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This paper sets the context for this special issue on LIS education in Greece by explaining the Greek higher education system both in organisational terms and in the approaches to teaching and learning. In addition it briefly outlines the current state of development in libraries in Greece. Taken together they provide the background to the detailed discussion which follows in the remaining papers. The next section of the paper outlines the structure of higher education (HE) in Greece; this is followed by an introduction to LIS education in Greece. Finally we present review libraries in Greece with specific emphasis on academic libraries and utilising English language publications. (Contains 1 footnote.)

This paper aims at presenting disability issues in library and information science education in general and in Greece in particular. It also examines whether issues such as people with disabilities, accessibility, alternative format material and assistive technologies are incorporated in the library schools' curricula. Furthermore, the results of this study depict that library education still focuses on services for non-disabled users and the level of awareness of the needs of disabled library users' is lower than necessary. This paper is useful for all stakeholders in the LIS field (faculty and students) so as to help them understand the importance of library services for people with disabilities, review their curricula and finally, incorporate disabled patrons in them. (Contains 2 tables.)

The increased popularity of Google search engine in the daily routine in one's workplace and in the academic information seeking process is undeniable. "Googling" challenges the traditional skills of librarians as information providers and the role of library and information service provision in the digital era. This paper reports on the preliminary findings of a qualitative study investigating the perceptions of Greek academic librarians on the impact of Google and "Googling" on their role as information providers in the digital era. To address the needs of this study a set of semi structured interviews was employed with library managers and librarians. The findings of this study revealed that Greek academic librarians use mainly Google Search for its easy information provision but advise on adequate training on Google sources evaluation before use. It was suggested that libraries need to support life-long learning, and enhance their services quality in order to survive. Additionally, IT and managerial skills acquisition seems to be vital. Research also revealed the essential role of LIS departments in the provision of life-long learning and the organisation of training programmes. (Contains 3 figures.)

This paper attempts to present the current state of computer science penetration into librarianship in terms of both workplace and education issues. The shift from material libraries into digital libraries is mirrored in the corresponding shift from librarians into information scientists. New library data and metadata, as well as new automated library processes impose the need for a hybrid form of scientists, equipped with both the rich experience of traditional librarianship and the knowledge of modern techniques of information management based on information and communication technologies (ICT). In this context, the boundaries between computer scientists and information scientists are exercised in terms of research and vocational activities. The object of the computer scientist is hardware and software, which constitute the necessary background of the total information cycle, whereas the information scientist focuses on efficient ways of information organization, representation and management. The increasing job requirements of information scientists are taken into account in the formation of the upgraded educational curricula of Greek Library Science departments. An appendix of undergraduate and postgraduate curricula and career outcomes of some Library and Information Science departments is also given. (Contains 3 footnotes.)

This paper considers the historical development of Library and Information Science (LIS) Education in Greece, in order to understand its current position within the field of higher education, and to assess its future prospects. In particular, in tracing changes that LIS Education as an institution has undergone, it argues that institutional transformations, curricular changes, and social and political contexts should all be integrated in an analysis that aims to shed light into education institutions, and their purposes and functioning.

This paper explores the differences and similarities of the three library schools educating librarians and information professionals in Greece. The structure of higher education in Greece has recently undergone major changes (2002) integrating technological institutions and universities under one umbrella that of higher education. As a result, technological institutions today are still struggling to find their identity, whilst universities are trying hard to assert their differentiation. Library schools, existing within both types of institution, provide a very good example of how these changes are affecting education processes, field work, professionals, and jobs for graduates. Although Library Schools are all categorized as higher education institutions, they enjoy different status. Library schools spread across two similar, but yet of different types of organisation within the higher education system of Greece also face the challenge of establishing the professional image of their graduates, of modernizing the curricula and of keeping up with the rapid changes demanded by their European and international counterparts. At the same time affiliations of the schools have shaped the corresponding curricula and have marked the image of the profession within the country.

The paper presents some of the current issues in library and information science education in general and in Greece in particular. It examines the forming of professional identity of information scientists in Greece today. These issues are considered in the context of the framework set by the European Union agreements for convergence and cooperation in Higher Education. (Contains 1 footnote.)

This paper provides a brief review of the development of Greek libraries in order to provide a context for the later papers on education for library and information studies in Greece. [ABSTRACT FROM AUTHOR]

This paper aims at presenting disability issues in library and information science education in general and in Greece in particular. It also examines whether issues such as people with disabilities, accessibility, alternative format material and assistive technologies are incorporated in the library schools' curricula. Furthermore, the results of this study depict that library education still focuses on services for non-disabled users and the level of awareness of the needs of disabled library users' is lower than necessary. This paper is useful for all stakeholders in the LIS field (faculty and students) so as to help them understand the importance of library services for people with disabilities, review their curricula and finally, incorporate disabled patrons in them. [ABSTRACT FROM AUTHOR]

This paper explores the differences and similarities of the three library schools educating librarians and information professionals in Greece. The structure of higher education in Greece has recently undergone major changes (2002) integrating technological institutions and universities under one umbrella that of higher education. As a result, technological institutions today are still struggling to find their identity, whilst universities are trying hard to assert their differentiation. Library schools, existing within both types of institution, provide a very good example of how these changes are affecting education processes, field work, professionals, and jobs for graduates. Although Library Schools are all categorized as higher education institutions, they enjoy different status. Library schools spread across two similar, but yet of different types of organisation within the higher education system of Greece also face the challenge of establishing the professional image of their graduates, of modernizing the curricula and of keeping up with the rapid changes demanded by their European and international counterparts. At the same time affiliations of the schools have shaped the corresponding curricula and have marked the image of the profession within the country. [ABSTRACT FROM AUTHOR]