For example, learning about frame structures and semantic networks helps students not only to think and to structure problems, but also to structure compositions. Learning and information seeking become one integrated process, particularly if students have access to learner-directed inquiry systems. Students can then carry this integration forward to lifelong learning and to their work. Today undergraduate education is woefully incomplete unless it provides both the conceptual foundation and the practical skills that make up information competency. Always remember that the focus must be on information, not on technology.
Technology is a means, information and problem solving are the end.
Making the most of technology requires information concepts, requires conceptual structures. It is the responsibility of our field and the society that represents it to keep that simple principle in the forefront as decisions on education, funding, and information policy are made. Thank you for your attention.