Description
Book SynopsisAt the heart of any discussion about the future of libraries is the future of librarians—and how well our instructional programs, especially the Master of Library Science (MLS) degree, prepare them for their careers. Building on the Re-envisioning the MLS initiative from the University of Maryland’s iSchool and the Information Policy & Access Center (iPAC), this book continues the critical conversations around preparing future librarians.
Library and information science (LIS) programs are the foundation of librarianship, and their design requires input from everyone in the field—from academics designing programs and courses, to practitioners reflecting on how prepared (or unprepared) they are to serve their communities, to hiring authorities considering qualifications of candidates.
The second installment of this two-part volume explores many of the challenges and opportunities inherent in the future of the MLS degree, including
- the changing nature of the communities that libraries serve and how LIS education should address these changes,
- how archival training must accommodate big data,
- the specialized skill sets librarians need on the job, and
- how best to prepare librarians for their role as educators.
These conversations will never be fully resolved, as LIS education must continue to evolve to ensure the efficacy of libraries and the librarians at the heart of the work.
Trade ReviewIn this first volume of a two volume-set, library professionals, administrators, researchers, and educators from North America and Australia provide 14 chapters on innovative approaches to library and information science education, focusing on issues of degree accreditation, outcomes assessment and measurement of programs, preparing and supporting new professionals, and new approaches to the incorporation of theory, advocacy, and political engagement into the library and information science curriculum. They discuss the relevance of American Library Association accreditation in library and information science degrees, impostor syndrome in new professionals, experiential learning and the changing role of theory in curriculum, measuring degree outcomes, student engagement, recent graduates' perceptions of their programs, what library workers wish they had learned during graduate school, changing talent practices in academic libraries, libraries and library and information science education in Australia, undergraduate library degrees, the needs of academic and other libraries, and the necessity of including political literacy and advocacy in the curriculum, as well as the need for design thinking and inventive approaches to designing degrees, curricula, and jobs in the field. -- Annotation ©2018 * (protoview.com) *
Table of ContentsChapter 1. Introduction: Re-envisioning the MLS; Johnna Percell, Lindsay C. Sarin, Paul T. Jaeger, and John Carlo Bertot Chapter 2. Imposter Phenomenon and the MLIS; Caitlin McClurg and Rhiannon Jones Chapter 3. A Contract You Have to Take: Debt, Sacrifice, and the Library Degree; Jennie Rose Halperin Chapter 4. The Relevance of ALA Accreditation: An Insider’s View of the ALA Committee on Accreditation; Bradford Lee Eden Chapter 5. Workforce Data and Re-envisioning the MLS; Kathleen De Long and Marianne Sorensen Chapter 6. Transforming Library and Information Science Education by Design; Eileen G. Abels, Lynne C. Howarth, and Linda C. Smith Chapter 7. Exploring Culminating Experiences: Bridging the Gap between Theory and Practice in LIS Education; Mandi Goodsett Chapter 8. On Teaching Political Literacy; John Chrastka Chapter 9. Student Engagement for Student Learning: Preparing Inclusive and Impactful Change Agents Through High-Impact Student Engagement in Systematic Program Planning; Elizabeth Lieutenant Chapter 10. Swiss Army Degree: Library and Information Science; Dustin Fife and Mary Naylor Stephens Chapter 11. Inside the New Academic Library; Katherine Simpson Chapter 12. Letting go, Holding on, or Re-envisioning? Challenges and Opportunities for LIS Education in Australia; Mary Anne Kennan, Mary Carroll, and Kim M. Thompson Chapter 13. Undergraduate Library Degrees: Five Ways Library and Information Science Bachelor Programs Can Revitalize the MLS; Lynn C. Warner Chapter 14. Transitioning from the MLS to the MLD: Integrating Design Thinking and Philosophy into Library and Information Science Education; Rachel Ivy Clarke and Steven Bell
