LIS Core Curriculum
Goals of the MS in Information and Library Science / MS in
School Librarianship Program
- Graduates demonstrate theoretical and conceptual understanding of Information Science, including the creation, representation, organization, retrieval, dissemination, use and curation of information.
- Graduates apply disciplinary knowledge and skills required in diverse information contexts.
- Graduates demonstrate professional competences, including leadership, critical and analytical thinking, research, communication, collaboration, reflective practice, and ethical adherence.
- Graduates demonstrate the values, attitudes, and behaviors associated with the roles and responsibilities of information professionals.
Course # Goal 1 Goal 2 Goal 3 Goal 4
507 5 5 4 4
508 5 5 5 5
575 4 5 5 4
1 = Not Demonstrated 5 = Thoroughly Demonstrate
507 5 5 4 4
508 5 5 5 5
575 4 5 5 4
1 = Not Demonstrated 5 = Thoroughly Demonstrate
Upon completing this program, I am truly in awe of how much I’ve learned. When I began, I did not fully understand the role of a School Library Media Specialist. As both a former teacher and a parent of elementary, middle, and high school students, I had only seen the school library as a place to find books, foster a love of reading, and support basic research. Now, I can confidently say that librarianship encompasses all of that and so much more. A School Library Media Specialist is a valuable resource for teachers, administrators, and students. We are essential collaborators who help the school community meet rigorous learning standards through both instructional support and shared initiatives.
The first class I enrolled in was LIS 524: School Media Center Field Experience. This was an eye-opening introduction to the profession. I began by observing the librarian at my son’s elementary school and was amazed by her range of roles. It became clear to me how misunderstood the librarian’s role often is, and how much self-advocacy is required to become recognized as an essential member of the school community. I began to understand that it’s not just about what we do, but also how we communicate our value to others.
Taking LIS 508: Information Users and Uses was a turning point in my learning. This course helped me understand how different people seek information and the various research behaviors they demonstrate. I also gained a deeper awareness of my own approach to finding and using information. These insights shaped my commitment to teaching research skills in multimodal ways that meet the diverse needs of my future students and patrons.
The following semester, I took LIS 507: Information Life Cycle, where I learned how information is created, organized, stored, retrieved, and eventually archived or disposed of. This course offered a more technical, behind-the-scenes look at how libraries make information accessible to users. I developed a solid understanding of cataloging systems, metadata, and MARC records. Together, LIS 507 and LIS 508 provided me with a broader understanding of both the user’s experience and the systems that support access to information.
I found LIS 518: Reference Sources and Services especially useful in developing my skills for working directly with patrons. Learning how to conduct an effective reference interview helped me understand the importance of asking thoughtful questions, listening carefully, and identifying the true needs behind a patron’s initial request. The idea that providing reference support is an interactive, back-and-forth process was eye-opening and has made me more intentional about how I assist learners in locating the right resources.
Initially, LIS 575: Introduction to Research Methods felt overwhelming and less directly relevant to working with young children. However, the experience of designing and conducting my own research study ultimately proved to be a valuable part of the program. My project, “An Investigation Into the Self-Efficacy of School Librarians Working with English Language Learners,” helped me bridge theory and practice by focusing on a population I care deeply about serving. Through this process, I learned how to ask focused research questions, gather and analyze data, and understand the structure of scholarly work. While the course content was complex, gaining a foundational understanding of the research process has equipped me to break these skills down into manageable, developmentally appropriate steps for students in grades K–12. I now feel confident in supporting young learners as they explore inquiry-based projects, by scaffolding skills like question development, source evaluation, and synthesis to meet their needs at every grade level.
Looking back, I can see how the core LIS courses were designed to scaffold my understanding of librarianship and how each built upon the other. At times throughout the program, I struggled with the complexity of assignments or questioned their relevance to working with children. However, I am thankful for every assignment that has led me to a greater realization of what we as information professionals do behind the scenes and how that translates to patrons. Each course added to my professional preparedness and identity, so that I can meet the diverse needs of learners with skills backed up by a theoretical foundation. Today, I feel ready to be an effective Library Media Specialist and look forward to serving my future school community.
The first class I enrolled in was LIS 524: School Media Center Field Experience. This was an eye-opening introduction to the profession. I began by observing the librarian at my son’s elementary school and was amazed by her range of roles. It became clear to me how misunderstood the librarian’s role often is, and how much self-advocacy is required to become recognized as an essential member of the school community. I began to understand that it’s not just about what we do, but also how we communicate our value to others.
Taking LIS 508: Information Users and Uses was a turning point in my learning. This course helped me understand how different people seek information and the various research behaviors they demonstrate. I also gained a deeper awareness of my own approach to finding and using information. These insights shaped my commitment to teaching research skills in multimodal ways that meet the diverse needs of my future students and patrons.
The following semester, I took LIS 507: Information Life Cycle, where I learned how information is created, organized, stored, retrieved, and eventually archived or disposed of. This course offered a more technical, behind-the-scenes look at how libraries make information accessible to users. I developed a solid understanding of cataloging systems, metadata, and MARC records. Together, LIS 507 and LIS 508 provided me with a broader understanding of both the user’s experience and the systems that support access to information.
I found LIS 518: Reference Sources and Services especially useful in developing my skills for working directly with patrons. Learning how to conduct an effective reference interview helped me understand the importance of asking thoughtful questions, listening carefully, and identifying the true needs behind a patron’s initial request. The idea that providing reference support is an interactive, back-and-forth process was eye-opening and has made me more intentional about how I assist learners in locating the right resources.
Initially, LIS 575: Introduction to Research Methods felt overwhelming and less directly relevant to working with young children. However, the experience of designing and conducting my own research study ultimately proved to be a valuable part of the program. My project, “An Investigation Into the Self-Efficacy of School Librarians Working with English Language Learners,” helped me bridge theory and practice by focusing on a population I care deeply about serving. Through this process, I learned how to ask focused research questions, gather and analyze data, and understand the structure of scholarly work. While the course content was complex, gaining a foundational understanding of the research process has equipped me to break these skills down into manageable, developmentally appropriate steps for students in grades K–12. I now feel confident in supporting young learners as they explore inquiry-based projects, by scaffolding skills like question development, source evaluation, and synthesis to meet their needs at every grade level.
Looking back, I can see how the core LIS courses were designed to scaffold my understanding of librarianship and how each built upon the other. At times throughout the program, I struggled with the complexity of assignments or questioned their relevance to working with children. However, I am thankful for every assignment that has led me to a greater realization of what we as information professionals do behind the scenes and how that translates to patrons. Each course added to my professional preparedness and identity, so that I can meet the diverse needs of learners with skills backed up by a theoretical foundation. Today, I feel ready to be an effective Library Media Specialist and look forward to serving my future school community.
