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b. Decision making to set guidelines and policies that benefit the governance of public sector information and
its relation with technology (Weill and Ross, 2004).
In addition to managing public sector information and defining strategies or guidelines, it is necessary to include
both academic content of Library and Information Science (information technology and management functions) as
well as specific content linked to the public administration in the academic training of our future professionals (Lee
and Tibbo, 2012).
In line with that approach, Lee and Tibbo (2012) carried out a research in order to define the content and
competences of a double Master in Information/Library Science and Public Administration. Their analysis was
based on the following framework methodology:
• Identification of functions and activities performed by information professionals based on a review of
specialized literature.
• Identification of curricular needs to manage public sector information.
• Analysis of several curricula in Library and Information Science and Public Administration (Master level).
• Semi-structured interviews with public information management experts.
The main result of that research and the analysis performed in this paper leads us to establish a synthetic
proposal based on the definition of three main categories so as to identify learning competences and objectives
required for LIS professionals, who will be able to work as public sector information managers (Fig. 1).

Fig. 1. Proposal of learning skills and objectives for Library and Information Science professionals.

• First category: knowledge of the organizational context:
Knowledge of governmental structures and functions, legal framework, mechanisms to render accounts,
agreements management, public sector information life cycle, balance between privacy and accessibility, process
planning and evaluation, project management and requirement definition –this is the scope of the product, time,