School of Information Science
Tom Reichert, Dean
Karen Gavigan, Ph.D., Interim Director, School of Library and Information Science
The mission of the School of Information Science is to provide and promote education and leadership in library and information science, services, and studies through the highest levels of teaching, research and service. The school is committed to supporting the development and improvement of library and information services as an essential part of cultural enrichment, the dissemination of knowledge, and the enhancement of overall quality of life.
The School of Information Science offers the Ph.D. in Library and Information Science, the Master of Library and Information Science degree, and two programs of advanced study beyond the master’s degree: the Certificate of Graduate Study in Library and Information Science and the Specialist in Library and Information Science degree. In addition, the school offers the Certificate of Graduate Study in Health Communication in cooperation with the Department of Health Promotion, Education, and Behavior (of the Arnold School of Public Health) and the School of Journalism and Mass Communications. Joint master’s degrees are offered in conjunction with the English department and with the Public History Program (see Graduate Dual Degree Programs).
The Ph.D. in Library and Information Science is a research-intensive degree designed to prepare graduates for faculty and administrative careers in universities, research centers, and the public sector. The Ph.D. program is broadly interdisciplinary, with a curriculum balanced between the intellectual realms of library science and information science. While providing foundational courses covering theoretical and methodological approaches to information-seeking behavior and interactions with information in its many formats, the program also allows for study in a cognate discipline that sharpens and enriches a student’s major research emphasis.
The Master of Library and Information Science degree is a program of basic professional education designed to prepare students for entry into positions in libraries and information centers in colleges, schools, communities, industries, and businesses. The M.L.I.S. program provides students not only a strong core of general knowledge of the profession but also the opportunity to explore individual areas of interest related to career preparation. Instruction is available to students in all areas of South Carolina through an extensive program of distance education. Advances in educational technology made it possible for the University of South Carolina to work cooperatively with appropriate agencies in Georgia, West Virginia, Maine, and Virginia to offer the complete M.L.I.S. program to students in those states who would not otherwise have access to an ALA-accredited program of library and information science.
The Certificate of Graduate Study in Library and Information Science is tailored to complement the Master of Library and Information Science program by providing post-master’s degree instruction designed to enhance the student’s career opportunities in a chosen area of specialization. Completion of the Certificate of Graduate Study in Library and Information Science will acknowledge to prospective employers the student’s additional preparation for specific job responsibilities.
The Specialist in Library and Information Science is a sixth-year degree program for librarians, information managers, media specialists, and other related professionals who wish to refresh and update their knowledge and skills, gain greater specialization in their professional training, or redirect their careers from one area to another. The school meets the National Council for Accreditation of Teacher Education standards for teacher education programs.
Admission
Ph.D. in Library and Information Science
Admission to the Ph.D. program is competitive and is based on the strength of the applicant’s educational background (with the expectation of an M.L.I.S. or master’s-level degree in a related field), standardized test scores, work experience, a statement of research interests, and a personal interview.
Application requirements for the Ph.D. program include:
- completing the Graduate School’s online application form, including a written statement describing the applicant’s anticipated research focus or interest and a nonrefundable $50 application fee;
- official transcripts from all colleges or universities attended;
- GRE scores taken within 3 years of application with a combined verbal and quantitative scores of 1000 or above and one of the score registering 600 or above; a resume or c.v.; and a personal interview;
- an official report showing a minimum score of 570 (230 computer-based) on the TOEFL or a minimum overall band score of 6.5 on the IELTS Academic Course Type 2 exam for international students whose native language is not English;
- three letters of recommendation from persons able to comment on the applicant’s academic ability and scholarly potential;
- a resume or curriculum vitae outlining the applicant’s educational and professional achievements (sent directly to the School of Information Science);
- following the receipt of all documents listed above, an interview with a member of the graduate faculty, preferably in person but, if necessary, by phone.
Master of Library and Information Science Program
Admission to the School of Library and Information Science is selective and based on the faculty’s assessment of the applicant’s aptitude for graduate study and potential contribution to the profession. The School of Information Science takes a holistic approach to the admissions process. Consequently, an applicant’s entire file and interview are taken into consideration before an admission decision is made.
Application requirements for the M.L.I.S. program include:
- a completed UofSC Graduate School admissions form and a nonrefundable $50 application fee;
- official transcripts showing possession of a baccalaureate degree from an institution that is regionally accredited (such as by the Southern Association of Colleges and Schools) or international credentials deemed by The Graduate School and the School of Library and Information Science to be acceptable; the undergraduate record should show promise for graduate study with a GPA of at least 3.00 (on a 4.00 scale) in the last two years or 60 semester hours of the applicant’s undergraduate degree;
- official transcripts from all other colleges or universities attended;
- two letters of reference from persons who can comment directly on the applicant’s professional and academic capabilities and potential (For example, college instructors could comment on an applicant’s previous academic performance in relation to potential for graduate study; an immediate supervisor could address job performance and potential for advancement. Letters which speak only of the applicant’s personal attributes will not be accepted.);
- official score reports for the GRE taken within the last five years that indicate a total score of 950 on the combined verbal and quantitative portions. The verbal portion must have a score of at least 500. You may register online at http://www.ets.org/gre. UofSC’s institution code is 5818. Miller Analogies Test (MAT) Official score reports for tests taken within the last five years must indicate a score of at least 410. For MAT information and testing center locations, go to http://www.milleranalogies.com. Test of English as a Foreign Language (TOEFL ) International students whose native language is not English must also submit an official score report with a minimum score of 570 paper-based, a 230 computer-based total, and a score of 75 on the Internet-based test (TOEFL iBT). TOEFL scores are available from ETS for two years. Information can be found at http://www.ets.org/toefl;
- the School of Library and Information Science supplemental information form, which includes a statement of purpose.
Non-degree applicants (persons with no degree objective) submit the appropriate graduate school application, the $50 application fee, and an official transcript bearing proof of completion of a bachelor’s degree or higher. Admission as a non-degree seeking student does not assure or imply admission to degree candidacy in the future. Applicants to degree programs will not be allowed to register as non-degree students in any course in library and information science until their applications are complete and an admission decision has been made.
Applications for admission are processed as they are received. Applicants who file after the deadline for a given semester may not be admitted for that term. Deadlines are available from the school’s admissions office and on the school’s Web page.
Graduate students who are degree candidates in other divisions of the University may enroll in some elective courses in the School of Library and Information Science. An individual who holds a master’s degree in library and information science from an ALA-accredited program may enroll in any course in which space is available after admission as a nondegree student to The Graduate School. Recertification (nondegree) admission is available for certified school teachers whose purpose in enrolling is for renewal of the teaching certificate only (applicants not intending to seek a master’s degree).
A number of assistantships and scholarships are available to students entering the school. To inquire about or apply for these, contact the School of Library and Information Science Student Services Office. Students interested in financial assistance are also encouraged to apply to the financial aid office of the University as early as possible.
Certificate of Graduate Study in Library and Information Science Program
The Certificate of Graduate Study in Library and Information Science complements the Master of Library and Information Science program by providing post-master’s degree instruction, enhancing the student’s career opportunities, and providing extended preparation for specific areas of library and information service.
Requirements for admission to the Certificate of Graduate Study in Library and Information Science are the same as those listed above for the M.L.I.S program. Students enrolled in the M.L.I.S program should seek admission to the certificate program prior to the completion of 24 credit hours of course work; current M.L.I.S. students must submit an official application from The Graduate School for the certification program prior to the completion of 24 hours of M.L.I.S. course work.
Certificate of Graduate Study in Health Communication (LIS)
Applicants to the Certificate of Graduate Study in Health Communication must have, at a minimum, a bachelor’s degree and meet the general requirements of The Graduate School. Applicants may request that significant professional experience be substituted for standardized test scores.
Specialist in Library and Information Science Program
Admission to the Specialist in Library and Information Science degree program is selective and is based on the faculty’s assessment of the applicant’s aptitude for a particular level of graduate study and potential contribution to the profession. The school takes a holistic approach to the admissions process. Consequently, an applicant’s entire file is taken into consideration before an admission decision is made.
Application requirements for the specialist program include:
- a completed UofSC Graduate School admissions form and a nonrefundable $50 application fee;
- an official transcript showing possession of a master’s degree in library and information science from an ALA-accredited or NCATE-approved program (Applicants with a master’s degree from an NCATE-approved program must also have current certification as a librarian or school library media specialist.); applicants with a master’s degree in library and information science that is not from an ALA-accredited or NCATE-approved program may also be admitted to the program upon satisfactory exemption of ISCI 701 and ISCI 707; any of these courses not exempted must be taken as part of the specialist degree program in addition to the required 30 hours; applicants may be accepted into the program upon satisfactory exemption of ISCI 701; any of these courses not exempted must be taken as part of the specialist degree program in addition to the required 30 hours;
- a minimum of three years of full-time experience in a library, media center, or information agency (Requirements for work experience may be waived.);
- official score reports for the GRE taken within the last five years that indicate a total score of 950 on the combined verbal and quantitative portions. The verbal portion must have a score of at least 500. You may register online at http://www.ets.org/gre. UofSC’s institution code is 5818. Miller Analogies Test (MAT) Official score reports for tests taken within the last five years must indicate a score of at least 410. For MAT information and testing center locations, go to http://www.milleranalogies.com. Test of English as a Foreign Language (TOEFL ) International students whose native language is not English must also submit an official score report with a minimum score of 570 paper-based, a 230 computer-based total, and a score of 75 on the Internet-based test (TOEFL iBT). TOEFL scores are available from ETS for two years. Information can be found at http://www.ets.org/toefl;
- two letters of recommendation from persons able to comment on the applicant’s professional performance and potential;
- a statement of professional purpose indicating the specialization the applicant seeks to develop (A resume outlining the applicant’s educational and professional record should be forwarded directly to the School of Information Science.);
- a personal interview with the specialist committee. (The committee may, at its discretion, waive or change the personal interview requirement and use other information in its place.)
Courses
Knowledge and skills for applying complementary technologies for learning in distributed learning environments (Pre-K-lifelong) through lecture, demonstration, and discussion.
Media resources and techniques for children from birth to 9 years. Reading interests and developmental needs of young children. Authors, illustrators, indexes, bibliographic tools, evaluation sources, and professional literature. Not open to students enrolled in M.L.I.S. program.
Media resources for children. Reading interests of children and their curricular and independent needs for information. Authors, illustrators, indexes, bibliographic tools, and sources of evaluation of materials for children. Techniques and literature for read-aloud programs and storytelling. Not open to students enrolled in M.L.I.S. program.
Media resources for adolescents. Reading interests of adolescents and their curricular and independent information needs. Study of relationships of media to information needs and critical comparison between classic and contemporary materials for adolescents. Indexes, bibliographic tools, and sources of evaluation of materials. Not open to students enrolled in M.L.I.S. program.
Specific topics of current concern to the library, information, and media professions to be identified by title. Not open to students enrolled in M.L.I.S. program.
Introductory knowledge for school library media specialists, teachers, administrators, parents, and other citizens interested in practical applications of information technology to support learning, decision making, and community building.
Knowledge discovery techniques and applications.
Foster theoretical insights about information visualization. Prepare small and large-scale datasets for visual representations. Project-based and students will map real datasets and understand the methods to interpret the visualizations.
Storytelling methods, techniques, and materials encompassing heritage, art, literature, and programming.
Focuses on theories, models, and concepts of information behavior. Emphasizes information seeking and use practices and activities in relation particular communities, channels and barriers to information, and the impacts of technology. Provides an introduction to methods that can be used to study information needs, information seeking behavior, and related phenomena.
Addresses the renewed phenomenon of fake news, misinformation/disinformation, and its related concepts; then focuses more explicitly on the affective information behaviors that influence our interactions with information and help us intellectually thrive in a post-truth society.
An introduction to skills and strategies for succeeding as a graduate student in the graduate programs of the School of Information Science at UofSC (Pass/Fail grading).
Introduction to the issues and core values of library and information professions, including equity of access, literacy and learning, information policy, collaboration, service, professional growth and development, and culturally responsive practice.
Explores the role of library and information organizations in communities, with a focus on building community relationships, engagement, and outreach.
Introduction to the design and delivery of instructional services and assistance on the use of information resources to promote information literacy and informed decision-making.
Introduction to the nature, development, roles, and fundamental issues of leadership in library and information organizations.
Introduces the research process as applied to library and information science topics with an emphasis on research methods, critical evaluation, and the practical application of research.
Explores the design, use, and evaluation of information organization and retrieval systems to support digital curation and preservation, metadata generation, and information-seeking.
Issues and techniques of knowledge representation and information organization, information retrieval systems, and users’ information seeking behavior.
A comprehensive overview of data science basics and applications for communications. Introduces basic concepts, applications, and tools of data science for communication purposes. Includes basic theories and approaches in communications.
Cross-listed course: JOUR 709
A survey, from ancient times to the present, of the evolution and social role of information organizations (libraries, archives, information centers, etc.) and technologies (books, journals, computers, etc.). Emphasis on the U.S. in the 19th and 20th centuries.
Nature and use of archives and records; functions of archives and records professionals; and legal, ethical, and political issues in archives and records.
Introduction to printing with movable type. This course is designed to give students some experience in designing and printing books and broadsides. Examination of paper, typefaces, composition work, and simple bookbinding are included.
Introduction to analytical, descriptive, and textual bibliography, and to the principles and practice of editing.
Introduction to the missions, professional standards and best practices of special collections librarianships. Topics include access and acquisitions, colletion assessment and development, collection management and maintenance, donor relations, public programming and current issues and trends. Restricted to ISCI graduate students.
Historical overview of the literary content, illustration, and social values of children’s and young adult literature written in English. Examines the influence of movements such as Romanticism, Rationalism, and postmodernism, as well as changing trends over time.
The planning and administration of preservation programs in libraries, archives, records centers, and manuscript depositories.
Roles, functions, and organization of school library media programs. Systematic planning and evaluation, leadership, advocacy, and integration of program into the curriculum.
An overview of industrial, business, governmental, and professional libraries and related information organizations. Study of their organizational characteristics, governance, services, distinctive features. Major part of course is simulation of information management problems in these organizations.
An introduction to the background, principles, practices, and technologies of knowledge management for library and information professionals.
A detailed study of traditional and innovative services characteristic of health science libraries. Includes community study design and evaluation of services. For those students committed to careers in health sciences libraries.
Course focuses upon three topics: 1) organizational patterns for various library operations, local and regional; 2) the political environment of the public library; and 3) major problems confronting public library systems.
An analysis of the historical development and current issues in academic libraries.
An in-depth study of AACR2 covering both print and nonprint materials; searching bibliographic materials in a database, editing and updating them; principles of coding, tagging, and entering the results into a database; discussion of administrative problems.
Study of major classification and subject authority systems. Emphasizes the understanding and application of these systems in information agencies.
Introduction to principles and practices in abstracting and indexing.
An introductory study of methods and problems in acquiring, organizing, and retrieving serial publications with an emphasis on the special features of serials. Includes an introduction to computer applications.
Examination of metadata definition, selection and applications; Role of metadata in information discovery, acquaintance with various metadata schemes and standards for libraries, museums, archives and info centers.
Management, personnel, and materials within technical service departments for all types of libraries. Standardization, centralized and cooperative efforts, automation and evaluation as applied to all functions within technical services departments.
Direct experience searching online databases and examination of related administrative issues.
Applications of human learning theory and presentation techniques to information literacy programs and curriculum collaboration for library and information professionals.
Role of the school library media specialist in integrating the school library media program into a K-12 standards-based curriculum, including best practices, needs assessment, collaboration, instructional design, and resource provision.
Presents a survey of electronic information resources in the health sciences and an introduction to advanced searching techniques and analytical skills to access biomedical literature.
Acquisition of and special cataloging requirements for printed music, recordings, and multimedia; collection management; administration of music libraries; preservation/conservation of special materials.
Considers how literature and information services in the social sciences are organized for the purpose of interpretation and delivery. Students survey the literature of psychology, sociology, political science, and other disciplines in some detail. Practice in question consultation and database searching will be included.
A survey and evaluation of the nature, history, and bibliography of the literature of the humanities and arts. Emphasizes the distinctive features of materials, research, communication, and information-seeking patterns.
A survey of literature in the basic sciences and applied technical fields. Examines distinctive features of materials, research, and information communication patterns in the various fields. Practice in question consultation and database searching will be included.
Coverage of the bibliographic and information systems relevant to contemporary managerial information needs, with emphasis on the literature of business and finance, and including statistical materials, literature guides, and investment services. Specialized problems related to the organization and operation of business information systems. Practice in question consultation and database searching will be included.
Characteristics and use of print and computer-based materials in the health sciences and for general reference librarians.
An introduction to the role and functions of the information manager in organizations with emphases on use, retention, and management of information and records.
Ways in which libraries and librarians become more effective providers and partners in the literacy movement.
Nontraditional library users in all types of libraries. Literacy programs, disabled and/or institutionalized persons, older adults, and members of selected ethnic groups.
Planning and evaluating information services. Emphasis on policy and decision making regarding current issues.
The nature, philosophy, and development of non-curricular programs for children and young adults in the school and public library. Among the types of programs to be discussed are storytelling, film programs, reading programs, programs for parents, and other activities associated with library service to young people. Students will study the principles and problems involved in designing, implementing, and evaluating programs of this nature.
Materials popular with adult readers and programs utilizing those materials. Extensive reading and experience in planning and presenting programs.
A study of materials intended for children of elementary school age (6-13) with emphasis on the process of evaluating them to meet the educational, cultural, and recreational needs of children.
A study of materials for young adults (13-19) with emphasis on the process of evaluating them to meet the educational, cultural, and recreational needs of young adults.
Concepts and current trends in the creation, implementation, and evaluation of adult consumer health resources and services, including consumer health informatics and e-health.
A study of picture books and audiovisual materials intended for the very young child through age 9 with emphasis on the process of evaluating these materials to meet the educational, cultural, and recreational needs of very young children.
Introduces a wide range of print and nonprint materials appropriate for Latino youth. Provides resources for librarians and educators serving young Latinos literacy needs.
Technology management, use of technology and nonprint resources, and their integration into the K-12 curriculum.
An examination of information agencies and their purposes, collections, collection policies, and acquisition procedures.
Planning, implementation, and evaluation of public library services for children and young adults.
Examines in detail frequently occurring problems that require decision activity by library and information agency managers. May be repeated for credit as topics change.
Principles and practices of information gathering and analysis of open source information, including competitive intelligence, environmental scanning, and issues management; information evaluation and synthesis; role of strategic intelligence in modern organizations.
Concepts and practices necessary to organize and manage Web resources in libraries and in other information agencies.
Evaluation and programming of Web technologies and related issues in libraries and in other information agencies.
This course presents introductory concepts related to the creation, manipulation, and implementation of visual collections in various online environments. It identifies resources, procedures, and skills needed to successfully design, implement, and manage digital image collections in a collaborative environment.
A critical examination of the principles, trends, and issues of modern information systems design and use.
Examines how issues of diversity, social justice, race, gender and sexuality are represented in the information professions and will study how these social imperatives affect, and are affected by, information technologies.
Conceptualize, critique, and reformulate social justice as an outcome while working towards a better understanding of how their social identities and systems of oppression contribute to and/or work against the social justice process.
Application, management and evaluation of information systems for libraries and other information agencies, including emerging technical, administrative and management issues related to these systems.
Discussion and critical examination of selected topics of current international debate regarding information and related technologies. Specific topics to be identified by title. May be repeated three times for a maximum of 9 hours.
Discussion and critical examination of selected topics of current international debate regarding information and related technologies. Topics vary by title. May be repeated a maximum of 3 times.
Discussion and investigation of selected topics of current concern to the library and information profession. Specific topics to be identified by title.
Prerequisite: Specialist degree students only. Approval of the appropriate application for specialist project must be submitted early in the semester preceding enrollment.
Seminar examining a range of issues, theories, and research questions that currently shape thinking and discourse in library and information science.
Seminar exploring problems and issues in theory formulation and research methods, including quantitative, qualitative, and multi-method approaches. Not auditable.
Seminar examining the historical and intellectual foundations of library and information science in relation to the nature and current roles of information organization and information transfer in societies. Not auditable.
Seminar examining the history, trends, and current status of academic careers in library and information science, emphasizing knowledge and skills needed for successful teaching, scholarship, and service. Not auditable.
Seminar in the critical and analytical study of information policy and ethical issues at the individual, institutional, and international levels. Not auditable.
Seminar examining the characteristics of communication, human information interaction, and information-seeking behavior, with emphasis on social network models, and the relationship between information-seeking behaviors and the design of communication and information systems and services. Not auditable.
Involves students in planning, managing, and evaluating colloquia, including recruiting speakers, scheduling venues, attracting audiences, conducting the sessions, and evaluating the results. May be repeated up to three times for credit.
Explores libraries and other cultural institutions as lifelong educational environments where complex human interactions take place. Over the past two years, the promising intersection of cultural organizations has been a topic of strong interest to practitioners and scholars associated with these institutions. This course introduces the interdisciplinary framework, social perspectives, and research methods required to development an understanding of this intersection, the changes that will be required as new technologies alter the way that people engage with these institutions, and the challenges that have begun to emerge as their boundaries become less defined. This type of interdisciplinary framework is needed to address these topics and address both the human information needs that impel cultural institutions and the steps and strategies by which these needs may be recognized and resolved in these information rich environments.
This course provides an opportunity for doctoral students to explore the issues associated with the implementation, evaluation and management of various technologies found in cultural institutions. Students will gain practical experience working with different technologies through class demonstrations and will be exposed to different technical environments via class field trips.