Librarians have also been recognized as having substantial influence on the development of knowledge, friendly environment in organizations. The potential role of LIS professionals in promoting information literacy for example, is widely acknowledged throughout the works. As can be seen from an online search of LIS databases, there is already an emerging works on the knowledge management dimension to LIS education. However, much of this works is descriptive rather than research-based, depicting different approaches to knowledge management education in practical situations. This paper has reviewed current developments in KM education for the LIS profession, and has sought to identify those areas which need further consideration. It provides a detailed discussion on different aspects of the issue, including the philosophical assumptions underpinning the research, and the approaches adopted for data collection and analysis. On the matter of the perceived longevity or otherwise, of the KM concept, a majority of the participants believed that KM would continue to be important, but that the term KM would disappear entirely, However, they argued that its core concepts and constituent elements (albeit in a different form) will evolve, and will always be required. For some respondents, the need to learn about KM mirrors an earlier need to learn about information literacy. If this should turn out to be the case then the future for KM, for KM education and for knowledge professionals could well be a rosy one.