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Library and Information Studies Education, Technology, and Professional Identity
Abstract
Librarians start to form their professional identities during their Master’s of Library and Information Science/Studies programs. With this in mind, this chapter explores how technology is taught in Library and Information Studies (LIS) programs by examining the core course offerings at 51 of the 57 American Library Association’s accredited programs. Technology-focused courses are the sixth most commonly offered core courses by LIS programs, and an examination of their content using course descriptions and available syllabi indicated that the content taught in these courses matched with expectations as described in competency standards from professional organizations. This indicated that LIS programs are teaching an understanding of technology that agrees with how practising librarians understand technology. The recent iSchool movement has led some professional librarians to claim that LIS programs are no longer offering an education that is relevant for today’s information world. This chapter finds that this claim is false and that the LIS education offered by both iSchools and non-iSchools appears to meet professional expectations for technology education. What the iSchool movement offers LIS education, however, is an expanded understanding of how information users interact with technology in all information settings, not just the library. This provides librarians with a broader understanding of patrons’ information needs. Finally, there is a brief examination of international LIS education, with specific attention to how it is emerging in developing countries.
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