TRANSFORMING LIBRARY SCIENCE PEDAGOGY FOR THE NEXT GENERATION OF INFORMATION PROFESSIONALS

Abstract

This article explores the transformation of library science pedagogy to meet the demands of the next generation of information professionals. It argues that traditional models of instruction must evolve toward student-centered, technology-integrated, and interdisciplinary approaches. The paper examines how experiential learning, digital literacy, ethical reflection, and global collaboration contribute to developing adaptable and innovative professionals. Emphasis is placed on the role of educators as facilitators of critical thinking and lifelong learning. The study concludes that transforming pedagogy is essential for preparing information professionals who can navigate and shape the complex digital landscapes of the future.