In the Fall 2007 issue of RUSQ Lisa O’Connor contributed an interesting editorial on the tension between theory and practice in library education (see “Nice Shoes”). She makes a case for a clinical model of library education. Do you have any suggestions for how library school educators can keep up with changes in the profession to better prepare students? Does ALISE programming or committee work connect educators with practitioners?
I certainly felt a great deal of kinship with Lisa when I read her article, and agree with many of her ideas and observations. (Who could not love an editorial entitled “Nice Shoes”?) I’m not quite sure I agree with the premise embedded in this question, which is that LIS educators lag behind practice. I actually see a synergistic situation in which interaction between educators and librarians keeps the field moving forward. That is, I’m not sure that practice drives education or education drives practice, simply that working together, we advance together. As Lisa laments, it seems unlikely that we will find the resources to develop a fully articulated clinical model for LIS education, even if such a model were appropriate.
Effective faculty fulfill their research, teaching, and service responsibilities and develop meaningful pedagogy by interacting with librarians. Faculty keep in touch with practice by reading the literature; most faculty are involved in association activities. I could point to the many activities in professional associations in which LIS educators are engaged and identify theory and model development that supports practice. It is not the role of faculty to work in libraries, but to understand what goes on there and to offer a broader context, richer perspective and deeper understanding of those practices. It is dangerous to name individuals, but Marie Radford, Joan Durrance, Melissa Gross, and Catherine Ross all come immediately to mind as examples of educators whose work refl ects current awareness, a scholarly perspective, and immediate applicability.
ALISE fosters this interaction of practice and education and promotes conversation in a number of ways. The annual conference is always linked to the ALA Midwinter Meeting providing the opportunity for faculty to move conveniently from one meeting to the next. The conference program reserves space for programming by the ALA Committee on Accreditation. The Association provides guidelines and procedures for field experiences and internships. The Adjunct and Part-Time Faculty Special Interest Group is a longstanding group within the organization. In recognition of the growing number of adjunct and part-time faculty who teach in our programs (approaching 40%), ALISE has recently undertaken a project that focuses on these valuable contributors and ways to more fully integrate them into the educational endeavor. The ALISE annual conference program for several years has stressed the integration of practice and scholarship to produce reflective practitioners; this year’s theme is “Community Engagement: Integrating Learning, Research, and Practice.”
There is a concern about the graying of the library profession, especially given the substantial number of librarians who will be reaching retiring age in the next decade. Is this also a concern for library schools? If so, who will be teaching library school students in future years?
Of course there’s concern—and it’s immediate. We are concerned not only about replacing ourselves in the future, but in expanding our faculties now in anticipation of the need for the next generation of librarians. Recruiting new students is a high priority in all of our Ph.D. granting programs. Since 2003, the IMLS has funded over 175 doctoral students. Doctoral programs continue to be a significant category of funding in FY2008, with a call for proposals designed to develop faculty to educate the next generation of library professionals and library leaders. I’d especially like to point out that the focus of these grants is on educating those who will work in school, public, and academic libraries. As to who will be teaching students in MLIS programs in the future, we’ll probably see a sizable number of adjunct and part-time instructors. I expect that some of these will be library professionals who have Ph.D.s and are interested in keeping active in the field after retirement. Many faculty work well into their seventies, so we’ll see many of the same faces for the next decade. Of course, we have very talented junior faculty who will move through the ranks. I see absolutely terrific students in our doctoral programs, but too few of them. You know, Diane, you’d be great, so if you’re thinking about a career in library education …
One of RUSA’s initiatives has been to recruit student members. Does ALISE encourage members to promote the importance of service in professional organizations?
Hmm … No, I don’t think I can point to a specific ALISE program or initiative that encourages members to promote the importance of service in professional organizations, although service learning will be one of the areas explored as part of our 2008 community engagement conference theme. As the ALISE president, I had the enjoyable experience of meeting with the ALA-affiliates group. I was thrilled by the work all of these associations and how their members contribute to the profession. It’s been my privilege during this past year to work with ALISE members who are generous and dedicated in their support of library and information science education.
It may sound a bit naive, but I think that the value of service is a given in our profession. I think the most important aspect of teaching in a professional program is acting as a role model and mentor, and it is always a joy for me to see my colleagues at conference and realize the quality of models available to our students.
Thank you for the opportunity to talk with you, Diane. It seems like old times to be working on a RUSQ editorial!
Correspondence for Reference & User Services Quarterly should be addressed to Editor Diane Zabel, Schreyer Business Library, The Pennsylvania State University, 309 Paterno Library, University Park, PA 16802; e-mail: dxz2@psu.edu.
Connie Van Fleet is Professor, School of Library and Information Studies, University of Oklahoma, Norman.
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