MSIS GRADUATES The IS alumnae responses to this question emphasize the importance of both technical and organizational skills to SILS graduates. In terms of technology, these respondents suggest that coursework needs to "keep up" with new developments; and they point to the importance of skills such as data management, programming, systems design, micro-computer equipment assembly, graphic interface development, data analysis, and other types of computer-related support.
From an organizational standpoint, they point to skills that relate to employer interests. These include some traditionally associated with libraries and information centers, such as Internet and database searching, cataloging, and reference service. They also include knowledge of management techniques, communication skills, and analytic methods such as market research. Along with their strong technical interests, these respondents raise the importance of what one calls "the big picture". Another stresses the need for a "balance of courses that link technical and business issues." He further notes that in his experience "it's important to be conversant in both languages, and to see both sides of an issue." A third respondent also stresses the importance of communication skills, suggesting that knowledge isn't useful "unless it can be communicated verbally."
MSLS GRADUATES The responses of LS alumnae clearly reflect the numerous roles these graduates expect to play in information services and technology organizations. The skill mix is wide, including good communication practices, public service orientation, and knowledge of current library practices, traditional and electronic resources, and the newest technologies. From an operational viewpoint, these skills ranged from those needed to get the right book to the right reader to those needed to maintain and design digital equipment and service interfaces. In between lay those required to hire, train, and supervise staff, as well as those needed to guide organizations, services and products. In all of these cases, the LS alumnae seemed to believe that a sound program should contribute to technical proficiency while providing the deliberative tools needed to make sound client-based decisions.
Traditional library skills and applicability figure strongly in these respondents' image of proficiency. About 33% attached explicit importance to general and subject-related reference, and about 25% pointed similarly to the importance of cataloging. Almost two thirds, or 66%, mentioned computer and telecommunications related activities, and many of these emphasized the need for courses to be "up-to-date," practical, and forward-looking. Among those skills specifically mentioned, Internet use and web page development rated highest with close to 50% of those who responded indicating that these skills should be included in SILS courses. While some other responses were less specific, there were numerous references to networking, programming, online searching, and data management.
These respondents also expressed a need for experiences that would help them accumulate the combination of skills usually associated with administrative functions and organizational competence. Close to 50% of the respondents alluded to these, in some cases referring generally to "management" training and in others providing more specific suggestions. Among this later group more than 15% mentioned skills related to financing, with suggestions ranging from "funding" and "grant writing" to "budgeting" and "accounting." Coursework dealing with "people" issues was also frequently mentioned, including "how to manage paraprofessionals," "how to deal with vendors," and personnel, supervision, and teamwork competencies.
LS alumnae also appeared to value skills that could help them position their organizations. In some cases these included analytic thinking and methods - a point that one alumna made explicitly when she stated that graduates should be prepared to "quantify the value information centers bring to their organization" and able to "articulate the hard numbers of business benefit" in terms of their organization's interests. Another suggested that today's practitioners should be prepared to use "statistics" and know how to "conduct" studies. Two others respondents referred to research methods among the skills they consider important.
Looking at this issue from another direction, one alumna pointed to the importance of being able to identify community partners, and others spoke of the skills required for "library advocacy" and "promoting one's Library." A firm understanding of library and information science, its "theoretical underpinnings," its "history," and its "professional philosophy" were associated with this type of thinking. Two alumnae also looked to these 'basics" to defend professional choices and deal with ethical issues such as intellectual freedom that could influence their library's community standing.
Revised 9/26/99