For some time I’ve been trying to reach conclusions about the purpose and value of our professional masters qualification in library and information science (LIS) and this post is a reflective piece about this.
To set out my stall I am a higher education worker and I believe education has an intrinsic value, that is it has value for the sake of itself. I believe in education as a transformative process as well as an engine of social mobility, and I see professional qualifications such as the LIS masters as providing both aspects of this.
Anyone in higher education will also understand ‘social mobility’ as a polite way of noting the wage premium holders of degrees and especially postgraduate qualifications attract – a readable, recent summary of trends and issues in this area is available in Lindley and Machin (2013).
Episteme and gnosis
Personally I do not think the LIS masters should be vocational training to provide specific practical knowledge to do library work.
Rather I see the value in masters-level education of providing enough theory and knowledge of general principles that a library worker can bridge the gap between theoretical understanding and practical understanding developed in our professional practise.
To expand on this, I’ll borrow the fried egg model from Playdon and Josephy (2011) where it is presented in the context of postgraduate medical education. In this model:
- Episteme is knowledge of fixed systems: our knowledge of what is true in library and information science
- Gnosis is knowledge arising from relationships: our insight developed from our work
- Importantly, gnosis contains episteme and so it is the egg white in our model; episteme is the yolk
In Playdon and Josephy it’s argued these two kinds of knowledge are not either-or, rather the masters is one way of allowing us to bridge the gap between episteme and gnosis. One aspect of being an effective and rounded professional is being able to give meaning to theoretical ‘fact’ in practice.
I believe this is one reason why we see a difference between an experienced practitioner and a newcomer in the ability to reach insight seemingly effortlessly. My argument is knowledge of LIS theory is essential to what we do but is not everything we need to know for professional practice. This comes in time by learning and developing our ability and skill in the workplace.
I absolutely have the feeling of having levelled up by completing a LIS masters, and I apply the theoretical and practical content of the course in my work every day. One highlight, a very useful module for me was research methods. This has enduring value for application in evidence-based librarianship, and rounded out my understanding of qualitative methods alongside the very quantitative focus of my first degree in biology.
Problems in hiring and the LIS professional qualification
The Library Loon as a LIS educator has written insightfully on the ‘didn’t learn that in library school’ trope as the manifestation of feelings, especially of new professionals, of wanting to avoid uncertainty or unpleasant surprises and wanting to feel expert. I certainly don’t think a LIS masters will give everything you need to feel and moreover be expert, and it can’t be considered a replacement for getting in years of focused practice – many thousands of hours – to achieve mastery.
I think problematizing the LIS masters is an unhelpful mistake. I am particularly concerned by qualified librarians, speaking from a position of privilege, talking down the professional qualification as ‘just a piece of paper’ or ‘a hoop to jump through’. Balance is vital here. We must acknowledge the value of focused practice in a workplace context and commitment to continuing professional development (CPD) alongside any formal professional qualification a person holds.
This is one reason when shortlisting, interviewing, or writing or giving input into a person specification I always take ‘or equivalent experience’ as seriously as the ‘Postgraduate qualification in LIS’ that precedes it. Another major reason for me, and for any HR department, is this is of course an equality and diversity issue.
There are definitely aspects of my masters course I would have altered given the chance. Specifically, I think closing the loop between theory and practice is important, but equally so is feeding practitioners’ recent knowledge back into LIS education as this is one contact point between gnosis and episteme in our profession. This is something campus-based LIS courses tend to do very well, and I think with current technology it should be possible to provide a similar learning experience for the likes of me, the part-time distance learner.
I would connect this to the argument in Ian Clark’s recent blog post, that we as LIS professionals have a responsibility to be active in this area and should lobby for better degrees where think current provision is lacking.
My thanks to Dr Muna Al-Jawad for helpful discussion on the subject of postgraduate education as professional qualification. Muna blogs and Old Person Whisperer.
Clark, I.J. (2014) ‘My challenge to experienced librarians: lobby for a better degree’, Infoism, 13 February. Available at: http://infoism.co.uk/2014/02/my-challenge-to-experienced-librarians-lobby-for-a-better-degree/
Library Loon (2013) ‘Uncertainty will never be zero’, Gavialib, 18 September. Available at: https://web.archive.org/web/20150919040825/https://gavialib.com/2013/09/uncertainty-will-never-be-zero/
Lindley, J. and Machim, S. (2013) The postgraduate premium. [Online]. Available at: http://www.suttontrust.com/public/documents/postgraduate-premium-report-1-.pdf
Playdon Z, and Josephy, A (2011) Journeys in postgraduate medical education. London: Third Space.
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