Standard II. Curriculum

II.3 The Curriculum


The MLIS curriculum builds upon theoretical foundations with a variety of practical training opportunities, which prepares graduates to become leaders in the library and information professions, and to provide services and access to meet the needs of a diverse society. The curriculum is constantly reviewed and updated to reflect rapid developments in technology and media, and the increasingly global nature of society. The iSchool faculty works closely with local, national and international practitioners to lead and shape the future directions of the Information Professions. 

Standard II.3.1 fosters development of library and information professionals who will assume an assertive role in providing services

At the iSchool, the MLIS program aims to imbue graduates with a strong commitment to providing equity of access to services that meet the needs of diverse users as stated in the “Goals for Graduates”. In specific curriculum design, LIS 2700 Managing Libraries and Information Systems and Services in Changing Environments focuses on key management theories and practice-based competencies in preparing students to be successful, service-oriented managers and leaders at all levels of diverse organizations. Students in this diversity and inclusion-infused course develop skills and understanding of important management and leadership areas, such as core values and organizational culture; strategic planning; communication; leading productive meetings; managing people, money, facilities, conflict, and change; collaboration and partnerships; marketing and public relations; legal and ethical issues; and professional development. Other examples include:

  • APRM students take LIS 2220 Archives and Records Management and LIS 2215 Preservation Management, which orient archives students to management and leadership issues and approaches in relation to various types of archival facilities.
  • LIS 2587 Applications in Medical Informatics requires students to complete a research assignment on an individual leader from the biomedical informatics field, and to share their biographies with classmates.
  • LIS 2322 Resources for Children engages students in critical evaluation of materials for use in a multicultural society and discusses concepts related to diversity and equity in collection management as introduced in readings, lectures, and discussions.

In addition to exploring practical applications in the classroom, the LIS program provides opportunities for students to gain hands-on experience through the Field Experience courses. Field Experience courses require 150 hours of supervised professional work in an approved information environment. Field Placements must be coordinated by a faculty supervisor (typically the lead faculty member for the relevant specialization) and a professional practitioner as site supervisor. Placements are available in corporate libraries, medical libraries, legal libraries, academic libraries, public libraries, archives, as well as other organizations. From an academic point of view, the field placement courses offer students the opportunity to apply theoretical knowledge and lessons learned in the classroom in practice settings. A similar learning experience, the Practicum, is required for students in the SLCP specialization.

Standard II.3.2 emphasizes an evolving body of knowledge that reflects the findings of basic and applied research from relevant fields

The MLIS curriculum provides an understanding of both the theoretical and practical aspects of the field of knowledge. In addition to covering both theoretical foundations and practical applications, courses examine the most up-to-date basic and applied research in the field of Library and Information Science. In lecture-based courses, this is done by incorporating findings and readings from contemporary media, peer-reviewed publications, recently-published books and monographs, and conference proceedings. In seminars and several special topics courses, this is accomplished through conducting extensive review of the literature, then reflecting upon the findings. The following tables illustrate how a sampling of courses feature research related to the theoretical foundations of the field and connect contemporary research to practical applications in library services.

Examples of theoretical foundations in courses

Courses

Examples

LIS 2000 Understanding Information

Introduces key concepts in information organization and retrieval including terminology and models, including examination of the nature of the user’s information needs.

LIS 2222 Archival Appraisal

Requires students to read a variety of seminal writings on archival theory, as well as newer writings incorporating postmodernist criticism, or blending the two (e.g. Terry Cook, "Mind over matter: Towards a new theory of archival appraisal," in Barbara L. Craig, ed., The Archival Imagination: Essays in Honour of Hugh A. Taylor (Ottawa: Association of Canadian Archivists, 1992, pp. 38-70).

LIS 2322 Resources for Children

Draws on theories of information behavior (Kuhlthau’s Information Search Process model, Dervin’s sense-making), critical theory, literary theories (Fish’s/Rosenblatt’s reader response theory versus more formalist approaches), and theories of cognitive development (Piaget, Vygotsky).

LIS 2335 Services for Early Childhood

Incorporates theories of cognitive language development (Piaget, Vygotsky) and introduces Vygotskian approaches to family literacy, such as the Zones of Proximal Development and Physical development.

LIS 2586 Health Sciences Information Sources & Services and LIS 2587 Applications in Medical Informatics

Discusses the ideas of leading thinkers, such as N. W. Matheson. Readings include: N. W. Matheson, “The idea of the library in the twenty-first century,” Bulletin of the Medical Library Association, 1995 83(1),1-7;
N. W.  Matheson,  “Things to come: Postmodern digital knowledge management and medical informatics,”  Journal of the American Medical Informatics Association, 1995, 2(2), 73-78;
N. W. Matheson & J. A. Cooper, “Academic information in the academic health sciences center: Roles for the library in information management,” Journal of Medical Education, 1982, 57(10 Pt 2), 1-93.

LIS 2633 Technology in the Lives of Children and Youth

Explores socio-technical theories (McLuhan’s technical determinism, Lave & Wenger’s communities of practice), and theories of constructionist/connectionist learning.

LIS2670 Digital Libraries

Examines the conditions and factors influencing the development of digital library services, focusing largely on technological and socioeconomic issues.

LIS 2774 School Library Management

Integrates research and theory on constructivist learning, pedagogy, and Learning by Design Curriculum.

 

Examples of courses incorporating research in practical applications

Courses

Examples

LIS 2322 Resources for Children

In the context of contemporary information policy (Children’s Internet Protection Act, Children’s Online Privacy Protection Act), students design an information tool for children: students select materials for children and build a mini-collection on a specific topic.

LIS 2335 Services for Early Childhood

In the context of the five early literacy practices from Every Child Ready to Read and family literacy as a practice, students design a program for an early childhood audience.

LIS 2586 Health Sciences Information Sources & Services

Multiple units on searching MEDLINE and using MeSH. Students do individual MEDLINE searching tasks, and one group project on accessing MEDLINE via a minimum of three different portals.

LIS 2633 Technology in the Lives of Children and Youth

Students create a digital story that teaches one component of the new digital literacies in the context of current information policy (CIPA, COPPA).

LIS2670 Digital Libraries

Students complete a team project that results in a practical digital library system for resolving real world problems

LIS2921 Field Experience in APRM

Students involved in this field experience elective meet regularly as a group, and read and discuss articles, such as John W. Roberts, “Archival theory: Much ado about shelving,” American Archivist, 1987, 50(1), 66-74. This permits them to consider in a timely manner the age-old tension between what they learn in the classroom and what they experience in the field.

Course materials, particularly reading lists, are expected to be updated regularly to best reflect the evolving body of knowledge in the relevant field. More details are available in the course syllabi available in Appendix CUR 1.

To best present the latest developments in practical areas and applications, leading practitioners and other experts are invited to present guest lectures in many classes. See Standard II.3.7 for a more complete description of the topics addressed by guest lecturers.

The program faculty meets monthly, where they discuss curriculum design and updates. When the need arises to develop new courses, one or several faculty will take the lead in the effort. For example, recognizing the importance of digital libraries in the profession and the unique combination of strengths in the iSchool’s LIS and IST programs, the Digital Libraries specialization was launched in Fall 2006. The formal process is discussed further in Standard V.1. In addition, the program has introduced several courses to better meet the needs of the MLIS students and the information professions. Some examples are shown in the following table. A more comprehensive list is provided in Appendix CUR 3.

Courses introduced 2006-2012 to enhance the MLIS program

Course Name

Course Description

Year

LIS 2184 Legal Issues in Information Handling: Copyright and Fair Use in the Digital Age 

Concepts, legislation, and case law about censorship, freedom of access to information, privacy, copyright, professional liability, and other issues. Legal implications and safeguards. Origins, development, evolution, and pivotal role of copyright, fair use, and related issues within the 21st century information, legal, policy, and economic framework.

2008

LIS 2335 Library Services for Early Childhood

Knowledge and skills needed to provide developmentally appropriate services for children, ages 0 to 5 years, and their families and caregivers.  Design, implementation, and evaluation of library programming for young children.  Role of family and caregivers in language and literacy development.  Current trends, issues, and problems in the area of library services for young children.

2008

LIS2633 Technology in the Lives of Children and Youth

Effects of media on young people, ages birth to 18 years; technology in everyday life − from toys to television; gaming and libraries; filtering; privacy and child safety; social networking/cyber bullying; information/media literacy instruction in children’s libraries (public); digital libraries for children; evaluation of digital resources for children; children’s information behavior; interaction/interface design for young people; digital divide and social equity issues; global perspectives − technology in young people’s lives around the world; future trends.

2008

LIS2407 Metadata

Principles and application of metadata for networked information-resource organization, representation, retrieval, and interoperability using a variety of schemes and tools.

2010

The MLIS program also offers “Special Topics Courses,” which are developed and offered to address emerging topics on a timely basis. These courses often take advantage of faculty’s research expertise, PhD research interests, or adjuncts’ practical experience. Special topics courses provide a flexible means by which curriculum/course development, innovation or experimentation can be achieved very quickly.  Such courses may be offered only once or twice, as needed, or formally incorporated into the curriculum with a discrete course number. The Appendix CUR 3 offers a list of those Special Topics courses which have been formally added to the curriculum.

Standard II.3.3 integrates the theory, application, and use of technology

As stated in the goals of the MLIS program, the curriculum emphasizes both the importance of ethical and creative use of information technology in current library and information services and the integration of theory into the practical application of technology.

The LIS program views information technology as one of the core competencies for graduates, specifying LIS 2600 Introduction to Information Technologies as one of the four required courses for all MLIS students, with the exception of students who have demonstrated more advanced IT skills during an interview with the instructor for the advanced class. If the interview process satisfies the instructor that the student has the appropriate foundational knowledge and competence in technology, they will be granted a formal exemption from this requirement by the advanced course instructor.  However, such students are required to take instead an advanced information technology course to fulfill the core technology requirement. The student will have to seek approval of the advanced course instructors, the advisor, and the Program Chair in order to achieve the exemption.

The program’s commitment to integrating technology is demonstrated in the creation of both the Information Technology specialization and the specialization in Digital Libraries, which is one of the most rapidly-growing fields. The Digital Libraries specialization prepares future information specialists to design, develop and manage digital libraries and repositories, to work as digital-content managers, digital curators, web masters, and information architects. In this specialization, students can focus on either the systems that support digital libraries or on the digital collections – including the curation/management of such collections. To best inculcate students in contemporary information technology used in digital library services, the program draws on the expertise of both the LIS and IST faculties and academic programs – students in this specialization take courses from both.

In addition to the obvious technology-oriented courses, other courses in the LIS curriculum often integrate the application and use of technology to solve real-world LIS problems. Thus, the LIS 2670 Digital Libraries class requires students to adopt existing open source digital library systems to design the appropriate repositories suitable for actual applications, while LIS Resources for Children explores touch technology, including picture book apps for iPads. In addition, APRM students often do papers on digital issues in several of the specialization’s courses. The following tables provide examples of the range of technology projects undertaken by students in LIS 2670 Digital Libraries, and examples of how technology is integrated into many other MLIS courses.

Examples of student digital library projects from LIS 2670 Digital Libraries

Using technology for information

  • Oakland4Now
  • Food Production and Consumption in the United States
  • HerStory
  • Russian Literature
  • Sound Birds

Using technology for instruction

  • Project Grace
  • Education Department Repository

Using technology for preservation

  • George M. Baird Digital Library
  • Library Tools
  • Pittsburgh Zine
  • Rodriguez Family
  • Pittsburgh Great Flood 1936

Using technology for minority groups

  • Chinese Minorities
  • Latin American Literature
  • Irish Music
  • Javanese Gamelan Music
  • GLBT DL

 

Examples of the application of technology in a range of MLIS courses

LIS 2005 Organizing and Retrieving Information

Students complete two retrieval assignments that allow them to demonstrate adequate searching abilities in databases and web-based services

LIS 2223 Archival Access, Advocacy and Ethics

Students were required to write short research papers on a technology of their choice leading to the transformation of archival reference – this resulted in a published essay:  Richard Cox and the University of Pittsburgh Archives Students, “Machines in the archives: Technology and the coming transformation of archival reference,” First Monday, 2007, 12(11). http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/
article/viewArticle/2029/1894
.

LIS 2322 Resources for Children

Students explore how to build services around touch technology, including iPads and picture book apps for children. Students evaluate and select web sites for children to be included in a library pathfinder or a library web site, in response to a lecture that covers basic concepts of credibility, reliability, etc. as well as what to be aware of vis à vis personalization, behavioral marketing, and web sites for children. Students are also introduced to relevant legislation (COPPA, CIPA).

LIS 2335 Services for Early Childhood

Introduces students to digital resources for librarians and parents, such as the Fred Rogers Center Early Learning Environment (ELI).

LIS 2587 Applications in Medical Informatics 

Introduces applications of information technology in a wide range of medical settings, including integrated hospital information systems, clinical decision support, medical education, patient-specific information, telehealth and systems related to different healthcare services (e.g. nursing, radiology, pathology and pharmacy).

LIS 2774 School Library Media Center Management

Emphasizes being an effective consumer and/or producer of information, based on using the most current tools (Web 2.0 tools, social media, apps, digital storytelling). In addition, students create electronic portfolios.

LIS 2633 Technology in the Lives of Children and Youth

Students create a digital story that promotes information or digital literacy skills. The class visits immersive environments, such as Club Penguin. Students engage with technology topics through readings and writing, including cross-platform reading-viewing-playing in children’s media, such as The 29 Clues mystery series for children and the Harry Potter web site, Pottermore.

LIS 2970 Information Sources, Services, and Technology for an Aging World

Covers the critical evaluation of materials in print, non-print and electronic formats and discussion of information services provided by healthcare organizations, community agencies and libraries serving an aging population or professionals working with older people.

 

Standard II.3.4 Responds to the needs of a diverse society including the needs of underserved groups

Diversity is important to the iSchool community, the University of Pittsburgh and the Information Sciences discipline as a whole. The Information Sciences discipline and the iSchool are immeasurably strengthened by the inclusion of perspectives and creativity from all different types of people. This diversity is needed to address the complex and multifaceted issues confronting society in its management and use of information. The iSchool attracts students and faculty from diverse ethnic and academic backgrounds, mirroring the global and diverse nature of the information professions. Students find a welcoming multi-cultural and multi-disciplinary environment that will support them throughout their academic career here at the iSchool.

The MLIS program addresses issues of diversity and responds to the needs of underserved groups across the curriculum. Some specific examples of courses designed to address diversity issues include:

  • LIS 2700 LIS 2700 Managing Libraries and Information Systems and Services in Changing Environments
    An important aim of this course is to promote an inclusive learning community that encourages the dynamic, open exchange of ideas and affirms the diversity and dignity of participants and perspectives within a safe and mutually respectful environment. The course is designed to provide students with the competencies to operationalize diversity and inclusion in organizations. The instructor maintains a diversity and inclusion blog at http://kipcurrierdiversityinclusion.blogspot.com/
  • LIS 2228 International Perspectives on Archives
    Archival issues are analyzed from an international perspective: archival history in the 20th century, archival standards and practices, and relation between archives, collective memory and accountability.
  • LIS 2970 Digital Citizenship (Special Topics Course)
    This course examines the digital divide; the role of librarians in addressing digital inequality; and the changing norms, laws, architecture, and markets governing information technology in politics and society more generally.
  • LIS 2970 Cultural Heritage (Special Topics Course)
    Examines the application of various archival theories and practices in cultural heritage, cultivates a better appreciation of cultural groups represented in the cultural heritage industries, and analyzes the various ethical stances surrounding their cultural property, cultural traditions, art, and other memory devices and institutions.
  • LIS 2970 Information Resources, Services, & Technology in the Aging World (Special Topics Course)
    Focuses on collection development, reference and education services in medical and public libraries, healthcare organizations, community agencies, and academic libraries with students and faculty interested in the helping or service professions, especially in fields that focus on older people.
  • LIS 2970 Literacy in the Information Age (Special Topics Course)
    Introduces students to two central ideas, genre and provenance, and explores with them the strengths and limits of different types of information. This is fundamental to being "literate" on the web and in/with many forms of information.
  • LIS 2585 Health and Consumer Resources and Services
    Teaches students to identify appropriate and accurate resources for consumer health and family education, as well as covering policy issues in providing consumer and family-health information in different settings.
  • LIS 2327 Multicultural Resources and Services in School Library Media Centers
    Surveys multicultural resources in a variety of formats and teaches the utilization of such resources with students and teachers in K-12 schools.
  • LIS 2329 Special Education Resources and Service in School Library Media Centers
    Educates students in the information-seeking behaviors of students and teachers in the K-12 school library environment directly related to special education populations in schools. (Course was discontinued in 2012 due to revisions to the Department of Education’s requirements for certification.)
  • Field Experience Courses
    Provides students with hands-on experience in responding to the needs of a diverse society. Such courses are offered in a wide variety of settings, which, in turn give MLIS students the chance to work within intuitions that serve diverse populations.

Diversity issues are by no means siloed to a certain set of courses. In fact, topics related to diversity and the underserved are interwoven into almost every course in the MLIS program, particularly in the core course LIS 2700 Managing Libraries and Information Systems and Services in Changing Environments. The table below provides a sample of assignments and learning activities from courses in the MLIS program that guide students to respond to the needs of a diverse society, including the needs of underserved groups.

Addressing diversity and underserved audiences throughout the curriculum

Course

Example

LIS 2700 Managing Libraries and Information Systems and Services in Changing Environments

Students complete a “Hot Topic Report”— a 5-7 page paper, citing a minimum of five relevant scholarly and/or non-scholarly sources. Examples of topics include “Diversity and inclusion in libraries” and “Americans with Disabilities Act (ADA) compliance/accessibility in libraries”. Students post their Hot Topic Reports within 8-10 member small discussion groups and exchange ideas by reading the reports.
Students are required to read a rich range of texts on the topic of diversity, including but not limited to: Candi Castleberry-Singleton, “From bolted-on to built-in: Diversity management and intergroup leadership in U.S. corporations,” In Todd L. Pitinsky, ed., Crossing the divide: Intergroup leadership in a world of difference (Boston, MA: Harvard Business Press, 2009, pp. 187-202); Beverley Daniel Tatum, “The complexity of identity: ‘Who’ am I?”, Maurianne Adams et al., eds., Readings for diversity and social justice: An anthology on racism, anti-Semitism, sexism, heterosexism, ableism, and classism (New York: Routledge, 2000, pp. 9-14).

 

LIS 2633 Technology in the Lives of Children and Youth

Includes group discussion and student writing based on a selection of readings on the topic of the digital divide.

LIS 2322 Resources for Children

Includes readings and discussion about multicultural children’s literature, and serving special needs children in the public library.

LIS 2585 Health Consumer Sources & Services

Includes several units on underserved populations (African American, Latino, Asian and Pacific Islanders, GLBTQ, the disability community, etc.)

LIS 2223 Archival Access, Advocacy, and Ethics

Learning modules directly related to providing information access to marginalized groups, including discussion of controversy surrounding SAA and the “Protocols for Native American Archival Materials”

LIS 2970 Archives and Cultural Heritage

Includes a learning module that examines information in cultural institutions (museums, archives) from indigenous perspectives. Students read Christina Kreps, Liberating culture: Cross-cultural perspectives on museums, curation and heritage preservation (London: Routledge, 2003).

 

Standard II.3.5 Responds to the needs of a rapidly changing technological and global society

This Standard is reflected in the University of Pittsburgh’s own mission statement: “The University of Pittsburgh’s mission statement recognizes that the institution has responsibilities in a global society.”
The iSchool’s Goals for Graduates of the MLIS Programs extrapolate this further: “Upon completion of the MLIS degree, graduates will incorporate the theories, knowledge, skills, ethical foundations and social responsibilities of the information professions into professional practice for the benefits of users.”
In particular, the third goal states: “Advance the creative and ethical applications of information technologies.” The fifth goal implicitly encompasses globalization: “Plan, implement, evaluate and advocate information services to meet the needs of diverse users.”

Numerous courses in the MLIS curriculum can be cited as examples of responding to the needs of a rapidly changing technological and global society.  Several examples include:

  • LIS 2700 Managing Libraries and Information Systems and Services in Changing Environments

The diversity and inclusion-infused curriculum of this core course prepares MLIS students to be responsive and responsible service managers and information leaders in a diverse global society by promoting an inclusive approach to planning, implementing, evaluating and advocating library and information services designed to meet the needs of contemporary multicultural communities.

  • LIS 2600 Introduction to Information Technologies

This core course provides all MLIS students with an introduction to computing and networking technologies, with an emphasis on how they are used to create, manipulate, and disseminate information related to library and archival services.  It emphasizes core technologies of digital libraries; namely, databases and digital documents, and addresses a set of competencies essential for all librarians and information professionals.

  • LIS 2670 Digital Libraries

This course examines the conditions and factors influencing the development of digital library services, focusing particularly on socioeconomic and technological issues.

  • LIS 2587 Applications in Medical Informatics

This course provides an introduction to the applications of information technology in a wide range of different areas in medical and healthcare environments (including hospital information systems, clinical decision support, patient information and different healthcare specialties).  It contains a unit and a major assignment focused on international informatics.

  • LIS 2633 Technology in the Lives of Children and Youth

This course is designed to help students address the effects of media on young people, examining technology in everyday life – from toys to television, gaming and libraries, privacy and child safety, social networking/cyber bullying. It provides a global perspective on technology in young people’s lives around the world, and future trends.

  • LIS 2680 Database Design and Applications

The course covers the characteristics and concepts of database systems; the database development process, including entity-relationship model, relational database models, normalization, structured query language (SQL), the basics of transaction management and physical database design; current database technologies; and database applications in libraries and archives.

The table below offers a sampling of courses within the MLIS curriculum which facilitate student learning on how to respond to “the needs of a rapidly changing technological and global society.” 

Learning about the needs of a rapidly changing technological and global society

Course

Example

LIS 2322 Resources for Children

Students read children’s books about Muslims in Afghanistan and participate in discussion and writing on the topic of the global child.

LIS 2228 International Perspectives on Archives

Course offers several learning modules specifically focused on various issues of theory and practice in archives in Europe, Africa, South America and Central America.

LIS 2670 Digital Libraries

Course includes a guest speaker from Beijing Institute of Technology, Zhendong Niu, who discusses digital library practices in China.

LIS 2587 Applications in Health Informatics

Students complete an assignment to write a paper on informatics initiatives in a country of their choice, which are then shared with the rest of the class for discussion.

The MLIS program is an active participant in the WISE program.  Web-based Information Science Education (WISE) is a unique and groundbreaking opportunity for iSchool students to take elective online courses from other ALA-accredited programs.  The WISE consortium uses advanced technology as a means to enrich one's education and to foster relationships among students, faculty and universities. Membership in the WISE program permits the LIS program to offer courses in areas outside of program faculty expertise; many of the courses reflect emerging areas of interest which are technology-related. For example, through WISE, MLIS students have access to courses on data mining, e-Government, Electronic Health Records, linked data, scholarly communications, e-publishing, and social informatics. Several of the LIS faculty have received awards from the WISE consortium for their outstanding online teaching.  Students attending schools participating in WISE have increased access to special topics and electives as compared to those who attend non-WISE schools.

II.3.6 Provides direction for future development of the field

The MLIS program advances the continued development of the field by offering courses that address future research areas, service areas, and technologies. Some representative examples of this aim to provide direction to the 21st century information professional include:

  • Recognizing that MLIS graduates will be addressing open source issues and open access publishing in their careers, faculty have integrated these discussions into the curriculum, namely in LIS 2600 Introduction to Information Technologies (required course) and LIS 2184 Legal Issues in Information Handling: Copyright and Fair Use in the Digital Age.
  • Given that reference activities occur not only in a face-to-face environment but also an electronic one, LIS 2500 Reference Resources and Services provides students with exposure to the tools and skills needed to perform reference services in both scenarios including the evolving digital reference environment.
  • LIS 2405 Introduction to Cataloging and Classification provides students with the foundation needed to perform descriptive cataloging with AACR2 and also equips them with an understanding of RDA. In doing so, the cataloging students are provided with the direction that will aid them as the field transitions to RDA as a content standard.

There is a strong commitment to, and indeed expectation for, faculty and doctoral student research and publishing at the University of Pittsburgh. The emphasis on publishing is extended to MLIS students, with faculty encouraging students to submit strong course papers for publication in academic journals. In doing so, MLIS students are themselves providing direction to the field through published scholarship. One example of this is the group of student essays that were published in the Journal of Information Ethics in the spring of 2010.  The volume, guest edited by Richard Cox, was the product of the work by students in LIS 2223 Archival Access, Advocacy and Ethics in the spring 2009 term. 

The doctoral program is committed to producing graduates who are equipped with research and teaching skills for careers in academia. This preparation begins during the first semester of the doctoral student’s program with the LIS 3000 Introduction to Doctoral Studies seminar providing an orientation to the program and to academic culture in higher education. There is substantial interaction between the doctoral students and the MLIS students, as doctoral students have the opportunity to teach courses and work with MLIS students in the School of Information Sciences. Moreover, many of the doctoral students choose to design courses that relate to their own research interests and that explore emerging topics in the information field. One doctoral student in the archives area, for example, obtained approval from the faculty to teach a course on moving image and new media archives in the summer 2012 term. In doing so, the doctoral student educator connected students with an area of archival work that has historically been given limited attention in archival scholarship and that is relevant to 21st century archivists.

II.3.7 Promotes commitment to continuous professional growth

The MLIS program at the University of Pittsburgh is committed to fostering the professional growth of students, which is evidenced in a number of ways.

Professional organizations such as the American Library Association, Society of American Archivists and the Special Libraries Association play a key role in the community of library and information professionals. MLIS students have the opportunity to participate in many different student organizational chapters, each of which are supported by an assigned faculty advisor and staff member. The student organizations are highlighted in Standard IV.5.

Discussions about the professional organizations are woven through courses in the MLIS program. A few examples illustrate this: LIS 2700 Managing Libraries and Information Systems and Services in Changing Environments delivers a module entitled “Professional Associations and Conferences.”  Students in LIS 2586 Health Sciences Resources and Services discuss the role of the Medical Library Association’s Academy of Health Information Professionals (AHIP) credentialing process; these students often attend local health sciences continuing education activities and participate in continuing education courses at national Medical Library Association conferences.

MLIS students are also connected to the work of professional organizations by courses that consider competencies statements that were developed by relevant professional organizations. For example, Leanne Bowler introduces students to the Association for Library Service to Children’s Competencies for librarians serving children in public libraries. In doing so, MLIS students who are aspiring children’s librarians become familiar with the identified competencies for professionals serving this user group. In addition, the SLCP curriculum is based on the concepts outlined in Information power: Building partnerships for learning, national guidelines developed in 1998 by the American Association of School Librarians and the Association for Educational Communication and Technology. In 2003, the American Association of School Librarians approved Standards for initial programs for school library media specialist preparation, which has also been incorporated into the curriculum. These standards have been approved by the National Council for Accreditation of Teacher Education (NCATE).

To facilitate the students’ interactions with professional organizations, the iSchool makes funding available for students to attend professional conferences, an opportunity that complements their classroom education. The school has intensified its efforts to advertise the travel awards to MLIS students in the past three years and faculty remind students of professional conferences and funding opportunities. There has been an increase in the number of MLIS students who received travel funding; in the fiscal year 2010, there were six MLIS student recipients of travel funding, while in the fiscal years 2011 and 2012, there were 19 MLIS student recipients.

The school offers a full program of professional workshops to its MLIS students. In the summer of 2012, as one example, the University’s Associate Director of Corporate and Foundation Relations offered a session to MLIS students on identifying grant sources and preparing grant proposals. This workshop was specifically tied to a course, LIS 2970: Archives and Performance, and, as such, there was a curricular tie-in. However, the workshop was open to all MLIS students as a professional development opportunity. In addition, the school’s alumni society offers a significant day-long workshop on improving job search capabilities and tools.

Similarly, faculty members bring in information professionals as guest speakers who provide insight and guidance about the profession to the MLIS students. The table below provides a sampling of some of the guest speakers who have recently connected with iSchool students.

In-class Guest Speakers

LIS 2322 Resources for Children

  • Lisa Dennis, Head of Children’s Collections at the Carnegie Library of Pittsburgh;
  • Georgene DiFillippo, Head of Children’s Services at the Carnegie Library of Pittsburgh;
  • Lisa Brahms, Director of MakeShop at the Children’s Museum of Pittsburgh (model for MakerSpaces in libraries)

LIS 2633 Technology in the Lives of Children and Youth

  • Kelley Beeson, Director of the Center for Creativity (former head of children’s services for Allegheny County Library Association);
  • Librarians from the Carnegie Library for the Blind & Physically Handicapped

LIS 2335 Services for Early Childhood

  • Maria Genest, doctoral student and early literacy specialist;
  • Roberta Schomberg, Director of Graduate Programs in Early Childhood Education, Carlow University, Pittsburgh, to talk about the position statement issued by the National Association for the Education of Young Children on Technology and interactive media as tools in early childhood programs serving Children from Birth through Age 8

LIS 2670 Digital Libraries

  • Ed Galloway, the director of the digital research library at the University of Pittsburgh;
  • Zhendong Niu, Professor of Computer Science, Beijing Institute of Technology, one of the pioneers of digital library projects in China who discussed digital library practices in China

LIS 2700 Managing Libraries and Information Systems and Services

  • Rachel Callison, Senior Librarian, iSchool alumna, Software Engineering Institute, Carnegie Mellon University, representing the academic and special library managerial perspectives.
  • James Cassaro, Adjunct Assistant Professor of Music and Head, Theodore M. Finney Music Library, University of Pittsburgh, representing the academic and music special libraries’ managerial perspectives.
  • Candi Castleberry-Singleton, Chief Diversity and Inclusion Officer, University of Pittsburgh Medical Center. Topic: Diversity and Inclusion;
  • Margaret Domer, Senior Librarian, iSchool alumna, The Foundation Center, Carnegie Library of Pittsburgh. Topic: Grant Seeking and Grant Writing;
  • Susan Hudak, Department Head – Bibliographic Services, iSchool alumna, Carnegie Library of Pittsburgh Main Library, representing the public library middle manager perspective.
  • Paula Kelly, Director, Whitehall Public Library (PA), iSchool alumna, representing the “accidental” library manager/leader and suburban public library leadership experience.
  • Karen Liljequist, Medical Librarian, The Children’s Institute, iSchool alumna, representing the medical special libraries’ and solo managerial experiences. Topic: Communication.
  • Holly McCullough, Manager and Department Head, Carnegie Library of Pittsburgh, Squirrel Hill, iSchool alumna, representing the large urban public library perspective.
  • Cynthia Richey, Director, Mt. Lebanon Public Library (PA), iSchool alumna, 2006 New York Times Librarian of the Year Award winner, representing the suburban public library leadership experience. Topics: Managing Money; Budget Challenges; Return on Investment;
  • Karen Rossi, Manager and Department Head, Carnegie Library of Pittsburgh, Downtown and Business Branch, iSchool alumna, representing the large urban public library and special library perspectives. Topic: Managing Change;
  • Karlyn Voss, Director, External and Government Relations, Carnegie Library of Pittsburgh Main Library. Topic: Strategic Planning;
  • Barbara Zaborowksi, Associate Dean for Learning Resources and Special Assistant to the President, Pennsylvania Highlands Community College, iSchool alumna, representing the academic and community college managerial perspectives. Topic: Collaboration and Partnerships

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