Data-science employment opportunities of varied complexity and environment are in growing demand across the globe. Data science as a discipline potentially offers a wealth of jobs to prospective employees, while traditional information science-based roles continue to decrease as budgets get cut across the United States. Since, historically, data are related closely to information, this research will explore the education of US iSchool professionals and compare it to traditional data-science roles being advertised within the job market. Through a combination of latent semantic analysis of over 1,600 job postings and iSchool course documentation, the aim of the article is to explore the intersection of library and information science and data science. It is hoped that these research findings will guide future directions for library and information science professionals into data science-driven roles, while also examining and highlighting the data-science techniques currently driven by the education of iSchool professionals. In addition, the aim is to understand how data science could benefit from a mutually symbiotic relationship with the field of information science, since, statistically, data scientists spend too much time working on data preparation and not nearly enough time conducting scientific inquiry. The results of this examination will potentially guide future directions of iSchool students and professionals toward more cooperative data science roles and guide future research into the intersection between iSchools and data science and possibilities for partnership.