The role of communities of practice in the professional education of academic librarians

Abstract

This study was undertaken to better understand the range of learning practices that academic librarians use throughout their careers, and to explore the ways library schools give students the opportunities to engage in learning methods that they are likely to use in their careers as librarians. The study uses semi-structured interviews with academic librarians to explore their experiences of learning in library school, as new librarians, and later as they advanced through their careers. The study found that learning is an ongoing and essential aspect of librarianship, and that it is generally self-directed, informal, highly dependent on social interactions with peers, and embedded in practice. Participants in the study reported that most of what they needed to know was learned once they started working as librarians, and that their library school experience did little to prepare them for these ways of learning. The study also found that the conceptual model of communities of practice provides a useful perspective for 2 understanding the learning of librarians and for designing a library school experience that is more effective at preparing students for their future careers as librarians. Implications for library school curriculum and course design are discussed. KeywordsProfessional education, continuing professional development, informal learning, non-formal learning, communities of practice, peer-to-peer networks, academic librarians 3

Practicums as part of study programmes in library and information studies

“…On the one hand, it clarified students' understanding of concepts and principles they had learned in the classroom, while on the other, students felt that they only really learned about how to be librarians through the experiences during their placements (Hoffmann and Berg, 2014) and (Bilodeau and Carson, 2015). In another study in the USA, both practicum students and host academic libraries tend to view practical placements as highly beneficial (Ferrer-Vinent and Sobel, 2011).…”

“…In seeking to prepare graduates for the profession and for professional work, LIS programmes must balance a student's exposure to research methods and theoretical models with applied research undertaken within the field. In addition, using practicums as a model for enhancing the library school curriculum shifts the focus away from traditional academic learning methods (classes, readings, assignments) and encourages educators to view the library school experience from an entirely different perspective, with very positive results reported by both students and practitioners (Bilodeau and Carson, 2015). …”

Designing a Reference Training Course and Cultivating a Community of Practice: Utilizing the LMS for Staff Training and Development

“…In the midst of knowledge exchange there exists an individual commitment to the creation of new knowledge in action, and the development of new skills [3]. These new skills are gained within the context of a passion (or subject area of competence) shared by the group [5]. They may address the challenge of change, and innovations within their area of focus, or implement new strategies within an area of competence [6].…”

“…The literature suggests that academic libraries are reconsidering the traditional top-down mentoring model and gravitating toward a more inclusive, effective model, whereby individuals of varying skills are encouraged to participate in communities of practice [13]. This model is more similar to a peer-mentoring model and creates and supports a culture of learning [5].…”

“…The development of a CoP came in response to new librarians desiring mutual support as well as the support of more experienced colleagues during the promotion and tenure process. [5] discuss how well the CoP model works within the university library system to support the learning methods of new academic librarians. It provides an opportunity for peer-to-peer engagement that satisfies the desire for group learning outside of the more prevalent self-directed study or through the interactions that happen informally at library social networking events.…”