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Student Perspectives of MSLIS Education in an Aging Society

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Title: Student Perspectives of MSLIS Education in an Aging Society
Language: English
Authors: Joseph Winberry
Source: Journal of Education for Library and Information Science. 2026 67(1):21-39.
Availability: Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Graduate Students, Masters Programs, Information Science Education, Aging (Individuals), Library Services, Older Adults, Gerontology, Core Competencies, Library Science, COVID-19, Pandemics, Integrated Curriculum
DOI: 10.3138/jelis-2024-0055
ISSN: 0748-5786
2328-2967
Abstract: The COVID-19 pandemic re-emphasized social and digital vulnerabilities experienced by some older adults (people 65 years and older). In considering how library and information science (LIS) can best serve older adults, the importance of education and curricula is discussed. Existing literature indicates that (1) older adults are either missing or minimized from post-secondary students' perspectives, (2) when introduced to older adults, post-secondary students often become interested in meeting their needs, and (3) there are numerous strategies that may facilitate this introduction. To better understand these issues in an LIS context, current students or recent graduates of ALA-accredited Master of Library and Information Science programs were asked to participate in a qualitative survey. Sixty-five participants completed a survey which showed that while 96% felt it was important that their programs offer classes on older adults, 86% reported classes on youth but not older adults. Additionally, 80% felt that they could become more interested in the needs of older adults if their programs introduced them. Participants also shared how they and LIS more broadly could serve older adults through the lens of the ALA core competencies. The results were aligned with studies from other fields that indicate a lack of engagement with older adults and gerontology career paths. A framework is presented which LIS professors and administrators can use to increase the presence of older adults or other underrepresented populations in their curricula and programs. Future research is needed to provide more tools for preparing students for work in an aging society.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501881
Database: ERIC
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  Value: <anid>AN0191107259;lii01jan.26;2026Jan28.04:06;v2.2.500</anid> <title id="AN0191107259-1">Student Perspectives of MSLIS Education in an Aging Society </title> <p>The COVID-19 pandemic re-emphasized social and digital vulnerabilities experienced by some older adults (people 65 years and older). In considering how library and information science (LIS) can best serve older adults, the importance of education and curricula is discussed. Existing literature indicates that (<reflink idref="bib1" id="ref1">1</reflink>) older adults are either missing or minimized from post-secondary students' perspectives, (<reflink idref="bib2" id="ref2">2</reflink>) when introduced to older adults, post-secondary students often become interested in meeting their needs, and (<reflink idref="bib3" id="ref3">3</reflink>) there are numerous strategies that may facilitate this introduction. To better understand these issues in an LIS context, current students or recent graduates of ALA-accredited Master of Library and Information Science programs were asked to participate in a qualitative survey. Sixty-five participants completed a survey which showed that while 96% felt it was important that their programs offer classes on older adults, 86% reported classes on youth but not older adults. Additionally, 80% felt that they could become more interested in the needs of older adults if their programs introduced them. Participants also shared how they and LIS more broadly could serve older adults through the lens of the ALA core competencies. The results were aligned with studies from other fields that indicate a lack of engagement with older adults and gerontology career paths. A framework is presented which LIS professors and administrators can use to increase the presence of older adults or other underrepresented populations in their curricula and programs. Future research is needed to provide more tools for preparing students for work in an aging society.</p> <p>Keywords: aging society; core competencies of librarianship; COVID-19; older adults; youth</p> <hd id="AN0191107259-2">Key Points:</hd> <p></p> <ulist> <item> This study examines the representation of older adults in the curricula of ALA-accredited Master of Library and Information Science (MSLIS) programs in the United States through a survey of then-current students and recent graduates of those programs. It also seeks student input for improving that representation in ways relevant to the ALA's Core Competencies of Librarianship.</item> <p></p> <item> The findings demonstrate that older adults are often not well represented in MSLIS curricula but that students, when presented with an opportunity, are interested in learning more about how they can apply what they are learning in their programs to the needs of older adults. </item> <p></p> <item> The framework that emerges from analysis of participant responses provides many ways that MSLIS programs can increase older adult representation, and therefore develop student interest in serving them, at a time when society is aging at a historic pace.</item> </ulist> <p>On March 11, 2020, the World Health Organization announced that the coronavirus disease 2019 (COVID-19) had become a global public health pandemic ([<reflink idref="bib24" id="ref4">24</reflink>]). Several trends emerged from the public response to the pandemic, such as a surge in online education and a shift toward increased virtual interactions in general ([<reflink idref="bib2" id="ref5">2</reflink>]; [<reflink idref="bib79" id="ref6">79</reflink>]). An evaluation of the role of information in the public health crisis, however, found that many populations—including older adults—were left behind without the necessary skills or tools to join in as society shifted increasingly online ([<reflink idref="bib99" id="ref7">99</reflink>]). Other research has found that older people—and particularly those of intersectional identities such as older people of color—face the brunt of the physical and emotional toll of COVID-19 through death, severe illness, and social isolation ([<reflink idref="bib18" id="ref8">18</reflink>]; [<reflink idref="bib42" id="ref9">42</reflink>]; [<reflink idref="bib56" id="ref10">56</reflink>]; [<reflink idref="bib65" id="ref11">65</reflink>]).</p> <p>In response to the economic and social challenges created or enhanced by COVID-19, educators, practitioners, and researchers have asked what the discipline of library and information science (LIS) will look like and how it will function post-pandemic ([<reflink idref="bib6" id="ref12">6</reflink>]; [<reflink idref="bib32" id="ref13">32</reflink>]; [<reflink idref="bib34" id="ref14">34</reflink>]; [<reflink idref="bib74" id="ref15">74</reflink>]). While there are and inevitably will be multiple perspectives on how LIS should move forward, the tragedies of the pandemic require the centering of the reality that "the information society is also an aging society" ([<reflink idref="bib53" id="ref16">53</reflink>], p. 1) where the population growth of older people (i.e., those 65 years and older) is outpacing that of youth (i.e., children and teenagers) in many of the earth's nations ([<reflink idref="bib41" id="ref17">41</reflink>]). The aging information society requires not just a doubling down on digital divide scholarship but also a systemic evaluation and understanding of the role that LIS does and can play for older people to ensure their integration into our advancing world ([<reflink idref="bib66" id="ref18">66</reflink>]; [<reflink idref="bib93" id="ref19">93</reflink>]; [<reflink idref="bib97" id="ref20">97</reflink>]). One avenue toward this endeavor could be LIS education.</p> <p>Research on how LIS education could serve the interests of older adults, however, is limited. For instance, a search for terms such as "older adults," "senior citizen," "aging," and "older person" in the field's premier education research venue, the <emph>Journal of Education for Library and Information Science</emph>, collectively retrieves just a few articles—most of which mention older adults but do not emphasize them ([<reflink idref="bib31" id="ref21">31</reflink>]; [<reflink idref="bib84" id="ref22">84</reflink>]). Similarly, searches on Google Books for texts published from 2014 using the search string ("youth" OR "child" OR "teenager") AND "library and information science" resulted in 4,360 results, while the search ("older adult" OR "senior citizen" OR "elder") AND "library and information science" resulted in 2,130 results. Beyond the 51% discrepancy, a closer review of both sets of results indicates that there are considerably more texts dedicated to the needs of youth in contrast to older adults in LIS. Together these findings suggest a need for exploratory research or a study that seeks to generate knowledge in an underexplored area by considering a narrow aspect of that area ([<reflink idref="bib29" id="ref23">29</reflink>]).</p> <p>There are undoubtedly numerous angles from which to consider exploratory research on LIS education and older adults. One aspect could be focusing on the identities of the LIS students themselves. Many LIS students are non-traditional or older students who are pursuing the LIS degree and profession as a second career ([<reflink idref="bib57" id="ref24">57</reflink>]). However, often "older" or non-traditional students are not themselves 50 or older, which is part of the broadest definition of who is an older person ([<reflink idref="bib94" id="ref25">94</reflink>]). But all LIS students engage with the curriculum of their programs, which has been described as needing to be at the heart of educational practice ([<reflink idref="bib76" id="ref26">76</reflink>]). This is not to say that there is no literature on LIS students or those in other fields doing work around the information and technology needs of older adults ([<reflink idref="bib23" id="ref27">23</reflink>]; [<reflink idref="bib44" id="ref28">44</reflink>]; [<reflink idref="bib64" id="ref29">64</reflink>]), and there is considerable work being done in libraries to serve older adults, as a nationwide survey showed ([<reflink idref="bib54" id="ref30">54</reflink>]). But the patchwork availability of these services for older adults ([<reflink idref="bib55" id="ref31">55</reflink>]) and the relatively limited literature focused on serving older adults in the academic literature and practice textbooks justify greater consideration of LIS education in an aging society. This study engages with the broader and highly developed gerontological education literature for lessons in how LIS curriculum and educational practice could serve the needs of older people, which in turn shapes this study's research design.</p> <hd id="AN0191107259-3">Literature review</hd> <p>A review of the relevant literature found that (<reflink idref="bib1" id="ref32">1</reflink>) older adults are either missing or minimized from post-secondary students' perspectives, (<reflink idref="bib2" id="ref33">2</reflink>) when introduced to older adults, post-secondary students often become interested in meeting their needs, and (<reflink idref="bib3" id="ref34">3</reflink>) there are numerous strategies which may facilitate this introduction and therefore develop a workforce excited to serve this bourgeoning population.</p> <hd id="AN0191107259-4">Missing or minimized</hd> <p>Multiple generations of research have indicated that when considering career paths, students often do not consider the possibility of serving older adults specifically in their professional future ([<reflink idref="bib48" id="ref35">48</reflink>]). This may be because representation of older adults is lacking in students' fields ([<reflink idref="bib27" id="ref36">27</reflink>]). Similarly, it may be due to not realizing that gerontology is a career path unto itself ([<reflink idref="bib37" id="ref37">37</reflink>]) or because departments do not include principles of gerontology in their curricula or broader programs ([<reflink idref="bib13" id="ref38">13</reflink>]). Beyond institutional decisions, some studies have shown that students often have negative views of older adults ([<reflink idref="bib96" id="ref39">96</reflink>]). These views are often based on ageist stereotypes that may or may not be related to personal experience ([<reflink idref="bib61" id="ref40">61</reflink>]). But regardless of the reason for their absence or minimization, the research indicates that the most direct response to this challenge is to introduce students to older adults.</p> <hd id="AN0191107259-5">Introducing students</hd> <p>Introducing students to older adults can take several forms. Simply by discussing the needs of older adults in class or other elements of post-secondary degree programs, students may be exposed to this population and its needs when they would not be otherwise ([<reflink idref="bib62" id="ref41">62</reflink>]). Beyond mentioning the population, post-secondary education institutions can create opportunities for students to learn about gerontology career paths ([<reflink idref="bib86" id="ref42">86</reflink>]). These basic examples can provide some exposure without including older adults themselves in the conversation.</p> <p>In addition to these basic educational opportunities, the literature indicated the value of applied experiences in introducing students to this population and their needs. A pen-pal project in a class where students wrote to and received letters from the same older adult was shown to be a positive engagement for increasing student interest ([<reflink idref="bib17" id="ref43">17</reflink>]). Increasing intergenerational interactions through other means such as the internet or classroom participation has also been shown to increase student desire to work with older adults ([<reflink idref="bib14" id="ref44">14</reflink>]; [<reflink idref="bib15" id="ref45">15</reflink>]; [<reflink idref="bib39" id="ref46">39</reflink>]; [<reflink idref="bib40" id="ref47">40</reflink>]; [<reflink idref="bib52" id="ref48">52</reflink>]). Classes in which students learn by serving were also shown in multiple studies to be valuable in developing student employment interest in gerontology ([<reflink idref="bib8" id="ref49">8</reflink>]; [<reflink idref="bib30" id="ref50">30</reflink>]).</p> <p>But the research is not universally positive on introducing students to older adults. [<reflink idref="bib49" id="ref51">49</reflink>] indicates that student interest in working with older adults increases over time, so projects that do not span beyond a few weeks or a semester may not be as successful in building student interest. Other studies have shown that while many students may become more interested in older adults after being introduced to them, some students will not ([<reflink idref="bib51" id="ref52">51</reflink>]) or their general interest will not translate into career interest ([<reflink idref="bib35" id="ref53">35</reflink>]). Also, while engaging students with generally healthy older adults may increase their career interest, interactions with sicker older adults can decrease it ([<reflink idref="bib80" id="ref54">80</reflink>]). Illness is experienced throughout life—including as people age—and these realities should not be hidden from emerging professionals who will work with people across a variety of positive and negative circumstances. Given that previous personal connections with older people have been shown to promote student interest in their needs ([<reflink idref="bib59" id="ref55">59</reflink>]), introductions should not be avoided simply out of fear of students not liking older adults or making broader judgements about them from a snapshot in time such as when they are needing intensive medical care.</p> <hd id="AN0191107259-6">Increasing engagement strategies</hd> <p>Given that introducing students to older adults often does lead to increased interest in serving them, this section discusses specific strategies used to enable those introductions. Some studies offer multiple potential strategies ([<reflink idref="bib20" id="ref56">20</reflink>]), although they often focus on one or two above others.</p> <p>Professors can serve as match makers between students and exciting careers in gerontology. Professor interest in serving older adults has been shown to positively impact the interest of students in doing the same, as is compelling gerontology course material that professors create ([<reflink idref="bib50" id="ref57">50</reflink>]; [<reflink idref="bib70" id="ref58">70</reflink>]). Professors need not be experts on serving this population to have a helpful impact; simply hosting activities that develop student understanding of older adults and how to successfully communicate with them can increase student interest ([<reflink idref="bib25" id="ref59">25</reflink>]; [<reflink idref="bib28" id="ref60">28</reflink>]; [<reflink idref="bib36" id="ref61">36</reflink>]). Having older adults come and talk in the classroom ([<reflink idref="bib87" id="ref62">87</reflink>]) or facilitating intergenerational partnerships between students and older adults are other ways in which professors can support the match ([<reflink idref="bib60" id="ref63">60</reflink>]; [<reflink idref="bib78" id="ref64">78</reflink>]).</p> <p>Beyond showing enthusiasm about this population or offering basic learning or engagement opportunities with older adults, professors and post-secondary administrators can do more to increase student interest in older people. One way is showing or establishing a financial benefit to students pursuing a gerontological career ([<reflink idref="bib68" id="ref65">68</reflink>]). Another route is applied learning, which includes experimental learning, service learning, and active learning ([<reflink idref="bib72" id="ref66">72</reflink>]) and offers learning experiences for students directly with older adults. Since applied learning—and especially service learning—opportunities with older adults have been shown to be effective ([<reflink idref="bib12" id="ref67">12</reflink>]; [<reflink idref="bib19" id="ref68">19</reflink>]; [<reflink idref="bib69" id="ref69">69</reflink>]), building service-learning credits where students gain class credit for meeting the challenges of this population could also be an effective strategy for increasing engagement ([<reflink idref="bib5" id="ref70">5</reflink>]; [<reflink idref="bib47" id="ref71">47</reflink>]).</p> <hd id="AN0191107259-7">Literature synthesis</hd> <p>The review of the literature has indicated that older adults are often absent or minimized in the educational journey of post-secondary students. It has shown that introducing older adults into that journey often increases student interest in working with them professionally. Previous research also indicates that there are various strategies that professors and administrators can do to increase student engagement with this fast-growing group whose needs will provide innumerable career opportunities. But this same literature has shown gaps and opportunities for reconceptualization. For example, most of the gerontological research in this review focused on undergraduate rather than graduate students, which could be seen as leaving some students out of the conversation ([<reflink idref="bib95" id="ref72">95</reflink>]). However, this is mitigated in relation to the literature's value for LIS by the fact that much of the literature focused on professional degree seekers in fields such as nursing and social work, which share the professionalization goal of the MSLIS. Therefore, the distinctions between degree levels are not as important, since all those related students share the profession focus, in contrast to students in liberal arts programs. While the review found the value of applied learning in increasing student interest, few of the studies focused on student-directed applications in their field to meet the needs of older adults ([<reflink idref="bib38" id="ref73">38</reflink>]). Lastly, most studies reviewed were focused on nursing or social work, with emphasis on health. The LIS lens to this population may result in broader recognition of how students can serve older people. These literature findings and gaps shape the research questions and research design of this exploratory study.</p> <hd id="AN0191107259-8">Research questions</hd> <p>In response to the initial ideas and questions in the introduction which guided the literature review, such as the growth of the older adult population in comparison to youth, as well as the results of the review itself, this study asks the following research questions:</p> <p></p> <ulist> <item> How inclusive of older adults are the curricula of MSLIS-granting programs (and equivalent) in comparison to youth?</item> <p></p> <item> How important do MSLIS students and recent graduates feel inclusion of older adults in their program's curriculum is in comparison to youth?</item> <p></p> <item> How do MSLIS students and recent graduates see the core competencies of librarianship as applying to the service of older adults?</item> </ulist> <hd id="AN0191107259-9">Research design</hd> <p>I made the decision to survey current students and recent graduates (i.e., those who graduated within the previous calendar year) of Master of Library and Information Science (MSLIS) or equivalent programs, as this is the professional degree most required for library jobs. In February 2021, I contacted 46 student leaders and 66 faculty advisors of the then 61 American Library Association (ALA) student chapters (based on information found at <ulink href="http://www.ala.org/aboutala/affiliates/chapters/student/studentchapters1">http://www.ala.org/aboutala/affiliates/chapters/student/studentchapters1</ulink>) in order to seek their help in distributing the survey, given their role as gatekeepers to students ([<reflink idref="bib67" id="ref74">67</reflink>]). These gatekeepers distributed the QuestionPro survey to students via email, list servs, and personal communications. Prior to completing the survey, participants were asked to watch a brief recording which described how my experience working in aging services in connection with what I had learned as an LIS student helped me create and execute a project on meeting the information needs of older adults from various cultural backgrounds (URL: https://<ulink href="http://www.youtube.com/watch?v=a4Su3AkCPhQ&feature=youtu.be">www.youtube.com/watch?v=a4Su3AkCPhQ&feature=youtu.be</ulink>) ([<reflink idref="bib89" id="ref75">89</reflink>]). The survey included two sections. The first section asked questions about the students' MSLIS or equivalent program as well as their own knowledge about their program's curriculum as it related to age-specific courses (i.e., courses whose content focused on a particular age demographic such as youth or older adults). This was followed by asking them about the video itself. which presented an applied example of how LIS students might engage older adults using what they had learned in their LIS programs and lives. With the video providing one example, the second section asked participants to consider the opportunities for expanding the curriculum and other offerings of their programs around the needs of older adults based on their own education and experience, and in relation to the American Library Association's Core Competencies (ALACCs).</p> <p>One month and two weeks after the initial and second requests, respectively, to the gatekeepers, I closed the survey portal. Ultimately, 66 MSLIS students or recent graduates who self-identified as attending LIS programs based in 17 US states began the survey, and 65 completed it, for a completion rate of 98%. Once the survey portal was closed, I began qualitatively evaluating and coding responses from the 65 participants ([<reflink idref="bib7" id="ref76">7</reflink>]). The qualitive evaluation process for this study involved reviewing the topic-based responses, coding the responses, and grouping the responses where possible into themes ([<reflink idref="bib11" id="ref77">11</reflink>]). Previous studies in numerous disciplines have utilized content analysis of qualitative survey data ([<reflink idref="bib9" id="ref78">9</reflink>]; [<reflink idref="bib22" id="ref79">22</reflink>]; [<reflink idref="bib75" id="ref80">75</reflink>]). Initial findings were shared at an academic conference ([<reflink idref="bib90" id="ref81">90</reflink>]) and have since been extended.</p> <hd id="AN0191107259-10">Findings</hd> <p>Analysis of survey results identified themes that help answer the research questions.</p> <hd id="AN0191107259-11">RQ1</hd> <p>The first theme is the disparities among age-specific courses. Ninety-one percent (<emph>n </emph>= 59) of participants reported that their programs did not have any classes focused on older adults. In sharp contrast, only 5% (<emph>n </emph>= 3) of participants shared that their program did not have any classes focused on youth. This represented an 86% disparity in favor of youth-related classes in the experiences of the participants. The titles of all the classes named by the participants were screened for duplicates, grouped, and named, and the groups were given definitions. Sample course names shared by participants include Library Services for Older Adults, Gender Construction in Children's/Adolescent Literature and Media, and Teen Services. The full list of grouped courses is showcased in Table 1. The disparities among age-specific courses helps answer the first research question, as they indicate that older adults are considerably underrepresented in the participants' MSLIS curricula in comparison to youth.</p> <p>Table 1: Age-specific courses as reported by participants</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /><col align="left" span="1" /></colgroup><thead><tr><th align="left" rowspan="1" colspan="1">Class type</th><th align="left" rowspan="1" colspan="1">Definition</th><th align="left" rowspan="1" colspan="1">Youth-orientedclass name</th><th align="left" rowspan="1" colspan="1">Older adult-orientedclass name</th></tr></thead><tbody><tr><td align="left" rowspan="1" colspan="1">Collections</td><td align="left" rowspan="1" colspan="1">Refers to both the acquisition and management of library materials as well as the materials themselves (<xref ref-type="bibr" rid="bibr46">Johnson, 2018</xref>).</td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>Collection Development for Children</p></list-item><list-item><p>Early Childhood Literature</p></list-item><list-item><p>Literature for Children</p></list-item><list-item><p>Materials for Adolescents</p></list-item><list-item><p>Materials for Children</p></list-item><list-item><p>Multicultural Youth Literature</p></list-item><list-item><p>Poetry for Children and Young Adults</p></list-item><list-item><p>Youth Electronic Resources</p></list-item></list></td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>N/A</p></list-item></list></td></tr><tr><td align="left" rowspan="1" colspan="1">School librarian education</td><td align="left" rowspan="1" colspan="1">The process of imparting the skills, experiences, and competencies necessary for the recipient to become an effective school librarian (<xref ref-type="bibr" rid="bibr3">AASL, 2019</xref>).</td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>K-12 School Librarianship</p></list-item><list-item><p>Pedagogy for School Librarians</p></list-item><list-item><p>School Library Management</p></list-item><list-item><p>School Media Center Field Experience</p></list-item></list></td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>N/A</p></list-item></list></td></tr><tr><td align="left" rowspan="1" colspan="1">Programming</td><td align="left" rowspan="1" colspan="1">The activities of planning, providing, and assessing library programs (<xref ref-type="bibr" rid="bibr1">ALA Public Programs Office, n.d.</xref>).</td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>Engaging School Age Children</p></list-item><list-item><p>Programming for Children and Young Teens</p></list-item><list-item><p>Storytelling</p></list-item></list></td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>Adult Programming</p></list-item></list></td></tr><tr><td align="left" rowspan="1" colspan="1">Reference & user services</td><td align="left" rowspan="1" colspan="1">Focused on continually improving the direct assistance that information professionals provide to patrons (<xref ref-type="bibr" rid="bibr77">RUSA, n.d.</xref>)</td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>Library Services for Young People</p></list-item><list-item><p>References Sources and Services for Youth</p></list-item><list-item><p>Services for Early Learners</p></list-item><list-item><p>Teen Services</p></list-item></list></td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>Library Services for Older Adults</p></list-item><list-item><p>Resources and Services for Adults</p></list-item></list></td></tr><tr><td align="left" rowspan="1" colspan="1">Other</td><td align="left" rowspan="1" colspan="1">Classes that did not fit into one of the other categories and due to a lack of comparable courses did not warrant their own category.</td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>Current Issues in Youth Services</p></list-item><list-item><p>Gender Construction in Children's and Adolescent Literature and Media</p></list-item><list-item><p>Youth Informatics</p></list-item></list></td><td align="left" rowspan="1" colspan="1"><list list-type="Bullet"><list-item><p>N/A</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <hd id="AN0191107259-12">RQ2</hd> <p>The second theme is participant perceptions of the importance of age-specific courses. When asked how important they thought it was for their program to offer classes focused on older adults, a combined 96% (<emph>n </emph>= 63) felt that it was somewhat (35%, <emph>n </emph>= 23), very (39%, <emph>n </emph>= 25), or extremely (23%, <emph>n </emph>= 15) important. When asked the same question about classes centered on youth, a combined 98% (<emph>n </emph>= 54) felt that it was either somewhat (15%, <emph>n </emph>= 10), very (49%, <emph>n </emph>= 32) or extremely (34%, <emph>n </emph>= 22) important. The importance of both groups was reported to be essentially equal. But when considering just very or extremely important responses, youth focused courses were viewed as being 21% more important than the inclusion of older adult–focused courses. This would seem to suggest that the answer to the second research question is that at least among the MSLIS students and recent graduates surveyed, the inclusion of older adults in the curriculum is viewed as less important than the inclusion of youth.</p> <p>The third theme, however, complicates the answer to this research question. The theme is that increased exposure appears to create greater interest. As the answer to RQ1 suggests, older adults are considerably underrepresented in the curricula of MSLIS programs as presented by participants. It is assumed that older adults are underrepresented in the discussions of research, practicum, and career opportunities as well. But the underrepresentation is not necessarily a byproduct of student disinterest: 62 participants reported watching the recording that accompanied the survey. When asked how the recording influenced how they felt about the importance of including older adults in their MSLIS curriculum, a combined 80% (<emph>n </emph>= 52) said it increased their support either somewhat (58%, <emph>n </emph>= 38) or greatly (22%, <emph>n </emph>= 14). This finding, aligned with existing literature, suggests that introduction to the needs of older people MSLIS students makes students more interested in them—and could result in students seeing inclusion of older adults as or nearly as important as inclusion of youth in LIS curricula.</p> <hd id="AN0191107259-13">RQ3</hd> <p>To answer this question, participants were asked to offer any suggestions they had for what LIS educators could do to teach about the needs of older adults in connection to the ALACCs, which are listed in Table 2. Given that the data of this study were collected in 2021, participants were asked to make suggestions in connection to the 2009 ALACCs list rather than the most up-to-date core competencies list finalized in 2023 ([<reflink idref="bib4" id="ref82">4</reflink>]). Analysis of how their answers translate to the 2023 competencies is discussed after the sharing of results.</p> <p>Table 2: ALA Core Competencies</p> <p> <ephtml> <table><colgroup span="1"><col align="left" span="1" /><col align="left" span="1" /></colgroup><thead><tr><th align="left" rowspan="1" colspan="1">Core Competency</th><th align="left" rowspan="1" colspan="1">Description</th></tr></thead><tbody><tr><td align="left" rowspan="1" colspan="1">Foundations of the Professions</td><td align="left" rowspan="1" colspan="1">Considers ethics, values, communications, and structure of the profession as well as its history and the history of recorded information.</td></tr><tr><td align="left" rowspan="1" colspan="1">Information Resources</td><td align="left" rowspan="1" colspan="1">Consists of information creation, acquisition, evaluation, storing, and deselection.</td></tr><tr><td align="left" rowspan="1" colspan="1">Organization of Recorded Knowledge and Information</td><td align="left" rowspan="1" colspan="1">Envelopes the principles, skills, and systems necessary for organizing information.</td></tr><tr><td align="left" rowspan="1" colspan="1">Technological Knowledge and Skills</td><td align="left" rowspan="1" colspan="1">About understanding, obtaining, and using technology for the fulfillment of the information organization's work.</td></tr><tr><td align="left" rowspan="1" colspan="1">Reference and User Services</td><td align="left" rowspan="1" colspan="1">Describes the principles, education, and practices which help information seekers obtain the information they need through direct assistance and information literacy training opportunities.</td></tr><tr><td align="left" rowspan="1" colspan="1">Research</td><td align="left" rowspan="1" colspan="1">Concerned with research methods, findings, and the state of the related literature.</td></tr><tr><td align="left" rowspan="1" colspan="1">Continued Education and Lifelong Learning</td><td align="left" rowspan="1" colspan="1">Engages with the role that education including theories, methods, and programs play for professionals and patrons alike.</td></tr><tr><td align="left" rowspan="1" colspan="1">Administration and Management</td><td align="left" rowspan="1" colspan="1">Designed with attention to budgets, personnel, partnerships, and leadership.</td></tr></tbody></table> </ephtml> </p> <p>I coded the student responses as described in the research design section. After coding and category consolidation, I grouped the results into three main categories (e.g., educational entity, basic learning, and applied learning). Each category had two sub-categories. I identified these themes across rather than within individual core competencies, as answers from most competencies were found to inform each of the categories. The original "Improve Education Around Specific Populations" framework that I constructed from my analysis is presented in Figure 1.</p> <p>Graph: Figure 1: Improve education around specific populations framework</p> <p>The first category of the framework is educational entity. In this study, educational entity refers to the structures through which education is made accessible to students. The first subcategory, internal opportunities, refers to the learning opportunities that exist for students within the confines of their university—and specifically their MSLIS program—itself. Some of these potential internal opportunities raised by participants included establishing a certificate for library services to older adults, creating one or more classes that taught students what needs older adults might have and how to meet them, and units in a class that focus on older adults as they relate to reference, collection development, or community outreach, among other topics. The structures of LIS programs have evolved over time, so the creation of these aging-related opportunities would be part of a larger history of these schools meeting the needs of key stakeholders ([<reflink idref="bib10" id="ref83">10</reflink>]; [<reflink idref="bib82" id="ref84">82</reflink>]).</p> <p>The second subcategory is external structure, which refers to learning opportunities on these topics that exist outside of the university. Examples include internships at public libraries or organizations that primarily serve older adults, such as long-term care facilities, one-time learning opportunities that may be instigated by the university or students themselves, such as a symposium hosted by a community-based organization, or some combination of these. These partnerships have shown value for older adults, and they arguably benefit the LIS students as well, who serve as instructors or facilitators for older adults ([<reflink idref="bib58" id="ref85">58</reflink>]; [<reflink idref="bib73" id="ref86">73</reflink>]; [<reflink idref="bib98" id="ref87">98</reflink>]).</p> <p>The second category of the framework is basic learning, which focuses on understanding essential facts, ideas, methods, and theories. The subcategories of basic learning refer to technical focus and population focus. A technical focus involves library students learning how they apply the skills of librarianship to the needs of a population. For instance, librarians provide reference services, manage collections, and create programming. There are fundamental aspects of these areas that are true across library types and populations served. Once a librarian understands the foundations, it should be easier for them to tailor their work to fit the needs of certain populations. Some examples that came up include learning about collections to recognize that building collections includes the possibility of books at various font sizes, learning about how to identify and search different resources to meet a reference request, and being able to teach information or digital literacy to any audience.</p> <p>In the population focus approach, students would learn about fundamentals of a certain group and then use those fundamentals to influence their technical skills. Students mentioned the importance of understanding intersectionality within the older adult population to be able to build collections or retrieve the most relevant results for them in a reference interview. There was also mention of the need to know more about how to communicate with older adults and their psychology around technology to know how to share information or train them.</p> <p>The third category of the framework is applied learning or situations in which students must use the basic learning they have done to solve a real-world or case problem that will in turn extend their learning. The first subcategory is services to a population—in this case, older adults. Some examples of these might be creating an outreach program to older library patrons, providing on-site or virtual tech support, or creating a Libguide that makes it easier for older adults to find resources they need. The second subcategory is training for population—which in this study has been older adults. Corresponding student suggestions included teaching older adults information and digital literacy so that they may be able to better navigate misinformation online. Teaching older adults how to use computers or online databases turns the attention from solving problems for them to empowering them to solve their own problems in the future.</p> <p>The 2023 update of the ALACCs left mostly intact (e.g., information resources, organization of recorded knowledge and information, reference and user services, etc.) or slightly evolved (e.g., gateway knowledge, research and evidence-based practice) several of the core competencies that the students in this study were asked about. One big change in comparing the 2009 and 2023 core competencies was the addition of social justice in the latter formation. However, while the students were not asked explicitly about social justice in this study, some brought it and neighboring concepts up organically in their survey responses. For instance, some brought up terms such as diversity, equity, and inclusion, with one participant noting the need to "Focus more on EDI issues throughout the curriculum from ethics courses to fundamentals." Others thought it was important to give more attention to populations at intersections of age and other characteristics such as race or sexual orientation. This intersectional, social justice–minded approach to studying the needs of older adults is one that has appeared in some LIS research to date but could use further study and exploration of how they might connect to LIS practice ([<reflink idref="bib88" id="ref88">88</reflink>], [<reflink idref="bib91" id="ref89">91</reflink>]; [<reflink idref="bib92" id="ref90">92</reflink>]). These results suggest that this study captures the spirit of the most up-to-date core competencies at the time of publication, while in turn the 2023 core competencies well encapsulate what students see as core competencies for the field from their perspective, as they did not raise other topics in the open-ended survey response beyond social justice topics.</p> <hd id="AN0191107259-14">Discussion</hd> <p>As members of the LIS profession examine and learn from the lessons of 2020, they must be prepared to ask how they can meet the challenges of a rapidly evolving information society to ensure their own continued credibility, relevance, and sustainability. The offerings of the discipline's educational programs must be examined with a critical lens to ensure that its curricula, practica, and culture are cultivating information professionals with the resiliency, leadership skills, and penchant for justice necessary to meet the information challenges of the twenty-first century ([<reflink idref="bib21" id="ref91">21</reflink>]; [<reflink idref="bib33" id="ref92">33</reflink>]). Part of this process includes pondering over the future of LIS education as well as the initiatives, research, and innovations necessary to achieve and maintain its credibility, relevance, and sustainability. The opportunities and challenges of an aging society offer a conduit for crafting a resilient future for LIS in which researchers, practitioners, and students can serve older adults and their support networks by considering the related information, technology, and justice needs. This article's resulting framework—by offering examples of how to address gaps of specific populations in education—may be one tool for doing so.</p> <p>This article demonstrates that older adults are often considerably underrepresented in the curricula of MSLIS and equivalent programs as reported by survey participants and has important implications for the future of related research, practice, and education. It also indicates that many library students are open to and interested in serving the needs of older adults but may not know about that interest without being introduced to those needs in their MS program or broader LIS community engagements. Lastly, driven by the ALA core competencies, this study provides tools for increasing representation of older adults in MSLIS programs according to the perspective of the students who are destined to serve them, given the realities of demographics in communities served by twenty-first-century libraries such as educational entity, basic learning, and applied learning for this or other underrepresented populations.</p> <p>But if LIS is going to evolve to meet the challenges and opportunities of an aging society, there is no time to delay. By 2030, all Baby Boomers—currently the second largest population cohort after Millennials—will be over the age of 65 ([<reflink idref="bib85" id="ref93">85</reflink>]). Students will need rapid introduction to the information and technological needs of older adults to understand how they can apply the training, skills, and values developed while obtaining their education to meet the needs of this growing and diverse population ([<reflink idref="bib94" id="ref94">94</reflink>]).</p> <p>Part of this consideration must involve asking difficult questions about the near absence and marginalization of older adults in LIS curricula—which is often even worse than initial appearances suggest. For instance, a closer review of Table 1 indicates that two of the three classes cited by participants as focusing on older adults were instead centered on adults in general, which in turn further dilutes the emphasis on this fast-growing population in age-specific coursework. It is likely that some of the reasons older people are mostly absent from the participants' curricula is due to the overarching ageism in our society, which cannot be eradicated by the information professions alone ([<reflink idref="bib16" id="ref95">16</reflink>]). Nevertheless, LIS should actively contribute to such an effort ([<reflink idref="bib43" id="ref96">43</reflink>]). Beyond ageism, there are likely structural reasons as to why youth are centered in LIS curricula, such as the role that LIS programs serve—as pipelines—for school librarian training and jobs ([<reflink idref="bib63" id="ref97">63</reflink>]). However, even in these jobs, practitioners are increasingly likely to be interacting with grandparents raising grandchildren, so these students still require increased engagement with older adults and their information needs in the MSLIS curriculum, practica, and culture ([<reflink idref="bib26" id="ref98">26</reflink>]).</p> <hd id="AN0191107259-15">Limitations and areas of future research</hd> <p>There are limitations to this article. First, I focused on the existence of age-specific courses rather than on the inclusion of older people in the foundational classes of MSLIS and equivalent programs; it is possible that there is better representation of older adults in introductory reference, accessibility, and user experience courses, among others—as some participants suggested in their answers. This is an area that could be explored more in future research, including consideration of how individual assignments in different areas of LIS could be tailored by the student or professor to focus on the needs of older adults. Second, when applicable, the participants were not asked to explain why they perceived the inclusion of age-specific courses on youth as more important than courses on older adults. As a result, there are fewer data around why participants perceived the inclusion of youth-related courses as more important than the inclusion of older adult–related courses. Also, since this was an exploratory, qualitative study and not a quantitative experiment, the specific impact of the recording that almost all the participants watched prior to completing the survey is difficult to ascertain. Not having a control group does put this article in line with other studies asking students about interest in working with older adults ([<reflink idref="bib81" id="ref99">81</reflink>]). This study could also have included a curricular analysis that did not focus exclusively on the responses from students themselves; this may not have resulted in identifying more classes, but it would have provided an additional layer of confirmation. Nevertheless, such analysis was beyond the scope of this exploratory study, though it may be considered in my future research or in work done by others. Indeed, the findings of this study inspired me to engage in ongoing research—initially funded by the Institute of Museum and Library Services until canceled by President Trump's executive order ([<reflink idref="bib71" id="ref100">71</reflink>])—to consider the perspective of older adults in what they see as important for LIS students seeking to better serve older people ([<reflink idref="bib45" id="ref101">45</reflink>]). While the analysis of this article focused on older adults, I hope other researchers will test the framework with other groups of students serving older adults as well as other populations that have been marginalized or underserved in our education efforts to date in LIS and other fields.</p> <p>While most of the world is currently experiencing a considerable rise in the number of its older residents, the decision to focus this study on the perceptions of students and recent graduates affiliated with ALA student chapters limits the results of this study to mostly North American perspectives of these issues. However, the QuestionPro software indicated that four of the responses were completed outside North America, suggesting that even though these respondents might have had their perceptions shaped by North American educational institutions, at least some elements of international perspectives were included in the results. Lastly, this study is focused on student perspectives, which have their own limitations, perhaps in relation to their knowledge of the LIS field if they had not been working in it prior to starting their degree. While some of the respondents did share that they were "older" students, including some who identified as being over 50, more research is needed to get older adult responses to the topic of library services to older adults in an aging society so that their needs and perspectives are centered above all others in this conversation ([<reflink idref="bib83" id="ref102">83</reflink>]).</p> <hd id="AN0191107259-16">Conclusion</hd> <p>The information society is an aging society, but MSLIS students might not realize that by examining their curricula and broader master's programs. The findings of this article suggest that much work is necessary to increase MSLIS student exposure to the information, technological, and justice needs of older people. This can be accomplished in part by increasing the number of classes that engage with the goals and perspectives of this population. If the information professions are going to emerge triumphant from the ashes of the COVID-19 pandemic and move forward toward a resilient future, they will do so by learning from, serving, and partnering with the populations who shouldered much of the burden of this crisis—including older adults.</p> <hd id="AN0191107259-17">Acknowledgement</hd> <p>This study was made possible in part through a 2019 ALISE Community Conn@ct mini grant and University of Tennessee Office of Engagement & Outreach matching funds. The author would like to thank the selection committees at these institutions for their support. An early version of this paper won a best conference paper award at the 2021 ALISE Conference. 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Library & Information Science Research, 31(3), 155–162. https://doi.org/10.1016/j.lisr.2009.03.004</bibtext> </blist> <blist> <bibtext> Xie, B., He, D., Mercer, T., Wang, Y., Wu, D., Fleischmann, K. R., Zhang, Y., Yoder, L. H., Stephens, K. K., Mackert, M., & Lee, M. K. (2020). Global health crises are also information crises: A call to action.. Journal of the Association for Information Science and Technology, 71(12), 1419–1423. https://doi.org/10.1002/asi.24357</bibtext> </blist> </ref> <aug> <p>By Joseph Winberry</p> <p>Reported by Author</p> <p></p> <p>Joseph Winberry is an assistant professor at the University of North Carolina at Chapel Hill's School of Information & Library Science. He received his graduate degrees from the University of Tennessee's College of Communication & Information. His research examines the role of library & information science in an aging society.</p> </aug> <nolink nlid="nl1" bibid="bib24" firstref="ref4"></nolink> <nolink nlid="nl2" bibid="bib79" firstref="ref6"></nolink> <nolink nlid="nl3" bibid="bib99" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib18" firstref="ref8"></nolink> <nolink nlid="nl5" bibid="bib42" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib56" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib65" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib32" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib34" firstref="ref14"></nolink> <nolink nlid="nl10" bibid="bib74" firstref="ref15"></nolink> <nolink nlid="nl11" bibid="bib53" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib41" firstref="ref17"></nolink> <nolink nlid="nl13" bibid="bib66" firstref="ref18"></nolink> <nolink nlid="nl14" bibid="bib93" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib97" firstref="ref20"></nolink> 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Student Perspectives of MSLIS Education in an Aging Society
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Joseph+Winberry%22">Joseph Winberry</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+for+Library+and+Information+Science%22"><i>Journal of Education for Library and Information Science</i></searchLink>. 2026 67(1):21-39.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Science+Education%22">Information Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Aging+%28Individuals%29%22">Aging (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Services%22">Library Services</searchLink><br /><searchLink fieldCode="DE" term="%22Older+Adults%22">Older Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Gerontology%22">Gerontology</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Competencies%22">Core Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Science%22">Library Science</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.3138/jelis-2024-0055
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0748-5786<br />2328-2967
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic re-emphasized social and digital vulnerabilities experienced by some older adults (people 65 years and older). In considering how library and information science (LIS) can best serve older adults, the importance of education and curricula is discussed. Existing literature indicates that (1) older adults are either missing or minimized from post-secondary students' perspectives, (2) when introduced to older adults, post-secondary students often become interested in meeting their needs, and (3) there are numerous strategies that may facilitate this introduction. To better understand these issues in an LIS context, current students or recent graduates of ALA-accredited Master of Library and Information Science programs were asked to participate in a qualitative survey. Sixty-five participants completed a survey which showed that while 96% felt it was important that their programs offer classes on older adults, 86% reported classes on youth but not older adults. Additionally, 80% felt that they could become more interested in the needs of older adults if their programs introduced them. Participants also shared how they and LIS more broadly could serve older adults through the lens of the ALA core competencies. The results were aligned with studies from other fields that indicate a lack of engagement with older adults and gerontology career paths. A framework is presented which LIS professors and administrators can use to increase the presence of older adults or other underrepresented populations in their curricula and programs. Future research is needed to provide more tools for preparing students for work in an aging society.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1501881
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1501881
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3138/jelis-2024-0055
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 21
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Masters Programs
        Type: general
      – SubjectFull: Information Science Education
        Type: general
      – SubjectFull: Aging (Individuals)
        Type: general
      – SubjectFull: Library Services
        Type: general
      – SubjectFull: Older Adults
        Type: general
      – SubjectFull: Gerontology
        Type: general
      – SubjectFull: Core Competencies
        Type: general
      – SubjectFull: Library Science
        Type: general
      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Integrated Curriculum
        Type: general
    Titles:
      – TitleFull: Student Perspectives of MSLIS Education in an Aging Society
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          Name:
            NameFull: Joseph Winberry
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            – D: 01
              M: 01
              Type: published
              Y: 2026
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            – Type: issn-print
              Value: 0748-5786
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            – TitleFull: Journal of Education for Library and Information Science
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