Describing the Elephant: What Is Continuing Professional Education?

Abstract

n the farthest reaches of the I desert, there was a city in which all the people were blind. A king and his army were passing through that region, and camped outside the city. The king had witlz him a great elephant, which he used for heavy work and to frighten his eneinies irz battle. The people of the city had heard of elephants, but never had the opportunity to know one. Out rushed six young merz, determined to discover what the elephant was like.The first yourzg man, in his haste, ran straight into the side of the elephant. He spread out his arms and felt the animal's broad, smooth side. He sniffed the air, and thought, &dquo;This is an arzimal, my nose leaves no doubt of that, but this animal is like a wall.&dquo; He rushed back to the city to tell of his discovery. Tlze second yourzg blind man, feeling through the air, grasped the elephant's trunk The elephant was surprised by this, and snorted loudly. The young man, startled in turrz, exclaimed, &dquo;This elephant is like a snake, but it is so huge that its hot breath makes a snorting sound &dquo; He turned to run back to the city and tell his tale.The third young blind man walked into the elephant's tusk He felt the hard, smooth ivory surface of the tusk listened as it scraped through the sand, then as the elephant lifted the tusk out, he could feel its pointed tip. &dquo;How wonderful!&dquo; he thought. &dquo;The elephant is hard and sharp like a spear, and yet it makes noises and smells like an animal!&dquo;Of f he ran.The fourth young blind man reached low with his hands, and found one of the elephafzt's legs. He reached around and hugged it, feeling its rough skin. Just then, the elephant stomped that foot, and the man let go. &dquo;No wonder this eleplzant frightens the king's enemies,&dquo; &dquo; he thought. &dquo;It is like a tree trunk or a mighty column, yet it bends, is very strong, and strikes the ground with great force.&dquo; Feeling a little frightened himself, he fled back to the city. The fifth young blind man found the elephant's tail. &dquo;I don't see what all the excitement is about,&dquo; he said. &dquo;The elephant is rzothing but a frayed bit of rope.&dquo; He dropped the tail and ran after the others.The sixth youfrg blind man was in a hurry, not wanting to be left behind He heard and felt the air as it was pushed by the elephant's flapping ear, then grasped the ear itself and felt its thin roughness. He laughed with delight. &dquo;This wonderful elephant is like a living fan. &dquo;And, like the others, he was satisfied with his quick first impression and headed back to the city. But finally, an old blind mafz came. He had left the city, walking in his usual slow way, content to take his tinze and study the elephant thoroughly. He walked all around the elephant, touching every part of it, smelling it, listening to all of its sounds. He found the elephant's mouth and fed the animal a treat, then petted it on its great trunk Finally he returned to the city, only to find it in an uproar. Each of the at UQ Library on June 22, 2015 i...

Halk Kütüphaneleri Personeli İçin Bir Sürekli Mesleki Eğitim ve Gelişim Modeli Önerisi

“…Sürekli mesleki eğitim, bilgi odaklı öğrenmeyi içerirken, sürekli mesleki gelişim bu bilginin pratikte uygulanmasını da kapsamaktadır. Weingand (2000) sürekli mesleki gelişimi, mesleki nitelikler elde edildikten sonra, bu yetkinliklerin sürdürülebilmesi ve/veya yeni becerilerin edinimi olarak ifade etmektedir. Ancak her iki olgu da bireyin gelişimine yoğunlaşır (Haycock, 2001, s. 4;Holt ve Kızılaslan, 2004, s. 2).…”

Developing Library Staff Digital Literacies

“…Although library schools are rising to this challenge, particularly in relation to digital libraries (Bawden et al, 2005, Tammaro, 2007, a continuing developmental approach is needed if we are to successfully address the issues caused by the dynamic changes in professional context and keep up-to-date (Emanuel, 2013, Corcoran and McGuinness, 2014, Martzoukou and Elliott, 2016, Tattersall, 2017. It is asserted by Cooke that "librarians need to be as savvy as their clients" (2012) because the ethics of the profession demand it (Hurych, 2002) as the shifting nature of the information context means competences require constant development (Weingand, 2000). In terms of digital literacy, there is also a need for librarians to address disintermediation through the wider use of internet technologies such as podcasts and social media (Brabazon, 2014).…”

Information (and library) science at City University London; 50 years of educational development

“…Some of the modules were offered as stand-alone continuing professional development (CPD) courses for practitioners, and gained a modest take-up; in a small number of cases, they acted as 'tasters', encouraging the participants to enrol on the full course. This has always been seen at City as the best way for a university department to find a place in the very variegated environment of CPD provision [30].…”