Published: November 10, 2025 by Rebecca Snyder

Before starting my MLIS at San José State University, I wasn’t entirely sure what my beginning courseload was going to look like. After getting my BA in Art History and Literature at the University of California, Santa Cruz, I’d been primed for long Socratic seminar-style discussions and lengthy papers on theoretical topics and art. I loved every second of it, and as a result, it shaped me into a person tethered to the humanities—which colors my experiences in academic spaces.

After an internship in museum archives that inevitably turned into my first job out of undergrad, I realized that this facet of museum work was not only unique and interesting but also made a difference in individuals’ lives and the community at large. In the archives space, SJSU’s iSchool would come up a lot in conversations, always being touted as a great option for current or prospective archivists and other information professionals to learn more about the field and advance into larger projects and roles in the professional landscape.

Before enrolling, I’ll admit I experienced some hesitation! That last part of MLIS—Information Science—was getting to me. Science? Definitely not my strong suit. I spent a long time in high school advocating for STEAM (Science, Technology, Engineering,Art, Math) rather than the much more mainstream STEM (Science, Technology, Engineering, Math). Not out of general dislike for the other disciplines—just because I know myself well, and I’ll be the first to admit that all my strength in humanities-based disciplines came at a cost. And that cost was a persistent confusion with math, science, engineering, and the like.

That said, the sort of science that’s prevalent in this degree, the MLIS, is the kind that I enjoy. I’ve always liked organization, and the organization of data is still computable for my brain, so I think I’ll be able to survive the rest of this program with hopefully minimal hiccups.

When I began my first semester a couple of months ago, I was pleasantly surprised by the concept and instruction style of INFO 200. Centered around the concept of the “information community,” iSchool students get introduced to foundational ideas on the study of information and are exposed to key players in the field, like Marcia Bates, Jenna Hartel and others. It was the first time I’d looked at things like hobbies, professions and fan groups in a way that emphasized their active nature and inherent mental stimulation—all engaged in the pursuit of information and the dance of sharing it.

While in INFO 200, it also stood out to me as a little meta; aren’t the students in this class all one big information community as well? An information community about information. This study of people through their information habits reminded me of my undergraduate studies and connected this more technical degree to the relationship-based learning I’d always been interested in.

Thinking about this idea of an information community, let’s take a look at the various master’s degree options at the iSchool and their respective communities.

MLIS, Master of Library and Information Science

Well-known and versatile, the MLIS is the ideal track for those looking to work in libraries in some way, as well as in information professions like archives and special collections. Specifically, students in this program can expect to professionally exist in some of the following communities:

• Public, academic, and law librarianship
• Archives and historic preservation
• Data science
• Digital services
• Information intermediation and organization

The well-rounded curriculum that forms the basis of SJSU’s MLIS program allows students to receive a comprehensive education in information. For additional specialization, the program offers various pathways that allow students to truly customize their experience.

MARA, Master of Archives and Records Administration

MARA is a newer option at the School of Information. It offers a program for those most interested in archives, collections, and records management. While more niche than the MLIS, it offers a wealth of outcomes and students can expect to be prepared to exist in some of the following communities:

• Archivists
• Information governance
• Records management
• Digital data management
• Corporate archives

Students learn in greater depth the complexities of each respective focus, and the completion of the program also counts toward examination credit for either the Certified Records Analyst or the Certified Records Manager certifications upon graduation.

Master of Science in Informatics

The MS in Informatics is the optimal choice for people interested in technology, information and people. Focusing on the analysis of data and making it secure and accessible, this program can be applied to a wide range of disciplines and sectors. Students in this program can expect to be prepared to exist in some of the following communities:

• Cybersecurity professionals
• Information architects
• Web application developers
• Health information specialists
• Online marketing analysts

A versatile program, the MS in Informatics is also fully remote and asynchronous, which allows for direct engagement with the aforementioned communities and opens doors in the field of informatics.

Master of Science in Instructional Design and Technology

This program is the newest in the graduate studies cohort at the School of Information, launching in fall 2025 for students in California. A dynamic program, it’s geared toward the evolving field of instructional design and web-based applications. Students in this program can expect to be prepared to exist in some of the following communities:

• Course developers
• Instructional designers
• Computer support specialists
• Instructional coordinators
• Digital learning coordinators

The breadth of this program allows interested students to learn more about industries related to instructional design and get involved with communities across the fields of education, data evaluation, and development.

To close out this reflection on iSchool program offerings and communities, I talked to my peer in INFO 200, fellow MLIS student Mark Jefferson, about his first impression of the program and the idea of an information community. Mark replied:

I think that one major detail that INFO 200 has made clear to me is that we all take part in an information community in some way. Whether that is through our hobbies or our work, all of us engage in research for learning or simply for curiosity’s sake. My first impression of the course has been very positive and illuminating. As a generally curious person, I find myself ‘seeking’ a lot of random information from a lot of different sources.

One of my hobbies is making ice cream, and I am constantly searching for new flavor inspiration through various sources like books (the library) or blogs. INFO 200 has taught me that there is a method to the way we seek information, based on personal preference or whatever our current research interest is.

For me, ‘Berry-Picking’ was identified as the way I personally search for information. Berry-picking refers to the way in which seekers bounce around from source to source, absorbing and noting useful information they may find to apply to their subject of curiosity. INFO 200 helped me put a name to the way I seek information and also helped me understand the way others do as well.