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.
Reading the new HORIZON Report for Higher Education 2014, I’m inspired as usual by the work of Educause and the New Media Consortium (NMC). This year’s study continues the direction. In fact, a new framework for presenting challenges and trends accelerating technology adoption and the key technologies for higher education makes the report even more useful for anyone and everyone involved in teaching and learning.
Could we talk about skill and competency lists, please? They’re everywhere, inescapable as change. Professional organizations have made dozens. Dozens more come from the LIS literature, as content analyses of collections of job ads or position descriptions. Whatever job you do or want to do in libraries, someone’s made a list of the skills you must supposedly have mastered.
With my co-instructor Kyle Jones, who is currently working toward his doctorate at the University of Wisconsin-Madison’s iSchool, I am mining the survey data from the Hyperlinked Library massive open online course (MOOC) that we taught last fall for 363 LIS professionals. With support from the San José State University School of Library and Information Science, feedback on the broad professional development opportunity we offered is providing some unique views of how models of online learning for library staff continue to evolve.
The Librarian Shaming tumblr highlights anonymous “confessions” from our field. Some are humorous, some shocking. Some will make you think and maybe reconsider assumptions. This shameful confession perked me up when I discovered it: “I want to replace all librarians with tech people with great customer service skills and teaching ability. I want the library to have its own Genius Bar.” While a bit narrow in focus, this statement resonates on an instinctive level with me as an LIS educator.
The phrase, “professional development” is used liberally by librarians. It’s used so liberally and in so many different contexts that I’m not really sure just what it is anymore. Is it getting yet another degree? Publishing in the literature? Participating in the life of your community? Given that most performance evaluations involve assessing an individual’s success in developing professionally, I think it’s a concept we all want, and need, to understand.
A recent study by the Pew Internet & American Life Project, How Americans Value Public Libraries in Their Communities, includes this finding: “Some 90 percent of Americans ages 16 and older said that the closing of their local public library would have an impact on their community, with 63 percent saying it would have a ‘major’ impact.” What’s intriguing is that only 29 percent reported that it would have a major impact on the respondent and respondent’s family. In other words, 90 percent of folks do not want the library to close, but many fewer would feel the negative consequences.
For the past decade, Suzie Allard has worked to build a specialty in science information and science data management. In the process, she has expanded the range of jobs available for the new librarians graduating from her programs. Allard, associate professor and associate director of the School of Information Sciences (SIS) in the College of Communication and Information (CCI) at the University of Tennessee, Knoxville (UTK), now has been named the winner of the 2013 LJ Teaching Award, sponsored by ProQuest.