Originally posted on Hack Library School:
Since I was a high school teacher before I started library school, I’m finding it really hard to switch off my “teacher brain” even well into my second semester. This makes sense, considering that I want to become a teacher-librarian. However, it has also had an unintended side effect: I spend all of my time in class imagining how I would teach the course.
Hopefully this is the universe’s way of telling me that yes, school librarianship is my ultimate purpose here on earth. But it’s also led me to give a lot of thought to the teaching methods used in library school, not to mention experience a lot of frustration when those methods are antiquated. Librarianship is a field that lends itself naturally to self-directed inquiry, collaboration, innovation, and interactive, Web 2.0 styles of thinking. So I was dismayed to discover that while these terms are used a lot in library school, the format of my courses is based on a much older model of education where students acquire knowledge through rote learning and memorization.
To me, learning does not mean remembering stuff that you can regurgitate later. As award-winning educator Sir Ken Robinson points out, this model may have been useful in the Industrial Age where workers on assembly lines specialized in specific, repetitious tasks, but it does not serve 21st century purposes. The day-to-day realities of librarianship require “transferable skills”, such as the ability to collaborate with others, solve complex problems, deal effectively with patrons, and manage resources – the very skills that make an MLIS so flexible and useful.