Information education

Perhaps the field should actually split into three:
1. Library science education: this should be supremely focused on the issues of libraries and the skills and training, precisely as it was in the mid 20th century. The information paradigm is useful, but not dominant. This is more of a trade school model with higher level thinking and reading about the nature of knowledge and information in society, and how libraries fit into that society. Digitization is naturally broached, but towards the technical realm (training in digital preservation, digital metadata, issues in electronic serials, hypertext and the user, nature of reading and using digital texts, etc.)
2. Information science: Let's keep this a science, or perhaps give it over to computer science - make it a segment of computer science. Writing algorithms, information retrieval, usability, information architecture: the quantitative aspects of information science. These largely do not have to focus on sociological and humanistic impulses, as engineering does not, but on the mechanistic and technical aspects.
3. Information studies: related closely to library science, but broadening the field considerably. This will be a philosophical and sociological journey; that is, theoretical, without having to be tied to libraries. This would be as if law school split: one division trained specifically to practice law (basically as it does today) and one division focused completely on pontification on the nature of law in society, philosophy of law. Information studies would look at ontology, epistemology, theories of taxonomy. It would also look at the philosophy of information society: technological determinism, information access as liberating, the history of information society (from early futurology in the 60s and 70s to the development of information technologies and finally to contemporary futurology).

It is my opinion that cramming these into one degree, as it currently does, it unjust to all of them - the information field has become overgrown, and it's time to untangle the roots and put each tree far enough so that they can develop unhindered. They are all still related, and will reference each other continually, but they call for such different skillsets upon graduation, and are focused on such different issues that they really should be different degrees.