The Continuum of Library Education: Maintaining Competence through the Professional Worklife

Weingand, Darlene E.

doi:10.1177/034003529101700313

Cited by 4 publications

(4 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…How can educators stretch already limited time to reach out beyond the pre-service degree? 10 The only answer to all these questions is the provision of continuing education for library staff to cope satisfactorily with the challenge of new information technology.…”

mentioning

confidence: 99%

The Technology Challenge and Continuing Education for Pakistani Librarians

Mahmood

1998

Information Development

View full text Add to dashboard Cite

Participation in continuing education is essential if Pakistan's librarians are to keep abreast of new information technology. Khalid Mahmood INFORMATION TECHNOLOGY: A CHALLENGE FOR LIBRARIANSI begin with an assumption from general systems theory: that libraries and information services -and the people who design and manage them -are not alone in the universe. They are part of the wider society and are affected by the changes taking place there. Every time there has been a spurt forward in technology, technological advancement has tremendously improved man's life and the services available to him. This is an era of 'information explosion.' There is an exponential growth in information. The Library of Congress requires 3.5 kilometres of new book shelving every year to accommodate all the new publications. It has also been estimated that the total of mankind's published material doubles every three years. 1 Mankind needs technology to help in navigating through this growing field of information. Technology is categorized into low, medium and high, with low technology being things like blackboards, charts and pictures; medium technology includes projected media slides, film strips and motion pictures; while high technology comprises computers and their applications. High technology -sometimes referred to as modern technology -has had a great impact in the fields of librarianship and information handling.Early computers, large, slow, and used primarily for numerical calculation, were built up just before World War 2. General purpose computers were not available until some twenty years later. During a short span of time there has been a quantum growth in the use of computers. In 1960, there were fewer than 50,000 computers installed around the world. Today, more than 50,000 computers are sold every day. In 1975, there were more than 500,000 computers installed worldwide. Today, there are more than 15 million. 2 There has also been an extraordinary growth in communication networks. The Internet, developed from research-related university and government communications systems, is now doubling in size each year, reaching 2 million hosts in July 1997. 3 Commercial networks have also proliferated. It is estimated that, at the end of this decade, internetworks will link several hundred million computers together, and the total number of users with access to the global electronic information matrix will exceed 500 million. 4

show abstract

mentioning

confidence: 99%

The Technology Challenge and Continuing Education for Pakistani Librarians

Mahmood

1998

Information Development

View full text Add to dashboard Cite

show abstract

“…CAl see Computer-Assisted Instruction CAL see 006,052,170,171,175,188,191,207,211,225,234,252,348,351,474 Career development,282,[326][327][328][329][330][331][332][333][334][335][336][337][338][339][340][341][342][343]366 see also 413,421,423,432 Computers,use in teaching,210,213,215,262,301,406,414,420 see also Computer-Assisted Instruction see also Computer-Assisted Learning Conferences, 367,368 Conservation Iibrarianship,229,230,…”

mentioning

confidence: 99%

Education and training for librarianship and information work: Annual bibliography, 1991

Clark

1992

EFI

View full text Add to dashboard Cite

“…In general, it is crucial for every profession to maintain professional currency and keep pace with changing society and technology (Cervero & Scanlan, 1985;Houle, 1980;Weingand, 1991). This requires all practitioners to pursue CE.…”

Section: Rationale For Ce In the Lim Professionmentioning

confidence: 99%

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

Nguyen¹

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>

show abstract

The Continuum of Library Education: Maintaining Competence through the Professional Worklife

Cited by 4 publications

References 2 publications

The Technology Challenge and Continuing Education for Pakistani Librarians

The Technology Challenge and Continuing Education for Pakistani Librarians

Education and training for librarianship and information work: Annual bibliography, 1991

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

Contact Info

Product

Resources

About