Master of Science in Library and Information Science | College of Education

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Master of Science in Library and Information Science

The Library and Information Science Program prepares future librarians, archivists and other information professionals to work in a variety of settings including schools, colleges and universities, public and state libraries and other settings. The program offers courses in both the theoretical foundations and practical application of various subjects in Library and Information Science, which include the essential theories, research and foundations of library and information science, management and organization of library and information services, organization of information, information sources and media, information literacy, information services, information technology for Library and Information Services, plus other LIS-related topics.

The program offers a Master of Science degree in Library and Information Science with a specialization in the following areas: 1.) school libraries (initial licensure, advanced master’s degree/endorsement to become a School Library Information Specialist in the state of Illinois), 2.) Archives and Records Management, 3.) Academic Libraries, and 4.) Public Libraries. In addition to the master's degree, the program offers an endorsement-only option in the area of School Library Information Specialist to licensed teachers in Illinois and a post-baccalaureate certificate in archives and records management.

The program is actively seeking initial accreditation with the American Library Association (ALA). The program was recently granted candidacy status with the American Library Association.

The program received approval from the Higher Learning Commission in 2013 to offer more than 50% of its program of study online. Currently, most courses are offered in the online or hybrid course delivery formats.

There are several Library and Information Studies program options:

Master of Science Degree in Library and Information Science with a specialization in school, academic, public or archives (M.S. LIS)
Non-Degree Endorsement in School Information Specialist for Licensed Teachers
Post-Baccalaureate Certificate in Archives and Records Management

The Master of Science degree in Library and Information Science (MSLIS) prepares professionals to design and manage library and information services in a variety of settings. The program is designed to reflect an urban focus with the following specializations:

School Libraries
Archives and Record Management
Academic Libraries
Public Libraries

The student learning objectives for the Master of Science in Library and Information Science program are based on the American Library Association’s Standards for Accreditation of Master’s Programs in Library & Information Studies (2015). Students have mastered the following objectives by the end of their programs of study:

Manage recordable information and knowledge.

Describe the social, political, ethical, cultural, economic and legal aspects of information creation, access, and use.
Demonstrate the knowledge necessary to sustain the cycle of recordable information and knowledge in society.

Provide information and instructional services to address the diverse needs of users.

Assess user information needs in order to determine what is needed to improve service for constituents.
Develop and implement information and instructional services to address specific needs.
Demonstrate leadership in the provision of information and instructional services.

Integrate and use current research to advance the LIS professions.

Leverage the evolving body of knowledge from relevant fields to guide decisions and practices.
Conduct original research that advances the field’s knowledge base and candidate’s professional knowledge.

Employ information technologies to enhance services.

Evaluate situations to determine the best technical solution.
Effectively utilize technology to add value to the field.
Assess how changing technologies impact the field.

Provide specialized LIS services.

Demonstrate the knowledge and skills required to perform within his/her specific specialization.

M.S. Library and Information Science Curriculum

Required Courses (15 credit hours):

LIS 5050: Foundations of the Information Professions
LIS 5060: Organization of Information
LIS 5070: Introduction to Reference Services
LIS 5080: Information Technology for Library and Information Agencies
LIS 5090: Research Methods in Library and Information Science

Directed Electives (15- 43 credit hours)

Students will select one of the following specializations and complete the sequence of courses listed:

Academic Libraries

LIS 5300: The Academic Library
LIS 5390: Management and Organization of Libraries
LIS 5510: Database Design for Information Storage & Retrieval
LIS 5970: Field Practicum
Two electives selected with an advisor

Public Libraries

LIS 5350: The Public Library
LIS 5390: Management and Organization of Libraries
LIS 5510: Database Design for Information Storage & Retrieval
LIS 5970: Field Practicum
Two electives selected with an advisor

Archives and Records Management

LIS 5200: Archives and Records Administration
LIS 5970 Field Practicum
Four electives selected with an advisor (2 may be taken outside of the department)

School Libraries

Professional Education Coursework Sequence (approx. 18 credit hours) for candidates without an Illinois Professional Educator License (PEL)
LIS 5710: Literature and Services for Children
LIS 5720: Literature and Services for Young Adults
LIS 5520: Cataloging and Classification
LIS 5 120: Administration of Media Centers
LIS 5130: Curriculum in the Media Center
LIS 5180: Clinical Experiences in School Library Media Centers
LIS 5185: Certification Exam Review
LIS 5190: Student Teaching and Seminar (for candidates without PEL)

Concluding Courses (4 -7 Credit Hours):

LIS5990 MSLS Capstone (I credit hours)
LIS 5980 Thesis/Project (3 credit hours)

Chicago State University's Library and Information Science program has been granted candidacy status by the Committee on Accreditation of the American Library Association. Candidacy status is an indication that the Department of Information Studies' Library and Information Science program has voluntarily committed to participate in the ALA accreditation process and is actively seeking accreditation. Candidacy does not indicate that the program is accredited nor does it guarantee eventual accreditation of the program by ALA.

Program Assessment - Student Learning

	2016 Report		2017 Report		2018 Report
Instruments	2016 Results	Actions Taken	2017 Results	Actions Taken	2018 Results	Actions Taken	Summary of Actions Taken
Enrollment Rate*	13	Need ALA accreditation for enrollment to increase	16	Better process to track inquiries. Need ALA accreditation for enrollment to increase	12	Program developed new marketing materials and web info sessions. Better tracking of inquiries. Need ALA accreditation for enrollment to increase	Developed better tracking of inquiries; created better recruitment materials; Need ALA accreditation for enrollment to increase
Graduation Rate*	4	---	4	Low rates of graduation appears to be related to low enrollment. Program needs a larger enrollment to produce acceptable graduation rate.	4	Still monitoring retention and graduation. Observation hours and practicum is a problem for students to complete outside of work.	Retention is reasonable; most students are making progress. Continued monitoring of progress.
PO1: Manage Recordable Information and Knowledge (SL 1&2)	Unacceptable- 0% Acceptable- 28% Target- 71%	Student performance continues to improve in this area as target level has shown an increase by 6% since 2014/2015. Computer lab established and maintained by IS faculty provides additional instructional support for students	Unacceptable- 0% Acceptable-24.3% Target-74.6%	Small gains in this objective. Continue to monitor student progress.	0% - Unacceptable 52.6% - Acceptable 47.4% - Target	Small number of observations for this objective. The program is cautious to draw conclusions based on scant evidence. Program enrollment is low.	Program continued to monitor this outcome. Recent performance indicates the need to evaluate this area more closely in the upcoming year.
PO2: Provide Information and instructional services to address the diverse needs of users (SL 3-5)	Unacceptable- 6% Acceptable- 38% Target-56%	Student performance reflected an increase of 5% in the unacceptable range and a decline of 10% in the target range for this category. Small sample size may account for changes.	Unacceptable- 2% Acceptable- 31% Target-66.4%	Small number of observations for this objective.	2.3% Unacceptable 12.9% Acceptable 84.7% Target	Small number of observations for this objective.	This outcome is not measured as well as the others. The program has monitored it, but is cautious to draw conclusions from a small data set.
PO3: Integrate and use current research to advance LIS professions (SL 6&7)	Unacceptable- 0% Acceptable- 58% Target-42%	As students gain more practice in conducting and documenting research needed to complete their thesis project and research activities, an increase in acceptable (23%) and target (23%) levels for this category continue to increase.	Unacceptable-1.3% Acceptable- 41.7% Target-56.9%	Faculty have decided to emphasize the use of original research in all courses.	0% Unacceptable 21% Acceptable 79% Target	Continued efforts to integrate the use of research in as many courses as possible.	Research is emphasized across the curriculum.
PO4: Employ information technologies to enhance services (SL 8-10)	Unacceptable- 0% Acceptable- 25% Target-75%	As the department continues to provide students access to computer technology within our department lab, opportunities are readily available to support most information technology access needs our students may encounter. Program is working with CPS Dept of Literacy to improve instruction in this area.	Unacceptable- 1% Acceptable-31.6% Target-67.4%	Department reviewed student surveys around student technology use for online courses Some faculty integrated more technology into their assignments.	0% Unacceptable 14.3% Acceptable 85.7% Target	The program is satisfied with progress for this rubric. The program anticipates technology upgrades to its labs.	Use of technology to implement a solution is implemented across the curriculum rather than only in the technology courses. Updated computer labs and some new equipment.
Reflection Project completed during Capstone Course	Unacceptable-4% Acceptable-48% Target-58% Fall 15 - No LiveText Portfolio Spring 2016 – 3 portfolios		Unacceptable-0% Acceptable-38.3% Target-61.7% Fall 16 – 2 portfolios submitted Spring 17 – no portfolios submitted	There has been an improvement in the quality of the capstone portfolios since the last year.	Unacceptable-0% Acceptable-25% Target-75% Fall 2017 – no completed portfolios Spring 2018 – one portfolio	Small number of completers so program is cautious to overgeneralize on a small data set.	Program is continuing to work with the assignment. It is introduced as a requirement in new student orientation.