Comparisons of Information Technology Education in MLIS Programs

Abstract

Given the increasing importance of technology in library and information science (LIS), new graduates' proficiency with technology is likely an important factor affecting their ability to find satisfactory work.This article investigates technology skills required by library jobs and compares them to LIS educational standards and practices.A review of LIS curricula reveals that several programs require little or no technological skill.Nothing in the accreditation process seems likely to change this situation, despite prevalent commentary that change is required.The literature on technological competency required by job openings is then reviewed, which results in recommendations that students tailor their educational experiences to their specific career goals and focus on adaptability and LIS fundamentals to increase the likelihood of a successful job search.It is then recommended that associations, schools, and researchers in LIS work to provide more robust curricula, curricular recommendations, and data on which to base such recommendations.

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