What Is The Value In An LIS Technology Course
As a part-time library science educator I pay attention to trends in LIS education. A notable one is the increase in courses that spend an entire semester introducing students to web 2.0 and other trend technologies. I ask ACRLog readers, many of whom are the future employers of LIS students, if this seems like a good idea to you. A typical LIS student gets to take 12 courses, maybe fewer if he or she receives field experience credit. What is the value for you in having your future employees spending 12 to 16 weeks learning how to create and use blogs, wikis, social networks and podcasts? This may be one of those “it depends” type questions as in it depends what is really being learned and how will it be applied in the workplace.
Now maybe I’m being narrow-minded here. Yes, right now these technologies are all the rage, and you could take the perspective that the courses are focusing on teaching students to be risk takers who can experiment, take chances, exploit new technology, etc. All good lessons indeed. But does that require a semester long course? Could a week dedicated to the topic of hot new technologies communicate the same information, especially in the context of a broader course about developing skills that will allow for constant adaptation to the latest technologies. Are there better ways to ingrain these desirable skills in our LIS students?
Personally, I’d much rather see more LIS programs introducing instructional design courses that would give students a far more powerful understanding of how and why to incorporate technology into practice – and knowing when it is and isn’t appropriate based on field assessment. This approach would be far more likely to give our future employees a theoretical foundation that informs their practice and pedagogy, and which provides them with a skill that can be applied to an endless number of technology innovations over the course of their careers. As the use of educational technology ramps up in higher education, those entering academic librarianship today need to think of themselves not simply as librarians using technology to promote information storage and retrieval, but as learning technologists who apply technology to help faculty and students achieve academic success.
The current web 2.0 technologies will no doubt be bypassed by disruptive new technologies before we know it, and then what will our library 2.0 savvy students be left with from these courses. Put another way, are you still using those skills you learned in that course you took on putting cd-roms and laserdisks to practice in libraries? On the other hand, I suspect you learned how to search DIALOG. As an academic librarian you probably don’t use that system anymore, but you do make regular use of all the skills you developed related to online information retrieval. It was the theory that informs your practice. Those are the types of courses we need, the ones that teach an understanding of the practice of academic librarianship that will be of value to students in a landscape of shifting technology and user expectations.