LJ received responses either through the institutional survey or individuals representing 41 of the 50 LIS schools surveyed in the United States and from 1,898 of the 6,184 reported LIS graduates. The University of Michigan and the University of Texas at Austin prepared their own surveys.
DEANS, DIRECTORS, AND CHAIRS If you are a faculty member or a director and your school did not respond fully to the 2012 survey, now is the time to get started on the 2013 documentation. There are three stages in the annual LJ Placements & Salary Survey.
At first, I was offended when Gretchen Whitney recently posted to the JESSE list, which she moderates, a simplistic estimation of the differences between the teaching of part-time faculty and adjuncts and that of tenured and full-time faculty in LIS programs. I took her comments personally, I suppose, because I have been a part-time and adjunct faculty member at more than a half dozen LIS programs for more than 50 years.
LIS faculties need diversity: more so of gender, of ability, of thought, and of race and ethnicity. If we as a profession keep saying that we must recruit more minority students because this makes us better prepared to serve increasingly diverse patron populations, shouldn’t we do the same at the faculty ranks?
Earlier this month, Drexel University announced the formation of a College of Computing and Informatics, a new educational hub that will act as a home for the school’s computer science and technology programs—including the University’s ALA-accredited iSchool. It joins the growing ranks of MLIS programs that have found themselves under new organizational management recently, for reasons from increasing collaboration between departments to cutting administrative costs.
I was sad and angry when Mike Kelley’s editorial triggered a host of attacks on the credential with which I began my career. I already worked at the Reading Public Library, MA, when I enrolled in the MLS program at the School of Library Science at Simmons College. It was just before I turned 30, more than five decades ago. The studies for the MLS at Simmons made me a far better practicing librarian than I expected they would. Most important, they converted me from an amateur librarian to a professional.
Columbus State Community College’s Delaware, OH, Campus Learning Center starts its information literacy outreach early—really early. The library doesn’t just reach out to new students, or even prospective students. It’s starting with elementary school students, thanks to a campus-wide partnership between the college and the Delaware City School District.
For the future of library education, watch today’s “topics” courses. I’m celebrating this week: after three years of teaching it, my Digital Curation course has at last graduated to the dignity of its very own course number! When I first suggested the course to the formidable Louise Robbins, then director of SLIS, she immediately shot back “Where are the jobs?” I dug up a few, so Louise agreed to let me pilot the course under one of SLIS’s generic “topics” numbers. Topics courses change all the time—that’s what they’re for.
“BEING ADAPTABLE IN A FLAT world, knowing how to ‘learn how to learn,’ will be one of the most important assets any worker can have, because job churn will come faster, because innovation will happen faster,” writes Thomas Friedman in The World Is Flat. I’ve invoked this “learn to learn” mantra before, but recent shifts in the opportunities for librarians and library staff to learn have brought me back to it.