The Education and Training of Information Professionals: Comparative and International Perspectives.
Edited by G.E. Gorman.
Metuchen, NJ: Scarecrow Press, 1990. 383 p. ISBN 0–8108–2284–9. $39.50.
It is not easy to review a festschrift: by its nature, it is a gift, a work compiled to “celebrate,” in the words of the editor, the life and contributions of the individual it honors. Its scope is therefore subjective, and will more or less reflect the interests and concerns of the editor’s interpretation of the individual, rather than the way the individual might see himself. We are fortunate in this case: the interest of Edward Reid–Smith, the honored subject, are indeed broadly focused on the training of information professionals. Given the relative dearth of current literature on the development and evaluation of library education abroad, it is a welcome contribution.
Part One presents case studies of library education in eight countries: Australia, New Zealand, Papua New Guinea, Indonesia, India, the People’s Republic of China, Saudi Arabia, and Hungary. Part Two is comprised of four reports of continuing education, including IFLA’s activities and experiences in the United Kingdom. Part Three focuses on general issues of international concern: ethics, professional attitudes, school librarianship, and research. It concludes with a chapter by Reid–Smith on expert systems. A bibliography of his writing forms Part Four.
The work reflects and preserves the variety of styles of English written around the world, and in a few instances sent this reviewer to the dictionary (“chrestomathes” and “fissiparous”, for example). The occasional stumble over a phrase here and there was not a detraction, and the overall flavor of the work served as a welcome reminder of the internationality of English, as well as the subject at hand.
The country reports vary in their emphasis: that on China is rich in detail and curriculum, for example, and the healthy dose of mathematics and physics can be envied. The chapter on Indonesia presents a particularly sensitive understanding of consulting in other countries. The academic setting in Saudi Arabia is described in detail as a background for the development of its libraries. While one might wish for a more common outline of these chapters, to facilitate comparison, the emphases chosen provide a richness that might otherwise be missed.
The chapters on continuing and adult education are less lively than the country chapters (with the exception of Stone’s paper on IFLA) , but are interesting nonetheless. Luckham gives us a bit more of Reid-–Smith himself and his personality in his discussion of Reid–Smith’s interest in mechanics’ institutions and their relationships to the development of public libraries in England.
Six thought–provoking chapter comprise the final section on “Issues and Attitudes of International Concern.” Balnave’s chapter on ethics and librarianship would provide interesting discussions in classes. Carroll’s piece on the importance of international approaches to school librarianship is a good reminder of this area. Lim’s discussion of the difficulties in getting recognition of developing countries in IFLA is done with balance and care. Hartridge’s outline of the ways professional attitudes are developed for public librarians is targeting more at the educator than the student, but many students would enjoy the topics raised.
Reid–Smith’s own paper on expert systems is an interesting closing piece, because it sets the stage for the further development of libraries as users of technology to accomplish their mission. He defines “informatacy” as “the ability to understand and use data and information — from recorded sources — to locate, manipulate, [and] organize data, information, and knowledge in a form suitable for communication to a known or presumed consumer.” The philosophy is a pro–active, rather than a re–active one.
The final section, the bibliography of Reid–Smith’s works, is organized by subject, which is most helpful. Each section is prefaced by a few words of background, or explanation of the items in question and their significance to his work.
While the work focuses on international issues, the issues are familiar ones: the need for faculty research, the desire for recognition and respect for the profession, the struggle to keep up with constantly changing technology, the tension between providing an education and building skills necessary for the first day on the job. A strong theme is pride in accomplishment, and optimism for the future and continued development.
A festschrift is a celebration, or tribute: this one should be received well. It is clear that the various authors respect and care deeply for Reid-Smith and his accomplishments. And in this they have provided us with a unique and interesting picture not only of his life and interests, but of their own as well.
Gretchen Whitney is an Assistant Professor, Graduate Library School, University of Arizona. She has a master’s degree from the University of North Carolina and a Ph.D. from the University of Michigan. She has been a consultant in Ghana and Costa Rica, and has conducted training programs for Third World librarians. Her publications have included articles and two books: Languages in databases: The distribution of non–English documents in Bibliographic Files (1990) and The transfer of scholarly and technical information between North and South America (with Victor Rosenberg, 1986). Her research interests cover information storage and retrieval, and international information policy. Dr. Whitney is currently engaged on extended analysis of UNESCO book and serials production statistics.
© 1990 Gretchen Whitney.