Graduate Education for Library and Information Science in Canada

1. Graduate Education for Library and Information Science in Canada Dr. Ken Haycock Professor and Director San Jose State University Formerly Professor (1992-2005) and Director (1992-2002) School of Library, Archival and Information Studies The University of British Columbia 2007

2. Caveat • While broad national tendencies are apparent there are always exceptions. • The generalizations made here represent at least five of the seven graduate schools in the country, if not all.

3. History • LIS education in Canada began in universities more than 100 years ago. • The BLS was offered as a fifth year post-baccalaureate degree until the 1970s; a sixth year master’s degree (MLS) was offered after the BLS degree. • With the establishment of the master’s degree as the first degree, the program became almost uniformly two years in length.

4. Context • Canada is the second largest country in the world geographically with a population of 32 million. • LIS programs are located from coast to coast in major research universities with high competition for places; there are seven graduate schools (six English; one French) in Canada. • Funding tends to be based on full-time equivalent faculty and not student numbers, thus not all qualified applicants may be admitted (more students does not ipso facto mean more resources).

5. Context • ALA accreditation is the standard; this is endorsed by the Canadian Library Association; a CLA observer serves on external review panels to advise on Canadian context and issues. • Programs for “library technicians” in community colleges are common; these are two year post-secondary programs offered on site and by distance; almost half of these students hold a university degree.

6. Generalizations (5+ of 7 programs) • The programs are two years in length (45-48 credits) with a required residency; most students (60%) are full-time. • Each program offers a doctoral program as a stand-alone or by special arrangement; these students are similarly full-time. • There are approximately 80 FT faculty; faculty are appointed to twelve month positions, teach two courses per term, with an attendant paid research term each year. • Sabbaticals are typically granted for a full year at full salary, once every seven years.

7. Generalizations (5+ of 7 programs) • Tuition is relatively low for Canadians ($6-13k for two years, in 2003). • Almost half of all international students are from the U.S. • The presence of trained library technicians (40-50% with university degrees) has elevated LIS graduate education. • Courses are typically required in core competency areas. • School librarians (teacher-librarians) are educated through faculties of education.

8. Generalizations (5+ of 7 programs) • Internships (practica) are not offered or are required but not for credit.

9. Trends and Issues • Graduate programs are concerned with research and the advancement of knowledge and this distinguish education and training, with ethics, values and principles forming the core of graduate professional education; stakeholders are thus seen more as accrediting agencies and university research and curricular standards than employers. • In spite of geographic size, distance education is in its infancy in LIS graduate education (but readily available in library technician programs); a national initiative is being discussed.

10. Trends and Issues • More job functions are being undertaken by technicians; more employers are thus placing profession librarians in management positions. Both the schools and the field recognize a growing fissure between education programs and employers. • Employers are generally satisfied with the competencies of new graduates (75%) except urban public libraries (56%). • There is a disconnect between employers and recent graduates on program satisfaction as directors of research libraries are most satisfied and their new librarians the least satisfied, with the reverse true in urban public libraries.

11. Trends and Issues • The most common suggestions for improvement from employers and graduates is more emphasis on management, leadership and business skills and more internships to encourage dialogue with employers and practical application. • Access is an issue while programs remain primarily full-time with required residencies and little distance education.

12. Further Reading • Daniel, E. & Saye, J. (2005). Library and information science education 2004 statistical report. Oak Ridge: TN: Association for Library and Information Science Education. • Land, B. (2004, Summer). A history of education for library and information studies in Canada. ELAN: Ex Libris Association Newsletter (special issue). 1-39. ISSN 1709-1179. • The 8Rs Research Team. (2005). The future of human resources in Canadian libraries. Canadian Library Human Resource Study/Etude sur les Resources Humaines dans les Bibliotheques Canadiennes.