An analysis of ALA‐accredited MLS curricula indicates deficiencies in the initial training provided for public librarians

Abstract

Background Public librarians often address patron inquiries regarding health concerns. However, prior research indicates that public librarians may be unprepared to meet the health information requests of patrons. Objective This study examined the availability of health‐themed courses in American Library Association (ALA) accredited Master of Library and Information Studies/Science (MLIS) programs. Methods Accredited MLIS programs were identified using the ALA directory. Curricula were reviewed for health content and public librarianship, children's, and young adult concentrations. Descriptive and bivariate analyses assessed the percent of programs that offered various health‐related course content and the differences in availability of such content. Results Of the 59 accredited MLIS programs, only 35 (59.32%) listed at least one health elective and none listed a required health course. No MLIS programs that had a public library concentration (n = 21) listed a required or elective health course, two programs with a children's concentration (n = 25) listed health course electives, and one program with a young adult concentration (n = 25) listed a health course elective. Conclusion ALA‐accredited MLIS programs should consider increasing their offerings or requiring health‐related courses to improve the training of public librarians to meet the health information needs of communities.

Toward the development of a framework for literacy support and promotion by public libraries in financially and infrastructurally low-resourced territories

“…A well-trained and skilled library workforce is vital for delivering quality services and adapting to evolving user needs especially given the young population in many regions like Sub-Saharan Africa with limited infrastructures and economically less-resourced (Pandolfelli et al. , 2022; Manamela and Ngomane, 2021).…”

“…A well-trained and skilled library workforce is vital for delivering quality services and adapting to evolving user needs especially given the young population in many regions like Sub-Saharan Africa with limited infrastructures and economically less-resourced (Pandolfelli et al, 2022;Manamela and Ngomane, 2021). Often as a consequence of limited budgetary allocations and poor funding, continuous professional development training opportunities for public librarians are rare to come by (Ocholla and Shongwe, 2013;Katuli-Munyoro and Mutula, 2019;Raju, 2015).…”

Professional Competencies of Canadian LIS Graduates

“…On a national level, studies of librarian professional competencies have been done in Pakistan (Khan & Mahmood, 2013;Ismail & Khan, 2021), India and South Asia (Kaur, 2015;Yadav, 2022), the United States (Goodsett & Koziura, 2016;Saunders, 2019;Hu et al, 2022;Saunders, 2015); Japan (Toshimori, Mizoue, & Matsumoto 2011), and South Africa (Bothma & Britz, 2000). There has also been a focus on competencies related to specific information work including competencies for data professionals (Kim, 2016;Harris-Pierce & Quan Lui, 2012), health information professionals (Pandolfelli, et al;, and knowledge management (Husain & Nazim, 2015) workers.…”

Transforming health science libraries around the globe: The impact of technology

“…In their analysis of 59 American Library Association (ALA) accredited Master of Library and Information Studies/Science (MLIS) programmes, Pandolfelli et al (2022) found deficiencies in the initial training provided for public librarians. Curricula were reviewed for a range of content including health content and public librarianship.…”