As libraries evolve and innovate to keep pace with transformations in the field, it is incumbent on library schools to ensure that they are developing curricula that effectively prepare graduates for the workplace. Few studies directly consult practitioners for their perspective on student learning and curriculum. This study attempts to address that gap and add to the body of literature on the current and future shape of LIS education by engaging a range of practitioners in focus group discussions to gather their input on curricular emphases, important competencies, and the actual and potential relationships between LIS schools and employers in the training and education of new professionals. Findings confirm the importance of a range of technology skills as well as soft skills including communication, customer service, flexibility, and a commitment to continuous learning. The results will be of interest to LIS faculty, current practitioners, library students, and recent graduates.

A master’s degree from an ALA-accredited institution can prepare graduates for a wide range of job functions and career paths, but the variety of jobs raises some questions about how LIS programs are meeting the wide range and evolving needs of employers in order to best prepare students for professional positions. What knowledge, skills, and aptitudes (KSAs) are necessary for practitioners? What are common competencies and foundational areas of knowledge that apply across information settings and job functions, and which skills and competencies are specialized enough to be relevant only to certain positions? This study reports on the results of a nationwide survey of over 2,000 practicing information professionals and LIS faculty who were asked to rate 53 skills and competencies as core or specialized. The findings identified 11 core KSAs but also suggest that areas of emphasis vary by type of information setting. The findings have implications for LIS programs and faculty.

Libraries have a long, though not uncomplicated, history with social justice and social advocacy. The new ACRL Framework for Information Literacy, which is more conceptual and flexible than the original Standards, offers an opportunity for librarians to approach teaching and learning from a social justice perspective. Indeed, the Framework integrates social justice and anti-oppression into some of its frames. This essay will examine the reasons for approaching information literacy from a social justice perspective and will analyze the opportunities and limitations of the new Framework with regard to social justice issues. It concludes with a proposal for a new frame, "information social justice," that could be added to the existing Framework.