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portal sometimes clash with the license principles, a certain reluctance to accept commercial use of the
information is noted.
7. Computer applications to use public data, known as APIs, have a highly unequal development, ranging
from a quite testimonial presence to a very solid presence.
8. It is difficult to identify common characteristics other than the basic features of the European Directive
2003/98/EC on the re-use of public sector information: transparency in the information access,
elimination of discriminatory treatment or exclusive agreements.
As we see, these open data portals are national initiatives that provide access to public data to facilitate their reuse. In general terms, these are scarcely structured initiatives that are supported by developers while no significant
presence of information professionals is noted. However, another public information sector has been formed,
whose main characteristic is that it manages content or documents, instead of data. Although this sector operates in
libraries, archives and museums, it has had a much less innovative role than the open data sector. In this regard,
some initiatives, which may be highly important for the future development of public information management,
have been established in recent years, such as Europeana or the Digital Public Library of America (DPLA).
4. Information professionals: proposal of content and competences to respond to Open Data requirements
The new Directive 2013/37/EU of the European Parliament and of the Council of 26 June 2013, that amends
Directive 2003/98/EC on the re-use of public sector information, establishes that the scope of Directive
2003/98/EC should be extended to libraries, including university ones, archives and museums. That Directive
2013/37/EU shows that those institutions have a considerable quantity of valuable public sector information
resources that have been multiplied thanks to the digitization projects that have been undertaken by many of those
institutions. Undoubtedly, all these cultural heritage collections form a potential base to design and develop digital
content products and services that may generate opportunities to re-use their content and, consequently, develop
the so-called European content industry.
In addition to the impact the new Directive 2013/37/UE has in these cultural institutions, it must be added the
role of the libraries in the future of open access (Harris, 2012), which means acquiring specific competences in the
virtual environment and a mentality change in Library and Information Science (LIS); in other words, an additional
academic training that responds to the requisites of the Open Data philosophy.
Thus, as teachers and researchers in the field of Library and Information Science, we must reflect on the
competences (it is defined as “the set of knowledge, skills and personal attitudes required of the employees to
perform their work efficiently” (Sanabria Barrios, 2013, p. 77)) of the future managers of public information. In
that sense, the methodology used to detect these new competences and academic training is divided into the
following phases:
1. Analysis of 10 European open data portals (Ramos Simón et al., 2012) and analysis of Europeana and Digital
Public Library of America (DPLA).
2. Review of the CIO Council competences and learning objectives that are reviewed by the Federal
Government of the United States periodically. The set of 12 Clinger-Cohen Core competence areas gathers
subordinate competences to which learning objectives are linked (CIO Council, 2012, pages 1-2). Briefly, the
competence areas are: Policy and Organization, Leadership and Human Capital Management, Process and Change
Management, Information Resources Strategy and Planning, IT Performance Assessment: Models and Methods, IT
Project and Program Management, Capital Planning and Investment Control, Acquisition, Information and
Knowledge Management, Cybersecurity/Information Assurance, Enterprise Architecture, and Technology
Management and Assessment.
3. Identification of competences and academic training required for the future library professionals.
4. Reflection, synthesis and presentation of our proposal.
In relation to our objective, it must be pointed out that there are many international Library and Information
Science schools that are designing educational curricula so as to prepare the future information professionals who
must become involved in:
a. Managing new interactions between public sector information, technologies and people.

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