Affiliations: [a] School of Library and Information Science, Simmons College 300 the Fenway, Boston, MA, USA | [b] School of Information Management, Victoria University of Wellington, Wellington, New Zealand
Correspondence:
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Corresponding author: Lisa K. Hussey, School of Library and Information Science, Simmons College 300 the Fenway, Boston, MA, USA. Tel.: +1 617 521 2852; E-mail:[email protected]
Abstract: Identity is the core of who we are as individuals. It shapes how we present
ourselves, our expectations of how we interact with others and their
treatment of us, and forms the basis of what we believe are our capabilities
and potential. Identity is not limited to individuals, but also includes
groups, such as clubs, organizations, and professions. In fact,
identification within a profession is an essential rite of passage, which
often follows the completion of an educational degree or an intensive
training program, both of which have a strong influence on the construction
and shape of the individual's professional identity. While in MLIS programs,
like many undergraduate programs, students develop a sense of community,
which is reinforced through internships, work experiences and membership in
professional organizations. The context of a community is key to the
development of professional. Interdisciplinary fields, such as library and
information science, use these communities to share information across
disciplines and develop academic norms. LIS educators help to develop this
identity through course work and interactions with students. As a result,
LIS educators need to understand their role and how their teaching
contributes to the profession holistically rather than focus on individual
positions or roles.
Keywords: Professional identity, LIS education, community, MLIS programs
