In this era of continuous learning, we will see many changes in academic institutions in general as well as in the departments that deal specifically with library information studies. Some of the trends that are coming into focus include implications for a learning centered environment (rather than an a focus on the traditional "access to information, campus-based" one), meaning that information goes to the people rather than the other way around. Another trend is moving toward more consumer oriented courses and programs that are self paced, with different methods for different students. This will provide equitable access in a more active learning (not lecture-based) environment, resulting in a need for different kinds of student assessments.

For educational reform, faculty will need improved knowledge of integrative skills and different classroom structures (we see this now with distance education). Administrators will need different performance measures for the faculty. Other changes may include such things as creating a master databank of courses so each institution doesn't have to re-create the same basic courses or a master databank of student learning as each person adds to a lifetime of skill development. There will certainly be more collaborations among institutions, businesses, and foundations for new funding models (who can count on alumni when they may have taken courses from twenty different places?!).

Members of the American Library Association are concerned about the changing scope of library information science departments and the accrediting process. They have called a meeting on this subject in partnership with other interested organizations to be held April 30-May 1, 1999, in the Washington, DC area.

I am on the steering committee to plan this "Congress on Profession Education." Here is some information on how you can become involved.

• Attendance at the congress will be limited to approximately one-hundred invited participants from a wide range of library and information organizations, especially those involved in the accreditation process and in recruitment and education for the profession, for example ASIS, MLA, AALL, CanadianLA, BlackLA, Hispanic (REFORMA)LA, SchoolLA, NCATE, etc.
• All other interested individuals and organizations will be able to submit papers to add to those that are commissioned. Prior to the congress, these will be available for discussion via web pages and listservs open to anyone interested. As of this writing, plans for at least a partial teleconference of the event are being made.

Projected outcomes of the Congress on Professional Education are:

• understanding the issues
• deciding on core values of the profession
• deciding on core competencies needed for the profession
• creating a template for distance education
• having a discussion on related topics (CE, training, certification)
• formulating practical next steps
• urging commitment to action

Content of the congress will center on three topics:

• higher education (such as accountability, funding, changing mission, professional vs. graduate schools, research, role of accreditation in general)
• LIS education (such as defining values and competencies, faculty preparation, recruitment/admission criteria, access to specific programs including distance ed/transfer credits etc., financial aid, length of programs, placement issues)
• professional issues (such as continuous education, changing roles, shortages in special areas
• faculty/professional/employer communication, certification/licensing, terminal degree/joint
• degrees, nature and quantity of support staff, executive training)

SLA is interested in all of these areas, of course, but especially in the professional issues section. If you wish to participate in the Congress on Professional Education, look for details in your usual sources of professional reading as well as on SLA's web page. As always, I will be happy to listen to your comments.

L. Susan Hayes, President