Making the Grade: Should MLIS Programs Prepare Information Professionals for Success as Educators?

Abstract

Purpose – This chapter serves to address the need for teaching/instruction courses in Master of Library and Information Science (MLIS) programs.

Design/Methodology/Approach – This chapter includes testimony from current Library and Information Science (LIS) professionals, an analysis of the myriad types of job postings for information professionals, and a review of specializations and course offerings at the 59 American Library Association-accredited programs in the United States.

Findings – This chapter shows a gross lack of opportunity for library school students to learn and practice teaching, course or program design, and assessment of user behavior or response, even though those working and hiring in the field of information are expected to plan lessons or programs, teach or train others, and assess or evaluate those programs and fellow practitioners.

Citation

Douglass, C. (2018), "Making the Grade: Should MLIS Programs Prepare Information Professionals for Success as Educators?", Percell, J., Sarin, L.C., Jaeger, P.T. and Bertot, J.C. (Ed.) Re-envisioning the MLS: Perspectives on the Future of Library and Information Science Education (Advances in Librarianship, Vol. 44B), Emerald Publishing Limited, Leeds, pp. 215-225. https://doi.org/10.1108/S0065-28302018000044B012