Abstract
A number of recent criticisms relating to education for library and information work are discussed. These criticisms are interpreted as centring on the level of 'meaningfulness' of such education, in terms of deep critical understanding; relevance of content to working practice; and development of personal qualities additional to narrower ‘tradition’ academic abilities. The author argues that despite the need for strong programmes of post-qualification study, and improved interaction between teachers, researchers and practitioners, a high value must be placed on good quality initial full-time education.