Liz Bishoff (BCR)
Arnold Hirshon (NELINET)
James Neal (Columbia University), moderator
Trend in some libraries to hire individuals with varied academic background
Is this trend undermining the MLS?
For the affirmative (the MLS is not relevant): Arnold Hirshon
Three reasons:
- Devoid of content unique to librarianship.
The things that are unique to the profession are no longer being taught and are not required. Even when required they are chaotic - Lack criteria to admit good students
LIS programs lack skills to measure future success in school and on the job.
Skills that should be required: risk taking, questioning, openness, creative agile, energetic, ability to synthesize; possess confidence; leaders.
Learning agility is needed.
Graduates who ask, "why" a requirement for a job is needed, it is clear they don't have the skill. - Schools provide graduate level vocational training.
LIS programs don't teach things like principles of effective management or statistics.
New model: Syracuse's i-school program on cyber-infrastructure. This is a good start.
For the negative (the MLS IS relevant): Liz Bishoff
No two academic libraries are the same; each library must operate in context. preparing the next generation through education.
- Focus on education, rather than training; develop team-building and problem-solving skills
- Research is the foundation of the academic library. LIS programs develop research skills - personal and those to pass on to users
- Advance the digital library. LIS program lays the foundation for continuous learning for the future.
- There is no MLS standard and until that happens, the question is moot. The Standards for Accreditation do not address uniformity among programs.
- We need the MLS, but we need to overhaul the curriculum
You can't teach research; you have to do it. LIS students who learn research learn library research, but not research for their patrons. Those who earn other advanced degrees learn how to research in their fields in ways LIS students don't.
We need to educate students for the real world. Internships and apprentices are key.
There should be normative tracks. People should lean skills to make them successful in their chosen area, but also have the flexibility to transfer the skills to other areas.
Neal:
Who gets evaluated, the person or the school?
Is librarian a default profession?
Can we have a standard of practice, or are there many successful paths?
Are LIS programs out of touch?
Can information science, informatics and other programs be successfully integrated?
Will the absence of the MLS lead to "non-professionals?"
Questions and Comments from the audience:
What is your definition of a librarian? enables people's creativity and success.
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