The Role of Library and Information Science Teachers in Education

Behind every skilled librarian, archivist, or information manager stands a teacher who shaped their understanding of the field. Library and Information Science (LIS) teachers occupy a unique position in higher education. They are not just instructors who deliver lectures; they are scholars, researchers, curriculum designers, and mentors who prepare the next generation of information professionals. As libraries transform from quiet rooms full of books into dynamic digital ecosystems, the people who teach this discipline carry the responsibility of keeping the profession relevant, rigorous, and ready for the future.

Who is a library and information science teacher? 🔗

An LIS teacher is an academic professional who teaches library and information science at colleges and universities. They typically hold positions such as Assistant Professor, Associate Professor, or Professor in a Department of Library and Information Science. Their work spans the Bachelor of Library and Information Science (BLISc), Master of Library and Information Science (MLISc), M.Phil, and Ph.D. programmes offered across the country.

The roots of this profession run deep. Formal library education in India began in 1911, when W. A. Borden, a student of Melvil Dewey, started the first training programme for library workers at Baroda. The discipline gained real momentum after independence, largely through the efforts of Dr. S. R. Ranganathan, widely regarded as the father of library science in India, whose initiatives at the University of Delhi placed the country on the global map of LIS research and education.

Today, an LIS teacher is far more than a subject expert. They are expected to balance teaching, research, administration, and community engagement, all while staying current with rapid technological change.

The core responsibilities of LIS teachers 🔗

The role of an LIS teacher extends well beyond standing in front of a class. Their responsibilities cluster around four broad areas: teaching, curriculum development, research, and mentorship. Each of these contributes directly to the strength of the profession.

Teaching across diverse subjects 🔗

LIS is a multidisciplinary field, and teachers must command a wide range of subjects. A single faculty member may teach knowledge organisation, cataloguing and classification, reference services, information retrieval, library management, research methodology, and information and communication technology applications. As the field has expanded, so has the syllabus. The curriculum now spans collection development, digital objects, information architecture, user behaviour, archiving, and digital preservation.

Teaching this breadth requires more than knowledge. It demands an ability to translate complex theoretical concepts into practical understanding. Effective LIS teachers combine classroom instruction with hands-on training, so that students can actually operate library systems, manage databases, and apply classification schemes rather than merely memorise them.

Designing and updating the curriculum 🔗

One of the most important contributions of LIS teachers is shaping what students learn. Curriculum design is not a one-time task. Because the information landscape changes constantly, teachers must regularly revise course content to include emerging topics such as data management, digital libraries, open access, information literacy, and the use of artificial intelligence in information services.

This responsibility is taken seriously at the national level. The Indian Association of Teachers of Library and Information Science (IATLIS), founded in 1969, has historically taken up issues relating to curriculum development, teaching methods, and teacher training. The association brings together more than 600 LIS teachers and works to standardise and improve education across institutions.

Guiding research and scholarship 🔗

Research supervision is central to the academic role. LIS teachers guide M.Phil and Ph.D. scholars through the entire research journey, from framing a research problem to defending a thesis. They also conduct their own original research that expands the theoretical and practical foundations of the discipline.

In the Indian context, faculty research has tackled pressing concerns. Studies have examined the digital divide in rural communities, the preservation of traditional knowledge systems, multilingual information retrieval, and the design of information literacy programmes suited to diverse populations. This scholarship does not stay locked in journals; it feeds directly back into teaching, policy, and library practice.

Mentoring future professionals 🔗

Beyond formal instruction, LIS teachers act as mentors who shape professional identity. They advise students on career paths, encourage participation in seminars and workshops, and model the ethics and service orientation that define good librarianship. As trained library professionals can find employment both as teachers and as librarians, mentors help students understand the full spread of opportunities available to them, from academic libraries to corporate information centres.

Qualifications and pathways to becoming an LIS teacher 🔗

Becoming an LIS teacher in India follows a clearly defined route governed by the University Grants Commission (UGC). The standard pathway requires a master’s degree in library and information science followed by qualification in a national eligibility examination.

The role of UGC NET 🔗

The UGC NET in Library and Information Science is conducted by the National Testing Agency on behalf of the UGC to determine eligibility for the post of Assistant Professor and for the Junior Research Fellowship (JRF). Candidates generally need to secure at least 55% marks in their master’s degree to be eligible to appear, with a relaxation to 50% for reserved categories.

NET is widely considered a demanding examination, and the same qualification is also a desired credential for the post of librarian in university and college libraries. Certain candidates are exempt from NET; for example, those who have obtained a Ph.D. in accordance with UGC regulations are exempted from appearing in NET for appointment as Assistant Professors. State Eligibility Tests (SET) provide an alternative route, though with conditions on where the qualification can be used.

Continuous professional growth 🔗

Qualification is only the beginning. LIS teachers are expected to keep learning throughout their careers. They attend refresher courses, present at national conferences, publish in peer-reviewed journals, and engage with professional bodies. This commitment to lifelong learning is not optional in a field where the tools and platforms of practice change every few years.

How LIS teachers advance the field 🔗

The influence of LIS teachers reaches far beyond the classroom walls. By producing research, training practitioners, and shaping standards, they actively determine the direction of the profession.

Bridging theory and practice 🔗

One of the defining features of good LIS education is its grounding in real practice. Teachers connect abstract principles to working library environments, ensuring that graduates can move smoothly into employment. This bridge matters because the profession spans an enormous range of roles. Trained professionals may work as documentation officers, knowledge managers, information officers, and information analysts across universities, government bodies, research institutions, banks, and NGOs.

Driving pedagogical innovation 🔗

Teaching methods in LIS have evolved alongside technology. Internationally, LIS programmes have adopted innovations such as online learning, flipped classrooms, and greater student collaboration and participation. In India, this innovation must account for students from varied backgrounds and differing levels of technological exposure, while preparing them for both traditional and emerging information roles. LIS teachers who experiment with new pedagogies make education more engaging and more relevant to current workplaces.

Strengthening the professional community 🔗

Through associations like IATLIS, teachers build a collective voice for LIS education. The association organises workshops, seminars, and training programmes, and it publishes conference proceedings and an education-focused journal. The first national workshop it organised, titled “LIS Teachers and the Digital Future,” was held at IIT Madras in 2007 and drew participants from across the country. Such collaborative platforms help teachers share ideas, refine teaching methods, and respond collectively to challenges in the field.

Challenges faced by LIS teachers 🔗

The role is rewarding, but it is not without difficulty. LIS teachers face several persistent challenges that affect the quality of education they can deliver.

The first is the pace of technological change. Keeping curricula and personal skills current with developments in digital libraries, data science, and automated systems requires constant effort. The second is the diversity of student preparedness; teachers often work with classes where some students are comfortable with technology and others are encountering library software for the first time. A third challenge is the variation in infrastructure and resources across institutions, which means that not every department can offer the same hands-on training. Finally, balancing heavy teaching loads with research expectations and administrative duties can stretch faculty thin.

Addressing these challenges calls for institutional support, ongoing training, and sustained investment in LIS departments. When teachers are well supported, the benefits flow directly to students and, eventually, to the libraries and communities they serve.

Why the role matters more than ever 🔗

In an age defined by information overload, misinformation, and digital transformation, the ability to organise, evaluate, and provide access to reliable information has never been more valuable. LIS teachers are the people who cultivate this ability in others. They prepare professionals who help students find credible sources, who preserve cultural and scientific records, and who design the systems that make knowledge accessible to all.

Their work is quietly foundational. A society’s capacity to manage its information depends on a steady supply of well-trained information professionals, and that supply begins in the LIS classroom. By teaching, researching, and mentoring, LIS teachers ensure that libraries continue to serve as engines of learning, equity, and discovery.

What do you think? As libraries become increasingly digital, what new subjects or skills do you believe LIS teachers should prioritise in the classroom? And in your view, how can the balance between teaching, research, and mentorship be improved so that LIS educators can give their best to each role?

References

1. https://arxiv.org/pdf/2107.13238
2. https://www.sciencedirect.com/topics/social-sciences/library-and-information-science-education
3. https://www.iatlis.org/
4. https://nationalskillindiamission.in/updates/392/
5. https://www.jrfadda.com/exams/ugc-net/ugc-net-library-and-information-science/
6. https://www.jrfadda.com/exams/ugc-net/ugc-net-eligibility-criteria