Professional development 2.0 for librarians: developing an online personal learning network (PLN)

Cooke, Nicole A.

doi:10.1108/07419051211241840

Cited by 46 publications

(48 citation statements)

References 22 publications

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“…The most effective way to keep up with these changes is to seek out professional development opportunities 1 . Learning is necessary to adapt with changes, for professional growth, and to manage the workplace.…”

Section: Introductionmentioning

confidence: 99%

Workplace Learning Among Library Professionals of University Libraries in Kerala

Haneefa¹,

Irfan²,

Shyni³

2015

DJLIT

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The purpose of this study is to investigate the workplace learning among the library professionals in university libraries in Kerala. Structured questionnaires were employed to collect data from a representative sample of 100 library professionals from the central libraries of the University of Kerala, Mahatma Gandhi University, and University of Calicut. The analysis shows that majority of the library professionals are engaged in workplace learning. It is found that formal learning methods contribute much for workplace learning in the libraries. The library professionals engage in workplace learning to keep them up-to-date. Most of the professionals are self motivated and they acquire the skills for digital library development through these learning interventions.

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Section: Introductionmentioning

confidence: 99%

Workplace Learning Among Library Professionals of University Libraries in Kerala

Haneefa¹,

Irfan²,

Shyni³

2015

DJLIT

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“…19 These articles offer advice, tips, and suggested tools and strategies to connect with other librarians to develop skills and expertise within the field of librarianship. No articles were located that provide quantitative or qualitative data regarding the effectiveness of using social media to stay informed and up-to-date.…”

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confidence: 99%

Building Virtually Free Subject Area Expertise through Social Media: An Exploratory Study

Kooy

2016

CRL

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. © 2016 Brian K. Kooy, Attribution-NonCommercial (http://creativecommons.org/licenses/by-nc/3.0 /) CC BY-NC.Central to the ongoing success of the liaison model is the need for liaison librarians to stay informed and up-to-date about recent developments in the subject areas of their assigned academic departments and programs. This article describes an exploratory study conducted to determine whether information obtained from the social media accounts of discipline-based scholarly associations can be used by liaison librarians as a no-cost expedient method of staying informed and up-to-date. The results of the study provide insights into the disciplines and associations that are using social media, the social media platforms that associations are using, the quantity and type of information that associations are posting, and the potential for liaisons to use the information as a way of staying current in their assigned subject areas. ormalized liaison programs, in which a group of librarians focus their work in a particular subject area and provide support for teaching, learning, and research to one or more academic departments, have been used by college and university libraries since at least the 1970s.1 The primary role of liaison librarians is to provide outreach between the library and the departments to which they are assigned by facilitating ongoing communication about the library, its services, and faculty and student resource needs. In addition, these librarians commonly deliver in-depth reference and research consultation services, provide course-integrated information literacy instruction, make purchasing decisions regarding print and electronic resources, and manage the collections of their assigned subject areas. 2Recent changes in teaching and research have prompted many libraries to reassess and, in some cases, restructure their liaison programs to address and accommodate new technologies, evolving research methods, advances in the way scholars communicate and disseminate their findings, greater collaboration between academic departments, and mandates from federal funding agencies.3 Some libraries, most notably the libraries at the University of Minnesota and Duke University, have created new guidelines for liaisons that position them to take a more proactive, engaged, and, in

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“…The potential of PLNs to act as a supplement to or as a replacement for traditional forms of TPD has been acknowledged in the literature. (Beach, 2013;Beglau et al 2011;Burns, 2013;Cooke, 2012;Leiberman & Pointer Mace 2010;Nussbaum-Beach & Hall, 2012;Richardson & Mancabelli, 2011).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…This use has been acknowledged in the literature. (Beach, 2012;Beglau et al 2011;Burns, 2013;Cooke, 2012;Leiberman & Pointer Mace 2010;Nussbaum-Beach & Hall, 2012;Richardson & Mancabelli, 2011). According to Holmes (2013) these online communities can provide personalized, authentic learning, which can support continuous teacher professional development.…”

Section: Plns Supplement Traditional Forms Of Professional Developmenmentioning

confidence: 99%

“…(Beach, 2012;Beglau et al 2011;Burns, 2013;Cooke, 2012;Leiberman and Pointer Mace 2010;Nussbaum-Beach and Hall, 2012;Richardson and Mancabelli, 2011). According to Holmes (2013) between their traditional, physical and virtual networks to communicate and collaborate, to share ideas, strategies, and information.…”

Section: Ples Plns and International School Teachersmentioning

confidence: 99%

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Social Media as a Personal Learning Network for Professional Development: Teachers in International Schools Use and Perspectives

Doak¹

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Professional development 2.0 for librarians: developing an online personal learning network (PLN)

Cited by 46 publications

References 22 publications

Workplace Learning Among Library Professionals of University Libraries in Kerala

Workplace Learning Among Library Professionals of University Libraries in Kerala

Building Virtually Free Subject Area Expertise through Social Media: An Exploratory Study

Social Media as a Personal Learning Network for Professional Development: Teachers in International Schools Use and Perspectives

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