Evolving Landscape of Data Education in Library and Information Science Programs: A Content Analysis of American Library Association–Accredited Curricula

abstract: As academic libraries expand research data services, library and information science programs face growing pressure to prepare graduates for data-intensive roles. This study examines data-related course offerings in forty-nine American Library Association–accredited programs (232 courses total) through content analysis of course titles and descriptions collected in 2022. The analysis reveals a significant curricular imbalance: Over 70 percent of the courses emphasized technical skills (data science, programming, infrastructure), while fewer than 5 percent explicitly addressed service delivery competencies that practicing librarians identify as most critical. This mismatch between educational emphasis and professional practice requirements has implications for program directors developing curricula, accreditation standards, and hiring institutions evaluating graduate preparedness. The study also documents substantial resource inequality, with three institutions offering 22 percent of all identified courses, while twenty-eight programs offered fewer than five courses each. These findings suggest three priority actions for library and information science education: integrating service delivery training with technical coursework, developing strategic cross-departmental partnerships, and establishing clearer terminology around data science education.