- Email: [email protected]
Old Wine Into New Bottles: Responses To New Approaches In Library Education
Pergamon
Library Acquisitions: Practice & Theory, Vol. 22, No. 1, pp. 41–43, 1998 Copyright © 1998 Elsevier Science Ltd Printed in the USA. All rights reserved 0364-6408/98 $19.00 1 .00
PII S0364-6408(97)00150-6
1997 FEATHER RIVER INSTITUTE
OLD WINE INTO NEW BOTTLES: RESPONSES TO NEW APPROACHES IN LIBRARY EDUCATION LARRY OSTLER Lee Library Brigham Young University Provo, UT 84602 Internet: [email protected]
TERRY DAHLIN Lee Library Brigham Young University Provo, UT 84602 Internet: [email protected]
Abstract—Library schools historically have paid little attention to paradigm shifts in society. They have been slow to change their curricula in meaningful ways, and their leaders have not paid enough attention to forces from the external social environment. The limited theoretical foundation for librarianship leaves librarians without a clear sense of future direction. Five themes related to improving library education were proposed and discussed at the Feather River Institute held in May 1997. 1. 2. 3. 4. 5.
Librarians lack a strong sense of identity. The profession of librarianship lacks an adequate body of underlying theory. Library schools and the library profession have been weak in regulating themselves. Library schools have been slow to respond to technological changes. The time is ripe for major changes in the curricula of library schools. © 1998 Elsevier Science Ltd
41
42
L. OSTLER and T. DAHLIN
INTRODUCTION It seems that everyone who has ever attended library school has a strong opinion about how library education ought to be improved. It is rare to find a librarian who will argue strenuously to maintain library education as it has been carried out in the past. Many librarians sense that the world has changed around them and that library education must respond to the changes. The authors developed an interest in the need for change in library education because of long experience working in libraries and teaching in library school. They began to feel that the professional literature concerning library education did not take into account some important matters and that library schools and their leaders had not paid enough attention to the effects of powerful forces from the external social environment. The rules of the game changed in society and library schools did not make the fundamental changes necessary to respond to the paradigm shift. Recent writings of experts emphasize organizational ecology, which provides a new way of looking at the problems and challenges facing organizations, specifically library school organizations [1]. The perception that the professional literature on library education was inadequate led the authors to write a book on the subject [2]. The book attempted to provide new approaches or alternative perspectives to library education. The authors believe that the answers to fundamental questions about library education most appropriately come from those who work in the profession, not from external sources or commentators. As such, the Feather River Institute, held May 15-18, 1997, in Northern California, afforded a perfect opportunity for the authors to present revisionist concepts about library education to a small, select group of library professionals and gather feedback on the viability of those concepts.
FIVE THEMES IN LIBRARY EDUCATION The authors identified five themes that they believe are important in improving library education. The following statements summarize these themes: ●
●
● ● ●
Librarians lack a strong sense of identity. Library education and research has not clearly defined whether librarianship is primarily a humanistic discipline, a scientific discipline (such as information science), or some combination of the two. The profession of librarianship lacks an adequate body of underlying theory. Since the time of Melvil Dewey, library education has placed so much emphasis on technical skill and process that our theorists have been neglected. Library schools and the library profession have been weak in regulating themselves in comparison to other professions. Library schools have been slow to respond to technological changes flowing from the external environment. The time is ripe for major changes in the curricula of library schools.
FOCUS GROUPS On May 16, 1997, the authors presented their ideas to 54 attendees of the Feather River Institute. The attendees were divided into five focus groups of roughly equal size, and each group was provided with one of the themes listed above to discuss and provide written and oral feedback. Each focus group was provided with an easel and large format paper to record their observations and
1997 Feather River Institute
43
conclusions, and a recorder was selected by each group to make written notes summarizing the discussion. The individual groups were then allowed approximately 20 minutes to discuss their assigned themes relating to library education. After the discussions, the entire institute reconvened for oral presentations by each group summarizing the results of their discussions. ●
●
●
●
●
Librarians do not have a problem with their identity, but others outside the profession do not perceive that identity properly. Librarians are concerned about the status accorded to them by society at large. This led to a question of image vs. identity and whether librarians are more properly seen as teachers or managers. There is indeed a lack of theory in librarianship. Theory and foundation from the business world would be a useful supplement. The names of Maslow, Drucker, and Piaget from outside librarianship were suggested in this role. There was discussion about changing what librarians value, such as key word in title (KWIT) searching rather than perfect cataloging copy. The group also discussed what aspects of the profession are truly professional. More rigorous standards are needed from the Committee on Accreditation of the American Library Association. To ensure quality education and information service to society, the library profession should teach students a conceptual framework for their professional work and focus more on process. New information technologies will certainly have a transforming effect on libraries and information services. The direction of these new technologies and their application in libraries is a topic that needs a great deal of discussion among librarians. The group felt that libraries should be cautious about dissipating their efforts by trying to do too many things, but that they should be able to facilitate access to all electronic information. It would be helpful to implement an undergraduate degree program (either as a major or a minor emphasis) as a prerequisite for graduate study. The master’s degree curriculum should prepare graduates for the rigors of the information society without giving up the altruistic and humanistic roots of traditional librarianship.
SUMMARY AND CONCLUSIONS The focus groups discussed and debated their themes with energy and enthusiasm. No overarching themes emerged from the groups that were broadly applicable to the types of changes needed in library education, but awareness of the current challenges to librarianship was increased and the participants enjoyed a healthy exchange of ideas.
REFERENCES 1. Hannon, M. R. & Freeman, J. (1989). Organizational Ecology. Cambridge, Mass.: Harvard University Press. 2. Ostler, L. J., Dahlin, T. C., & Willardson, J. D. (1995). The Closing of American Library Schools: Problems and Opportunities. Westport, Conn.: Greenwood Press.
Library Acquisitions: Practice & Theory, Vol. 22, No. 1, pp. 41–43, 1998 Copyright © 1998 Elsevier Science Ltd Printed in the USA. All rights reserved 0364-6408/98 $19.00 1 .00
PII S0364-6408(97)00150-6
1997 FEATHER RIVER INSTITUTE
OLD WINE INTO NEW BOTTLES: RESPONSES TO NEW APPROACHES IN LIBRARY EDUCATION LARRY OSTLER Lee Library Brigham Young University Provo, UT 84602 Internet: [email protected]
TERRY DAHLIN Lee Library Brigham Young University Provo, UT 84602 Internet: [email protected]
Abstract—Library schools historically have paid little attention to paradigm shifts in society. They have been slow to change their curricula in meaningful ways, and their leaders have not paid enough attention to forces from the external social environment. The limited theoretical foundation for librarianship leaves librarians without a clear sense of future direction. Five themes related to improving library education were proposed and discussed at the Feather River Institute held in May 1997. 1. 2. 3. 4. 5.
Librarians lack a strong sense of identity. The profession of librarianship lacks an adequate body of underlying theory. Library schools and the library profession have been weak in regulating themselves. Library schools have been slow to respond to technological changes. The time is ripe for major changes in the curricula of library schools. © 1998 Elsevier Science Ltd
41
42
L. OSTLER and T. DAHLIN
INTRODUCTION It seems that everyone who has ever attended library school has a strong opinion about how library education ought to be improved. It is rare to find a librarian who will argue strenuously to maintain library education as it has been carried out in the past. Many librarians sense that the world has changed around them and that library education must respond to the changes. The authors developed an interest in the need for change in library education because of long experience working in libraries and teaching in library school. They began to feel that the professional literature concerning library education did not take into account some important matters and that library schools and their leaders had not paid enough attention to the effects of powerful forces from the external social environment. The rules of the game changed in society and library schools did not make the fundamental changes necessary to respond to the paradigm shift. Recent writings of experts emphasize organizational ecology, which provides a new way of looking at the problems and challenges facing organizations, specifically library school organizations [1]. The perception that the professional literature on library education was inadequate led the authors to write a book on the subject [2]. The book attempted to provide new approaches or alternative perspectives to library education. The authors believe that the answers to fundamental questions about library education most appropriately come from those who work in the profession, not from external sources or commentators. As such, the Feather River Institute, held May 15-18, 1997, in Northern California, afforded a perfect opportunity for the authors to present revisionist concepts about library education to a small, select group of library professionals and gather feedback on the viability of those concepts.
FIVE THEMES IN LIBRARY EDUCATION The authors identified five themes that they believe are important in improving library education. The following statements summarize these themes: ●
●
● ● ●
Librarians lack a strong sense of identity. Library education and research has not clearly defined whether librarianship is primarily a humanistic discipline, a scientific discipline (such as information science), or some combination of the two. The profession of librarianship lacks an adequate body of underlying theory. Since the time of Melvil Dewey, library education has placed so much emphasis on technical skill and process that our theorists have been neglected. Library schools and the library profession have been weak in regulating themselves in comparison to other professions. Library schools have been slow to respond to technological changes flowing from the external environment. The time is ripe for major changes in the curricula of library schools.
FOCUS GROUPS On May 16, 1997, the authors presented their ideas to 54 attendees of the Feather River Institute. The attendees were divided into five focus groups of roughly equal size, and each group was provided with one of the themes listed above to discuss and provide written and oral feedback. Each focus group was provided with an easel and large format paper to record their observations and
1997 Feather River Institute
43
conclusions, and a recorder was selected by each group to make written notes summarizing the discussion. The individual groups were then allowed approximately 20 minutes to discuss their assigned themes relating to library education. After the discussions, the entire institute reconvened for oral presentations by each group summarizing the results of their discussions. ●
●
●
●
●
Librarians do not have a problem with their identity, but others outside the profession do not perceive that identity properly. Librarians are concerned about the status accorded to them by society at large. This led to a question of image vs. identity and whether librarians are more properly seen as teachers or managers. There is indeed a lack of theory in librarianship. Theory and foundation from the business world would be a useful supplement. The names of Maslow, Drucker, and Piaget from outside librarianship were suggested in this role. There was discussion about changing what librarians value, such as key word in title (KWIT) searching rather than perfect cataloging copy. The group also discussed what aspects of the profession are truly professional. More rigorous standards are needed from the Committee on Accreditation of the American Library Association. To ensure quality education and information service to society, the library profession should teach students a conceptual framework for their professional work and focus more on process. New information technologies will certainly have a transforming effect on libraries and information services. The direction of these new technologies and their application in libraries is a topic that needs a great deal of discussion among librarians. The group felt that libraries should be cautious about dissipating their efforts by trying to do too many things, but that they should be able to facilitate access to all electronic information. It would be helpful to implement an undergraduate degree program (either as a major or a minor emphasis) as a prerequisite for graduate study. The master’s degree curriculum should prepare graduates for the rigors of the information society without giving up the altruistic and humanistic roots of traditional librarianship.
SUMMARY AND CONCLUSIONS The focus groups discussed and debated their themes with energy and enthusiasm. No overarching themes emerged from the groups that were broadly applicable to the types of changes needed in library education, but awareness of the current challenges to librarianship was increased and the participants enjoyed a healthy exchange of ideas.
REFERENCES 1. Hannon, M. R. & Freeman, J. (1989). Organizational Ecology. Cambridge, Mass.: Harvard University Press. 2. Ostler, L. J., Dahlin, T. C., & Willardson, J. D. (1995). The Closing of American Library Schools: Problems and Opportunities. Westport, Conn.: Greenwood Press.