses in library and information studies accredited by CILIP
AberdeenBA(Hons) Information Administration.
Part-time .
BA(Hons) Information & Library Studies.
Full-time .
Postgraduate Diploma/MSc Electronic Information Management.
Full-time, part-time & distance learning.
Postgraduate Diploma/MSc Information Analysis.
Full-time, part-time & distance learning.
Postgraduate Diploma/MSc Information & Library Studies. Chartered Members of CILIP
may be given direct entry to the MSc level upon completion of a research proposal.
Full-time, part-time & distance learning.
Postgraduate Diploma/MSc Information Management.
Part-time.

Aberystwyth
BSc Econ Information Management Major.
Full-time
BSc Econ Information Management Single Honours
MSc Econ / PG Dip Information & Library Studies.
Full-time & distance learning
MSc Econ / PG Dip Information Management.
Full-time.
MSc Econ / PG Dip Management of Libraries and Information Services.
Distance Learning.
MSc Econ / PG Dip Health Information Management. Distance learning.

MSc Econ Information Systems.
Full-time.
MSc Econ / PG Dip Records Management.
Full-time & distance learning

Birmingham
Postgraduate Diploma/MSc Information & Library Management. Full-time & part-time
Postgraduate Diploma/MSc Health Information Management. Full-time & part-time
Postgraduate Diploma/MSc Digital Asset Management. Full-time & part-time

Brighton
BA(Hons) Information & Library Studies.
Full-time & part-time.
MA Information Studies. Full-time & part-time.
MA Information Management. Post-experience course. Full-time & part-time

Bristol
MSc Information & Library Management.
Full-time and Part time.

Edinburgh
MSc in Information Management.
Full-time & part-time

Glasgow
Postgraduate Diploma/MSc Information and Library Studies.

Leeds
BA(Hons) Information & Communication Management (sandwich mode or part timemode for students employed in the information sector. Subject to taking Information
Services for Business Organisations)
Postgraduate Diploma / MSc Information Studies.

Liverpool
BA(Hons) Business & Information (Subject to Placement being taken).
Postgraduate Diploma/MA Information and Library Management.
Full-time & part-time - Next accreditation July 2006.

London
Department of Information Science, The City University
Postgraduate Diploma/MSc Information Science. Full-time & part-time
Postgraduate Diploma/MSc Information Systems & Technology (Information Pathway).
Post-experience course. Full-time & part-time.
Postgraduate Diploma/MA/MSc Library & Information Studies. Full-time & part-time
MA/MSc in Information Management in the Cultural Sector. Full-time & part-time
School of Library, Archive, and Information Studies, University College.
Postgraduate Diploma/MA Library & Information Studies.
Full-time & part-time
MSc Information Science. Post-experience.
Full-time & part-time.
MA Electronic Communication & Publishing.
Full-time & part-time.

Department of Applied Social Sciences, London Metropolitan University
MA Information Services Management.
Full-time & part-timeThames Valley University
MA Information Management (Library and Information Services Pathway). Full-time &part-time

LoughboroughBA(Hons) Library & Information Management.
Full-time. Three and four year courses.
BSc(Hons) Information Management & Computing (subject to placement).
Full-time. Four year course.
BSc(Hons) Information Management & Business Studies (subject to placement).
Full-time. Four year course.
MA/MSc Information & Library Studies.
Full-time & part-time.

MSc Information Studies.
Full-time & part-time.

Manchester
BA(Hons) Information & Library Management.
Full-time & part-time.
BSc(Hons) Information Management.
Full-time & part-time
MA / PG Dip Library and Information Management.
Full-time & part-time.
MSc / PG Dip Information Management.
Full-time & part-time

Newcastle
MA/MSc Library Management.
Full-time part-time & distance learning.
MSc Records Management.
Distance learning.
MA/MSc Information Studies. Post-experience course.
Distance learning.
MA/MSc International Information Studies. Post-experience course.
Distance learning.
MSc Web Information Management.
Distance learning
BSc(Hons) Information & Communication Management.
Full-time & part-time

Sheffield
BSc Information Management.
Full-time.
MA Librarianship.
Full-time.
MSc Information Management.
Full-time.
MA Library & Information Management. Post-experience course.

Full-time.
MSc Information Systems.
Full-time..
MSc Chemoinformatics.
Full-time.
MSc Health Informatics.
Full-time

Appendix B
Course Accreditation: Content Checklist 2003

A

Information Generation Communication and Utilization
Core
Module Codes

A1

Principles of information science

A2

Identification and analysis of information
flows and resources
Principles of collection and data
management
Knowledge organization and information
retrieval
Information evaluation

A3
A4
A5
A6

Data restructuring and information
presentation

B

Information Management and Organizational Context
Core
Module Codes

B1
B2
B3
B4
B5

Optional
Module Codes

Optional
Module Codes

Development & Provision of Information
Services and Products
Strategic tactical and financial planning of
information services
Information services marketing andbusiness development
Quality issues and liability

B6

Information service performanceassessment
Information system / organization analysis

B7

Analysis of User Education Needs

B8

User Studies and Education

C

Information Systems / Information and Communication Technologies

C1

Specification, identification, analysis,
implementation, evaluation and utilizationof manual and electronic systems and
tools

D

Information Environment and Policy

D1

Legal and regulatory issues

D2

Professional and ethical issues

D3International and transborder informationtransfer
Regional, national and international
information policies and issues

D4

E

Core
Module Codes

Optional
Module CodesCore
Module Codes

Optional
Module CodesCore
Module Codes

Optional
Module Codes

Management and Transferable Skills

E1

Human resource management

E2

Training and development

E3

Financial and budgetary management

E4

Statistical analysis

E5

Research methods

E6

Project management

E7

Language skills

E8

Communication/interpersonal skills

E9

Practical experience