Burke, ME 1992, 'Career development reports: one perspective' , Personnel Training & Education: a Journal for Library and Information Workers, 9 (3) , pp. 76-79.

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Abstract

A successful library and information course must review its philosophy and content continuously, responding to the changing realities of the workplace and to the changing roles and expectations of the information professional. The undergraduate course at Manchester's Department of Library and Information Studies has had several five-yearly revisions, remaining true to its philosophy of teaching the "core areas" of information work, and producing all-rounders — graduates capable of entry into any area of the profession. It has been clear, however, that students come to the course with varied and sometimes vague expectations, often based on elderly ideas of what the library profession involves, or with a fixed intention to follow down a specific road, for example to be a children's librarian, or to have a career in "the media". For many, the course confirms or alters their career hopes, but others seem to be uncertain or, perhaps, they take the view that any kind of post will be as good as any other.

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