Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs?

For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library's core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, present...

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Published inCommunications in information literacy Vol. 7; no. 1; pp. 9 - 23
Main Authors Davies-Hoffman, Kimberly, Alvarez, Barbara, Costello, Michelle, Emerson, Debby
Format Journal Article
LanguageEnglish
Published Tulsa Communications in Information Literacy 2013
Subjects
Academic Achievement
Behavioral Objectives
Curricula
Curriculum Design
Curriculum Evaluation
Educational Practices
Information Literacy
information literacy; library instruction; pedagogy; program development; MLS graduate education; professional development; career readiness
Information Science Education
Library Instruction
Masters Programs
New York
New York State
Participant Satisfaction
Program Descriptions
Schools of library and information science
Student Evaluation
Student Recruitment
Teaching methods
Trend Analysis
New York
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Summary:For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library's core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC), an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program's content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship.
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ISSN:1933-5954
1933-5954
DOI:10.15760/comminfolit.2013.7.1.131