Reimagining LIS Education

This paper examines innovative pedagogical practices in Library and Information Science (LIS) that integrate evidence-based practice with humanistic, decolonizing approaches. Based on interdisciplinary research conducted by the “Libraries and Resilient Communities” group, we critique traditional LIS curricula for prioritizing technical competencies and quantitative measures over the complex realities faced by librarians serving diverse communities. Through participatory insights from public library directors and findings on libraries’ roles in fostering community resilience, we propose a reimagined framework that embeds critical inquiry into the Evidence-Based Practice cycle. This approach incorporates culturally responsive assignments structured in five phases (Articulate, Assemble, Assess, Agree, Adapt), enabling students to address both technical challenges and the lived experiences of patrons. By fostering equity-driven, trauma-informed practices, this model prepares future librarians to navigate the intersection of technological expertise and social engagement, equipping them to advance scientific rigor while championing social justice in contemporary library practice.