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Library Science Teachers, Postsecondary

SOC 25-1082.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers the full scope of postsecondary library science teaching, scholarship, curriculum development, and professional leadership within research universities and graduate programs accredited in library and information science.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Course syllabi and instructional handouts — draft and organize under faculty mentorship for undergraduate library science courses at a research university.
  2. Assigned readings and current literature — review and synthesize to support preparation of introductory lectures on collection development and archival methods.
  3. Classroom lectures on foundational library science topics — deliver to small undergraduate cohorts using prepared notes and guided feedback from senior faculty.
  4. Student assignments and short papers — evaluate using provided rubrics and grading criteria under direct supervision in a postsecondary instructional setting.
  5. Classroom discussions on indexing, abstracting, and cataloging concepts — facilitate using structured prompts to promote engagement among graduate students.
  6. Library database interfaces and information retrieval software — operate to locate and compile course-support materials for assigned postsecondary courses.
  7. Professional journal articles and conference proceedings — read and summarize to maintain basic awareness of emerging developments in library and information science.
  8. Standardized examinations and quizzes — compile and administer under the guidance of lead faculty to assess student comprehension in library science coursework.
  9. Word processing and course management software — use to prepare and distribute homework assignments and instructional handouts in a postsecondary academic environment.
  10. Professional association meetings and academic seminars — attend and observe to begin building collegial networks within the library science education community.
Developing
Mid-level / Established
  1. Undergraduate and graduate lectures on archival methods, metadata standards, and information organization — prepare and deliver independently to enrolled cohorts at a four-year institution.
  2. Student class work, research papers, and written assignments — evaluate and provide substantive written feedback aligned to course learning objectives in library science programs.
  3. Course syllabi, reading lists, and instructional materials — develop and revise routinely to reflect current disciplinary literature and emerging pedagogical practices.
  4. Classroom and seminar discussions on library science theory and practice — initiate and moderate to deepen critical thinking and promote scholarly dialogue among graduate students.
  5. Research findings in library and information science — draft and submit for publication in peer-reviewed journals or for presentation at regional professional conferences.
  6. Calendar and scheduling software along with electronic mail systems — use to coordinate student consultations, assignment deadlines, and committee obligations within a postsecondary department.
  7. Examination design and grading workflows — manage independently, delegating portions to teaching assistants while maintaining assessment integrity across multiple course sections.
  8. Current developments in digital libraries, open access, and knowledge organization — monitor through professional literature and committee service to inform course content updates.
  9. Active listening and social perceptiveness skills — apply during office hours and advising sessions to identify student learning challenges and recommend targeted support strategies.
  10. Computer-based training software and library management systems — integrate into course delivery to expose graduate students to tools used in professional library environments.
Proficient
Senior / Expert IC
  1. Full library science curriculum across undergraduate and graduate levels — design, teach, and continuously revise autonomously, integrating emerging research and evolving professional standards.
  2. Peer-reviewed articles, book chapters, and electronic media publications — produce independently by conducting original research and presenting findings at national and international conferences.
  3. Non-routine assessment challenges, including academic integrity cases and competency disputes — resolve using informed professional judgment within the policies of a research-intensive university.
  4. Advanced graduate seminars on collection development, preservation policy, and information architecture — lead with full pedagogical authority, adapting methods to diverse graduate learner profiles.
  5. Complex student performance data — analyze using systems evaluation and deductive reasoning to identify program-level learning gaps and revise instructional strategies accordingly.
  6. Professional association committees and editorial boards — serve actively to shape disciplinary standards and contribute to the intellectual community of library and information science education.
  7. Cross-disciplinary research collaborations with faculty in information technology, sociology, and communications — initiate and manage to produce scholarship relevant to multiple knowledge domains.
  8. Database management and information retrieval systems — teach at an advanced level, guiding students through critical evaluation, query design, and application in archival and digital library contexts.
  9. Mentorship of doctoral students and junior faculty — provide through structured advising, manuscript review, and career guidance grounded in extensive professional experience.
  10. Instructional technology and CRM tools — evaluate and integrate strategically into course delivery to enhance student engagement and track learning progress across graduate cohorts.
Advanced
Lead / Principal / Executive
  1. Departmental and program-level curriculum frameworks for library science education — design and lead revision at organizational scale, ensuring alignment with accreditation standards and professional workforce needs.
  2. Institutional research agendas in library and information science — set and champion by securing grant funding, forming interdisciplinary teams, and translating findings into policy-relevant outputs.
  3. Junior faculty and instructors across the department — mentor, evaluate, and develop through formal review processes, peer observation, and individualized professional development planning.
  4. National and international professional associations in library science — lead through committee chair roles, board service, and keynote presentations that shape the direction of the field.
  5. Organizational systems for academic program assessment and accreditation — design and oversee, applying advanced systems analysis to evaluate program effectiveness and drive continuous improvement.
  6. Strategic partnerships with library consortia, archives, and information industry stakeholders — establish and sustain to create experiential learning opportunities and applied research pipelines for graduate students.
  7. Scholarly books, edited volumes, and influential policy white papers — author and disseminate to define the intellectual boundaries and future directions of library science education.
  8. Institutional decisions on hiring, tenure, curriculum investment, and program growth — inform and lead with executive-level judgment and a commitment to disciplinary integrity and academic excellence.
  9. Diversity, equity, and inclusion frameworks in library science pedagogy and professional practice — champion and embed across courses, hiring practices, and community engagement initiatives institution-wide.
  10. Emerging challenges at the intersection of artificial intelligence, digital preservation, and information ethics — anticipate and translate into new graduate competency frameworks, ensuring the profession remains future-ready.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

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Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Source anchors that ground each statement

Related titles
Assistant Professor · Associate Professor · Classification Instructor · College Faculty Member · College Professor · Film and Media Program Instructor · Information Science Professor · Instructor · Lecturer · Library Instructor · Library Professor · Library Science Professor
RAPIDS apprenticeships
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O*NET skills
InstructingSpeakingReading ComprehensionWritingCritical ThinkingActive LearningLearning StrategiesMonitoringActive ListeningComplex Problem SolvingJudgment and Decision MakingSocial PerceptivenessCoordinationSystems AnalysisSystems EvaluationTime ManagementService Orientation
Knowledge domains
English LanguageEducation and TrainingComputers and ElectronicsCustomer and Personal ServiceCommunications and MediaSociology and AnthropologyPsychologyAdministration and Management
Abilities
Oral ExpressionWritten ComprehensionOral ComprehensionWritten ExpressionSpeech ClarityNear VisionDeductive ReasoningInductive ReasoningSpeech RecognitionProblem Sensitivity
Work styles
Intellectual CuriosityDependabilitySocial OrientationCooperationIntegrityAchievement Orientation
Technology
Data base user interface and query softwareComputer based training softwareObject or component oriented development softwareCalendar and scheduling softwareWord processing softwareCustomer relationship management CRM softwareData base management system softwareInformation retrieval or search softwareLibrary softwareElectronic mail software
Tasks · seed anchors for statements
  1. Conduct research in a particular field of knowledge and present findings in professional journals, books, electronic media, or at professional conferences.
  2. Evaluate and grade students' class work, assignments, and papers.
  3. Keep abreast of developments in the field by reading current literature, talking with colleagues, giving presentations at conferences, and serving on committees in professional associations.
  4. Prepare and deliver lectures to undergraduate or graduate students on topics such as collection development, archival methods, and indexing and abstracting.
  5. Prepare course materials, such as syllabi, homework assignments, and handouts.
  6. Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.
  7. Initiate, facilitate, and moderate classroom discussions.
  8. Compile, administer, and grade examinations, or assign this work to others.
CIP education codes
25.010125.0102

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me®, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith™ Durable Skills Framework. © 2026 EBSCOed.