The beginning of each semester always rejuvenates me. There is nothing more stimulating than those first few sessions with a class of expectant students, arriving with their high energy, curiosity, and desire to participate and impress. My new class at Pratt Institute’s SILS came to New York from all over America and the world. The students range in age from their 20s to their 60s, which has so often been typical of my LIS classes. It is a great privilege and honor to work with them to try to answer the accursed questions that continue to plague our profession.
I found myself drawn into odd conversations with librarians, archivists, and other information professionals soon after I started teaching library school. Not the conversations about how terrible I am and how bad I am at what I do and how whatever I’m doing in the classroom is automatically the wrong thing—those conversations are standard, and I am as inured to that angry dismissiveness as anyone can be. No, the odd conversations I landed in over and over again went something like this:
Our professional credential is an embattled thing. It’s a rare day that the master’s in library and information science (MLIS) escapes a conversation unscathed and unquestioned. This is rightfully so. Nothing so time-consuming and expensive, and essential, should be taken for granted. It should be under constant scrutiny by the schools themselves, the candidates, those who hire graduates, and the broader profession that it serves.
If Confusion Helps Students Learn, Shouldn’t They Be Information Literate By Now? | From the Bell Tower
Last month I enjoyed the distinct privilege of keynoting the Conference for Law School Computing (also known as “CALIcon”), a gathering of legal educators, law librarians, and IT professionals in law put together by the Center for Computer-Assisted Legal Instruction (CALI). I can’t say enough in praise of the ever-present spirit of sly spirited fun at this conference.
In 2012, I wrote about the San Jose State University (SJSU) School of Library & Information Science’s (SLIS) evaluation of its core courses. We’re currently putting the finishing touches on a reimagined LIBR 200 class called “Information Communities.” While colleagues reworked other core courses, I’ve partnered with Debra Hansen, one of our senior faculty and a library historian, to create an evolving, modern course that presents students with our foundations as well as an overview of information users and the social, cultural, economic, technological, and political forces that shape their information access.
The editors of Library Journal and the leadership of ALISE (Association for Library and Information Science Education) are proud to announce a partnership to create the new LJ/ALISE Excellence in Teaching Award. The new award, sponsored by ProQuest, will be given annually to the top LIS educator of an ALISE-member program or an ALA-accredited master’s program.
Summer lets me teach my favorite course, the run-down of what’s going on with several publishing industries and how libraries are riding the rapids. (It’s actually a course in environmental awareness and handling change, but such skills are much easier to teach given a concrete context in which to exercise them.) As I tore through syllabus and lecture revisions earlier this month to clear time for other necessary work, I found a few spare milliseconds to wonder whether the serials crisis, which hasn’t felt like an immediate all-hands-on-deck crisis in some time, might finally be heating up into one. Into many, really; the localized nature of serials pricing means that crises hit consortia and individual libraries at varying times, not all of academic librarianship at once.
Throughout the United States and Canada, there are more than 63 ALA-accredited programs offering advanced degrees in library and information science. While the number of programs has grown over the years, the field has yet to develop any significant, rigorous measures of evaluation to assess them. Even as interest in LIS education grows, the tools for determining which programs will match a student’s goals or establishing a hierarchy of quality remain stuck in neutral.
With 63 accredited programs to choose from, assessing which is best is far from clear cut. To would-be librarians, the field offers a challenge in information gathering, assessment, and data-driven decision-making right off the bat: finding the facts about the different master’s degrees in library and information science and choosing the one that best fits their needs. Below, LJ offers an actionable checklist for today’s applicants.