In his book, “Teacher and Machines: The Classroom Use of Technology Since 1920,” Larry Cuban noted that even with so much money invested in technology, only 2 of every 10 teachers are serious users of computers in their classroom and 3 to 4 are occasional users (about once a month). The rest never use the machines for instruction. Among the reasons given for the limited use were: lack of preparation in universities, lack of training, insufficient time to learn, too many older teachers, technophobia, and so on.

With the advent of the Internet, many thought librarians would go out of fashion and students and researchers would not need their services anymore.

Librarians who were traditionally seen as principal players in the field of information now exist in an environment where they do not have an exclusive dominance.

The emergence of the Information Superhighway has radically altered the profession of librarianship. For some, it has been difficult to shake off a nagging feeling of obsolescence.

The University of the Philippines responded to the changing times by transforming the Institute of Library Science into the School of Library and Information Science (SLIS).

This was not a mere change in name or curriculum. It is an excellent example of reengineering a program to meet the current information needs of an increasingly digital world. It reinforces the current concept of information being available to decision-makers “just in time.” It obviates traditional librarianship, which seeks to make information available to whoever might need it “just in case.”

In the process of redefining theory and prevailing conventions regarding processing and accessing information, the SLIS has transformed the librarian of the 20th century into the modern world’s information professional.

Like teachers, the core of the librarian profession remains the same. However, “the methods and tools for information delivery and the scope of the enterprises continue to grow and change dramatically”.

I am honored to share in the happiness that your parents, friends and of course the faculty must be feeling this very moment. Dear SLIS graduates, we are proud of you.

However, if you think that your stature as scholars of the Filipino people is finally over, you are in for a big surprise.

“Ngayon pa lang magsisimula ang paglilingkod ninyo bilang mga tunay na Iskolar ng Bayan.” [Your days of service as true scholars of the Filipino people have only just begun.]

Because you remain scholars of the Filipino people, you are ethically bound to serve them to the best of your ability.

Aspiring for a better life is a basic human right. Using the knowledge we have for the common good affirms our humanity. Otherwise, “Serve the People” becomes empty rhetoric—a convenient battle cry that sounds fashionable among the youth.

Now is as good a time as any to assess what you have—your acquired knowledge and your cumulative experience—and range these against the world that, dare I say it, you are about to conquer.

I must mention though that a study published in the Information Research (Vol.12 No. 2, January 2007), noted that among the main difficulties professionals encounter in the workplace and for which they do not feel prepared for is the “lack of command of information and communication technologies” (Ferreira, et al., 2007). Similarly, “the main skills considered necessary but not acquired in college are skills related to information and communication technologies and interpersonal relations.”

However, more than professional qualities, which on your own you can develop and reinforce here at SLIS, let me focus on the personal qualities that you need to meet the challenges of serving our people as an information professional.

The information professional is a seeker of truth. He consciously pursues new ideas while helping others develop ideas of their own.

He must be a visionary, able to see things hidden from the casual observer. For the information professional, the library and its information services are just a part of a larger—and eminently more vital—process of making informed decisions.

He must be a consummate communicator, fully capable of transforming concepts into clearly understandable terms.

He is an alliance builder, constantly seeking ways to use the information at his disposal to bridge gaps and foster understanding.

The information professional is an activist, refusing to let the “cry of the urgent” drown out the “drone of the critical.”

He is an innovator, able to think creatively at all times and pin down and act decisively on information opportunities that arise. He takes pride in his work and finds singular joy in helping people acquire the knowledge they seek.

The information professional of the 21st century—and beyond—is no less than the world’s custodian of wealth and power.

This is the path that you, dear graduates, have chosen to take. Tread well, for our people depend on you.

Celia Adriano is the director of the Diliman Interactive Learning Center and assistant vice president for academic affairs.