http://repositorio.febab.libertar.org/files/original/18/1135/cbbd1977_doc71.pdf 2c9f277c42ee103f199be89f89316798 PDF Text Text LIBRARY SCIENCE AND LIBRARY EDUCATION IN THE FEDERAL REPUBLIC OF GERMANY. SOME OBSERVATIONS ON THE CONTEMPORARY SITUATION PAUL KAEGBEIN Professor of Library Science, University of Cologne ABSTRACT The first part of the paper deals with the development of library Science science as an academic discipline in Germany,from the end of the 19th century until the present day, concentrating on the period since the Second World War when discussion centred on the place of library Science science within information science. Library science Science. Science as a specialised information Science science clearly influences library education, which is deait dealt with in the second part of the paper. The various bodies responsible for library education, the existing library schools and their different statuses and tasks in training librarians for public libraries as well as academic libraries and for the several leveis levels of library personnel, form a colourfui colourful picture of the situation today in the Federal Republic of Germany. It is symptomatic of today's situation that discussions have begun towards producing closer cooperation between libraries and documentation centres, a trend which may exert a general influence on future education for librarianship. I At the beginning of his important paper on "Library Science science and library research", a contribution to the three volume publication "The Theory and practice of modern librarianship", Eberhard Sauppe points out that the question as to whether, from the academic and theoretical point of view, library Science science is possible, has had a long tradition in Germany and remains a controversial area even now*. now'. Within the last decade especially, discussion on the criteria, scope and content of such a discipline and on the features which distinguish it from other academic subjects has been renewed with great vigour and has been dealing with problems in a more global fashion, whereas before they were mainly only looked at on a point by point basis. 189 cm Digitalizado gentilmente por: �Friedrich-Adolf Schmid-Künsemüller, a leading German librarian, says quite rightly this discussion on library science that thís Science began at the end of the nineteenth century, at the same time as the beginnings of professional training for librarians^. Library science Science had been introduced as an academic discipline at the University of Gottingen as early as 1886. This chair in library science Science as an auxiliary subject was transferred to the University of Berlin after the First World War as a chair of library science Science in the proper sense but ceased to function soon after in 1924. Besides this there was an Institute for Library Science at the University of Berlin^ from 1928 to 1934, founded and run by Fritz Milkau. But in spite of these activities what was missing was the necessary synthesis of the various parts of library Science, science, a synthesis necessary for its own conception of itself as a discipline. Moreover theoretical reflections such as Adolf von Harnack's idea that library science Science should be concerned with "the whole of the contemporary book world"^ or Georg Leidinger's concept® met with no strong responses. After the Second World War the treatment of these theoretical problems in the Federal Republic of Germany has been characterised amongst other things by the influence exerted on European library research by library Science science in the United States®, States*, which in oriented towards looking at future problem areas, with a scope different from the traditional German point of view’. view^. In 1969 an important colloquium on library Science science took place at the library school for North Rhine Westphalia at Cologne*. During this colloquium the following areas were examined: the development of library Science science as a discipline in Germany®, in the United States'® States*® and in Eastern Europe* Europe''; *; the academic and theoretical foundations'’ foundations* ^ of the discipline and its links with communication Science*^ science'* and information science'^. Science*'*. As a result of these discussions it can be held that library Science science can be regarded as a specialised appiied applied information Science*®. science'®. The latter discipline is define as "the science Science of information processes"'* processes"*® or as "the theory of the development and management of information systems Systems which depend as such on information processes"* processes"' ’. Accordingly for the information scientist, knowledge becomes a means to an end, as Werner Kunz so aptly aptiy put it in 1976. During the above mentioned colloquium in Cologne, Rolf Kluth, another leading German librarian, saw the task of library Science science as "developing theories and exploring methods for: 1) what the library is, which tasks it should fulfill fulfili and what it is achieving; 2) how library work should be done so as to enable the library to fulfili fulfill its tasks, and the methods, structures and systems which are necessary for this purpose; 3) what bases and by what means the library has to work."* work."' * On the other hand as libraries, looked at from a functional point of view, can be seen ás as specialised information Systems*®, systems'®, library Science science can also aiso be regarded as a specialised part of information Science. science. By so doing the actual content of library Science science is also aIso changing, especially when compared with earlier earlierways ways of looking as the discipline. In this connection we need not take into consideration either the 18th century view of the librarian's art which exhausted itself in a polyhistoric knowledge of book titles, tities, or the interpretation of library Science science formulated by Martin Schrettinger at the beginning of the 19th century’®. century^®. 190 cm Digitalizado gentilmente por: �The chair of library Science science as an auxílíary auxiliary subject at Gottingen mentioned above was described by Friedrich-Adolf Schmidt-Künsemüller as "a “a medley mediey of historical lectures"^*. Under the rubric, "the national economy of the mind"^^, Adolf von Harnach placed the world of the book at the centre of his considerations. consíderations. Georg Leidinger, in his breakdown of the subject matter for library Science^ Leidínger, science^began began with an appreciation of the book and of literature, literatura, which included bibliography, bíbliography, especially subject bibliography. To this he added library history and concluded with the theory of contemporary libraríanship, librarianship, in which he included problems of a general nature, the theory of library buildíng, building, library stock (including (includíng as subdivisions subdivisíons cataloguing and usage) and library administration. Joris Vorstius has pointed out the lack in this concept of a theoretical parts^**. parts^^. Thetrhee volumes focal point to be found in either the historical or theoretícal "Hanbook of Library Science"^*, “Hanbook Science"^®, edited by Fritz Milkau and Georg Leyh was aimed primarily at providing a history of the book and of librarias, libraries, including in the second volume the development of library administration. For this reason it is rarely used by today's librarians for helping with their daily work and ins regarded more as a magnum opus of library history^®. history^*. This historical view of library Science science retreats more and more into the background when one starts out from the functions of a library and begins to investigate these functions using scientific methods. Fifty years ago Georg Leidinger in his breakdown of science placed the theoretical aspects relating to librarias libraries under the primacy of library Science methods in library administration. Today however due to the changing changíng view of a library's service institution and an information centre is functions, the concept of a library as a Service aiso also leaving its mark on the discussions about an up-to-date array of subjects to be offered within the discipline of library science. Science. The theory of Joris Vorstius in thus confirmed at least in part, whêre where he said that, assuming that librarias libraries were institutions for the exchange of knowledge found in printed form, then library Science science should be understood ãs as the theory of how to make full use of literatura literature by means of librarias^ libraries^ Yet at the same time this thesis is extended by the postulation that those library functions which go beyond this exploitation of literatura literature and the corresponding appropriate premises should also aIso be included in the framework under consideration. Albert Predeek in his "System of Library Science"^* aiready already declared the centre of the discipline to be library facilities and management, as well as the functions of a library, and around this central point were grouped further auxiliary subjects such as knowledge of the world of books and the history of libraries. librarias. Indeed more recent articles^® show that the discüssion discussion on the value and use of the theory of library management which deals with the service Service aspects of libraries, is stili librarias, still going on^°. Doubts, especially from academic, theoretical and methodological sidas, sides, are once more being raised as to whether library science Science can be seen as an indepent academic discipline^ *. ‘. Nevertheless a few years ago a new chair of library science Science was created within the faculty of arts the University of Cologne and this discipline has been included as an examination subject for the masters degree and doctorate^ doctorate^^. The university regulations for the subject of library Science science dated 27th April 1977 State: state: "The subject matter of the library Science science discipline is librarianship, including both the information sphere and bibliology’^, looked at systematically and developmentally from historical, literary and bibliology^^, economic points of view. Included especially are library theory and philosophy, library 191 Digitalizado gentilmente por: �technology, library history and the theory of the various forms of published materials".^'* materiais”.^'’ Under these regulations the theorical and methodological parts of library science Science are to form the centre of all subjects taught within the discipline. At the same time it is clear that the historical element wili will not be neglected, especially where it itcan can be seen to have influenced operational methods. Furthermore no médium medium and its various uses, from manuscript códices codices through the printed book to audiovisual materiais materials — all of which are kept in libraries — wilI will be excluded from study. Besides this the whole of the library world forms part of the discipline, this includes academic as well as public libraries, the latter having been discussed separately in 1972 in a seminar on those aspects of library science which were of concern to them^®. Science them^*. Comparative library science^® Science^* wili will aiso also be given proper coverage. Hermann Wassner, the director of the library school for public libraries in Stuttgart, names the following subjects as "being fit for scientific analysis: 1) library management, 2) the administration of library stock (including books and other media, their history, their organisation and so on), 3) library activities aimed at specific goals (including the whole area of information dissemination), and dependent on this, finally, 4) aims and objectives (including the user and the potential readership, the function of the library within society)."'” society).""’’ A more detailed list of subjects has been produced in connection with the request for the setting up of a central institute for library research in the Federal Republic of Germany^*. This list comprises the following research areas: 1) theory of library management, 2) the sociology of the library, 3) the psychology of the library, 4) data processing, technology, mathematics and statistics for the library, 5) the pedagogics of the library, 6) library architecture, 7) library law, 8) library history, 9) the history of the book, 10) bibliography, 11) classification, 12) acquisitions and stock development, 13) professional training and education. These various areas are to be seen in part again in a basic discussion paper presented by the Library Research Subcommitee of the Library Committee of the German Research 192 Digitalizado gentilmente por: �Scxjiety Society in 1975^^. 1975^®. The theoretical basis of this paper can be found in the article by Eberhard Sauppe, mentioned earlier, who in connection with the question about the cognitive ' institutionalisation ínstitutionalisatíon of library science, Science, comes back to the statement made previously that "in any event library research is possible'"“*. previousiy possible"^®. He gives comprehensive proof of this thesis using numerous examples. Of course library research should not be limited to merely considering books and líbraries libraries as cultural phenomena and ínstitutions, institutions, an aspect which has developed through the decades. The paper of the Library Research Subcommittee takes this aspect into consideration by concentrating on more recent perspectives in this field. Amongst these are problems from the following areas: the library and society, the user and the library, media and their acquisition, accessibility and use, library personnel, the application appiication and development of technical methods and the organisation and planning of libraries. It is symptomatic that a new German periodical named "Library research and practice"^* produced by the chair of library Science practice'"** science at the University of Cologne opened with this discussion paper. The aim of this periodical is to help improve library work by publishing the results resuits of international library research. A comprehensive survey of the results of German library research relating to academic libraries — admittedly resuits admittediy excluding book and library history, library technology and computer Computer applications appiications — was produced by Hans-AIbrecht Hans-Albrecht Koch in 1976^^. From this survey it can be seen that a very dose close connectiori between research and practice as such can produce the right conditions for taking hold of outstanding questions in library science Science and solving the problems associated with them. In the long run this outiook outlook must aiso also be profitable for the education of librarians. II In the collection of essays "The Theory and practice of modern librarianship" mentioned earlier there is at the beginning of the contribution entitied entitled "Structural problems in German librarianship" the followings significant statement: "Todays observer of the library scene in the Federal Republic of Germany is met by a confused and confusing picture. In no other country in Western Europe is there such lack of uniformity in types and kinds of libraries; in no other country is the profession so fragmented and organised in such an independant fashion".^^ Clearly it follows that this statement also aIso holds true for professional library training, as this must be berelatedto related to the image of the profession and a librarian's work, and adapts itself to any changes therein. In the public sector the responsibility for this training resides more with the state of the federation than with the federal authorities. The former maintain individual State various training centres for librarians, yvhich until now have been set up either as library varíous schools — in Frankfort, Hanover, Munich and Stuttgart — or as institutes of advanced education (Fachhochschulen) or as parts of them — in Hamburg, and second ones in Munich and Stuttgart — or as institutes in their own right — in Berlin and Cologne. Wherever necessary these centres have trans-regional functions for both the federal authorities and those states States of the federation, which do not have there own training 193 cm Digitalizado gentilmente por: �estabilishments for librarians. The 1974 recommendation by the Conference of Ministers of Cultural Affairs that the training of librarians for the post of diploma librarian in level of an institute of advanced education has academic libraries should be carried out at levei by no means been complied with by all the states States of the federation, and this clearly effects the status of those training centres which do perform this role at the moment. Next to the State state training centres, two other institutes aiso also exist, in Bonn and Gottingen, which are maintained by religious authorities. Of these the latter will Gbttingen, wili shortly shortiy be closing down. Recentiy Recently at the chair of library Science science in the faculty of arts at the University of Cologne, a degree course in the subject has aIso also become available. Admittediy Admittedly this does not lead to a state State final examination, as is the case with the previously mentioned institutes. Rather in combination with other subjects it leads solely previousiy to the university's internal internai master's exam or ordoctorate doctorate at the end of the course. For those who complete this degree in library science, Science, it provides the means for a library post in libraries in the Federal Republic of Germany outside the public authority sector, i.e. in the vast field of special libraries for industry and commerce, learned societies and associations, church and private libraries and also aiso for equivalent work in specialised documentation as well as for foreign libraries. In this area a certain parallel can thus be seen here between this and the degree course in librarianship at the faculty of arts at the University of Amsterdam^^; Amsterdam'*'*; although in that case the exams taken there in the subject have general validity for posts in academic libraries in the Netherlands. On the other hand it should be pointed out here that there are many people working in public authority libraries — at local, regional, and federaFlevei federal level — even at executive post levei level without any formal State state examined training. Hence it is impossible to talk here of a State state monopoly in this training area for the profession of librarian as such. Moreover in the "Regulations on the professional training of assistants in libraries", which by using as its base the Law on Professional Education gives state State recognition to this professional training for the public sector, such training is in principie principle not confined to the public Service service area. Assuming that the requirements laid down in the Law on Professional Education are met, it is aiso also possible for people and institutes who run private libraries to have new recruits trained according to the ruies rules given in these regulations^®. regulations'**. As well as the many the training authorities which exist at the moment side by side, a further aspect has been touched upon above namely the differentt levels leveis of professional training. Analogous to the general situation in public Service service in the Federal Republic of also several categories'of categories of librarians Germany with its various career structures, there are aiso whose posts carry civil servant status; middle, middie, higher and senior sênior posts each with its own specific training and examination regulations^® regulations^* as well as their respective exams. Even the classification of salaried librarians within the salary scales for employees in public Service service levels of posts. These salary scales are used is principally based on these differente leveis especially in the public library sphere where the libraries are maintained by the local municipality and whose trainees are drawn overwhelmingly from special training courses which run alongside those for academic libraries. However all the training centres mentioned earlier on do not run courses for all these various areas and categories. As a recentiy recently published survey^’ survey'*^ shows most centres restrict themselves to training qualified librarians for working in higher posts^* posts'** or 194 Digitalizado gentilmente por: �equivalent jobs. Training opportuníties opportunities for middie middle posts are open in Frankfort, Hanover, Cologne and Munich. Of all the library training centres in the Federal Republic of Cologne^^ offers the Germany only the library school for North Rhine Westphalia in Cologne^® the^ appropriate training courses for all level levei of posts in both the public and academic library sphere. In part this justifies why the situation as regards professional library training and will be described using recent influential trends in the Federal Republic of Germany wili Cologne and the experience in North Rhine Westphalia as the main example. Those developments in other States states of the federation which show major differences will wilI aiso also be mentioned as the need arises. These differences are the result of the sovereignity of each state in its own cultural affairs which aIso State also extends to the library system System and training matters. As regards matters of legal responsibility the already aiready mentioned Conference of Ministers of Cultural Affairs has set itself the goal of trying to counteract the effectsof effects of these differences. Their recommendations are meant to lay down the parameters to be taken into consideration in the particular individual problem. As regards practical cooperation in professional library training matters, there has been in existence for a number of years the Conference of Library Training Centres which is supposed "to guarantee that wherever possible the aim should be for conformity in the basic areas of professional training"*®. training"^”. In so doing this Conference is pursuing the same goals of standardisation marked down in the 1973 Library Plan as being urgent^'. urgent*'. From a historical point of view an examination of the individual levels leveis of senior posts in libraries. Its beginnings can professional training should start with that for sênior be traced back to 1893, when the first Prussian regulations concerning training and examinations were issued*^. issued®^. For the two year course, which is pursued as a library candidate with civil servant status until recalled, a completed university course of study is necessary — in Bavaria for former students of the humanities in the broadest sense, this means having achieved doctoral status^ status**. Until recently recentiy this course was given exclusively for sênior senior posts in academic libraries. By appiying applying a decision of the Conference of Ministers of Cultural Affairs, this course has been extended in North Rhine Westphalia to include the public library sphere as well, and it recently recentiy received, via appropriate regulations*^, regulations®aa legal basis — the regulations aiso also laid down new standards. According to these regulations either academic or public libraries can be chosen as the specialist area of attention for the practical part of the course which at the moment still lasts one year. This practical training is carried out at one of the training libraries as stili approved by the responsible ministry — a feature which holds true for all the other training courses stili still to be discussed. During the theoretical part of the course at the library school, likewise of one year's duration, the special features of both kinds of library should be adequately covered in the teaching plan. Having passed the State state examination, which is biased towards the particular specialist area chosen, the library senior library posts. Under the new candidate becomes qualified to pursue the career in sênior regulations it is now aiso also possible to obtain an appropriate senior sênior post in the public library system. Through this measure a decisive step has been taken towards even closer cooperation between the two areas of academic and public libraries. Admittedly Admittediy no real conclusions in this matter can be drawn until after a lengthy transition period, as many public library Systems systems do not yet have enough planned posts in either civil service Service or salaried staff status. 195 cm 2 3 Digitalizado 4 gentilmente por: LI 12 13 14 �A further point in these regulatíons regulations is worthy of attention. Based on suggestions from the Commission on Professional Training within the Association of German Librarians, 1974 the Conference of Ministers of Cultural Affairs recommended that the ratio between practice and theory in the two year course, at the moment one to one, should be altered in favour of the latter. The training and examination regulations for senior library posts in North Rhine Westphalia have adopted these recommendations. sênior Accordingly from 1982 onwards 8 months of the the24 24 months course wili will be spent on practical training or instruction, leaving three semesters for the theoretical side of the course. This means an increase of 50% in the time spent on this side. By doing this it should be possible to achieve a more intensive transmission of the theoretical knowledge needed for later practical work in the profession, for which, given increasing automation and the adoption of operational analysis techniques in libraries, experience in these areas will be especially important. The essential point here wilI wilI will be to make the theoretical training as relevant as possible for actual practical work in libraries and to familiarise every library candidate with those methods which wili will enable him to get to grips with any problem which may occur in the daily routine. In the sphere of professional education for higher posts in libraries, and despite the very different regulations which exist at the moment as regards the differing leveis levels of training and the length of courses (generally 3 years, although only 2 years in Baden-Württemberg), a certain certaín amount of harmonisation is appearing over basic training for librarians and documentalists. It is well know that in the Federal Republic of Germany the number of members in in.the the library and documentation professions have developed side by side over the past few decades. Several associations of personnel and institutes have grown up, which as far as the two branches mentioned above are concerned, have only recentiy recently come together in various cooperative ventures. Yet today whilst professional training for higher posts in libraries has been institutionalised since 1909, there is stili still no State state approved training course for documental documentalists. ists. Training in documentation work is provided by the training centre for documentation which as an institution of the German Association for Documentation receives support from public funds, but which nevertheless has not yet been in a position to obtain the necessary approval from the national authorities. As there are many common areas in the actual contents of training courses for librarians and documentalists — even allowing for their differente emphases — the idea of investigating how far an integrated training course for the two areas could be possible is by no means inappropriate. At the moment in the Federal Republic of Germany many committees are devoting themselves to this problem. At the beginning of 1976 an ongoing research project was set up at the Free University, Berlin, to take a long term look at this problem for the years 1985-1990. This project FIABID is being supported via the Institute of Documentation in Frankfort with funds from the Federal Ministry of Ihstitute Research and Technology. A workshop convened in Frankfort in November 1976** produced a list of the main problem areas as well as the first results resuits from the project, based as it is amongst other things on a delphi study. For helping realise trends towards integration in the European Communities sphere, the expected results resuits from this project will perhaps be able wili abie to make some material available. 196 Digitalizado gentilmente por: 11 12 13 14 �Considerations are aiso also taking place in Lower Saxony which are directed more towards existing practices in professional library education; considerations based on the German Plan for Education of 1973 and the General University Law of 1976 and under the pressure of the imminent closure of the library school in Göttingen Gbttingen are carefully looking at the question of establishing courses of study of 3 years duration in library, documentation and information Information science. Science. On behalf of the Conference of Ministers of Cultural Affairs, a working party in Baden-Württemberg has put forward proposals for a combined training course for documentalists and librarians in higher post levei level and accordingly has produced a syllabus for this programme of study which at this level levei usually lasts 3 years. Prior to this the federal authorities which in 1964 issued training and examination regulations for careers of higher posts in libraries for their own area of responsability, began to discuss an extension of these regulations to cover the documentation sphere also. This idea was forthcoming from the Conference of librarians responsible for training aIso. in federal libraries, namely to make use of this general training base for documental ists as well, provided they are employed in the public sector. In fact the public sector is maintaining in the meantime numerous centres in documentation and Information information work, which have to rely on qualified employees at various leveis levels of activity. AdmittedIy Admittedly the large area of documentation in industry and commerce wili will not be covered by the mentioned extension. The draught of the "Training and examination regulations for careers in higher posts in academic libraries and documentation centres maintained by the federal authorities" is modelled very heavily on existing practice with regard to the externai external progress of the course. Now as before the three year course, for which the prerequisites are either the Abitur or the successful successfui completion of a middie middle school education plus a professionally related apprenticeship, includes an introductory semester at a training centre. This is then followed by a practical year in either a library or documentation centre as approved by the ministry. The final three semester long theoretical education finishes with the particular examination for the career. The framework for this theoretical part wilI will be laid down in course regulations which are meant to join the two main areas of interest, librarianship and documentation, with one another. This is parallel to the training scheme for sênior senior posts in libraries in North Rhine Westphalia outiined outlined above. Whilst this has shown that it is practicable to divide the 20 obligatory study hours per week of each semester such that 14 are given jointiy jointly and 6 are devoted to the particular specialist interest, it would be too early to consider similar procedures for the higher posts in the mentioned area, as there is still no legal basis for any desired joint system of training. The draught of some course stili regulations along these lines®* lines^® has been produced by the library school of North Rhine Westphalia in Cologne in conjunction with the training centre for documentation in Frankfort. For its part this wili will provide a usefui useful topic for discussion in the numerous committees looking into training matters, plus all the other working papers mentioned so far. It is however possible to make two observations at this point. Firstiy Firstly given that there are very detailed suggestions on joint training courses for librarians and documental ists for higher levei level posts, the question should be looked at very urgentiy urgently as to 197 Digitalizado gentilmente por: LI 12 13 14 �whether such joint ventures are not also aiso necessary for senior sênior level levei posts. At a time when in the Federal Republic of Germany the federal authorities have set up a broad based development programme for encouraging all areas of information Information and documentation work^’ and by so doing have begun a lively debate over whether or not libraries should work^^ be brought into the programme*®, programme^*, this aspect of the problem cannot be ignored. Above new stimuli all the tasks to be done in subject work with literature, which have received newstimuli from the development of and research into thesauri produced by documentalists, makes some form of coordination doubly necessary and quite clearly speaks against the continuation of separate activities in training courses. The second point here is to draw attention to a feature of this development which may have serious consequences. The trends towards integration of training courses for librarians and documentalists documental ists at the higher post level, levei, as outlined outiined so far, relates at the moment exclusively to the academic library sphere. For the time being it might appear that the public library sector will wili not be affected. For them there are in existence, as a general ruie rule admittediy, admittedly, their own training courses in the form of an open course of study, whilst the majority of the candidates for posts at the higher levei level in academic libraries go through the course as civil servants on recall — just as library cat<didates candidates discussed above do. Nevertheless various attempts have been made over the past few years to bring these two training courses closer together, and not just in the librarianship department of the institute of advanced education in Hamburg, which provides for a choice of main specialisation of interest in either public libraries or academic libraries and takes account of this choice in the final examinations in the subject and where the recruits for both branches of librarianship are students and not civil servants on recall. An attempt to provide at least a minimal common basis is aIso also being made at the library school of North Rhine Westphalia by holding joint seminars, but here this uniform legal foundation for librarians attending the courses and who will wilI later be working in either of the two branches of libraries, does not exist. For this reason representativas representatives from the public library world regard this emerging harmonisation in training for academic libraries and information and documentation centres with a certain degree of concern as this may mean an accompanying greater division between those two areas of libraries which essentially have much more in common than libraries and documentation centres. This raises the question as to how far it wili will prove possible, within the context of the development programme for documentation and information facilities, to clearly delineate that field of duties, which the public library system, covering as it does the surface areas for someone looking for undoubtedly occupies on the periphery of professional information work. information, undoubtediy To delineate it such that any appropriate conclusions drawn can aiso also be appMed applied to the training of people working in public libraries. In the. long term the integration of public libraries into any joint training programme for librarians and documentalists would not just provide.the right preconditions for mobility of colleagues desirable both in itself and from a professional career point of view but could aiso also guarantee that the aims as set by the development programme are attainable on an extremely broad front. Similar questions of coordination and delineation aiso also occur in the last area to be discussed, namely concerning posts at the middle middie levei. level. In all the States states of the Federal Republic of Germany, with the exception of the city states States of Berlin, Bremen and 198 Digitalizado gentilmente por: 12 13 14 �Hamburg, there are special training and examination regulations for middie middle levei level posts, which nevertheless following the recommendation of the Conference of Ministers of Cultural Affairs are appiícable, applicable, almost without exception, to trainees for academic libraries. Only in Bavaria and Schieswig-Holstein Schleswig-Holstein do these regulations appiy apply undoubtediy undoubtedly also to public libraries. The training for this career structure is normaly gone through as a aiso library assistant candidate or library secretary candidate as a civil servant.on servant on recall. In in most cases the course lasts two years only 18 months yet in Baden-Württemberg, Hesse, Lower Saxony and Rhineland Pálatinate Palatinate — and is very strongly oriented towards practical matters, a feature which is noticeable in the fact that the portion devoted to theoretical training is limited to a few months, at the most four. Whilst the recruitment prerequisites for training courses for middle middie level levei posts are laid down in the above mentioned regulations, this does not hold true for the previousiy previously mentioned training course for assistants in libraries. This is based on the 1969 Law on Professional Education which provides general regulations on training courses for a vast range of professions. In 1975 and within the System system as laid down in law, the existing multiplicity of training regulations which applied appiied to the professional training of salaried staffs in libraries was dismantied, dismantled, as this multiplicity could have raised problems for those library colleagues wishing to change jobs over the formal recognition of their qualifications. The Law on Professional Education gives the body responsible for the financial support of approved training libraries the power to conclude in individual cases training contracts with specific trainees on a civil law basis. Through the outline outiine training plan appendaged to the "Regulations on the professional training of assistants in libraries" and the regulations on intermediate and final examinations to be issued by the authorities responsible for such affairs, it is hoped not only that training schemes of a uniform levei level can be achieved; but also aIso that it will wili guarantee that the exam results resuits for these courses as issued by the individual regional examination board, wilI will be generally accepted. Admittedly this does seem to reveal a kind of double approach to the problem of Admittediy training for middle middie levei level posts. Whilst this was drawn up predominantiy predominantly for academic libraries, interest in training for assistants in libraries is shown primarily by those libraries which do not have civil servant status posts for this category of employee, in other words primarily by public libraries supported by local municipalities, as well as the numerous special libraries supported by private means. Consequently Consequentiy in Bavaria, where the relevant training and examination regulations are definitely applicable appiicable to both academic and public libraries, there is no demand for regulations on the training of assistants in libraries as based on the Law on Professional Education. Until now Hamburg, Baden-Württemberg, North Rhine Westphalia and the federal authorities have taken any decisive steps in inthis this by naming the body responsible for their areas — in most cases administrative departments at regional levei. level. The important poin here is stili still that where any professional problems occur dose close cooperation — in itself a desirable goal — should be ensured between these bodies responsible for the training of assistants in libraries and those library training institutes which deal with courses for posts at the middle middie level. levei. State recognition of professional training courses for the job of assihant in libraries is on the other hand a starting point from which to provide parallel regulations for the training of assistants in documentation work. A group of directors of various information 199 cm Digitalizado gentilmente por: �and documentation centres — the Lindenfels Circie Circle — has accordingly come up with some proposals and produced an outiine outline training scheme for assistants in documentation work, which might become the basis for federal level levei regulations on professional training similar tho those already aiready in existence for assistants in libraries. This would be a positive step in the direction of achieving generally acceptable training, subject to certain norms, in an area, whose development could be followed with interest from a library point of view. The multiplicity of library training opportunities in the Federal Repubtic Republic of Germany as described here underlines the quotation read out at the beginning®’ Yet it also makps aiso makes clear that attempts are being made, given the political premises which exist when there is federalism in educational affairs, to secure at all levels leveis and through appropriate measures uniform and above all transregionally effective roles for apprópriate librarianship and more generally for the Information information work area. By doing this libraries will receive qualified staff trained in information wili Information work, which is becoming more and more part of their job function. In this context it would be possible to discuss numerous special problems concerning the content and structure of such training*® and the professional image of the librarian**, as his job functions change. Further mention could be made of the interconnections between library training in the Federal Republic of Germany and international arena*and developments in the International arena*^, and of the possible influences on the future shape of German library training institutes arising from the IFLA recommended "Standards for Library Schools"*^. A discussion of these problems would lie outside the '^Standards boundaries of this report and many aspects would have to be looked at more from the point of view of desirable models of thinking, at which juncture it would be all too easy to abandon the firm ground needed for making decisions in professional training matters, decisions which take into consideration the realities of professional practice*^. practice*’. References Zur Theorie '* Sauppe, Eberhard: Bibliothekswissenschaft und Bibliotheksforschung (in: ZurTheorie Gesellschaftliche Aspekte und Praxis des modernen Bibliothekswesens. Vol. 1. Geselischaftliche (München 1976) p.9-87) p.10. ^ Schmidt-Künsemüller, Friedrich-Adolf: Gedanken zum Wandel des bibliothekarischen Berufsbildes (in: Bibliotheksweit Bibliothekswelt und Kulturgeschichte (München 1977) p.275-280) p.277. — A detailed survey of developments is given by Leyh, Georg: Die deutschen Bibliotheken von der Aufklärung Aufkiârung bis zur Gegenwart (in: Handbuch der Bibliothekswissenschaft. 2.ed. Vol. 3. Geschichte der Bibliotheken. Pt.2 (Wiesbaden 1957) p.1-491) p.322-326. 200 Digitalizado gentilmente por: �3 See Mil kau, Fritz: Fritz; Der BiDliothekar (in; Handbuch der Milkau, Bibliothekar und seine Leute (in: Bibliothekswissenschaft. Vol.2. Bibliotheksverwaltung (Leipzig 1933)p. 635-716) p. 670-672; the same; same: Bibliothekswissenschaft als ais Universitätslehrfach. Universitátslehrfach. In; In: Minerva-Zeitschrift 2 (1926) p.27-31; Leyh, Georg: Georg; Der Bibliothekar und sein Beruf (in; (in: Handbuch der Bibliothekswissenschaft. 2.ed. Vol. 2. Bibliotheksverwaltung (Wiesbaden 1961) p.1-112) p.24-27. Harnack, Adolf v :; Die Professur für Bibliothekswissenschaften in Preussen (in; (in: Erforschtes und Eriebtes Erlebtes (Giessen 1923) p.218-223) p.220. Georg; Was ist Bibliothekswissenschaft? In: In; Zentralblatt für ^ Leidinger, Georg: Bibliothekswesen 45 (1928) p.440-454. * See Vogt, Helmut: Helmut; Library Science in den USA. In: In; Bibliothekswissenschaft (Kbln (Köln 1970) p.36-46. ^ See for instance Sauppe, Eberhard; Eberhard: Wissenschaft und Forschung im bibliothekarischen Bereich. In: In; Bibliothek und Wissenschaft 5 (1968) p.228-249. * Bibliothekswissenschaft. Versuch einer Begriffsbestimmung in Referaten und Diskussionen bei dem Kblner Kölner Kolloquium (27.-29. Oktober 1969). Ed. by Werner Krieg. Kbln Köln 1970. — See the reports given by Pflug, Günther; Günther: Kolloquium über Bibliothekswissenschaft. In: In; Verband der Bibliotheken des Landes Nordrhein — Westfalen. Mitteilungsblatt. N.S. 20 (1970) p.251-253, and Kluth, Rolf;Gibt Rolf:Gibt es eine Bibliothekswissenschaft? (in: (in; Zeitschrift für Bibliothekswesen und Bibliographie 27 (1970) p.227-246) p.227-232. ®’ Schmidt, Wieland: Wieland; Die Bibliothekswissenschaft in Deutschland in Vergangenheit und Gegenwart. In: In; Bibliothekswissenschaft (Koln (Köln 1970) p.9-32. With discussion p.33-35. Vogt, Helmut: Helmut; Library Science in den USA (ref. 6). With discussion p.68-71. östlichen ' ' Richhardt, Rosemarie; Rosemarie: Die Bibliothekswissenschaft in den bstlichen In; Bibliothekswissenschaft (Koln (Köln 1970) p. 47-67. With disVolksdemokratien. In: cussion p. 68-71. Sauppe, Eberhard: Eberhard; Wissenschaftstheoretische Uberlegungen Überlegungen zur "Bibliothekswissenschaft". In: In; Bibliothekswissenschaft (Kbln (Köln 1970) p.72-104. With discussion p. 105-108. Kluth, Rolf: Rolf; Bibliothekswissenschaft als ais Kommunikationswissenschaft. In; In: (Köln 1970) p.109-130. With discussion p.131-133. Bibliothekswissenschaft (Kbln 'Cremer, Martin: Martin; Bibliothekswissenschaft und Informationswissenschaften. In: In; Bibliothekswissenschaft (Kbln (Köln 1970) p.134-145. '* ^® Grunwald, Wilhelm, Werner Krieg; Krieg: Die Bibliothekswissenschaft in Lehre und Forschung (in: (in; Bibliothekswissenschaft (Koln (Köln 1970) p.155-162) p.159-160. Gernot Wersig in: in; Bibliothekswissenschaft (Koln (Köln 1970) p.132. ' ^ Cremer, Martin: Martin; Bibliothekswissenschaft und Informationswissenchaften (ref. 14) p. 141. — See for other attempts to define information Science science Sauppe, Eberhard: Eberhard; Bibliothekswissenschaft und Bibliotheksforschung (ref.1) p.34-35. 201 cm Digitalizado gentilmente por; por: �8 Kluth, Rolf: Rolf; Bibliothekswissenschaft Bibliothekswissenschaftals ais Kommunikationswissenschaft (ref. 13) p.125. ' ® See Kaegbein, Paul: Bibliotheken als ais spezielle Informations Informationssysteme. systeme. In: In; Zeitschrift für Bibliothekswesen und Bibliographie 20 (1973) p. 425-442. ^ ° Sch rettinger, Martin; Martin: Versuch eines volistandigen vollständigen Lehrbuches der Bibliothekes-Wissenschaft. Vol. 1.2. München 1808-29; the same: Handbuch Hatidbuch der Bibliothek-Wissenschaft. Wien 1834. Schmidt-Künsemüller, Friedrich-Adolf: Gedanken zum Wandel des bibliothekarischen Berufsbildes (ref. 2) p.277. Harnack, Adolf v.: Die Professur für Bibliothekswissenschaften in Preussen (ref. 4) p.222. Leidinger, Georg; Georg: Was ist Bibliothekswissenschaft (ref. 5) p.447-452. Vorstius, Joris: Bibliothek, Bibliothekar, Bibliothekswissenschaft (in: Zentralblatt für Bibliothekswesen 63 (1949) p.172-185) p.177. Handbuch der Bibliothekswissenschaft. Vol. 1-3 and Index. Leipzig 1931-42; 2. ed. Vol. 1-3 and index. Wiesbaden 1952-65. See Gebhardt, Walther: Georg Leyh 1877-1977. Betrachtungen an seinem hundertsten Geburtstag (in: Zeitschrift für Bibliothekswesen und Bibliographie 24 (1977) p. 209-223) p. 210,222. Vorstius, Joris: Bibliothek, Bibliothekar, Bibliothekswissenschaft (ref. 24) p.180. Predeek, Albert: Die Bibliothekswissenschaft ais als Disziplin und Universitats-Lehrfach Universitäts-Lehrfach (in; Aus der Weit Welt des Buches (Leipzig 1950) p. 169-184) p.179-180. — See aiso also (in: the fundamental doubts raised from the professional point of view by Rudolf Juchhoff: Der Bibliothekar in seiner Zeit (in: Zeitschrift für Bibliothekswesen und Bibliographie 4 (1957) p. 151-169) p. 160-162. Lohse, Hartwig: Bibliotheks-Betriebsiehre? Bibliotheks-Betriebslehre? Beitrag zur Diskussiorv Diskussion- einer Bibliothekswissenschaft. In: Bibliothek und Buch in Geschichte und Gegenwart (München 1976) p. 163-177; Kissel, Gerhard: Bibliotheks-Betriebslehre? Bibliotheks-Betriebsiehre? In: Zeitschrift für Bibliothekswesen und Bibliographie 24 (1977) p. 105-111. — See also Beyersdorff, Günter: Von der Allgemeinen Betriebswirtschaftslehre zu einer aIso Bibliotheksbetriebsiehre. Bibliotheksbetriebslehre. In: Bibliothekswissenschaft und Õffentiiche Öffentliche Bibliothek (Berlin 1974) p. 23-38. A substantial step in direction of this discipline has done Kissel, Gerhard: Betriebswirtschaftliche Probleme wissenschaftlicher Bibliotheken. München, Pullach, Berlin 1971. (Bibliothekspraxis. Vol. 4.) Pflug, Günther: Die Bibliothek der Zukunft ais als Ausbildungsaufgabe der Gegenwart. In: Zeitschrift für Bibliothekswesen und Bibliographie 18 (1971) p. 221-235; the same: Bibliothekswissenschaft? In; In: Bibliotheksarbeit heute (Frankfurt am Main 1973) p 74-80; and very recentiy recently Limburg, Hans: Die Bibliothekswissenschaft kam auf leisen Sohien. Sohlen. Ist sie nun wirkiich wirklich da? In: Verband der Bibliotheken des Landes Nordrhein-Westfalen. Mitteilungsblatt. N.S. 27 (1977) S. 126-137. 202 Digitalizado gentilmente por: * �See Promotionsordnung der Philosophischen Fakultãt Fakultät der Universitat Universität zu Kóln. Köln. Vom 21. Oktober 1975 (in: Gemeinsames Amtsblatt des Kultusministeriums und des Nordrhein-Westfalen Ministeriums für Wissenschaft und Forschung des Landes Nordrhem-Westfalen 1975, p. 567-574) p. 568. In this connection it has to be mentioned that there exists since 1947 already aiready a special chair of bibliology at the Johannes Gutenberg University Mainz combined with an institute for bibliology. See Widmann, Hans: Das Institut für Buchwesen an der Johannes Gutenberg-Universitat Gutenberg-Universitä't Mainz. In; In: Bórsenblatt Börsenblatt für den deutschen Buchhandel. Frankfurter Ausgabe 31 (1975) p. 502-503. Studienordnung für das dàs Fach Bibliothekswissenschaft. K''5ln: K^JIn: Universität Universitat zu Köln Kóln 1977. 8 p. (Universität (Universitat zu Köln. KoIn. Amtliche Mitteilungen. /77.) [In press.] Öffentliche Bibliothek. Referate und See Bibliothekswissenschaft und ÕffentIiche Ergebniszusammenfassungen eines Fortbildungsseminars der FHB Stuttgart. Berlin 1974. (Bibliotheksdienst. Beiheft 102/103.) and the report given by Franz: ''Bibliothekswissenschaft "Bibliothekswissenschaft und Öffentliche Bienert, Franz; ÕffentIiche Bibliothek". Tagungsbericht. In: Bibliotheksdienst 1972, p. 527-529. Vergleichende Bibliothekswissenschaft in der Bundesrepublik See Kluth, Rolf: Vergieichende Deutschiand. Deutschland. In: Bibliothekswelt Bibliotheksweit und Kulturgeschichte (München 1977) p. 256-259. Wassner, Hermann: Hermann; Einige Gedanken zur gegenwärtigen gegenwartigen Situation der Bibliothekswissenschaft und zum berufsvorbereitenden Studium des (in: Bibliothekswissenschaft und ÕffentIiche Öffentliche Bibliothek (Berlin Bibliothekars (in; 1974) p. 5-22) p. 9. Forschung, In: Bock, Gunter, and Rolf Kluth: Bibliothekswissenschaftliche Forschung^ Bibliotheksplan 1973 (Berlin 1973) p. 165-169. Neuere Perspektiven der Bibliotheksforschung. Eine Diskussionsgrundlage. DiskussionsgrundIage. In: Bibliothek 1 (1977) p. 4-31. Sauppe, Eberhard: Bibliothekswissenschaft und Bibliotheksforschung (ref. 1) p. 12. — also the same: Theorie, Empirie und Praxis im Bibliothekswesen. In: Zur See aiso Benutzerforschung in Bibliotheken (München, Pullach, Berlin 1972) p. 13-20. * Bibliothek. Forschung und Praxis. Ed. by Paul Kaegbein, Hans Joachim Kuhimann, Kuhlmann, Elmar Mittler. Vol. 1. — München 1977. Koch, Hans-AIbrecht: Hans-Albrecht: Die Bibliotheksforschung in der Bundesrepublik Deutschiand. Deutschland. Ein Forschungsbericht. In: Zeitschrift für Bibliothekswesen und Bibliographie 23 (1976) p. 273-300. ^ Schmidt-Künsemüller, Friedrich-Adolf: Strukturprobleme des deutschen Bibliothekswesens (in: Zur Theorie und Praxis des modernen Bibliothekswesens. Vol. i. 1. Geselischaftliche Gesellschaftliche Aspekte (München 1976) p. 155-183) p. 155. See Plassmann, Engeibert: Engelbert: Bibliothekswissenschaftliches Studium und bibliothekarische Ausbildung. bibiiothekarische Ausbildung, In; ln: Verband der Bibliotheken des Landes Nordrhein-Westfalen. Mitteilungsblatt. N.S. 26 (1976) p. 211-214. 203 cm Digitalizado gentilmente por: LI 12 13 14 �4S In this connection the framework for the content of such training should be mentioned (Bundesgesetzblatt I 1975, p. 1442-1446). The texts of these regulations are collected in Lansky, Ralph: Bibliotheksrechtliche Vorschriften. 2. ed., with suppiement supplement 1-3, Frankfurt am Main 1969-76. — See the survey in the contents of the third supplement suppiement p. XXII-XXVIll. XXII-XXVIII. Sickmann, Ludwig; Ludwig: Bibliothekarische Ausbildung in der Bundesrepublik Deutschiand Deutschland (in: Nachrichten. VSB/SVD 52 (1976) p. 323-330) p. 328. '** On the German titie title of these librarians see Lansky, Ralph, and Hans Seidenschnur: Uber Grad und Berufsbezeichnung "Diplombibliothekar". In: Zeitschrift für Bibliothekswesen und Bibliographie 24 (1977) p. 224-229. See Klompen, Wilma: Das Bibliothekar-Lehrinstitut des Landes Nordrhein-Westfalen von 1949 bis 1975. In: Bibliothekarische Ausbildung in Theorie und Praxis (Koln (Köln 1975) p. 1-31, and recently recentiy Klompen, Wilma, Paul Kaegbein: Das Bibliothekar-Lehrinstitut des Landes Nordrhein-Westfalen. In: Jahrbuch der Bibliothekar-Lehrinstitut, Universität zu Köln Universitat Koln 12 (1977) [in press.] Konferenz der bibliothekarischen Ausbildungsstâtten. Ausbildungsstätten. Satzung (in: Bibliotheksdienst 1976, p. 283-285) § 1. Bock, Gunter, Werner Krieg, Hermann Wassner: Bibliothekarische Ausbildung und Fortbildung (in: Bibliotheksplan 1973 (Berlin 1973) p. 154-165) p. 162. c “y ■ See Geh, Hans-Peter: Berufsbild und Ausbildung des Bibliothekars (in: Zur Theorie und Praxis des modernen Bibliothekswesens. Vol. 1. Gesellschaftliche Geselischaftliche Aspekte (München 1976) p. 230-262) p. 238. See Meyer, H.-B.: Zum Promotionserfordernis im hoheren höheren Bibliotheksdienst: eine Entscheidung des Bayerischen Verfassungsgerichtshofes. In: Bibliotheksdienst 1977, p. 16-17. Cc ^A Ausbildungs’ und Prufungsordnung AusbildungsPrüfungsordnung fur für die Laufbahn des höheren hoheren Bibliotheksdienstes Bíbliotheksdíenstes im Lande Nordrhein-Westfalen. Vom 28. Februar 1977. In: Gemeinsames Amtsblatt des Kultusministeriums und des Ministeriums für Wissenschaft und Forschungdes Forschung des Landes Nordrhein-Westfalen 1977, p. 148-153. FFIABID-Workshop IA B ID-Workshop Frankfurt a.M. 22.-24. November 1976. Neue Ausbildu Ausb i I du ngstendenzen im Informationsbereich? Vortrage und Zusammenfassungen. Frankfurt am Main, Berlin 1977. Published in Kaegbein, Paul: Gemeinsame Bibliothekar — und Dokumentarausbildung im gehobenen Dienst (in: Neue Ausbildungstendenzem im Informationsbereich? (Frankfurtern (Frankfurt am Main, Berlin 1977) p. 35-47) p. 41-46. Bundesministerium für Forschung und Technologie. Programm der Bundesregierung zur Fôrderung Forderung der Information und Dokumentation (luD-Programm) 1974-1977. Bonn 1975. ** Literaturversorgung unter dem Aspekt der Planung von Fachinformationssystemen (FIS). In: Nachrichten für Dokumentation 26 (1975) p. 47-49; Jammers, Antonius: Das "Programm der Bundesregierung zur Fôrderung Forderung der Information 204 Digitalizado gentilmente por: �und Dokumentation'' Dokumentation" und seine Auswirkungen auf die Literaturversorgung. In; In: Zeitschrift für Bibliothekswesen und Bibliographie 22 (1975) p. 373-386; Gattermann, Günter: Das "Programm der Bundesregierung zur Forderung der Information und Dokumentation" und seine infrastrukturellen Massnahmen. Massnabmen. In: Zeitschrift für Bibliothekswesen und Bibliographie 22 (1975) p. 451-463; Lutterbeck, Ernst: Das luD-Programm der Bundesregierung — eine Antwort auf zwei bibliothekarische Stellungnahmen. Zugleich Zugleích ein Beitrag zum Verhältnis Verhaltnis zwischen Bibliotheks — und Dokumentationswesen. In: Zeitschrift für Bibliothekswesen und Bibliographie 23 (1976) p. 223-236; Die FIS-spezifischen Bibliotheken im weiteren Ausbau des Programms der Bundesregierung zur Förderung der Information und Dokumentation (luD-Programm) Fragen, Forderung Forderungen und Probleme. Stellungnahme der Zentralen Fachbibliotheken. In: Bibliotheksdienst 1977, p. 200-202; Kaegbein, P., K1.-D. Lehmann, M. Pauer, G. Schütt and H. Sontag: Stellungnahme des Deutschen Bibliotheksverbandes zu den Schiitt Zielen des Programms der Bundesregierung zur Forderung der Information und Dokumentation. Im Auftrag des DBV ausgearbeitet. In: Bibliotheksdienst 1977, p. 202-205. * ’ See ref. 43. ® ® See for instance Weidemeier, Hartmut: Die praktische Ausbildung im Bibliotheksreferendariat. In: Bibliothekarische Ausbildung in Theorie und Praxis (Köln 1975) p. 97-104; Henschke, Ekkehard: Allgemeine oder Spezialausbildung (KÓIn Überregionale Literaturversorgung und Kostenrechnung in für Bibliothekare? In: Uberregionale Bibliotheken (Frankfurt am Main 1977) p. 214-223; Limburg, Hans: Der praxisbegleitende Unterricht ais als Problem. In: Uberregionale Überregionale Literaturversorgung und Kostenrechnung in Bibliotheken (Frankfurt am Main 1977) p. 199-213; Entwurf eines bibliothekswissenschaftlichen Studienganges im Rahmen der Hamburger Hoschschulentwicklungsplanung. In: Bibliotheksdienst 1977, p. 205-212. ** Besides the literature cited in ref. 52 see also aiso Lohse, Hartwig: Das Berufsbild des wissenschaftlichen Bibliothekars. In: Zentrale und kooperative Dienstieistungen Dienstleistungen im Bibliothekswesen (Frankfurt am Main 1976) p. 133-144, and Schmidt-Künsemüller, Friedrich-Adolf: Gedanken zum Wandel des bibliothekarischen Berufsbildes. In: Bibliothekswelt Bibliotheksweit und Kulturgeschichte (München 1977) p. 275-280. See Geh, Hans-Peter; Hans-Peter: Die Behandlung Behandiung von Ausbildungsfragen im Rahmen der IFLA. In: Bibliotheksweit Bibliothekswelt und Kulturgeschichte (München 1977) p. 248-255. Standards for Library Schools, 1976. In; In: IFLA Journal 2 (1976) p. 209-223. The author is very much obliged to Christopher M. Baggs, Library of the Open University, Milton Keynes, Great Britain, for his generous help in transferring the German text into a readable English version. 205 cm Digitalizado gentilmente por: LI 12 13 14 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CBBD - Edição: 09 - Ano: 1977 (Porto Alegre/RS) Subject The topic of the resource Biblioteconomia Documentação Ciência da Informação Description An account of the resource Inclui também os anais da V Jornada Sul-Rio-Grandense de Biblioteconomia e Documentação Publisher An entity responsible for making the resource available FEBAB Date A point or period of time associated with an event in the lifecycle of the resource 1977 Language A language of the resource Português Type The nature or genre of the resource Evento Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Porto Alegre/RS Event A non-persistent, time-based occurrence. Metadata for an event provides descriptive information that is the basis for discovery of the purpose, location, duration, and responsible agents associated with an event. Examples include an exhibition, webcast, conference, workshop, open day, performance, battle, trial, wedding, tea party, conflagration. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Library Science and Library Education in the federal republic of Germany: some observations on the contemporary situation Creator An entity primarily responsible for making the resource Kaegbein, Paul Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Porto Alegre (Rio Grande do Sul) Publisher An entity responsible for making the resource available FEBAB Date A point or period of time associated with an event in the lifecycle of the resource 1977 Type The nature or genre of the resource Evento Subject The topic of the resource Biblioteconomia (estudo e ensino) Ciência da Informação (estudo e ensino) Description An account of the resource The first part of the paper deals with the development of library Science as an academic discipline in Germany,from the end of the 19th century until the present day, concentrating on the period since the Second World War when discussion centred on the place of library science within information science. Library science as a specialised information science clearly influences library education, which is dealt with in the second part of the paper. The various bodies responsible for library education, the existing library schools and their different statuses and tasks in training librarians for public libraries as well as academic libraries and for the several levels of library personnel, form a colourful picture of the situation today in the Federal Republic of Germany. It is symptomatic of today's situation that discussions have begun towards producing closer cooperation between libraries and documentation centres, a trend which may exert a general influence on future education for librarianship. Language A language of the resource pt