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ERIC Number: EJ963625
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: As Provided
ISSN: ISSN-1522-8959
Academicism versus Professionalism in LIS Programs
Stortz, Martha
Public Services Quarterly, v8 n1 p86-90 2012
The pedagogy of library and information science appears to be experiencing somewhat of an identity crisis. Many LIS graduate programs teach librarianship within both a theoretical, academic context, as well as a practical, work-based context. Core courses for the MLIS/MIS degree usually include statistics and research, as well as a course on perspectives and theories in library and information science. This generates the idea that LIS is a theoretical, academic field. On the other hand, many LIS programs encourage library experience as a mode of learning. Some programs offer work terms, such as co-ops, internships, or job shadowing during the program. Practical courses, such as cataloguing, reference, and management, are emphasized in the curriculum. This divide between LIS as an academic program and LIS as a professional program can be confusing to students. This article describes effective ways of marrying the theory/practice divide: (1) for LIS programs to use current professionals as course instructors; (2) to involve students in the research process; and (3) to integrate research into all aspects of LIS.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A