Re-envisioning the MLS

Perspectives on the Future of Library and Information Science Education

Johnna Percell|Lindsay C. Sarin|Paul T. Jaeger|John Carlo Bertot

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9781787548855

13 April 2018

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13 April 2018

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About

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.

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

In this second volume of a two volume-set, library professionals, administrators, researchers, and educators from North America and the UK present 12 chapters on innovative approaches to library and information science (LIS) education, focusing on issues of diversity, inclusion, and equity; the education roles of library and information science professionals; the incorporation of new technologies and related pedagogical approaches into the curriculum; the opportunities presented by social work to expand LIS education; and the new relevance of traditional elements of the Master of Library Science. They address how the library profession can develop and deliver library services that target the opportunity gap in the US, opportunities for diversity-related content and the integration of critical race theory in the curriculum, the role of the MLIS program in preparing culturally competent school librarians who can provide services and programs that include LGBT students, how social work can contribute to the education of LIS practitioners, how graduate programs can integrate the interests of educators with those of the profession and public using an apprenticeship model, moving beyond tech-savvy librarians to those embedded in and helping create content and technology, creating a new paradigm in archival practice called computational archive science, cataloging in the curriculum, and issues around MLIS graduates as educators.
- Annotation ©2018

Johnna Percell: Children's Librarian for the DC Public Library's Department of Outreach & Inclusion. Prior to joining DCPL, she was the Communication Coordinator for the University of Maryland's iSchool where she earned her MLS with a focus in Information and Diverse Populations. As a student she had the opportunity to work with Dr. John Bertot and Lindsay Sarin on the Re-Envisioning the MLS Initiative. Johnna is on the editorial board of the International Journal of Information, Diversity, and Inclusion, and she was a founding member of The Political Librarian, EveryLibrary’s open access journal, and is currently in charge of the editing, design, and layout. She has a background in community corrections and served as the 2015 Google Policy Fellow at the American Library Association's Washington Office.

Lindsay C. Sarin: Director of Academic Programs at the College of Information Studies University of Maryland, College Park. She was formerly the MLS Program Manager in the same program. She helped lead the Re-Envisioning the MLS Initiative along with Dr. John Bertot and Johnna Percell. She continues to participate in the project with current program staff and faculty. Lindsay has published on the topic of LIS education and on advocacy and funding of libraries, including the book Public Libraries, Public Policies, and Political Processes (2014). As part of her focus on advocacy and funding in libraries she serves as an advisor to EveryLibrary and was the founding editor of The Political Librarian, an open-access journal dedicated to expanding the discussion of, promoting research on, and helping to re-envision locally focused advocacy, policy, and funding issues for libraries. Lindsay earned her BS in history and English from Eastern Michigan University and her MLS at the University of Maryland, College Park.

Paul T. Jaeger: Professor, Diversity & Inclusion Officer, and Director of the Master of Library and Information Science (MLIS) program of the College of Information Studies and Co-Director of the Information Policy and Access Center (iPAC) at the University of Maryland. His teaching and research focus on the ways in which law and public policy shape information behavior, with a specific focus on issues of human rights and social justice. He is the author of more than 170 journal articles and book chapters, as well as more than a dozen books. His research has been funded by the Institute of Museum & Library Services, the National Science Foundation, the American Library Association, the Smithsonian Institution, and the Bill & Melinda Gates Foundation, among others. Dr. Jaeger is Editor of Library Quarterly, Editor of Advances in Librarianship, and Associate Editor of the International Journal of Information, Diversity, & Inclusion. He is founder and chair of the Conference on Inclusion and Diversity in Library and Information Science (CIDLIS), and co-founder and co-chair of the UMD Disability Summit. In 2014, he received the Library Journal/ALISE Excellence in Education Award, the international educator of the year award for the field of library and information science.

John Carlo Bertot: Associate Provost for Faculty Affairs and Professor in the iSchool at the University of Maryland. Prior to becoming Associate Provost, Bertot served as Director of the Master of Library Science (now Master of Library and Information Science) degree program in the iSchool when the Re-Envisioning the MLS initiative was launched to rethink librarian education in general, and Maryland’s program in particular. Bertot’s research focuses on information access and dissemination issues—the policies that govern access and dissemination, the media through which access and dissemination are provided, the ability of information users to engage with information content to meet their needs, and the ability of organizations (particularly public libraries and government institutions) to understand access and dissemination issues from both a management and user perspective—all within a public service innovation and evaluative framework.