The five points made in this paper are (1) library-centered library education must involve use of the organization of library literature; (2) that the dimensions of library literature include (a) the resources produced by and for librarians, (b) the literature of the disciplines upon which librarianship draws and (c) the literature with which librarians work; (3) that setting the boundaries of library literature is problematic no matter how it is defined; (4) that "mastery of the literature" in the sense of knowing content is probably an unobtainable objective of professional education in a field which is changing so fast and (5) that library-centered assignments in library schools offer a conceptual framework, a theoretical foundation for a continuing process of learning. (see also LI 002 796 through LI 002 801 and LI 002 803 through LI 002 807). (Author/NH)