The current state of Australian library and information studies (LIS) education is characterised by unresolved tensions, only some of which have been accommodated. Our objective in this paper is to ascertain current trends in LIS education in Australia, rather than to compile an inventory of current programs and courses. We focus on a framework of tensions whose accommodation by the Australian LIS community form the trends. Australia has no central data source for LIS education comparable to the statistics compiled by ALISE (the Association of Library and Information Science Educators) about LIS schools in Canada and the United States. Consequently our evidence comes from a range of sources, with varying degrees of validity. Some of it is based on our experience of LIS education in Australia, while other evidence is taken from material produced by the Australian Library and Information Association (ALIA) and other sources.
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