By Boyd Keith Swigger
In 1951, the yankee Library organization (ALA) Council licensed new criteria for accrediting library education schemes. those criteria shifted accreditation from the bachelor's measure to the master's measure, making the master's measure in library technological know-how the pro credential for access into the occupation. on the time, librarians believed this variation might rework the perform of librarianship, the character of library schooling, and the social status of librarianship as an occupation.In The MLS undertaking: An review after Sixty Years, Boyd Keith Swigger examines the explanations the yank Library organization enacted the swap and appears on the effects of this choice. Reviewing the final a number of many years, Swigger addresses a few issues: What have been librarians' and library educators' arguments for altering the method of library schooling? What difficulties have been they attempting to resolve? What have been their pursuits? Did the switch within the constitution of library schooling resolve the issues perceived within the past due Forties? Have the goals set then been entire within the part century considering? What were the meant and accidental results of the change?In his evaluation, Swigger attracts normal conclusions in regards to the MLS venture, the conception of librarianship, libraries, the advancements of curriculums in library faculties, and the way librarianship compares to the recent info professions. The MLS venture is an informative and demanding assessment that each librarian should still learn.
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Additional info for The MLS Project: An Assessment after Sixty Years
Dewey grounded his view of librarians’ importance in their role in selecting and organizing books and their influence on reading habits. He saw great power in the active role of shaping thought, a power not implied by the view of librarians as mere caretakers of books. 17 The advocates of the MLS project in the 1940s did not allude to the image problem directly in discussions of accreditation, focusing instead on opportunities to increase professionalism and status. But they could not have been unaware of the image issue, as it was often discussed in librarians’ professional literature and in conversations.
Secondary school teachers ranked 56, elementary teachers 59, and actors and directors 68. Ranked close to librarians were funeral directors, urban planners, financial officers, supervisors, carpenters and related workers, public administrators, supervisors in extractive occupations, public relations specialists, and tile setters. Buckley presented salaries of postsecondary teachers by subject taught rather than collectively as “postsecondary teachers,” and all teaching fields ranked above librarians.
In the popular mind, and among librarians themselves, teaching is often referred to as the profession with which librarianship shares values and functions. 5 After about 1970, some librarians began identifying their occupation as an 23 24 Chapter 3 “information profession” and claimed functional similarity to workers in the computer sciences. STATUS The status of librarianship in the 1940s is unclear because few outside the field paid much attention to it. ” In seeking status through extended education, librarians might have found hope in such a finding because “preparation,” unlike a salary, is a variable over which an aspirant to status can have some control.