This comprehensive study offers an in-depth look at how library science programs across the United States are evolving to meet emerging demand for new library science courses and curricula.
What’s Inside the Report?
Drawing on survey data from library science faculty at institutions of all ranks and sizes, the report explores current trends, challenges, and innovations in library science education. Readers will find:
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Faculty perspectives on curriculum modernization, technology integration, and the balance between theory and practice.
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Quantitative and qualitative insights into the ease of developing new courses, the demand for artificial intelligence (AI) content, and alignment with job market needs.
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Breakdowns by institution type, enrollment, academic title, and more.
Five Key Findings from the Survey
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Strong Demand for AI in Curricula
Nearly 80% of faculty support offering a basic course in artificial intelligence, with a sizable minority already implementing such courses. However, 64% believe current AI coverage is insufficient, signaling a major area for growth.
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Job Market Alignment Is a Priority
About 73% of respondents agree that library science curricula should more closely reflect professional requirements and job market demands, especially among mid-ranked programs and faculty teaching two courses.
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Skills Gaps in Programming and Management
Programming and management skills are notably under-emphasized, with 44% of faculty indicating that programming is not taught enough and a similar share expressing concern about management training.
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Experiential Learning and Technology Integration
Faculty across all tiers advocate for more hands-on, practice-based learning and greater integration of emerging technologies such as AI, blockchain, and cloud computing. Calls for curricular flexibility and modernization are widespread.
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Equity and Inclusion Content Is Polarized
While nearly half of respondents feel equity issues are covered “about right,” views diverge sharply by institution type and political orientation, with some calling for more emphasis and others for less.