Subjects
information literacy; library instruction; pedagogy; program development; MLS graduate education; professional development; career readiness
Document Type
Research Article
Abstract
For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library's core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy training offered in that region outside of MLS programs. The authors focus on the Library Instruction Leadership Academy (LILAC), an innovative, semester-long training program created in Western New York State to offer instruction in the pedagogical foundation and practical experience essential for teaching information literacy skills effectively. They provide details of the program's content, organization, funding, assessment methods, and learning outcomes. While regional initiatives like LILAC prove to be very valuable to their participants, the authors aim to apply pressure on MLS programs to establish curricular requirements better suited to the demands of today's librarianship.
DOI
10.15760/comminfolit.2013.7.1.131
Downloads prior to this publication
2480
Persistent Identifier
http://archives.pdx.edu/ds/psu/22424
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Davies-Hoffman, K., Alvarez, B., Costello, M., & Emerson, D. (2013). Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs?. Communications in Information Literacy, 7 (1), 9-23. https://doi.org/10.15760/comminfolit.2013.7.1.131