The pedagogy of library and information science appears to be experiencing somewhat of an identity crisis. Many LIS graduate programs teach librarianship within both a theoretical, academic context, as well as a practical, work-based context. Core courses for the MLIS/MIS degree usually include statistics and research, as well as a course on perspectives and theories in library and information science. This generates the idea that LIS is a theoretical, academic field. On the other hand, many LIS programs encourage library experience as a mode of learning. Some programs offer work terms, such as co-ops, internships, or job shadowing during the program. Practical courses, such as cataloguing, reference, and management, are emphasized in the curriculum. This divide between LIS as an academic program and LIS as a professional program can be confusing to students. This article describes effective ways of marrying the theory/practice divide: (1) for LIS programs to use current professionals as course instructors; (2) to involve students in the research process; and (3) to integrate research into all aspects of LIS.