The Urgent Need for Political Literacy in LIS Education

Libraries are essential institutions, yet they face escalating threats from political pressures, ideological attacks, and unstable funding. Despite libraries’ reliance on public support, current library and information science (LIS) programs often fail to adequately prepare graduates to navigate the complex political and financial landscapes required to secure sustainable funding and advocate effectively. This white paper examines these gaps in LIS education, underscoring the urgent need for LIS education reform. This reform would include adding political literacy as a learning outcome for LIS programs. Political literacy is being "knowledgeable of basic political concepts and facts" (Cassel and Lo 1997, 321). The stakes for libraries have never been higher. The Trump administration has moved aggressively to restructure federal education funding and dismantle long-standing protections for marginalized communities—threatening the stability, autonomy, and future of libraries nationwide. The White House has issued an executive order to shut down the U.S. Department of Education and return authority to the states, undermining federal education programs and services. Simultaneously, the Institute of Museum and Library Services (IMLS)—the primary source of federal library funding—has begun terminating grants and laying off staff. At the time of this writing, states including California, Connecticut, and Washington have already received official notices of IMLS grant cancellations, cutting off critical funding for library services in real time. These actions come alongside a broader political agenda that denies the existence of book bans (book bans are NOT a hoax), rolls back diversity, equity, and inclusion (DEI) initiatives, freezes federal research funding, and emboldens efforts to criminalize librarianship at the state level. Across the country, politicians who promote censorship, restrict access to information, and target the very communities that libraries exist to serve are shaping local, state, and federal government bodies. This paper briefly synthesizes existing literature to highlight gaps in MLIS curricula related to advocacy, policymaking, and funding strategies. It proposes actionable reforms for LIS educators, accreditation bodies, and policymakers to better equip LIS graduates with the skills needed to navigate today’s political climate and safeguard libraries’ indispensable role in society.