How Should iSchool Leaders Approach the Future?

After receiving my master of library and information science (MLIS) degree in 1990, I intended to become an academic librarian. Instead, my career took me through roles as a library and information science (LIS) faculty member and positions in research and development (R&D) and consumer product development in Silicon Valley tech companies. I eventually returned to academia, first as director at the San Jose State University School of Information and now as associate dean for the College of Information, Data and Society. The unexpected path my career took through these diverse environments taught me two things: 1) LIS skills can be applied across sectors and 2) change is pervasive in all work environments. If we are to meet future workforce needs, iSchools leaders—like leaders in any rapidly evolving sector—must monitor trends, engage with stakeholders, and grow their skills while helping employees and students to do the same.

Keep Up With Trends

The information profession is constantly evolving, influenced by new technologies, societal shifts, and changing community needs. While some may find this overwhelming, I’ve always seen it as an opportunity—indeed, an imperative—to adapt, update work practices, and even redefine job roles. To stay ahead, I encourage leaders to actively engage in environmental scanning, trend analysis, and futures thinking.

For instance, observing trends in LIS education and the rise of iSchools prompted me to lead the transformation of what was then San Jose State University’s School of Library and Information Science into the School of Information. Not only was this name change important to be more inclusive of all of the School’s educational programs and to keep up with the changing naming conventions for LIS departments globally, but it was also important to change the School’s name to be more reflective of the diverse career opportunities that graduates in the information professions would have in the future.

Similarly, in 2011, I recognized the growing importance of online learning and the need in the profession for ongoing professional development, which led to the creation of the Library 2.0 virtual conference series. At that time, online learning was less common and there was some mistrust and discomfort with learning in virtual environments. However, over time, the conference has developed a global following. In fact, each Library 2.0 virtual conference brings together more than 5,000 information professionals from around the world to share knowledge, best practices, and perspectives and to engage in rich discussions; many libraries use these conferences for staff development. Providing these conferences in a virtual format (with post-conference access to the recordings) and offering the conferences as free to attend has made it possible for information professionals to continue their learning without the travel time and costs that prevent many professionals from participating.

I also regularly tracked trends to ensure our MLIS curriculum remained relevant. One key resource was the MLIS Skills at Work: A Snapshot of Job Postings report, which offers insights into the skills needed in today’s information profession. This report, prepared annually by the SJSU iSchool, not only helps students but also informs decisions around curriculum updates. For example, past job listing reports have emphasized the importance of having strong soft skills, such as communication and interpersonal skills. We used the qualifications stated in job listings as input into our curriculum development process to ensure that our graduates would be well-prepared to meet workforce needs, resulting in, for example, the development of course offerings in Interpersonal Communication and Intercultural Communication.

While being an iSchool administrator demands keeping up with trends, it also requires a creative approach to identifying which trends to act on and which are right for your program and when. For example, we identified the iSchool trend of launching undergraduate degree programs for many years before deciding that this was the right direction for our iSchool. In making big decisions like this, we needed to consider our university environment, the iSchool’s strategic goals, and the California State University system policies, among other factors. Staying aligned with our vision, mission, and strategic plan along with our local context and understanding of the broader trends helped us make appropriate decisions about what to prioritize and act on.

Engage with Stakeholders

In addition to tracking trends, it’s important to engage with key stakeholders. As director, I met regularly with leaders in the information professions to understand their workforce needs and also to discuss what skillset gaps they had observed in new information professionals. I consulted with a wide range of stakeholders, including members of the iSchool’s International Advisory Board, members of the iSchool’s program advisory committees, iSchool internship supervisors, and other leaders in the profession. We also conducted regular surveys of employers to get their perspectives. These inputs were invaluable—and directly impacted our programs and curriculum. For example, from speaking with stakeholders, I realized that many information professionals wanted and needed to upskill and reskill due to the rapidly changing library environment. However, when I joined as the SJSU iSchool director, our School did not offer any continuing professional development opportunities for information professionals. In response to stakeholder input, we developed a Post-Masters Certificate in Library and Information Science to address the need for continuing professional development.

As the associate dean in our college, I also seek input from leaders at our university, iSchool deans, directors and chairs at other universities, and LIS employers. I also continue to track trends in the LIS field, higher education, online learning, and society broadly by reading blogs and reports in higher education, technology, and LIS education. I synthesize my trend analysis and deliver quarterly reports at the SJSU iSchool retreats so that faculty and staff are informed too. This type of regular trend reporting helps the college and the iSchool to think strategically about our priorities and potential initiatives. For example, it helps us follow what programs other iSchools are launching so we can determine implications for our programs, policies, and practices; identify changes in the information profession so we can factor those into our curriculum, program, and student service offerings; and be aware of developments within our own environment at the system, university, and college level so we can adjust our practices and ensure alignment with our institution’s vision.

Grow Your Skills

Looking ahead, what skills will iSchool leaders, educators, and administrators need to apply in their own work and help develop in current and future members of the information profession? In Library 2035: Imagining the Next Generation of Libraries (Hirsh, 2024), contributors highlighted several critical areas, for example:

• Artificial Intelligence (AI) and Emerging Technologies: AI is already reshaping how work is done in libraries and educational settings. Developing AI literacy and understanding how to use AI responsibly will be key for both information professionals and iSchool leaders. We also must develop competencies in emerging technologies like AR/VR, cybersecurity, and data privacy.

• Advocacy and Storytelling: Information professionals and academic leaders in LIS need strong advocacy skills to champion libraries and iSchool programs. The ability to tell compelling stories about the impact of libraries and information services is equally important. iSchool leaders similarly need these skills to communicate the value and impact of their programs within the university.

• Community Engagement and Partnerships: Libraries are becoming more integral to their communities, requiring skills in engagement, equity, and collaboration. Information professionals need to address the digital divide, foster resilience, and build partnerships between diverse stakeholders. For iSchool administrators, the ability to establish meaningful collaborations both inside and outside the university is crucial.

Given the rapid pace of change in our field, continuous upskilling and reskilling are essential. There are many resources available to information professionals and iSchool leaders to help update existing skills and build new ones. The Library 2.0 virtual conferences are free and are a great way to keep up to date, and there are many free webinars that focus on key skills. ALA and other associations offer skills-based training classes and programs and there are many providers for microcredentials. Talent management platforms can help individuals develop their skills. I also see iSchools playing a growing role in the ongoing professional development of information professionals through certificate programs, new degree programs, and VR/immersive learning opportunities.

Final Thoughts

The information profession has undergone transformative changes in the past, and it will continue to evolve. Being future-ready—in other words, being open to new opportunities and regularly honing and investing in skills and competencies—is critical for both information professionals and iSchool leaders.

To keep up, iSchool leaders will need to continually monitor trends, update MLIS curricula, and develop new programs to meet evolving workforce needs. iSchools leaders also need to seek input from LIS employers and other stakeholders to identify workforce gaps, particularly the skills and competencies that new graduates should have. They also need to continually hone their own skill sets too. By understanding these trends, engaging in these practices, and continuing to evolve, iSchool leaders will be positioned to successfully educate a future-ready workforce of information professionals—those who are well-prepared to meet the challenges and opportunities in libraries today and in the years to come.

References

Hirsh, S. (Ed.) (2024). Library 2035: Imagining the Next Generation of Libraries. Rowman & Littlefield Publishers, Inc.

San José State University School of Information. (2024). MLIS Skills at Work: A Snapshot of Job Postings. https://ischool.sjsu.edu/sites/main/files/file-attachments/career_trends.pdf?1717255504