Re-Envisioning the MLS : Perspectives on the Future of Library and Information Science Education.

Intro -- Contents -- About the Contributors -- Editors' Introduction to the Advances in Librarianship Series -- Chapter 1: Introduction: Re-Envisioning the MLS -- Chapter 2: Imposter Phenomenon and the MLIS -- Introduction -- Literature Review -- Library School -- It's All in the Name -- Admission Requirements -- Courses -- Alumni and Employment -- Critical Evaluation of LIS Education and the Development of IP -- Do I Belong Here? Is This for Me? -- Career -- MLIS Course Offerings and IP -- Alumni Relationships -- Onboarding and Mentorship -- Conclusion -- References -- Chapter 3: A Contract You have to Take: Debt, Sacrifice, and the Library Degree -- Introduction -- Methodology -- Research Questions -- Results -- Summary of Survey Responses -- Factor Analysis -- Year Completed Graduate School: Increased Tuition does not Equal Increased Aid. Overall, 14.1% of survey respondents graduated before 2000, 7.5% from 2000 to 2004, 9.9% from 2004 to 2008, 21.8% from 2008 to 2012, 32.7% from 2012 to 2016, and 14.7% were cu -- Age: Older Students Borrow Less, Take Longer in Programs Tailored to their Needs. Older respondents were slightly more likely to attend in-state with in-state tuition and be currently employed in coordinator or administrative roles. In addition, they were -- Students with Gigh Loan Debt: New Graduates Unlikely to Pay off their Loans Soon. This survey proved that new students are taking more loans than ever before, with nearly half of all respondents (45.7%) who took more than 25,000 in loans graduating withi -- Students with High Undergraduate Debt: A Divided Loan Burden. Just like students with high graduate debt, students with high undergraduate debt tend to be younger, more recent graduates. Students with high undergraduate debt appear to be slightly more lik -- Interviews -- Recommendations.

Better Financing Information and Counseling for Students -- Shorter, More Flexible Degree Programs -- Apprenticeship Model -- More Pathways for a Paraprofessional-to-Professional Track -- Expand PSLF Programs -- Conclusion -- References -- Chapter 4: The Relevance of ALA Accreditation: An Insider's View of the ALA Committee on Accreditation -- Introduction -- Master of Science in Library Science Degree -- Library Work Experience -- Library Administrative Experience -- American Library Association Committee on Accreditation -- The ALA and Accreditation -- Current Challenges within ALA COA, The Library Profession, and LIS Education -- Conclusion -- References -- Chapter 5: Workforce Data and Re-Envisioning the MLS -- Introduction -- Demographic Profile of Recent Graduates -- Recent Graduate Librarian Evaluations of the MLS Program -- Recent Graduate Librarian Suggestions for MLS Program Improvement -- Institutional Evaluations of MLS Programs -- Conclusion -- References -- Chapter 6: Transforming Library and Information Science Education by Design -- Introduction -- Design Thinking Overview -- Empathize and Define -- Ideate -- Prototype -- Test -- Applying Design Thinking to LIS Education -- Identifying Needed Knowledge, Skills, and Abilities: Empathize -- Artist-in-Residence Programs: Empathize-Define-Ideate-Prototype -- Artist-in-Residence Curriculum Models (Prototypes) -- Model 1: Case-Based Model -- Model 2: Partner/Mentor Model -- Model 3: Intermediary/Linking Model -- Library Test Kitchen: Empathize- Define-Ideate-Prototype-Test -- Faculty Residency Programs: Empathize-Define-Ideate-Prototype-Test -- Conclusion -- References -- Chapter 7: Exploring Culminating Experiences: Bridging the Gap between Theory and Practice in LIS Education -- Introduction -- Current Culminating Experiences in MLIS Programs -- Culminating Experiences in Other Fields.

Fieldwork -- Apprenticeships and Residencies -- Service-Learning -- Creative Exhibitions -- Other Culminating Experiences -- Looking to the Future: Implications for the MLIS Curriculum -- References -- Chapter 8: On Teaching Political Literacy -- Chapter 9: Student Engagement for Student Learning: Preparing Inclusive and Impactful Change Agents Through High-Impact Student Engagement in Systematic Program Planning -- Introduction -- Systematic Planning -- Systematic Planning in LIS Education -- Inclusive Systematic Planning -- Barriers to Inclusive Systematic Planning -- LIS Student Engagement in Systematic Planning -- LIS Students as Change Agents -- LIS Students as Partners -- High-Impact Student Engagement Practices -- Student and Program Outcomes -- Practices in Practice: A Review of the Literature -- Student Advisory Boards -- Meetings -- Surveys -- Course Evaluations -- Curriculum Development -- Discussion -- References -- Chapter 10: Swiss Army Degree: Library and Information Science -- Introduction -- Literature -- Methodology -- Results -- Conclusions -- References -- Chapter 11: Inside the New Academic Library -- Introduction -- Disruption in Academic Libraries -- The Changing Face of Library Positions -- Are Professional Nonlibrarians a Threat? -- The Future of Talent in the Library -- References -- Chapter 12: Letting Go, Holding On, or Re-Envisioning?Challenges and Opp -- Background -- A Brief History of LIS Association and Education in Australia -- Stratifying the Workforce -- Effects of the Information Society on LIS Education -- The Academicization of LIS Educators and Education -- Changes in the Information Professions -- Conclusion -- References -- Chapter 13: Undergraduate Library Degrees: Five Ways Library and Information Science Bachelor Programs can Revitalize the MLS -- Introduction.

History of Library Education with a Focus on Undergraduate Degrees -- Current Library Education -- Undergraduate Programs Interest Students in Future Information Work -- Undergraduate Programs Allow for More Specialization in Graduate Programs -- Undergraduate Programs Allow Paraprofessionals to Advance Their Library Education -- Undergraduate Programs Support Rural Libraries -- Undergraduate Programs as Information Degrees -- Conclusion -- References -- Chapter 14: Transitioning from the MLS to the MLD: Integrating Design Thinking and Philosophy into Library and Information Science Education -- Introduction -- Why a New Approach is Needed -- A Local Anecdote -- What is Design Thinking? -- The Rise of Design in LIS Practice -- Incorporating Design in LIS Education -- Design Courses in Other Schools and Programs -- Design Courses in LIS Programs -- More Than Courses: A Whole New MLD Program -- Models of Design Education -- Learning by Doing -- Studio-Based Education -- Lifelong Learning through Repertoire-Building -- A New Model for Library Education -- Implications of this New Model -- Conclusion -- References.

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. This book continues the critical conversations around preparing future librarians.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.