The perennial tug-of-war between the work done by students for their academic courses, usually perceived as theoretical or quasi-theoretical in nature, and the work that librarians and information specialists do in the real world of practice is well known. The contrast between theory and practice or these two types of work-when-done-for-educational-purposes is likely to have persisted since the beginning of library education. Nearly every book or paper dealing with the subject of professional education for library and information service mentions it, and some devote considerable space to it.1