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Purpose – The general aim of the chapter is to assess the impact of the Bologna Process (BP) on Library and Information Science (LIS) education in Europe, investigating the curriculum content, the different concepts and values of LIS institutions, the learning and teaching definition and the learning outcomes orientation, with student-centred learning considered the first objective to be achieved.

Design/methodology/approach – The past and recent debate inside European Association for Library and Information Education and Research (EUCLID), European Bureau of Library, Information and Documentation Associations (EBLIDA), International Federation Library Associations (IFLA) studies and conferences are used together with relevant literature to describe the ongoing debate.

Findings – The main problem of LIS education in Europe is that there are different concepts of LIS and that the internationalisation of LIS education lends itself to various interpretations. The quality criteria of the contents of the LIS curricula evidenced here are the research orientation and, in particular, the qualities (and competencies) that you expect graduates of the programme to possess. The first tenet of LIS education in a European course is that it should have a student-centred approach. Pedagogy should be based on a constructivist approach and students should be encouraged to engage in a research project of some kind, so that they are more critical consumers of research.

Research limitations/implications (if applicable) – In the discussions inside the EUCLID project European Curriculum Reflections (Kajberg & Lorring, 2005), there was no common understanding of the LIS professional role. It is suggested that further research is needed towards Europeisation of LIS curriculum.

Social implications (if applicable) – Possible benefits of the Bologna Process for quality enhancement of LIS education, which can also be described as problematic areas, are the stimulus of the politicians which push a constructive dialogue between stakeholders.

Originality/value – Ambiguities are not lacking for the learning outcomes approach as a whole. The paper tries to evidence what the learning outcomes subject to evaluation are, and hence how they can be measured.