This study set out to provide an understanding of how LIS programs ensure that students are prepared for the demands of graduate study in the twenty-first century, how these expectations may have evolved since Kules’s and McDaniel’s previous 2008 study, and how various types of programs compare in their approaches. Content analysis was used to examine all 58 ALA-accredited LIS program websites regarding published requirements, required skills, methods of evaluation, and the types of remedial support provided. Overall, this research revealed very little similarity between programs and little change since 2008. The majority of program websites had some type of competency in place with very few requiring formal skill assessment. Most competency requirements focused on knowledge of word processing and presentation software, with little focus on Web 2.0 technology. Programs with a requirement in place generally promoted library or IT workshops as a means of assistance. Additionally, program websites with similar profiles (e.g., i-Schools, online programs) also varied in approaches.


content analysis, LIS education, technology competency, online programs, i-schools, student assessment


Library and Information Science


This article was first published in the Journal of Education for Library and Information Science and the copyright to the article is owned by the publisher.

Original Citation: Scripps-Hoekstra, L., Carroll, M., & Fotis, T. (2014). Technology competency requirements of ALA-accredited library science programs: An updated analysis. Journal of Education for Library and Information Science, 55(1), 40-54.