LIBRARY AND INFORMATION SCIENCE EDUCATION

8 Pages·2003·0.197 MB·English

by  Leigh Estabrook Rae-Anne Montague

LIBRARY AND INFORMATION SCIENCE EDUCATION
Leigh Estabrook Rae-Anne Montague
University of Illinois at Urbana - Champaign, Champaign, Illinois, US. A.

Graduate and undergraduate programs in library and information science ( LIS ) are growing in size and
scope. Many colleges and universities recognize the opportunities of this dynamic field and have invested significant
new resources into these programs. As the domains of LIS expand, so too do the signatures of the various schools
Their shapes increasingly reflect the academic culture in which they exist
This article examines why and how LIS education has evolved in light of complete internal and external
forces. Contemporary LIS programs offer attractive options for a diverse group of learners. As programs diverge in
content and structure, they remain unified around several key elements: users of information. technology, access.
and information Programs combine these in different ways, yet. they differ in the emphasis they give to each. Some
remain quite focused on the application of these elements to work in libraries. Others consciously see library work
as one subset of these four elements at play.
FROM PAST TO PRESENT
Formal education for LIS began in the late nineteenth century, a time when many groups of workers
sought to achieve professional status. The librarians of the pioneer era in America did not receive significant formal
opportunities. Apprenticeship or practical individualized training, and-somewhat later-independent study, was the
earliest formal library education. There was little written about how to do library work. nor was there a body of
professional literature. Formal education for librarianship began when major public libraries, including the
Carnegie Library of Atlanta, Los Angeles Public Library, and New York Public Library. began offering library classes.
Colleges and institutes also offered some training opportunities through workshops and summer classes
Melvil Dewey ( 1851-1931 ), a librarian from Amherst College in Massachusetts, is credited with several
key accomplishments that transformed the profession. First, he was a founding participant and the first secretary
of the American Library Association ( ALA ).(Andrew Abbott is one of a number of sociologists of the professions
who considers the establishment of a national association as the first step in defining a profession.) Second, Dewey
was instrumental in creating a much-needed professional publication. In 1876, the newly created American Library
Association began publishing the American Library Journal ( later renamed Library Journal)
This first publication devoted to the work of librarians provided important support for professional
development. It included articles, conference proceedings, and a question-and-answer forum for new and
experienced librarians. Here, both novice and experienced practitioners openly explored issues in cataloging and
classification, circulation, buildings, equipment, and funding. On January 1, 1887, Dewey became the head of the
first university-based library school. The School of Library Economy at Columbia University offered a practical
curriculum with instruction in areas such as selection, bibliography, administration, book repair, and cataloging.
Although Dewey's approach was pragmatic, he was also committed to the role of librarian as a social engineer,
charged to influence the proper moral development of patrons. Columbia's first library class was composed of
seventeen women and three men. The presence of women was problematic to the university board and the school
was transferred to the New York State Library at Albany
Here , successful men and women were awarded a Bachelor of Library Science after two years of study
or Master of Library Science after three years of study. ln its new venue, Dewey remained as official director, but
the library school operations became the responsibility of Mary Salome Cutler Fairchild.Fairchild is credited with
expanding library curriculum to include broader theoretical concepts .
Between 1887 and 1925 , new library schools , many led by graduates of this first school , opened across
the United States , generally offering as the first professional degree a fifth-year baccalaureate. In 1926. The
Graduate Library School at the University of Chicago was established with funding from the Carnegie Corporation.
Here, students could pursue doctoral studies in a program designed to investigate LIS in varied contexts. Faculty
from different academic disciplines placed emphasis on scientific theory and research concerned with library and
information. A master's degree has been considered the standard for US professionals since the 1948 ALA Mid-
Winter Conference. Critical to the advancement of LIS education during this period were the Williamson reports of
1921 and 1923 that faulted the quality of library education in the United States. In response, ALA created the Board
of Education for Librarianship in 1924 to promulgate the first standards for library education in 1925 and carry out
the first accreditation of LIS schools (including those in public libraries) in 1924-1925. This board evolved into the
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ALA Committee on Accreditation (COA) in 1956 with continuing responsibility for accrediting programs leading to
the professional degree in library and information science.
The COA must be distinguished from the Association for Library and Information Science
Education ( ALISE ) , the professional association for LIS education was Founded as the Association of American
Library Schools in 1915, it grew out of informal meetings of library school faculty at ALA conferences. ln 1983, the
association changed its name to reflect the expanded interest in the field. ALISE's mission is to promote excellence
in research, teaching, and service for LIS education. Its annual conference, traditionally preceding the annual mid-
winter meeting of ALA, provides a forum to present research and discuss emerging issues in LIS education. The
meeting is also an important venue for schools to identify and conduct preliminary interviews with job seekers.
ALISE annually publishes statistics about faculty, curriculum, students, and administration and finance of LIS
programs, providing a tool to evaluate trends in LIS education, to compare programs and to help manage program
internally
As the cold war heightened during the 1950s. International interest in information science mushroomed.
Congress passed the Library Services Act and other legislation promoting educational institutions to review and
accredit LIS programs leading to the professional degree. At the same time, the use of computer technology began
to be applied outside the realm of defense. By the 1960s and 1970s, these changes not only affected library
operations but also created a formal and important link between library expertise in the organization of knowledge
and the needs of business and industry. Continued growth stimulated change in approaches to US education.
Computer technologies, especially the advancement of microcomputers and online interaction presented new
opportunities for LIS professionals and new requirements for their training. By 1977, more than 70 LIS programs
in schools in the United States and Canada were accredited by ALA and the convergence of librarianship and
information science was reflected throughout academic programs. Further detail Is about the historical aspects of
LIS education from its founding through the 1970s can be found in the article written in the first edition of this
encyclopedia ( see Refs . 24 and 25 )
LIS EDUCATION SINCE 1970
Contemporary LIS education is dramatically different from that even 30 years ago. Former dean of the
University of California at Berkeley. Michael Auckland's insightful look at the current state of LIS emphasizes an
inheritance of a patchwork of traditions. These include bibliography, documentation, information retrieval, and
librarianship. Computing, communications, archives, and publishing among others. Equally important to the current
face of LIS education have been changes in higher education.
Beginning in the 1970s. the growth in programs reversed. with the number falling to fewer than 60.
Between 1978 (with the closure of the University of Oregon's LIS program) and 2001 17 LIS programs closed. The
reasons for closure are complex, but case studies of four LIS school closings carried out by Paris161 provide
important insights. Universities evaluate schools and colleges on their quality, centrality to the university mission,
demand for admission from prospective students, demand for graduates from employers, and the overall cost of a
program to the institution. LIS programs during the 1970s failed in many respects, standing then, isolated from the
universities from which they are apart. As more professional opportunities for women opened up. female-intensive
professions, including librarianship, experienced a drop in quality and number of applicants. At the same time,
advances in technology and its application to libraries and information management in companies offered areas of
growth for the field. However, teaching new technologies required significant new institutional investments for
technology support within LIS schools. Professional education for library and information science found itself in a
contradictory role: Programs were struggling to survive at precisely the time there were increasing demands within
and outside libraries for people with the ability to organize, manage, and retrieve information. Stieg expands further
on major changes and challenges for LIS education during this period
The LIS schools able to respond to new opportunities and reposition themselves not only survived the
period of program closings but also achieved a stronger position within their universities. In the 1970s, Syracuse
University was a pioneer, foreshadowing changes adopted by many other LIS schools in the 1990s. Syracuse
changed its name to the School of Information Studies, focused on hiring faculty with academic preparation outside
the traditional library and information science, and modified its curriculum. The leaders of this change included
Roger Greer and Robert Taylor, whose description of the changes clearly describes what has happened to LIS
education. Taylor saw the change in LIS education as Copernican , where the center of education became
information transfer , and libraries were treated as but one institution within that universe .
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The structure of professional LIS education in countries outside North America is somewhat different, but
many challenges have been similar. On other continents, professional LIS education begins at the undergraduate
level. Some institutions offer a master’s degree for advanced education. A handful offers the doctorate to prepare
future educators. In many countries, graduates now find employment outside libraries. Some of the program names
have also changed. For example, in China, most LIS programs are now termed programs in information
management.
Although this article focuses on LIS education in the United States and Canada, it is important to recognize
that many issues are universal. The International Federation of Library Associations and Institutions (IFLA)
provides extensive information on other regions and global issues in LIS education. IFLA promotes international
understanding, cooperation, discussion, and research and development in all fields of library activity and
information science and provides a body through which librarianship can be represented in matters of international
interest. Issues of special concern to LIS education include educational standards and reciprocity of qualifications.
In 2000, IFLA's Library Education and Training Section published Guidelines for Library/information Professional
Programs. This document provides a framework for developing and evaluating curriculum, faculty, staff, students,
administration, and finance, instructional resources, and facilities. The Division of Education and Research is
currently developing a World Guide to LIS Education. United Nations Educational. Scientific and Cultural
Organization’s World Communication and Information Report provides additional valuable insight for global
analysis. An online directory of current LIS schools worldwide is also available, maintained by Tom Wilson at the
University of Sheffield
Repositioning LIS Education
The current vitality of LIS education grew out of aggressive efforts of LIS educators to reposition
themselves within their universities and to take advantage of opportunities opened up by a society increasingly
concerned with information and information technology.
As Van House and Sutton note in their seminal essay, LIS is part of an ecosystem. LIS education exists
within a dynamic and competitive environment where “survival of current programs does not mean survival in
their current form," but rather “survival of the knowledge base, approaches, values, practices, and tools that must
be applied to new problem areas.”LIS schools have revised their curricula, hired faculty from increasingly varied
disciplines, expanded the length of their programs, and ventured into new areas of education, including
undergraduate programs and distance education using new technologies. In many cases, LIS schools have led their
universities in the development of distance programs.
The Kellogg-ALISE Information Professions and Education Reform Project, funded by the W.K. Kellogg
Foundation, examined recent changes in professional LIS programs. This important qualitative analysis by
Pettigrew and Durrance describes six major current trends in LIS education.
1. Schools are addressing broad-based information environments and problems.
2. Core curricula are predominately user-centered and incorporate interdisciplinary perspectives.
3. Programs experience an increased infusion of information technology.
4. Faculty is experimenting with structuring specializations.
5. Schools have diverse program formats.
6. Schools have expanded degree offerings at all levels.
The most visible manifestation of change has been the name of LIS programs. Whether to represent better
the range of their curricula, to indicate to external constituencies the breadth of their concerns, or to distance
themselves from the strictures of tradition. LIS schools have been remarkably inventive in renaming themselves.
Among current titles are School of Library and Information Science; School of Library and Information Studies;
School of Information Studies; School of Library and Information Management; School of Information Science and
Policy ; School of Library , Archival , and Information Studies; School of Communication , Information , and Library
Studies ; School of Information Science and ( Learning ) Technology; the Information School; and the School of
Information.
Library and information science have become a multidimensional interdisciplinary field. As its domain
broadened and even as the work within libraries changed and expanded, schools of library and information science
curricula changed to reflect new areas of knowledge. In the early 1980s, ALA commissioned a major study of LIS
competencies conducted by Griffiths and King as related to education for work in libraries entitled New Directions in
Library and Information Science Education. Functions include acquisitions, cataloging and classification, circulation,
collection development, indexing and abstracting, interlibrary loan, management, reference, and serials control.
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Settings include academic libraries; public libraries; school libraries; legal, medical, corporate, and other special
libraries; museums; archives; and publishing, database, and information centers.
More recently , Beheshti carried out an exploratory study using keyword clustering.It presents an
overview of knowledge and skill-based competencies taught in ALA-accredited programs in the late 1990s. They
are identified as technology, management, and organization of information. searching and database development,
collection development, mathematical methods and research, sociocultural aspects, nonprint media, rare materials
and conservation, sources of information, reference materials, archives, children's literature and services, and
professional issues.
According to the 2000 ALISE Curriculum Report, specific degree requirements for the professional
master’s degree vary between 36 and 54 semester hours of coursework. Prior to 1970, almost no program was
extended beyond 36 semester hours. Course requirements differ among schools. An average of 19 semester hours
is mandatory. Elective courses also vary among programs. Several schools offer close to 100 options; however, not
all courses are offered every year. Schools commonly add and drop courses and offer experimental classes. Most
programs permit a limited number of credits to be transferred in from other graduate institutions. Several programs
require or offer optional thesis work, practicum, comprehensive exams, portfolio, and computer proficiency tests.
Schools follow the general practice in higher education of having curricula overseen by committees composed of
some combination of faculty, staff, students, alumni, and practitioners.
Callison and Tilley describe the recent evolution of LIS education nomenclature in an analysis of job
descriptions, faculty member's interests, and new course titles. As LIS evolves, increasing demands from
government and potential employers/funders add pressure to the discipline by soliciting further integration of
related areas of interest including computer programming, information policy, and information economics. The
interdisciplinary nature of LIS education has resulted in joint degrees with other areas such as law, history,
education, business, music, and English. LIS courses may also be cross-listed with other departments.
In response to an ongoing shortage of LIS professionals in the late 1980s, ALA’s Office for Library
Personnel Resources (OLPR) supported leading LIS educator Kathleen Heim to carry out a survey of LIS students.
The goal of this project was to provide background information for improving recruitment efforts. Published in
1989, Occupational Entry: Library and Information Science Student's Attitudes, Demographics, and Aspirations
Survey (LISSADA) presents information gathered from over 3000 student respondents in ALA accredited master's
degree programs. LISSADA showed that young people did not often consider preparing for a career in LIS. According
to the survey, over 80% of students only decided to pursue their LIS degree upon completion of undergraduate
studies and/or being in the workforce. With a median age of 3S, over 80% of respondents did not move out of
state/province to pursue their degree. Fifty-six percent of students were completing their degree part-time. Once a
decision was made to look for a LIS program, the top five issues these students considered in selecting a school were
location, openness to the working adult, type of program or curriculum, the reputation of the school, and cost.
According to data in the 2000 ALISE statistical reports, approximately 70% of master’s level students are
female. At the undergraduate level, 70% are male. At the doctoral level, the gender ratio is 50:50. International
students represent approximately 6% at all levels. Over 50% of LIS international students at U.S. and Canadian
schools come from China, and South Korea. Taiwan. India, and Thailand. Based on reports from the fall of 1999,
students seeking ALA-accredited master’s degrees are 88.1% White. 5.4% Black, 2.2% Asian Pacific Islander, 3.8%
Hispanic, and.5% American Indian/Alaskan Native.1201 Concerted efforts for minority recruitment by universities
and professional associations include initiatives like the ALA Spectrum Scholarship to support LIS education for
individuals from underrepresented racial and ethnic groups.
Contemporary LIS programs offer attractive options for a diverse group of learners. As programs diverge
in content and structure, they remain unified around several key elements: users of information, technology, access,
and information. Programs combine these in different ways and they differ in the amount of emphasis they give to
each. Some remain quite focused on the application of these elements to work in libraries. Others consciously see
library work as one subset of these four elements at play. All now expect a level of technological proficiency from
their students. Curricula reflect various degrees of the educational policy statements of professional LIS
associations.
With expanded domains of concern. LIS schools have naturally looked to related fields and disciplines to
participate in creating those domains. Faculty, themselves, with backgrounds from a range of disciplines, including
computing and engineering, as well as history and sociology, have become part of the dynamic of reshaping LIS
education. The 2000 ALISE statistics report that 34%
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of faculty are from disciplines outside LIS. Shifts from library curricula to broader information-based
interests and a decline in faculty holding the LIS doctorate and/or with experience in libraries have led to an
increase in the use of part-time and adjunct faculty for traditional “library education” classes.
Schools in the 1990s and early 2000s expanded their degree offerings at all levels. Several schools,
including the University of Alabama. Emporia and Albany began new doctoral programs, some in concert with other
disciplines. At the time of this writing, undergraduate education is an area of significant growth for LIS schools.
Unlike their international counterparts. LIS schools in the United States do not offer undergraduate programs as
professional education for work in libraries. Most are designed to fill the need for more workers with information
technology skills. A few like the undergraduate minor at Illinois , are designed to provide an interdisciplinary
approach to information studies combining information technology and social sciences
. Undergraduate programs have been developed at a time when universities placed increased emphasis on
undergraduate education. These programs have been important in increasing the visibility of LIS across their
universities and in demonstrating the relevance of LIS education beyond education for librarianship.
Library information system schools have become particularly important to their universities as pioneers
for distance education using new information technologies. Almost 80% of LIS schools now offer some aspect of
their program away from the main campus. Methods of delivery include satellite classes, closed circuit video and
audio, and the Internet. These may or may not be offered in combination with traditional classes. Florida State
University provides an undergraduate major taught using distance technologies. Several institutions, like Kent State
and San Jose State University, are prime users of statewide technologies.
With increased visibility on their campuses and because LIS now represents an area of growth and public
demand. LIS schools face reconfiguration—some externally driven, some of their own design. Rutgers University's
LIS school was the first to undergo a merger. It was a fractious event, taking place over several years, and finally
concluded with the creation of the School of Communication. Information and Library Studies. In the late twentieth
and early twenty-first century, the rate of mergers of LIS schools, particularly those with smaller faculty, with
related disciplines increased. The UCLA school was combined with education; Kentucky with communication; Long
Island University with business and computer science. Universities that agreed LIS was a broad, interdisciplinary
field have sometimes taken the next step and argued that those fields should be brought together under one
academic unit.
The alternate model is visible at such institutions as Pittsburgh. Syracuse. Washington, and Michigan, is
one in which the LIS school was recognized by its university as the center of interdisciplinary work, and new areas
were brought under the LIS school's umbrella. These include such areas as telecommunications and human-
computer interaction. The history of the rejuvenation of the University of Washington's LIS school renamed the
Information School, exemplifies how university faculty outside LIS now recognize the importance of the field. A
distinguished professor of computer science, who believed the university must have a viable LIS school to benefit
the university as a whole, chaired the "Futures Committee" at the University of Washington. University
administrators have invested in new and expanded space and technology for LIS education.
The importance of LIS education has also been recognized outside the universities. Under the leadership
of Dean Dan Atkins, the University of Michigan received over $5 million to help transform its school. The funder, the
W.K. Kellogg Foundation also provided smaller grants to several other LIS schools to assist them in change.
The University of Illinois ' LIS school received one of the first six National Science
Foundation ( NSF ) Digital Library Initiative Grants. Subsequently , areas of library and information science
previously outside the funding guidelines of NSF have become recognized areas for funding . U.S. News and World
Report now ranks , reputationally , LIS schools.
Relationships of LIS Education with the Library Profession
At the same time, LIS education strengthened its position within higher education, it encountered
turbulence in its relationship with the library profession. Two lightning rods are accreditation and the Congress on
Professional Education.
Accreditation is the voluntary, nongovernmental system of evaluation used in North America to protect
the public interest and to verify the quality of services rendered by a variety of different types of service
organizations and institutions.1:21 The accrediting body for schools of library and information science is an
organizational part of the ALA with members appointed by the president of ALA. Receipt of a professional master’s
degree from a school accredited by ALA is a prerequisite for employment in most public and academic libraries.
Jane Robbins, with experience as dean at three LIS schools, directed the development of the 1992 standards for
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accreditation, the most recent to be adopted. These standards, shaped as programs were in the midst of reinventing
themselves, sought to give schools latitude in defining the scope and purpose of their master's degree programs,
but they have been implemented at a time of increasing tension between accrediting bodies and higher education,
particularly in library and information science.
In the mid-1990s, the role of accreditation was challenged first by the University of California at
Berkeley's decision not to seek re-accreditation. This school had first been accredited by ALA in 1924-1925 and was
one of the most respected in the field. Encountering difficult times within its institution, including almost a decade
without a permanent dean. Berkeley faculty expanded their offerings into other areas. When economist Hal Varian
was hired as a permanent dean, he chose not to pursue ALA accreditation for the master's program and allowed it
to lapse in 1994. Despite an outcry from librarians and alumni. At about the same time, five deans from LIS schools
in Big Ten universities were quoted in Library Journal as being willing to ignore accreditation. They were not at that
time, planning not to be accredited, but they indicated that they saw accreditation as irrelevant to their programs’
quality.
LIS schools openly have started to question accreditation decisions. When Arizona was denied
reaccreditation. the school's administration raised concerns about the appeals process and the length of time
required for an appeal. Under the new 1992 standards, the Committee on Accreditation (COA) has also accredited
several schools for fewer than the standard seven years. Among them have been highly ranked Michigan, Syracuse,
and Indiana, whose dean. Blaise Cronin challenged COA to explain the criteria applied to determine that a school
could be fully accredited but for less than seven years.
A professional initially fearful about the decline in the number of LIS schools became increasingly
concerned that the schools that had survived were abandoning their commitment to educating people to work in
libraries. Some have commented that professional education should return to libraries. Others have stated that
schools that drop the word library from their name should not be accredited. Library Journal editor John Berry is a
leading critic.
Professional concern was manifested in the 1999 Congress on Professional Education sponsored by ALA.
A press release from ALA (May 3. 1999) stated that:
The Congress aimed to reach a consensus among stakeholder groups on the values and core competencies
of the profession and on strategies for action to address common issues and concerns. The impetus for the
Congress arose from changes in name of some programs of graduate education, the seeming lack of
attention to core competencies, and the national shortage of professionals to work with young people and
diverse and underserved populations.
Among their recommendations were two related to core competencies. The first calls for affirmation,
profiling, reconsideration, and revision of the core competencies as outlined in the current (1992) Standards for
Accreditation. The second seeks to promote unity across the discipline by emphasizing a foundation set of
competencies for generalist librarians who may find themselves occupied in a wide variety of LIS endeavors
throughout their careers. Suggested core competencies include principles and methods for organizing and selecting
knowledge resources; understanding of information creation, dissemination, and use; analysis and evaluation of
diverse information needs; design and development of models for information literacy; strategic leadership;
proficiency in evaluating technology trends and applications in LIS; and basic knowledge of the research process.
The congress also came to the conclusion that ALA must collaborate more closely with other library and
information science professional associations. ALA is now developing a plan to create a new accrediting body ,
external to ALA , composed of a broader representation of associations. Library professionals recognize that the
field itself has expanded and understand that the domain of LIS schools naturally has too. But library professionals'
definition of related associations may still be too narrow for faculty in LIS schools. Faculty and LIS students identify
not only with a broad spectrum of library, archival, and museum professional associations, but also connect their
research to such associations as the Association for Computing Machinery, the Association of Internet Researchers,
and a host of other disciplinary and interdisciplinary societies.
LOOKING AHEAD
The future of LIS education is difficult to encapsulate early in the twenty-first century. The schools hold,
in common, their teaching and research about the organization, management, and use of information. Their colleges
and universities recognize most LIS schools as working in a dynamic and growing area. As the definition of the
domain of LIS expands, so too do the signatures of the various schools. Their strengths increasingly reflect the
strengths of the universities in which they reside. Curricula reflect the unique composition of faculty and
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institutional alliances. In 2001. LIS schools have as many students as they can enroll, leaving little competition
among schools. Should that change, the growth of LIS distance education means that schools from different
geographic regions may find themselves in competition?
After their success in the last decade of the twentieth century, US educators tend to be optimistic about
their future. Their greatest challenges are finding new faculty and new administrative leadership for their schools,
particularly leadership able to continue to adapt, take risks, and assert leadership within their institutions and
across the profession.
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