Who/What/Why Should a Library Educator Be?

Abstract

In the nine decades since the first academic library school was founded, there has been much debate regarding appropriate faculty qualifications. The general movement has been from primary identification of faculty with the profession of librarianship, and emphasis on field experience and general skills, to primary identification with the university and with faculty colleagues, and increasing (though not exclusive) emphasis on educational and research credentials. This movement is traced with special attention given to the impact of Melvil Dewey and his school at Columbia, the Williamson reports, the founding of the University of Chicago Graduate Library School, and the American Library Association accreditation criteria.

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