mation market, and strategies for developing the needed capabilities.
In the second chapter we have reviewed studies of competency defi-
nition and their methodological peculiarities. Problems of reliability
and validity of these studies are intriguing. We have reviewed and
analyzed these efforts in order to formulate alternate methodological
strategies. An application of these methods in a specific situation has
resulted in delineation of a clear view of employer perceptions about
the ways the future professionals need to be prepared. Chapters 2 and
3 provide this review and also present a model for competency defi-
nition and validation. Then we identify sets of knowledge and skills
for future information professionals in a variety of operational and in-
stitutional settings. Chapter 4 provides conceptual framework and
competency statements for the operational settings of foundation,
cataloging, access, information service, collection development and
serials control operations. Chapters 5-7 present these results for the
institutional settings of academic, public and special libraries. These
competencies are not proposed to be applied in total disregard for
time and space considerations; they provide the essential underpin-
nings for intelligent assimilation and adaptation.

Differences in information education are obvious between the de-
veloping and developed worlds. One primary difference involves the
objectives and content of undergraduate education. Most of the un-
dergraduate programs in the developing nations produce paraprofes-
sionals. Education and training of this segment of the work force has
found new dimensions in the developed nations. New competency
standards have been applied in the United Kingdom and Australia.
However, there appears to be no sense of demarcation between the
education of professionals and paraprofessionals in the developing
nations along these lines. Through a rigorous research exercise we
have been able to identify sets of competencies that may be readily
used for preparing exclusive but mutually complementary curricula
for the two levels of the future information work force. Chapter 8
provides an extensive background of this problem against which re-
sults are presented.

At present information education adopts an anarchic view. We
have reviewed writings related to competencies, market dynamics,
employer perceptions and expectations, and other issues surrounding
information education in this monograph. These reviews help us in
developing frameworks for needed investigative pursuits. In the final

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