All MLIS students who enroll in Fall 2025 or later must complete, as part of the minimum 36 hours, the following 6 hours of required courses in the first two semesters of enrollment.

• LS 500 Information Science and Technology
• LS 501 Information in Communities

In addition, MLIS students must choose and complete one 3-hour Management core course and one 3-hour Technology core course from the following approved list for a total of 12 credit hours of required courses.

Technology Core (Choose One):

• BA 505 Introduction to Digital Design (New Course Starting Fall 25)
• LS 504 Technology Integration in Youth Libraries (New Title Starting Fall 25)
• LS 552 Digital Preservation
• LS 560 Information Technologies
• LS 562 Digital Libraries
• LS 563 Linked Data
• LS 564 Prog. Digital Libraries
• LS 566 Metadata Fundamentals
• LS 569 Database Management

Management Core (Choose One):

• LS 508 Management Theory and Practice
• LS 530 Public Libraries
• LS 531 Academic Libraries
• LS 532 School Media Centers
• LS 533 Spec Lib & Info Centers
• LS 535 Records Management & Admin (New Title Starting Fall 25)
• LS 630 Div Leadership in Info Orgs (New Course Number Starting Fall 25)

All MLIS students who enroll in Fall 2019 or later are required to complete the comprehensive portfolio.

All MLIS students with initial enrollment between  Fall 2019 and Spring 2025 must complete, as part of the minimum 36 hours, the following 9 hours of required courses in the first two semesters of enrollment.

• LS 500 Information Science and Technology
• LS 501 Information in Communities
• LS 513 Professional Paths

All MLIS students who enroll in Fall 2019 or later are required to complete the comprehensive portfolio.

All MLIS students enrolled prior to Fall 2019 must complete, as part of the minimum 36 hours, the following 18 hours of required courses:

• LS 500 Organization of Information
• LS 501 Introduction to Library and Information Studies
• LS 502 Research Methods
• LS 507 Information Sources and Services
• LS 560 Information Technologies

All MLIS students enrolled prior to Fall 2019 also must take one of the following courses to fulfill the required management component. Those courses include:

• LS 508 Administration and Management
• LS 530 Public Libraries
• LS 531 Academic Libraries
• LS 532 School Media Centers
• LS 533 Special Libraries and Information Centers

MLIS—Archival Studies Concentration (18 credits)

The School of Library & Information Studies at The University of Alabama offers a program of study within the MLIS degree that leads to an ACHE-recognized concentration in Archival Studies. This concentration provides a comprehensive grounding in the academic discipline of archival studies, and an understanding of the theory, art, and practice that informs archival work. Students have the opportunity to develop competencies for work with rare books, manuscripts, traditional records, and digital media.

Graduates of the concentration leave prepared for employment in academic, cultural, public, governmental, and corporate environments. Recent graduates are currently employed at leading institutions, including the Alabama Department of Archives and History (ADAH), the New York State Archives, the University of Washington, Birmingham-Southern College, and Samford University.

In addition to the MLIS requirements, the Archival Studies Concentration requires completion of the following curriculum:

Archival Studies Concentration Requirements (in addition to MLIS Requirements):

• LS 555: Introduction to Archival Studies (3 credits; must be taken during first Fall semester.)

• LS 556: Intellectual Foundations of Archival Theory and Practice (3 credits)

• LS 557: Archival Appraisal (3 credits)

• LS 558: Archival Representation, Access, and Use  (3 credits)

• Approved archival studies electives (6 credits)

Admissions Information:

Prospective students apply directly to the Archival Studies concentration, indicating the archival studies concentration in their application. The archival concentration may be completed by all SLIS students, both Main Campus students and Online Distance students.

Please contact Dr. Robert B. Riter for additional information.

MLIS – Archival Studies Concentration: Audiovisual Archiving Emphasis/EBSCO Scholars Program

Beginning in Fall 2020, we are pleased to offer EBSCO Scholarships in Audiovisual Archiving as a study option within the MLIS Archival Studies Concentration. Read more on the EBSCO Scholars page. Please contact Dr. Dimitrios Latsis for additional information.

Class A Certification in School Library Media

The School of Library & Information Studies at The University of Alabama provides a program of study within the MLIS degree that satisfies the Alabama State Department of Education requirements for Library Media Certification. There are two (2) pre-conditions to this option. The applicant must have a currently valid teaching certificate and two years of professional teaching experience. In other words, in order to qualify for certification, a student must meet these two requirements in addition to following the approved program of study.

Normally, the program of study which leads to A-level library media certification in Alabama requires a minimum 36 semester hours of course work. The required program of study is as follows for students enrolled before Fall 2019:

• LS 500 Organization of Information
• LS 501 Introduction to Library & Information Studies
• LS 502 Research Methods
• LS 504 Media Production & Utilization
• LS 507 Information Sources and Services
• LS 520 Early Childhood Materials & Story Programs OR LS 521 Materials & Services for Children
• LS 522 Materials & Services for Young Adults
• LS 532 School Media Centers
• LS 542 Instructional Design and Development
• LS 560 Information Technologies
• LS 572 Internship in School Media Centers
• Foundations of Professional Studies in Education course
• A Special Education course is required if such a course was not previously completed.

From Fall 2019 onward, the required program of study is as follows:

• LS 500 Information Science and Technology
• LS 501 Information in Communities
• LS 502 Research Methods
• LS 504 Media Production & Utilization
• LS 507 Information Sources and Services
• LS 513 Professional Paths
• LS 520 Early Childhood Materials & Story Programs OR LS 521 Materials & Services for Children
• LS 522 Materials & Services for Young Adults
• LS 532 School Media Centers
• LS 542 Instructional Design and Development
• LS 572 Internship in School Media Centers
• Foundations of Professional Studies in Education course
• A Special Education is required if such a course was not previously completed.

Note: School library media internships require a total of 300 hours met through requirements in coursework and internship hours. A special education course (e.g., SPE 500) is required if such a course was not previously completed. A list of approved Foundations of Professional Studies in Education (BEF) courses can be found in the Graduate Catalog. In addition, the student is required to pass SLMS Comprehensive Assessment and the Praxis II Library Media Exam for certification. Once all of this has been accomplished, the student makes an application for certification in Alabama through the UA College of Education, which “recommends” the student for certification.

Other Options:

Alternative Certificate Approach: Preliminary Certificate

The Alabama State Department of Education provides an alternative approach to certification in library media. This is an option for those who do not have the teaching certificate or for those without two years of teaching experience. The Preliminary Certificate may ONLY be requested by an employing Alabama county/city superintendent or eligible non-public school administrator.

For this approach, students need to complete the MLIS degree and requirements for certification (i.e., criminal history background check, Basic Skills, Praxis II). The Preliminary Certificate is valid for one year and may be renewed for one or two additional years. At the end of the two or three years of experience, the student may earn A-level certification by being “recommended” by the employing school system or independent school. Neither SLIS nor the UA College of Education can “recommend” such certification. This option is available at the discretion of the school system or independent school only. Interested individuals should contact the school system or eligible non-public school in which employment is desired for information concerning certificate eligibility. This alternative certification route is only for those seeking certification in Alabama.

Out-of-State Certification

Students wishing to secure certification in other states are urged to check with that state’s department of education to determine certification requirements. Normally, those who meet the Alabama State Department of Education’s requirements may complete the approved program of study and secure the appropriate certification. Only those who meet the Alabama requirements are able to pursue this option as it does not apply to those who do not have a currently valid teaching certificate and two years teaching experience.  This site lists links to School Library Media Certification State by State.

Contact Information:

Please contact Prof. Karen Scott, School Library Media Coordinator klscott1@ua.edu for more information.

The academic librarianship area of emphasis prepares learners to contribute meaningfully to the educational, research, and service missions of institutions of higher learning. These institutions range widely from doctoral-granting research universities and Ivy League schools to more service-focused community colleges and trade schools. If you love the academic environment, believe in the transformative power of education, and want to contribute to emerging research then academic librarianship may be the path for you. Academic librarians fulfill many roles and responsibilities, but careers in this area tend to fall into three basic categories: user services, technical services, and technology support.

• User services librarians focus on working directly with library users, including researchers, instructors, and students. Their responsibilities may include but are not limited to research support, reference, instruction, scholarly communications, social media outreach, and serving as disciplinary liaisons. Focus on user services if you like working with people and helping them thrive in the academic environment.

• Technical services librarians are collection-oriented and responsible for the information systems that allow us to organize, retrieve, and maintain the physical and digital resources of the library. Their responsibilities include but are not limited to cataloging, metadata record management, database and information system design, and collection development. Focus on technical services if you are detail oriented, enjoy structure, order, and efficiency.

• Technology support librarians are innovation-focused and their practice includes but is not limited to applications of A.I. to library services, technology asset management, research data management, institutional repository development, library web site and app support, and digital library development. Focus on technology support if you enjoy staying up to date with the latest technologies and want to use them to help others achieve their academic goals.

Overlap exists between these areas, so it makes sense to explore coursework for more than one of these categories. New career options open up for academic librarians often. Some of these include the areas of open access and open educational resources, digital humanities, special collections and digital libraries, etc., so be sure to check out LS 590 special topics courses for the latest options. Since many academic libraries require their librarians to engage in scholarship as part of their professional duties, be sure to discuss with your advisor ways to explore and develop your research interests. 

For additional information about the Academic Librarianship Area of Emphasis, please contact Dr. John Burgess or speak with your academic advisor.   

Digital stewardship is an area of information practice that involves the care and management of digitized and born-digital resources over time. Digital stewards are involved in all stages of the digital resource lifecycle, including creation, appraisal, description, preservation, access, and reuse. This broad area of study incorporates digital archives, digital repositories, digital libraries, digital asset management, research data management, digital preservation, digital curation, and digital culture studies. Students best suited to this area of emphasis are those that enjoy working collaboratively to solve problems; those who seek to engage with diverse communities; and those who wish to encourage the open exchange of ideas and services.

Digital stewardship is practiced in many settings: in cultural heritage institutions such as archives, libraries, and museums; in educational, medical, scientific, business, and other organizations; and in academic and other research settings. New areas requiring expertise in digital stewardship are constantly emerging and evolving. In cultural heritage and organizational settings, digital stewards typically engage in activities such as preservation, outreach, curation, project management, building infrastructure, and designing systems. In academic and other research settings, digital stewards often manage data, create and remediate metadata, support technological advances, engage in preservation and outreach activities, work collaboratively or in teams to answer research-based questions, and envision creative solutions for research-oriented problems. Digital stewardship necessitates creativity, innovation, and strength in collaborative work practices, as projects can range from local and community partnerships to expansive global networks. All areas of professional digital stewardship require an ability to reach and serve culturally diverse populations.

May be completed in conjunction with the MLIS-Archival Studies concentration.

In addition to the core courses required of all MLIS degree-seeking students, the following courses are among those recommended for students with an interest in Digital Stewardship. This is not an exhaustive list, as special topics courses may also be of interest. Students are encouraged to discuss course selection and availability with their assigned academic advisor.

See also the Archival Studies concentration or certificate for information about caring for unique records and digital objects/artifacts.

For additional information about the Digital Stewardship Area of Emphasis, please contact Dr. Robert B. Riter, Dr. Dimitrios Latsis, or speak with your academic advisor.

Information Literacy Specialists possess the knowledge and skills needed to empower themselves and others to make informed decisions using all available information. They learn how to use information systems artfully, carrying out expert searches and evaluating the quality of retrieved resources. They use these skills to navigate complex and emerging information technologies that can help patrons achieve their goals in life. Along the way students pursuing this area will learn how to assess people’s and communities’ information needs, to carry out reference and readers advisory interviews, to search databases effectively using advanced search tools and techniques, to create information guides, to conduct assessment research, and to develop and deliver instructional sessions. If you want to understand the uses and misuses of information in society and to work with people to meet their information needs, you will focus on courses in the information literacy area of emphasis.

Information Literacy Specialists are employed in all varieties of library settings, ranging from academic and special libraries to school and public. These skills are also highly relevant to research archivists and individuals who want to work in industry, for example in business intelligence. Common job titles for information literacy specialists include research support librarians, reference librarians, instruction librarians, and information retrieval specialists, though these skills are useful in the repertoire of any LIS professional. 

For additional information about the Information Literacy Area of Emphasis please contact  Dr. John Burgessor speak with your academic advisor.

Information Organization and Retrieval focuses on the fundamental principles and practices of organizing, representing, and facilitating access to information across diverse formats and contexts. This specialized area examines how information resources are described, classified, indexed, and retrieved in both traditional and digital environments. The field encompasses knowledge organization systems, metadata standards, cataloging practices, classification schemes, controlled vocabularies, information retrieval algorithms, and search interface design. Students who excel in this area typically have strong attention to detail, an interest in creating logical structures and systems, and a desire to make information discoverable and accessible to diverse user communities.

Organization and Retrieval is essential in numerous professional settings: in libraries developing and maintaining catalogs and discovery systems; in corporate environments designing taxonomies and enterprise search solutions; in e-commerce platforms creating product classification systems; and in technology companies developing search engines and recommendation systems. The field continues to evolve with advances in artificial intelligence, machine learning, and natural language processing. In traditional information institutions, professionals engage in activities such as cataloging, metadata creation, vocabulary control, and database management. In technical environments, they design search algorithms, develop automated classification systems, create taxonomies, and optimize information retrieval systems. The work requires both precision in applying standards and creativity in solving complex organizational challenges, as projects can range from organizing small specialized collections to developing large-scale search solutions.

Practitioners must balance adherence to established standards with innovation in meeting emerging needs, while ensuring that information organization systems serve diverse user populations with varying information-seeking behaviors and needs.

For additional information about the Information Organization and Retrieval Area of Emphasis, please contact Dr. Hengyi Fu, Dr. Jenna Kim, Dr. Yuan Li, Dr. Kun Lu,  or speak with your academic advisor.

Information Science is a multifaceted field focused on understanding how information is created, organized, stored, accessed, and used across diverse contexts and systems. Information scientists study the intersection of people, technology, and information, examining how individuals and organizations seek, process, and utilize information in both digital and analog environments. This comprehensive area encompasses information behavior, information architecture, knowledge organization, information retrieval, data science, human-computer interaction, and information systems design. Students drawn to this specialization typically have strong analytical and problem-solving skills, an interest in understanding user needs and behaviors, and a desire to bridge the gap between technical systems and human information needs.

Information Science is practiced across a wide spectrum of environments: in technology companies developing search engines and recommendation systems; in corporate settings designing knowledge management systems; in research institutions conducting user studies and developing information retrieval algorithms; and in public sector organizations implementing information policies and systems. The field continues to evolve with emerging technologies and changing information needs. In corporate and technological settings, information scientists often work as user experience researchers, information architects, data analysts, or systems designers. In research and academic environments, they conduct studies on information behavior, develop and evaluate information retrieval systems, analyze big data, and investigate emerging technologies' impact on information access and use. Information Science requires both technical aptitude and human-centered thinking, as projects frequently involve understanding complex user needs while developing technological solutions. Practitioners must balance technical expertise with strong communication skills to effectively translate between user needs and system capabilities. The field demands awareness of diverse user populations and cultural contexts, as information systems and services must be designed to serve increasingly global and multicultural communities.

May be completed in conjunction with the Digital Stewardship concentration.

For additional information about the Information Science Area of Emphasis, please contact Dr. Laurie Bonnici, Dr. Hengyi Fu, Dr. Yuan Li, Dr. Kun Lu,  or speak with your academic advisor.

Public Libraries is an area of professional practice centered on serving the needs of public libraries and the constituents they serve. Students will choose this area of emphasis if they enjoy working with patrons of all ages and backgrounds, interacting with civic groups and public officials, managing diverse collections, and planning outreach programs.

Public librarianship includes professional skills in user services, technical services, and technology services. User services include administration and grant writing, reader’s advisory and reference work, program planning, and community outreach. Technical services include cataloging and collection development. Technology services include information technology management, such as the library web site, social media platforms, and facilitating data collection and analysis.

In addition to the core courses required of all MLIS degree-seeking students, the following courses are among those recommended for those with an interest in public Librarianship. This is not an exhaustive list, as special topics courses may also be of interest. Discuss course selection and availability with your assigned academic advisor. LS 570: Internship in Library and Information Studies is also recommended for any students who do not already possess practical experience in this area.

For additional information about the Public Librarianship Area of Emphasis, please contact Dr. Jamie Naidoo, Dr. Bharat Mehra , Dr. Miriam Sweeney, or speak with your academic advisor.

Social Justice and Inclusivity is an area of emphasis that expands upon the ALA core values of social responsibility and diversity in professional practice.  Students most suited to this area of emphasis are those that want to gain the skills necessary to respond to the needs of communities in a global society.  Social justice and inclusivity represent an approach to professional practice that can be applied broadly to all dimensions of library and information science, as well as across institutional contexts.

Social justice refers to the view that all people deserve equal social, political and economic rights.  Inclusivity is the intent to actively incorporate people and communities who have been marginalized or otherwise excluded socially, economically, and politically. Within LIS, social justice and inclusivity as an area of emphasis signals the active recognition and incorporation of diverse perspectives and experiences into professional practice and scholarship. This requires active reflection about both historic and current practices within the field; engagement with broader systems of social, economic and political power; and the cultivation of critical thinking and problem-solving skills.

Students specializing in this area will gain facility in identifying, discussing, and intervening on structural systems of inequality such as those shaped by race, ethnicity, class, gender expression, sexual orientation, ability, religious preferences, and age. Social justice and inclusion provide ethical orientations and practical frameworks that students can use to guide a range of professional practices including: information access and organization, policy development, collection development, interpersonal interactions, reference work, information literacy, programs and services, technology design, outreach activities, and data management.

In addition to the core courses required of all MLIS degree-seeking students, the following courses are among those recommended for students with an interest in Social Justice and Inclusivity. This is not an exhaustive list, as special topics courses may also be of interest. Students are encouraged to discuss course selection and availability with their assigned academic advisor. LS 570: Internship in Library and Information Studies is recommended for any students who do not already possess practical experience in this area.

For additional information about the Social Justice and Inclusivity Area of Emphasis, please contact Dr. Bharat Mehra, Dr. Miriam E. Sweeney, Dr. Jamie C. Naidoo, or speak with your academic advisor.

Youth (Children and/or Young Adult) Services is an area of professional library practice centered on serving the informational, recreational, educational, and cultural needs of children, young adults, and their caregivers within a public library setting. This diverse area includes library services to youth ages birth up to nineteen. Students most suited to this area of emphasis are those that enjoy working with a wide range of youth and their caregivers, interacting with diverse clientele, engaging in creative activities (such as puppetry, traditional and digital storytelling, dramatic play, poetry slams, spoken word, etc.), and planning literacy-related programs. Some youth services librarians only work with teens, others only work with children, and still others work with both age groups. SLIS Alumni concentrating in this area of emphasis have been employed in the following roles: Coordinator of Youth Services, Outreach Librarian, State Library Youth Services Consultant, Education Librarian, Young Adult Services Coordinator, Children’s Services Manager, Children’s Services Associate, Branch Manager, Library Director, and Children’s Author.

Youth services librarians generally possess professional skills in collection development and readers’ advisory, service and program planning and management, and community outreach. Collection development and readers’ advisory skills embody a broad, working knowledge of children’s and young adult print and digital materials, an ability to use specially designed collection development tools to build a rich collection of these materials, and an understanding of the reading interests of contemporary youth. Service and program planning and management skills exemplify an understanding of how to manage the day-to-day operations of the youth services department in a public library, how to determine the informational needs of diverse youth and develop appropriate library services, and how to create engaging library programs that connect contemporary youth with library collections. Finally, community outreach skills include the ability to connect library collections, services, and programs to the larger community, local nonprofit organizations serving youth, and specific populations that may be unable to physically visit the library. Within all these professional skills is an underlying ability to reach and serve culturally diverse populations.

In addition to the core courses required of all MLIS degree-seeking students, the following elective courses are recommended.  LS 570: Internship in Library and Information Studies is also recommended for any students who do not already possess practical experience in this area.

See also School Libraries for information about serving youth in a school library setting.

For additional information about Youth Services Area of Emphasis please contact Dr. Ramona Caponegro, Dr. Jamie C. Naidoo or speak with your academic advisor.

Archival Studies Certificate (15 credits)

The College of Communication & Information Sciences at The University of Alabama provides a program of study that leads to an ACHE-recognized Certificate in Archival Studies. This certificate offers a comprehensive grounding in the academic discipline of archival studies, and an understanding of the theory, art, and practice that informs archival work. Students have the opportunity to develop competencies for work with rare books, manuscripts, traditional records, and digital media.

Graduates of the certificate leave prepared for employment in academic, cultural, public, governmental, and corporate environments. Recent graduates are currently employed at leading institutions, including the Alabama Department of Archives and History (ADAH), the New York State Archives, the University of Washington, Birmingham-Southern College, and Samford University.

Archival Studies Certificate Requirements:

• LS 555: Introduction to Archival Studies (3 credits)

• LS 556: Intellectual Foundations of Archival Theory and Practice (3 credits)

• LS 557: Archival Appraisal (3 credits)

• LS 558: Archival Representation, Access, and Use  (3 credits)

• Approved archival elective (3 credits)

Admissions Information:

Applications are accepted from students pursuing graduate work in allied disciplines or already possessing graduate degrees in related disciplines. The certificate may be completed on campus or online. Students pursuing the MLIS should apply for admission to the archival studies concentration.

Contact Information:

Please contact Dr. Robert B. Riter or visit UA Online's Graduate Certificate in Archival Studies page.

Starting in Fall 2025, the School of Library and Information Studies at The University of Alabama offers a Graduate Certificate in Youth Literature and Services. The Graduate Certificate in Youth Literature & Services trains dedicated professionals with specialized knowledge and skills to support the informational and literacy needs of children, tweens, teens, and young adults. This certificate is advantageous to an information or education professional interested in fostering the literacy needs of youth in library and literacy environments.

The Graduate Certificate in Youth Literature & Services is a 15 credit hour program with courses that focus on drawing a connection between youth's educational and personal interests and a wide range of creative activities such as puppetry, traditional and digital storytelling, dramatic play, poetry slams, and spoken word performances. The certificate provides the expertise to enhance youth’s literacy skills and learning explorations to celebrate book joy and forge pathways to school, college, career, and civic readiness. Certificate coursework may be combined with an MLIS or taken as a stand-alone certificate to complement other graduate work and degree in library and information studies and allied disciplines.

Youth Literature & Services Certificate Requirements (15 hrs):

• LS 520 Early Childhood Literacy Materials and Story Programs OR LS 521 Materials and Services for Children
• LS 522 Materials and Services for Young Adults OR LS 621 Intercultural Perspectives in Youth Literature
• LS 541 Youth Programming
• Approved Youth Services Electives (Choose any 2)
  • LS 520 Early Childhood Literacy Materials and Story Programs OR LS 521 Materials and Services for Children (whichever course wasn’t chosen above)
  • LS 522 Materials and Services for Young Adults OR LS 621 Intercultural Perspectives in Youth Literature (whichever course wasn’t chosen above)
  • LS 543 Traditional & Digital Storytelling
  • LS 544 Cultural Diversity Programming for Youth and Families
  • LS 620 Graphic Novels in Libraries Serving Youth

Admissions Information:

Applications are accepted from students currently holding a Bachelor's degree (with a minimum 3.0 GPA), those pursuing graduate work in library and information studies and allied disciplines, or those already possessing graduate degrees in related disciplines.

Contact Information:

Please contact Dr. Ramona Caponegro or Dr. Jamie Naidoo for additional information or visit UA Online’s Graduate Certificate in Youth Literature & Services page.

The interested student’s critical first step is to submit an Internship Request Form to their advisor at least one semester prior to an internship. The student and advisor should discuss the type of work environment which might be most appropriate and beneficial. Then the advisor and the SLIS internship coordinator will work together to find the best available internship opportunity. Internships are voluntary and subject to availability. The internship coordinator places students on a first-come, first-served basis.

General internships (LS 570) are either two (2) or three (3) credit-hour courses. Two-hour internships require one hundred hours of work, and three-hour internships require 150 hours of  work. Internships for credit can be paid or unpaid as long as all criteria for credit are met.  Although a wide variety of learning situations exist, the advisor and the internship coordinator will make every attempt to place the student based on career objectives and interests. The program seeks to provide hands-on experience in a setting similar to the student’s desired post-graduation environment.

Students who wish to arrange volunteer opportunities in libraries are free to do so, and may wish to discuss those plans with their advisor. However, those experiences are not arranged or organized by SLIS, and do not require application.

The school identifies potential host sites in one of three ways:

• information organizations and professionals volunteer to host an intern by contacting the internship coordinator
• the coordinator identifies potential host sites and solicits their participation
• the student suggests a potential host site

The internship coordinator reviews all potential host sites to verify that they meet hosting criteria.

The internship coordinator negotiates all arrangements; the student may, however, discuss the possibility of an internship with a host and then provide the contact information to the internship coordinator. The potential host site has the right to accept or reject any applicant.

The general intern works under the guidance and observation of a host supervisor. This information professional holds an MLIS from an ALA-accredited institution or a professional degree in another subject discipline such as Archives/Records Management. The host supervisor and the internship coordinator evaluate the student’s performance in these areas:

•  completing assigned tasks
•  interacting with staff and clientèle
•  exhibiting initiative
•  understanding the organization’s mission and operation
•  integrating librarianship practice and theory
•  clarifying career goals

Interns will keep a journal that documents the following:

•  hours worked
•  description of the work performed
•  reflections on their experience

Host supervisors are sent an evaluation form near the end of the internship experience. This evaluation will factor into the grade the student receives for the internship.

The student also submits a two- to three-page report upon completion of the internship. The internship coordinator makes a final assessment based on the host supervisor’s evaluation, the student’s journal and paper, and discussion with the student. The internship coordinator then issues a pass/fail grade.

Internship hours must be completed in the semester in which the student is registered; no carryover hours to next semester are allowed. Generally, students may begin the internship on the first day of classes according to the academic calendar. The only exception is an internship performed during a summer semester; the student can begin a summer semester internship the first day of classes for the interim semester.

Internship Request Form

Intern Evaluation Form (completed by intern hosts)

I am interested in an internship. What do I need to do?

The first thing you need to do is contact your advisor. Your advisor will determine if you are academically prepared to undertake a successful internship. Obtaining an internship is a privilege, not a right. Once they approve, you must complete a “Request for Internship” form. Submit the completed form to your advisor.

When should I begin planning my internship?

Prospective interns should begin making arrangements a semester before intended internship. You must make arrangements for an international internship at least two semesters in advance.

What should I consider when planning for an internship?

Here are several things to think about when planning for your internship:

• Are you willing to relocate for the internship? If not, what is available in your geographic location? Would you prefer a virtual internship?
• What type of internship are you interested in: public, school, special, academic, international, archives, etc.?
• Do you have a particular institution in mind for your internship?
• What are your interests?

The answers to these questions will allow the internship coordinator to arrange an internship that will complement your interests and needs.

Who coordinates internships for the SLIS program?

General internships (LS 570) are arranged by Professor Sybil H. Bullock. A general internship, not for Class A certification, may be done at a school media center as part of the internship program.

Internship Coordinator

Sybil H. Bullock

Email: bullo006@slis.ua.edu

Fax: 205.348.3746

Office Hours: Thursday afternoon; Friday

Contact by email for appointment.

All school media internships that are part of the School Media Specialist program resulting in Class A Certification (LS 572) are arranged by Professor Karen Scott due to the very specific requirements of this program.

Coordinator of the School Media Program

Prof. Karen Scott

Email: klscott1@ua.edu

May I do an internship my first semester?

It is not recommended, and you should have completed all core subjects prior to requesting an internship experience. Consult your advisor if you have questions.

What are the hour requirements for internships?

Interns are required to work one hundred fifty hours of meaningful work to earn 3 hours of course credit or one hundred hours for 2 hours of course credit. School media internships (LS 572) that are part of the School Media Specialist program resulting in Class A certification have different requirements. Contact Professor Karen Scott for information on this type of School Media Center internship.

How will I be graded?

Interns are responsible for maintaining a journal of their internship activities and a log of hours worked. The intern will submit this journal, along with a two-to three-page paper detailing the experience of the internship, to the internship coordinator upon completion of the internship. The host supervisor will submit an evaluation of the intern’s work. The internship coordinator will then issue a pass/fail grade based on the intern’s written work, the host supervisor’s evaluation, and the coordinator’s observations.

May I keep a blog for my internship journal?

A blog cannot replace a journal. Interns may create a blog and use the same information; however, the student must submit a separate journal to the intern coordinator at the completion of the internship.

May I get paid for my internship?

Yes, you can be paid for your internship.  Arrangements for pay are negotiated between the student and the host site.  Paid internships are subject to the same requirements for completion as unpaid internships, including responsibilities for the host site.

May I participate in more than one internship per semester?

You may participate in no more than two internships per semester. Contact your advisor for special registration details and for information on the 9-hour rule.

May I spread my internship out over two semesters?

No, you must complete all internship hours during the semester in which you are registered.

Application Status

You can check the status of your application online by entering the requested information here.

Deferring Acceptance

You may defer your admission to the MLIS program for up to one year. However, if you have been accepted to an online cohort, you will have to compete again the following year to be selected for a seat in the cohort.

I'm Accepted! What's Next?

Students are strongly encouraged to speak with their faculty advisor regarding course selection. Face to face students are not permitted to register for online required courses, but may register for online electives.

All MLIS students who enroll in Fall 2019 or later must complete, as part of the minimum 36 hours, the following 9 hours of required courses in the first two semesters of enrollment:

• LS 500 Information Science and Technology (formerly Information and Media)
• LS 501 Information in Communities
• LS 513 Professional Paths

Students are advised to schedule core courses first whenever possible.

Pay Tuition

Tuition is payable online. Log in to myBama and select the “Student” tab. Under “Self Service Banner,” select “Student Services” and then select “Student Account Services” to find payment options.

Orientation

Information about orientation will be included with your acceptance letter. Please contact the SLIS office for specific date/time/location information.