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What implications do these roles have for library and information
science educators? One obvious implication is the need to rethink our
curricula and entrance requirements. If we set out today to design a
curriculum to educate information professionals for the 1980s and 1990s

what would we put in it? Courses on organization theory, financial
planning, strategic planning, and effective communications should be
included. Much more interaction with business schools and departments

of communication is also important. A second implication is the need for
increased resources to provide adequate hands-on experience for
students, not just in searching data-bases, but in using microcomputers,
participating in teleconferencing, and working with videodisks.

Laboratory facilities, equipment and budgets for online search time may
not be adequate to meet tomorrow’s challenges. Increased cooperation
with private sector groups can help. Why not a personal computer for

every student and faculty member in every graduate school of library
and information science? A third implication is the need for increased
continuing education of practitioners and for those teaching in our

graduate schools. Many library schools lack sufficient funds to provide
for participation in professional meetings, workshops and continuing
education programs. It is becoming increasingly difficult to recruit

faculty to teach in the information field because of competition from
higher salaries in industry. This problem is likely to become exacerbated
rather than alleviated. Cooperative projects with the private sector, both
for-profit and not-for-profit, may be needed to get part-time faculty in

some areas. Exchange programs and sabbaticals are needed. The mutual
sharing of information and expertise should be beneficial to both
educators and practicing information professionals. A final implication

is the need to increase participation in international programs, such as
student exchange programs, new courses on international issues, and
speakers from outside the United States. Library school faculty should
be supported in programs to broaden their international experience and

attend conferences or work outside the United States. These changes in
the role of the information professional and their implications for
educators raise more questions than they answer, but it is important for

these questions to be addressed and discussed. Continued, and increased,
interaction among educators, practitioners, and professionals in related
areas, such as business schools and computer science departments,

should help produce answers to these questions. Information