Abstract
A survey of artificial intelligence/expert systems (AI/ES) instruction was made of schools offering a degree in a library field at the bachelor's level or higher. Some consensus of opinion on what to include under AI/ES was found. The higher the level of program, the more relevant AI/ES was perceived. This was reflected in more course offerings, more hours of AI/ES instruction, and a higher average number of courses per institution. Teaching methods emphasized lectures, readings, reports, and demonstrations over hands-on use and program writing. Non-ALA programs expected a greater impact by AI/ES on the library profession within the next ten years than ALA programs, but the general feeling was that any impact will be low.
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