Full Description
At 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.
Contents
Chapter 1. Introduction: Re-envisioning the MLS; Johnna Percell, Lindsay Sarin, Paul Jaeger, and John Bertot Chapter 2. Creating a New Era of Expanded Opportunity for All: How Librarians Can Lead Us There; Denise Davis, Morgan Miller, and Erica Jesonis
Chapter 3. Creating Mirrors and Doors in the Curriculum: Diversifying and Re-envisioning the MLS; Nicole A. Cooke
Chapter 4. Critical Race Theory in the LIS Curriculum; Amelia Gibson, Sandra Hughes-Hassell, and Megan Threats
Chapter 5. Why is the Conversation about LGBT Students' Information Needs Still in the Closet? The Role of the MLIS Program in Preparing Culturally Competent School Librarians; Renee F. Hill and Meagan M. McGrath
Chapter 6. Integrating Social Work Perspectives into LIS Education: Blended Professionals as Change Agents; Keren Dali
Chapter 7. Educating Librarians: Applying the Carnegie Foundation for the Advancement of Teaching Apprenticeship Model to the Education of Librarians; Karl Pettitt
Chapter 8. Tech-Savvy Librarian versus (Library) Technologist: Understanding the Future Role of Librarians in Technology Practice; Monica Maceli
Chapter 9. Archival Records and Training in the Age of Big Data; Richard Marciano, Victoria Lemieux, Mark Hedges, Maria Esteva, William Underwood, Michael Kurtz, and Mark Conrad
Chapter 10. Teaching in Libraries: Not an Elective Part of the Job; Michael Carlozzi
Chapter 11. Making the Grade: Should MLIS Programs Prepare Information Professionals for Success as Educators?; Courtney L. Douglass
Chapter 12. Phoenix or Dodo? Re-envisioning Cataloging Education; Karen Snow, Gretchen L. Hoffman, Maurine McCourry, and Heather Moulaison Sandy
