Library and Information Science

Contact  R. David Lankes, 245 Hinds Hall, 315-443-2911, rdlankes@syr.edu; ischool.syr.edu.

Preparation of Librarians for the Future
Librarians work in a broad spectrum of libraries and resource centers, in the information industry, and in other venues where information management skills are needed. They must be able to understand and interpret an increasingly complex information environment; collaborate effectively with other information professionals; articulate the value of the knowledge and skills of librarianship in a rapidly changing information environment; and be competent managers capable of innovation, efficiency, and leadership as they meet the demands of their clientele.

Challenges for the Profession 
At Syracuse University, the Master of Science in Library and Information Science (LIS) program is designed to prepare students to respond to the challenges of librarianship, including:
 

• planning and implementing high quality library and information services in the changing social and technological environment;
• organizing libraries, media centers, and information agencies to serve their clientele effectively;
• designing information systems that meet specific needs of library and information users;
• integrating information technologies creatively and effectively into library and information services;
• developing techniques to organize and retrieve vast amounts of information;
• contributing to the debates concerning digital information policy, including issues of universal access, privacy, freedom of expression and censorship, and intellectual property;
• responding to the needs of their clientele in the areas of information literacy;
• increasing the effectiveness of libraries as a foundation in preserving a nation’s cultural heritage; and
• sharing information resources through innovative networking and ensuring equitable access to a broad range of information.

The LIS Program at Syracuse University 
As part of the School of Information Studies, the LIS program provides thorough grounding in the knowledge, skills, and values of librarianship within the context of an interdisciplinary faculty. The LIS program draws on faculty expertise in such areas as library science, information science, strategic management of information resources, communications, business, education, psychology, public administration, and computer science.
 
LIS coursework stresses both the theory and practice of library science. It includes educational opportunities beyond formal coursework through one-on-one interaction with the faculty; hands-on learning in libraries and information centers; exposure to leaders in the profession; and direct participation in research projects. The program is offered in both campus and distance learning formats and can be completed on a full-time or part-time basis. 

The need for well-prepared librarians will continue to grow as individuals, organizations, communities, and society as a whole cope with the complexity of the information explosion and the implications of the networked digital information environment. Our LIS program graduates librarians who are prepared to assume leadership roles in the libraries, information centers, and the broader information environment.

Our program in library science is a respected leader in the field, with a tradition of innovation stretching back more than a century. Of the approximately 60 programs accredited by the American Library Association, Syracuse University’s LIS program is consistently ranked among the top programs, attesting to the quality of the faculty, curriculum, resources, and students. Currently, the School of Information Studies is ranked third overall, first in information systems, second in digital librarianship, and fourth in school library media by U.S. News & World Report.

Learning Outcomes  By the time students complete the LIS program, they will be able to demonstrate knowledge of:

1. Philosophy, Principles, and Ethics of Librarianship: Students are well grounded in the philosophy, principles, knowledge, character, and ethics of librarianship and understand the value of teaching, service, and research to the advancement of the field.   
   Evidence: In different library and information contexts, students:
   a. apply theory, conceptual principles, and scholarly research; and   
   b. engage in teaching, service, and research.
2. Information Resources:  Students understand the variety of information resources and the systems and technologies that facilitate their management and use.
   Evidence:  Students can manage information resources through:
   a. identification, selection, and acquisition;
   b. organization and description;
   c. retrieval, provision of access, storage, and preservation; and
   d. analysis, interpretation, and evaluation of an existing collection.
3. Information Services: Students understand the role of rapidly changing library and information services and technologies in a multicultural, multiethnic, multilingual global society, including the role of serving the needs of underserved groups.
   Evidence: Students can create and manage user-centered information services and systems to meet the needs of changing and diverse communities of users by:
   a. analyzing the information needs of the individuals and communities in the context of the demographic, social, economic, and ethical factors
   b. discovering and synthesizing existing resources, systems, and services; and
   c.  developing and disseminating new resources, systems, and services.
4. Librarianship in a Broader Information Society: Students understand the importance of contributions of library and information studies to other fields of knowledge and the importance of contributions of other fields of knowledge to library and information studies
   Evidence:
   a. Students collaborate with future members of other information professions to apply basic and applied research from related information fields.
   b. Students can debate local, national, and international information issues, and policies, and regulations in a cross-discipline digital and global society.
5. Professional Communication and Leadership Skills: Students understand the principles, norms, and practices governing professional communication in the field through informal structures and professional organizations. Students can assume team member, management, and leadership roles in their workplace and their profession
   Evidence:
   a. Students communicate appropriately to individuals and groups through group discussions and presentations
   b. Students learn about, select, and join appropriate professional organizations for their specialties
   c. Students apply teamwork, management, and leadership principles both conceptually to library and other information settings and in collaboration with other students through group projects.

Curriculum Requirements  The 36-credit LIS curriculum is designed to prepare librarians who have the broad range of knowledge and skills needed for exemplary practice in the library and information profession.

Themes  Three themes run through the LIS curriculum:

• Focus on the users of library and information services. Keeping the needs of users–and potential users–of library and information services in the foreground is a fundamental value of librarianship.
• Use technology to provide exemplary library and information services. Librarians need to be able to use technology effectively to provide quality library and information services.
• Manage information services and systems. Librarians in the 21st century must be competent managers of information, capable of innovation, efficiency, and leadership to meet the needs of their clientele.
   

Core Knowledge and Skills  LIS core courses provide a solid grounding in the knowledge, skills, and values of the library and information profession. The 19-credit LIS core has three parts:

Introductory Core (4 credits)
IST 511     Introduction to the Library and Information Profession (gateway course)
IST 601     Information and Information Environments (1 credit)

Information Resources Core (9 credits)
IST 605     Reference and Information Literacy Services
IST 613     Library Planning, Marketing, and Assessment
IST 616     Information Resources: Organization and Access

Management and Policy Core (6 credits)
IST 614     Management Principles for Information Professionals (Note: not required for school media students)
IST 618     Survey of Telecommunications and Information Policy

Electives (14 credits)
Electives allow students to extend their core knowledge and skills in directions of their choice. Some students spread electives across areas of focus, and others select primarily from one area, adding a course or two from the others for balance. To help in the selection of electives, graduate courses at the School of Information Studies are grouped into three areas of focus:

• Information Services and Resources
• Information Organization, Retrieval, and Access
• Information Systems Design and Management
   

Courses in the areas appear below:
(1) Services and Resources
Courses focus on the tools, principles, and practices necessary to be an effective intermediary between information resources and a client’s information needs. These electives build on skills in the three core information resources courses.

Services

Resources

(2) Organization, Retrieval, and Access
Courses explore theoretical concepts, systems, and practices for organizing information in order to facilitate access and retrieval. This area of focus includes a wide range of approaches to the organization and retrieval of information, from the established to the innovative and experimental. Courses from the systems area, which treat information systems in general, are frequently relevant here, depending on the student’s interests and experience.

IST 553     Information Architecture for Internet Services
IST 565     Data Mining
IST 585     Knowledge Management
IST 604     Cataloging of Information Resources
IST 631     Theory of Classification and Subject Representation
IST 632     Management and Organization of Special Collections
IST 657     Basics of Information Retrieval Systems
IST 659     Data Administration Concepts and Database Management
IST 664     Natural Language Processing
IST 676     Digital Libraries
IST 677     Creating, Managing, and Preserving Digital Assets


(3) Information Systems Design, Implementation, and Management
Courses in this area focus on theoretical concepts and models, tools, skills, and standards necessary to the design, implementation, and management of information systems in general. Students wishing to learn more about the organizational and retrieval aspects of information in systems may wish to include courses from the "organization, retrieval, and access" section.
 

Exit Requirement: Internship or Independent Study (3 credits) 
There are two ways to fulfill the exit requirement:

(1) Internship (IST 971) or School Media Practicum (IST 972)  Most students choose this option for their exit requirement even if they have had prior library work experience. There are two ways to approach a decision about this most important part of the program. The first is to choose an internship that will directly match career goals and provide an excellent source of work experience and recommendations from practitioners who have had an opportunity to see your work firsthand. The second approach, for those undecided about career goals, even toward the end of the program, is to try something new. Using this approach, the internship is a way of “testing the water” to see if you like a particular environment. Some students do two internships: one in direct preparation for a career, and one to explore and compare. 

At the very least, the student should be explicit about what the objectives of this practical experience will be: management skills, technical skills, more practice working with patrons, learning new technologies firsthand, and so on. The internship or co-op is treated as another course in terms of the intensity and depth of the knowledge sought. It is a waste of resources to seek an internship or co-op in a job that you already know.

An internship comprises 150 hours of work on site for 3 credits. The student must be under the supervision of a professional librarian or information manager, although this does not mean that the student can’t work with non-professionals as part of the experience. Most internships involve some general orientation, some work practice, and often a special project. Each experience is different and the student designs the internship contract in cooperation with the site supervisor, the faculty internship supervisor, and his or her academic advisor. An internship may be paid or unpaid.

A co-op is usually more like a real working experience in that the student is hired to work longer hours and is paid. In other respects, the co-op is like an internship in the way it functions in the student’s program of study.

Internships and co-ops can be done locally in the Syracuse area, nationally, and even internationally. Students have worked at sites in all types of libraries, doing many new and interesting projects. The more specific your requirements either in terms of the type of library or the location, the earlier you should start planning for arranging it. Internships and co-ops can be suggested by the faculty internship coordinator, or the student can pursue sites on his or her own initiative. Once a contact is made, however, the internship or co-op must be arranged through the school in order to qualify. To start the internship or co-op process, consult with your academic advisor. Contact the University's Office of Career Services for additional information, forms, and advice.

(2) Independent Readings and Research  
Students who already possess significant work experience in libraries or information centers may elect to do a culminating project as an independent study (IST 690) or readings and research in place of a co-op experience or an internship. No more than 12 credits of a student’s program can be taken as independent study or internship (IST 690, IST 971).

Programs of Study for Specific Types of Libraries or Library Positions  The generalist core provides a solid grounding in the knowledge and skills of librarianship. Most electives are designed to provide conceptual and practical knowledge and skills that apply across types of libraries. For students wishing to prepare for a specific type of library or position, there are many ways to tailor your program of study to these interests. These include:

• Choosing topics pertaining to your areas of interest for papers and projects in core and elective courses.
• Choosing electives that are particularly appropriate for a particular type of library or position: see the section on advising guides below.
• Developing an internship that gives you practical experience in your area of interest.
• Taking an independent study in your area of interest.

Your advisor can work with you to plan a program of study that will prepare you for positions in your area of interest while also providing you with a solid generalist knowledge that will allow you to take advantage of unexpected opportunities.