Teach Library Politics: Missing and Neglected Content in LIS Programs | Blatant Berry
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My alma mater, Boston’s Graduate School of Library and Information Science at Simmons College, just asked me to complete a survey on what ought to be in its LIS curriculum. The survey’s hierarchy descended in priority from “core,” the things every graduate should have studied. There were five or six levels offered, but I only used the top three: “core,” “very important,” and “important.” The questions covered nearly everything I would have tried to fit into the crowded LIS curriculum.
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