Module 10 The Future of LIS Kathleen Burnett, FSU Linda Smith, UIUC Harry Bruce, UW

Outline Administrivia The KALIPER Project -LIS profession / Trends Information Organizations -Learning & working experiences Presentations Course Wrap Up

KALIPER Kellogg-ALISE Information Professions and Education Reform (KALIPER) Project Concerned with the shaping of Library and Information Science education in the 21st Century ALIPER found that LIS programs appear to be changing on a number of fronts

KALIPER LIS curricula are: -Incorporating perspectives from other disciplines -Becoming more user centered The structure of the curriculum is changing There is an infusion of technology

KALIPER By 2000, a small group of influential programs had already dropped “Library” from their names Broadened focus of LIS education over the last decade Rise of the Internet and the World Wide Web  crisis/opportunity for LIS programs

KALIPER: Context Libraries and librarians have always been early adopters of IT The claim that the Internet will replace libraries is based on questionable assumptions

KALIPER: Context Three common misconceptions are: 1)all useful information exists somewhere on the Internet 2) Information is available without cost, & 3)It can be found by anyone willing to spend enough time searching for it

KALIPER: Purpose KALIPER asked: “What evidence/indicators that suggest dynamic curricular changes are occurring in the education for information professionals?”

KALIPER: Findings TREND #1: In addition to libraries as institutions and library-specific operations, Library and Information Science (LIS) curricula are addressing broad-based information environments and information problems

KALIPER: Findings TREND #2: While LIS curricula incorporate perspec- tives from other disciplines, a distinct core has taken shape that is predominantly user-centered

KALIPER: Findings TREND # 3: LIS schools programs are increasing the investment & infusion of information technology into their curricula

KALIPER: Findings TREND #4: LIS schools and programs are experimenting with the structure of specialization within the curriculum

KALIPER: Findings TREND #5: LIS schools and programs are offering instruction in different formats to provide students with more flexibility

KALIPER: Findings TREND #6: LIS schools and programs are expanding their curricula by offering related degrees at the undergraduate, master’s, and doctoral levels

KALIPER: Implications Convergence New discipline of information

Information Organizations in the 21 st Century Information organizations -Systems thinking -Learning organizations Learning in the “Academy” -Learning theories Intersection

Information Organizations in the 21 st Century FSU / SIS Case Study 1)learning & working in an associative, collaborative community of learners - a web of relationships - interrelated internship experiences

Information Organizations in the 21 st Century 2)learning & working by interacting with a rich/enriched environment in a “knowing organization - learning contract - virtual internships

Information Organizations in the 21 st Century 3)learning & working in a global yet personalized organization - using the web to find internships

Information Organizations in the 21 st Century 4) learning & working in a flexible, open environment, willing to explore despite the current “chaos” with a belief in ultimate order - out of seeming chaos, order

Information Organizations in the 21 st Century 5)learning & working through a process of action and reflection - lies at the core of the learning & organization theory - the reflective practitioner

Information Organizations in the 21 st Century Merging of organization theory and learning theory  Collaborative networked environment  Need to consider how best to structure the learning experience so students can call upon their own resources

Class Discussion