While it is recognized that library and information graduates are still required to be taught core theories, knowledge, and skills while at university, employers are increasingly demanding them to have additional skills to enable them to function as competent information professionals (Stephens & Hamblin, 2006, p. 224). A study on perceived preparedness of recent graduates by Creel and Pollicino (2012) still supports this. They surveyed both recent MLS graduates and practitioners. It revealed that there are still larger gaps between the two sides and suggested service learning projects and course work may need to be reexamined within the curriculum.
In a panel discussion at the ALISE 2016 Conference, Abbas, Garnar, Kennedy, Kenney, Luo, and Stephens (2016) concluded that research is necessary to inform LIS education and practice but that numerous barriers place constraints on this process (p. 94). One of those barriers is that there is a need to establish relationships with practitioners and to involve them in the research. Because they are not frequently involved in research, the focus may not be on issues important to practitioners.