Academic librarians and continuing education: a study of personal attitudes and opinions

Konn, Tania; Roberts, Norman

doi:10.1177/096100068401600403

“…3 A survey of academic librarians by Konn found that middle managers felt that "formal study could present very real problems in terms of time and expense." 4 Ritchie found that while 10.5 percent of her subjects were taking a course leading to further qualification, less than a quarter of those were taking courses in librarianship. She noted that a significant proportion of those seeking further qualifications were doing so out of interest in the subject.…”

Section: Recruitment To Further and Advanced Qualification Programsmentioning

confidence: 99%

Schools of Librarianship and Continuing Education in Britain

Johnson¹

1990

Journal of Education for Library and Information Science

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“…This aspect was the focus of studies by Konn and Roberts (1984), Parson (1988), Black, Dunn, Miller and Skrzeszewski (2002), Chan and Auster (2003), and Hardesty and Sugarman (2007). Questionnaires were used for data collection in most of these studies.…”

Section: Research On Ce Within Limmentioning

confidence: 99%

“…They showed that reading professional literature is the most preferred learning mode (Konn & Roberts, 1984;Parson, 1988;Chan & Auster, 2003;Hardesty & Sugarman, 2007). Other preferred modes are professional meetings, conferences and conventions, seminars, discussion with colleagues, visiting other libraries, tutorials, non-credit and credit courses, and workshops offered by employers, educational institutions and professional associations (Konn & Roberts, 1984;Parson, 1988;Black et al, 2002;Chan & Auster, 2003).…”

Section: Research On Ce Within Limmentioning

confidence: 99%

A Contextual Model for Planning Continuing Education Programmes for University Library Practitioners in Vietnam

Nguyen¹

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<p>Continuing education (CE) for library and information management (LIM) practitioners is an ongoing issue in the profession. In particular, due to the current significant changes in library and information services in the Vietnamese context, especially in university libraries, CE is a priority for enhancing the ability of practitioners and upgrading the capability of libraries to meet the demands of higher education as well as to meet the demands of socio-economic development of the country. The purpose of this study is to provide a contextual model for CE that will assist providers and university libraries in designing and implementing more effective learning programmes for the practitioners. The study focuses on determining the factors affecting CE, and on identifying and prioritising key learning needs among university library practitioners in Vietnam. The study employed a preliminary model for CE based on the literature and developed specifically for the Vietnamese context as a framework to gather data. Ten individual interviews with university library managers, and 17 focus group interviews with operational staff were conducted. In addition, related documentary evidence from participating university libraries, relevant ministries and the central government were gathered and examined. Based on the obtained data the model was assessed and revised, and the learning needs for Vietnamese university library practitioners were identified and prioritised. The study found five main factors significantly affect CE: social factors, professional factors, organisational factors, individual factors, and the nexus between the individual practitioner's and his or her organisation's needs. These factors also particularly affect triage, the process of identifying and prioritising learning needs for university library practitioners. In regard to learning needs, in this study specific areas of professional knowledge and skills are identified as the first priority and generic skills as the second priority for library operational staff while management knowledge and skills are identified as the first priority and professional knowledge and skills as the second priority for library managers. These findings are useful for (1) government and professional organisations, university libraries and library managers in establishing relevant policies and activities to facilitate the CE of library practitioners, (2) CE providers in designing and implementing effective CE programmes, (3) practitioners in enhancing their learning pursuits.</p>

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“…This aspect was the focus of studies by Konn and Roberts (1984), Parson (1988), Black, Dunn, Miller and Skrzeszewski (2002), Chan and Auster (2003), and Hardesty and Sugarman (2007). Questionnaires were used for data collection in most of these studies.…”

Section: Research On Ce Within Limmentioning

confidence: 99%

“…They showed that reading professional literature is the most preferred learning mode (Konn & Roberts, 1984;Parson, 1988;Chan & Auster, 2003;Hardesty & Sugarman, 2007). Other preferred modes are professional meetings, conferences and conventions, seminars, discussion with colleagues, visiting other libraries, tutorials, non-credit and credit courses, and workshops offered by employers, educational institutions and professional associations (Konn & Roberts, 1984;Parson, 1988;Black et al, 2002;Chan & Auster, 2003).…”

Section: Research On Ce Within Limmentioning

confidence: 99%

A Contextual Model for Planning Continuing Education Programmes for University Library Practitioners in Vietnam

Nguyen¹

0

View full text Add to dashboard Cite

<p>Continuing education (CE) for library and information management (LIM) practitioners is an ongoing issue in the profession. In particular, due to the current significant changes in library and information services in the Vietnamese context, especially in university libraries, CE is a priority for enhancing the ability of practitioners and upgrading the capability of libraries to meet the demands of higher education as well as to meet the demands of socio-economic development of the country. The purpose of this study is to provide a contextual model for CE that will assist providers and university libraries in designing and implementing more effective learning programmes for the practitioners. The study focuses on determining the factors affecting CE, and on identifying and prioritising key learning needs among university library practitioners in Vietnam. The study employed a preliminary model for CE based on the literature and developed specifically for the Vietnamese context as a framework to gather data. Ten individual interviews with university library managers, and 17 focus group interviews with operational staff were conducted. In addition, related documentary evidence from participating university libraries, relevant ministries and the central government were gathered and examined. Based on the obtained data the model was assessed and revised, and the learning needs for Vietnamese university library practitioners were identified and prioritised. The study found five main factors significantly affect CE: social factors, professional factors, organisational factors, individual factors, and the nexus between the individual practitioner's and his or her organisation's needs. These factors also particularly affect triage, the process of identifying and prioritising learning needs for university library practitioners. In regard to learning needs, in this study specific areas of professional knowledge and skills are identified as the first priority and generic skills as the second priority for library operational staff while management knowledge and skills are identified as the first priority and professional knowledge and skills as the second priority for library managers. These findings are useful for (1) government and professional organisations, university libraries and library managers in establishing relevant policies and activities to facilitate the CE of library practitioners, (2) CE providers in designing and implementing effective CE programmes, (3) practitioners in enhancing their learning pursuits.</p>

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Academic librarians and continuing education: a study of personal attitudes and opinions

Cited by 9 publications

References 2 publications

Schools of Librarianship and Continuing Education in Britain

Schools of Librarianship and Continuing Education in Britain

A Contextual Model for Planning Continuing Education Programmes for University Library Practitioners in Vietnam

A Contextual Model for Planning Continuing Education Programmes for University Library Practitioners in Vietnam

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