14/11/2012 § 11 Comments
It’s a simple fact: each year library and information science becomes a more technical field; there is an increasing expectation that by the time you leave library school you will have some amount of technical skill (coding, web design, database creation, etc.). As many schools adopt more and more technical information science courses, the once harsh line that separated librarians from computer scientists has become a lot fuzzier.
Much has been done to increase dialogue, positive relationships, and collaboration between the two groups. Many LIS careers now include technical components and interaction with computer scientists, IT personal, and other technically-minded people is often the norm. While many LIS students approach technical classes with trepidation and anxiety, many others come away with a passion for the work and enough technical fluency to hold their own in a future workplace that includes highly-skilled computer science professionals.
However, I have noticed, both in personal and professional instances, a definite negative reaction when librarians tell computer scientist students and professionals that they are learning technical skills. I’ve experienced this myself and have heard similar stories from other LIS students. So, for my inaugural HLS post, I decided to reach out to my friends with degrees in computer science (of which I, coincidentally, have many) to figure out why library students and librarians are often met with such an icy reception from our CS counterparts, and what we can do to change it. From their responses, I gleaned the following reasons/problems, and have tried to posit solutions. Please keep in mind that the quotes and ideas below represent the opinions of individuals about a multi-faceted problem; my intention is not to stereotype or offend, but to explore ways to build partnerships and mend discord.
11/07/2012 § 50 Comments
My cohort, we talk. After our weekend intensive classes, we often go out roaming in search of a likely bar, and when we find one, we sit, we drink, and we talk. And since we’ve generally just spent 12 hours in class together, we usually end up talking about library school.
This month marks the halfway point through our MLS program, and by now we’ve begun to form some strong opinions on the subject: what’s working, what’s not, what we’d change if we could. And a few of us began to play with this question: if you could design your own MLS program from scratch, what features would you definitely include? Especially those that are lacking from library education as it exists today — if you were establishing the program that would define library school for the next generation, what do you think would absolutely need to be a part of it?