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• W293188001 abstract "Comparisons of information technology education in MLIS programs Katie Ann Fortney School of Library & Information Science San Jose State University San Jose, California Library Student Journal, January 2009 Abstract Given the increasing importance of technology in library and information science (LIS), new graduates’ proficiency with technology is likely an important factor affecting their ability to find satisfactory work. This article investigates technology skills required by library jobs and compares them to LIS educational standards and practices. A review of LIS curricula reveals that several programs require little or no technological skill. Nothing in the accreditation process seems likely to change this situation, despite prevalent commentary that change is required. The literature on technological competency required by job openings is then reviewed, which results in recommendations that students tailor their educational experiences to their specific career goals and focus on adaptability and LIS fundamentals to increase the likelihood of a successful job search. It is then recommended that associations, schools, and researchers in LIS work to provide more robust curricula, curricular recommendations, and data on which to base such recommendations. Introduction One of the most pervasive themes that strikes a student entering library and information science (LIS) is the impact of technology on the way library jobs are performed and how they will be defined. Introductory texts are peppered with statements like “the scope and rapidity of change within our profession has never been as great as it is now” (Rubin, 2004, p. xi) and “the growth of electronic information technologies has challenged [the role of libraries] and resulted in considerable instability and uncertainty among librarians” (Rubin, 2004, p. 79). The cover of American Libraries features headlines like “The Elusive E-Book” and “Game Design & Media Literacy,” and LIS schools talk about their role in “today's ever-changing information and library science landscape” (University of North Carolina [ UNC ], 2004e) and how “professionals in the field are in a unique position to bridge the gaps that all too frequently exist between people, information, and technology (University of Washington, 2008c). At the same time, discourse in the profession reflects concern over the continued relevance of the master’s degree in LIS for work in libraries (Berry, 2003; Campbell, 1993, pp. 562-564) and the difficulties of recent graduates in finding good entry-level jobs (Holt & Strock, 2005, 2007; Pergrander, 2006). Considering the increasing importance of information technology in conjunction with the competitive job market, it seems unavoidable that candidates’ proficiency with information technology is an important factor affecting their ability to find satisfactory work. This article will attempt to address the issues of what technology skills are required by present and future library job markets and how well current LIS graduates are prepared. First, it will discuss what level of technological skill is recommended by curricular standards, what level of skill is actually required by particular educational programs, and what changes have been recommended in the literature of the profession. Then it will consider the level of Co" @default.
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• W293188001 date "2009-01-01" @default.
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• W293188001 title "Comparisons of Information Technology Education in MLIS Programs" @default.
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