Professional Education for Academic
Librarians: From Core Competencies
to Continuing Education
大学图书馆员的
职业教育：从核心能力到继续教育
Scott Walter, M.L.S., Ph.D.
Associate University Librarian for Services and
Associate Dean of Libraries
University of Illinois at Urbana-Champaign
司考特，图情硕士、博士
伊利诺伊大学香槟厄本那校区图书馆副馆长
What We Will Cover
• The Landscape for
Professional Education
• Professional Education
for Core Competencies
• The Librarian as Adult
Learner
• Adult Learning and
Continuing Professional
Education
• Model Programs for
Continuing Professional
Education
讲座内容
• 职业教育的现状
• 职业教育的核心能力
• 图书馆员作为成人学习
者
• 成人学习和继续职业教
育
• 继续职业教育的几个示
范项目
What is a Profession?
“A profession is a disciplined group of individuals
who adhere to ethical standards and hold
themselves out as, and are accepted by the
public as possessing special knowledge and
skills in a widely recognised body of learning
derived from research, education and training
at a high level, and who are prepared to apply
this knowledge and exercise these skills in the
interest of others.”
Source: Professions Australia. (1997). Definitions of a
profession. Retrieved from
http://www.professions.com.au/definitionprofession.html
什么是专业?
“一个专业是指一群受过专业教育的个人组成
的群体，这些人遵守职业道德标准，从公众
中脱颖而出、被公众认可为具有从被广泛认
可的高等教育、研究和培训机构获得的专业
知识和技能，并且准备为他人的利益使用这
些知识和技能。”
资料来源: Professions Australia. (1997). Definitions of a
profession. Retrieved from
http://www.professions.com.au/definitionprofession.html
What is Professional Education
“The distinguishing
features of modern
professional education
in medicine have been,
first, its assimilation of
the spirit of university
research and, second,
its powerful linkages
with teaching
hospitals.”
Source: Neave, G. R., & Clark, B. R.
(Eds.). (1992). The encyclopedia of higher
education. Oxford: Pergamon Press.
Image: Graduate School of Library and
Information Science. University of
Illinois at Urbana-Champaign. (n.d.).
Apprentice spotlight. Retrieved from
http://www.lis.illinois.edu/academics/pro
grams/mbms/apprenticespotlight
什么是职业教育?
“现代医学职业教育的特
点，首先是，吸收大
学研究的精神，其次
是，其与教学医院强
有力的联系。”
图片: 图书馆信息学院。伊利诺伊大学香
槟厄本那学区。学生实习生。图片出处
http://www.lis.illinois.edu/academics/pro
grams/mbms/apprenticespotlight
资料来源: Neave, G. R., & Clark, B. R.
(Eds.). (1992). The encyclopedia of higher
education. Oxford: Pergamon Press.
Linkages in LIS Education:
Accreditation
• ALA accredits 62
programs at 57
institutions in the U.S.,
Canada, and Puerto Rico
• Accreditation is based
on program review of
the Standards for
Accreditation of
Master’s Programs in
Library & Information
Science
Source: American Library Association.
(2010). Office for Accreditation.
Retrieved from
http://www.ala.org/ala/aboutala/offices/a
ccreditation/index.cfm
与图书馆信息学教育的联系：
认证
• 美国图书馆协会认证
了美国、加拿大和波
多黎各57个机构的62
个项目
• 认证是基于图书馆信
息科学硕士项目认证
标准作出的项目审核
资料来源: American Library Association.
(2010). Office for Accreditation.
Retrieved from
http://www.ala.org/ala/aboutala/offices/a
ccreditation/index.cfm
Linkages in LIS Education:
Experience
“Within professional
programs, there is a
long tradition of
including field
experiences as a way to
build practitioner skills
and facilitate the move
from theory to
practice.”
Source: Eyler, J. (2009). The
power of experiential education.
Liberal Education,95 (4), 24-31
Field
Field Experience in Libraries
and Archives
• Volunteer
• Practicum
• Internship
• Independent Study
• Assistantship
For examples, see:
http://www.lis.illinois.edu/academics/p
racticum
与图书馆信息学教育的联系：
实地实践经验
“在专业项目中，把实地
实践经验作为增强从
业者技能以及从理论
到实践的方法是一个
多年的传统。”
图书馆和档案馆的实地实践
经验
• 志愿者
• 教学实习
• 工作实习
• 独立学习
• 助手职位
资料来源: Eyler, J. (2009). The
power of experiential education.
Liberal Education,95 (4), 24-31
实例请参照：
http://www.lis.illinois.edu/academics/p
racticum
Linkages in LIS Education:
Core Competencies
• American Association of
Law Libraries
• American Library
Association
• Art Libraries Society of
North America
• Medical Library
Association
• Music Library Association
• Special Libraries
Association
Image: Medical Library Association.
(2007). Competencies for lifelong
learning and professional success: The
educational policy state of the Medical
Library Association. Retrieved from
http://www.mlanet.org/education/policy/
与图书馆信息学教育的联系：
核心能力
•
•
•
•
•
•
美国法律图书馆协会
美国图书馆协会
北美艺术图书馆学会
医学图书馆协会
音乐图书馆协会
专业图书馆协会
图片: 医学图书馆协会（2007）。终生
学习和职业成功的能力：医学图书馆协
会的教育政策状态。图片出处
http://www.mlanet.org/education/policy/
Core Competencies of the Profession
“The Core Competences
of Librarianship define
the knowledge to be
possessed by all
persons graduating
from ALA-accredited
master’s programs in
library and
information studies.”
Source: American Library Association.
(2010). Core competences. Retrieved from
http://www.ala.org/ala/educationcareers/car
eers/corecomp/corecompetences/index.cfm
Image: DEFT UK. (2006). Training
and development. Retrieved from
http://deftuk.com/Services/Trainde
velop.html
职业核心能力
“图书馆职业核心能力
该文件明确了所有毕
业于经ALA认证的图
书馆和情报专业的硕
士课程所必须掌握的
基础知识。”
资料来源: 美国图书馆协会. (2010). 核心能力
. 出自
http://www.ala.org/ala/educationcareers/car
eers/corecomp/corecompetences/index.cfm
图片: DEFT UK. (2006). Training
and development. Retrieved from
http://deftuk.com/Services/Trainde
velop.html
Core Competencies of the Profession
• Foundations of the Profession
• Information Resources
• Organization of Recorded
Knowledge and Information
• Technological Knowledge and
Skills
• Reference and User Services
• Research
• Continuing Education and
Lifelong Learning
• Administration and
Management
http://www.ala.org/
http://www.alise.org/
职业核心能力
•
•
•
•
•
•
•
•
职业基础
信息资源
组织知识和信息
技术知识和技能
参考和用户服务
研究
继续教育和终生学习
行政和管理
http://www.ala.org/
http://www.alise.org/
Core Competencies and LIS Education
• articulate the ethics, values and
foundational principles of LIS
professionals
• design, query and evaluate
information retrieval systems
• demonstrate proficiency in the use
of current information and
communication technologies
• use service concepts, principles and
techniques that facilitate
information access
• describe the fundamental concepts
of information-seeking behaviors
• design training programs
• understand the nature of research
• evaluate programs and services
Source: School of Library and
Information Science. San Jose State
University. (n.d.). Statement of core
competencies. Retrieved from
http://slisweb.sjsu.edu/slis/competenc
ies.htm
职业核心能力和图情教育
• 阐明图书馆信息职业的伦理、价
值和基本原则
• 设计、质疑和评估信息检索系统
• 展示使用最新信息通讯技术的熟
练程度
• 使用服务概念、原则和技术来帮
助信息获取
• 描述信息检索行为的基本概念
• 设计培训项目
• 理解研究的本质
• 评估项目和服务
资料来源: 图书馆信息学院。圣荷西州
立大学。核心能力声明. 出处
http://slisweb.sjsu.edu/slis/competenc
ies.htm
Core Competencies in the Field
• Library Information Technology
Association (LITA) – Core
Technology Competencies for
Librarians (2008)
• ACRL - Instruction Section –
Standards for Proficiencies for
Instruction Librarians and
Coordinators (2007)
• ACRL – Rare Book and
Manuscripts Section –
Competencies for Special
Collections Professionals (2008)
http://www.ala.org/ala/mgrps/
divs/lita/index.cfm
职业核心能力
• 图书馆信息技术协会 (LITA) –
图书馆员核心技术能力 (2008)
• 高校和研究图书馆协会ACRL –
教学指导分会 – 教学图书馆员
和协调着能力标准 (2007)
• ACRL – 珍稀书籍和手稿分会 –
特殊收藏专业人员能力 (2008)
http://www.ala.org/ala/mgrps/
divs/lita/index.cfm
Core Competencies in Action:
The University of Nebraska Libraries
“Core competencies are the
skills, knowledge and
personal attributes that
contribute to an
individual’s success in a
particular position . . . .
They are the knowledge
and skills that make the
organization a success and
help the organization
change to meet a
changing environment.”
Source: Giesecke, J., & McNeil, B.
(1999). Core competencies and the
learning organization. Library
Administration & Management, 13 (3).
Retrieved from
http://digitalcommons.unl.edu/librarys
cience/60
职业核心能力:
内布拉斯加大学图书馆
“核心能力是为胜任特定职
务而具备的技能、知识
和个人品质 . . . . 它们是
使得组织成功并帮助组
织适应变化环境的知识
和技能。”
资料来源: Giesecke, J., & McNeil, B.
(1999). Core competencies and the
learning organization. Library
Administration & Management, 13 (3).
Retrieved from
http://digitalcommons.unl.edu/librarys
cience/60
Core Competencies in Action:
The University of Minnesota Libraries
“The addition of new roles to liaison
portfolios automatically raises
the question of whether existing
liaisons feel comfortable and
competent in these roles. At the
University of Minnesota, we
engaged in a knowledge, skills,
and abilities inventory that
allowed individuals to identify
areas where they felt they had
expertise and areas where they
needed to learn more.”
Source: Williams, K. (2009). A framework for
articulating new library roles. RLI: Research
Library Issues, no, 265. Retrieved from
http://www.arl.org/bm~doc/rli-265-williams.pdf
Position Description Framework
•Campus Engagement
•Collection Development and
Management
•Teaching and Learning
•Scholarly Communication
•E-Scholarship and Digital Tools
•Reference/Help Services
•Outreach to the Local Community
•Fund Raising
•Exhibit and Event Planning
•Leadership
职业核心能力:
明尼苏达大学图书馆
“在联系人档案资料中增加新的职
能自然而然地引出了这么一个
问题，已有的联系人是否能适
应并胜任这些职责。在明尼苏
达大学，我们的知识、能力和
技能使得每个个人都能找到他
们认为自己有专门知识和技能
并且需要更深入学习的领域。”
职务描述框架
•参与学校事务
•馆藏发展和管理
•教学
•学术交流
•电子学术和数字化工具
•参考咨询/帮助服务
•延伸服务到地方社区
•筹款
•展出和活动策划
资料来源: Williams, K. (2009). A framework for
articulating new library roles. RLI: Research
Library Issues, no, 265. Retrieved from
http://www.arl.org/bm~doc/rli-265-williams.pdf
•领导能力
Core Competency and Emergent
Needs
• Outreach and
Engagement
• Marketing and Strategic
Communications
• Teaching and Learning
• Digital Content Creation
• Data Services and
Stewardship
• Scholarly
Communications
• Assessment
Image:
http://www.corbisimages.com
核心能力和新兴需求
•
•
•
•
•
•
•
延伸扩展和事务参与
营销和战略传播
教学
数字内容创造
数据服务和管理
学术交流通讯
评估
图片:
http://www.corbisimages.com
Adults as Learners
“The adult learning force can be
pictured as a pyramid of
learners. Its broad base consists
of self-directed learners, a
category that includes just
about everyone. A smaller
group . . . participate in some
form of organized instruction
each year, and the tip of the
pyramid consists of that very
small proportion of adult
learners who pursue college
credit in a wide variety of
traditional and non-traditional
programs.”
Source: Cross, K. P. (1981).
Adults as learners: Increasing
participation and facilitating
learning. San Francisco: JosseyBass.
成人学习者
“成人学习者的构成可以看成一
个金字塔。其广阔的基础由自
我指导的学习者构成，基本包
括了所有人。更少的一些人. .
. 每年都参与某些形式的有组
织的学习，而金字塔尖由非常
少的一部分在高等学府传统或
非传统项目求学的成人学习者
组成。”
资料来源: Cross, K. P. (1981).
Adults as learners: Increasing
participation and facilitating
learning. San Francisco: JosseyBass.
Theories of Adult Learning
“There is no one
definition, model, or
theory that explains
how adults learn,
why adults learn, or
how best to facilitate
the process.”
Source: Merriam, S. B. (2005). Adult
learning. In L. M. English (Ed.), International
encyclopedia of adult education (pp. 42-48).
New York: Palgrave MacMillan.
成人学习理论
“没有任何概念、模式
或理论来解释成人
是如何学习，为何
学习，或如何更好
促进这一过程。”
资料来源: Merriam, S. B. (2005). Adult
learning. In L. M. English (Ed.), International
encyclopedia of adult education (pp. 42-48).
New York: Palgrave MacMillan.
Theories of Adult Learning:
Andragogy
• Adults have a need to know
why they should learn
something
• Adults have a deep need to be
self-directing
• Adults have a greater volume of
experience than younger
students
• Adults become ready to learn
when they experience the
“need to know” in a life
situation
• Adults are “problem-centered”
in their approach to learning
Source: Knowles, M. S., Holton, E. F., III, &
Swanson, R. A. (2005). The adult learner:
The definitive classic in adult education and
human resource development (6th ed.).
Boston: Elsevier.
成人学习理论:
成人教育学
• 成人有直到自己为何需要学习
的需求
• 成人有自主学习的迫切需求
• 成人比青少年有更丰富的经验
• 成人能很快准备去学习一旦他
们在其生活情境中意识到有
“学习的需求”时
• 成人在学习中是“以问题为中
心”的
来源: Knowles, M. S., Holton, E. F., III, &
Swanson, R. A. (2005). The adult learner:
The definitive classic in adult education and
human resource development (6th ed.).
Boston: Elsevier.
Theories of Adult Learning:
Transformative Learning
• Transformative learning “is a
process by which previously
uncritically assimilated
assumptions, beliefs, values,
and perspectives are
questioned”
• Transformative learning is
rooted in critical reflection
on one’s self, one’s
profession, or one’s society
• Transformative learning may
result in personal,
organizational, or social
change
Source: Cranton, P. (2005) Understanding
and promoting transformative learning.
San Francisco: Jossey-Bass.
成人学习理论:
转化学习
• 转化学习是“质疑之前不经
鉴别而吸收的设想、信念、
价值和观念的过程”
• 转化学习根源于对自我、自
我职业或者社会的批判性反
思
• 转化学习可能导致个人、组
织或社会的改变
来源: Cranton, P. (2005) Understanding
and promoting transformative learning.
San Francisco: Jossey-Bass.
Key Concepts in Adult Learning Theory
• Adult education should
incorporate the opportunity
to identify individual
learning goals, i.e., “selfdirected”
• Adult education programs
should take life experience
into account, i.e.,
“experience-centered” or
“experiential”
• Adult education should
empower students to
address issues related to
personal growth and/or
professional practice, i.e.,
“transfer of learning”
成人学习理论的核心概念
• 成人教育应该囊括进确定
个人学习目标的机会，比
如“自主学习”
• 成人教育应该把个人经历
带入学习中去，比如“以
经验为中心的”或“根据
经验的”
• 成人教育应该允许学生阐
述与自身成长和/或专业实
践有关的话题，比如“学
习转化”
What is Continuing Professional
Education?
“Continuing professional
education refers to the
education of professional
practitioners, regardless of
their practice setting, that
follows their preparatory
curriculum and extends
their learning, or
assimilation of information
and ideas that can
contribute to the quality of
their day-to-day
performance, throughout
their careers.”
http://www.astd.org/
Source: Queeney, D. S. (1996).
Continuing professional education. In R.
L. Craig (Ed.), The ASTD training and
development handbook: A guide to
human resource development (4th ed.)
(pp. 698-724). New York: McGraw-Hill.
什么是继续职业教育?
“继续职业教育指对专业从业
人员的教育，在其职业生
涯中，不管他们的从业背
景，延续他们的预科课程
并扩展他们的学习，或者
吸收能有助于他们日常工
作质量的信息和观念。”
http://www.astd.org/
资料来源: Queeney, D. S. (1996).
Continuing professional education. In R.
L. Craig (Ed.), The ASTD training and
development handbook: A guide to
human resource development (4th ed.)
(pp. 698-724). New York: McGraw-Hill.
Stages in Continuing Professional
Education
• CPE programs must
recognize different
needs at different
stages of one’s career:
–
–
–
–
–
Novice
Advanced Beginner
Competent Practitioner
Proficient Practitioner
Expert
Source: Queeney, D. S. (2000).
Continuing professional education.
In A. L. Wilson & E. R. Hayes (Eds.),
Handbook of adult and continuing
education (pp. 375-391). San
Francisco: Jossey-Bass.
继续职业教育的阶段
• 继续职业教育项目必
须认识到在一个人职
业生涯中不同阶段的
不同需求:
–
–
–
–
–
新手
进阶新手
称职的从业人员
能手
专家
来源: Queeney, D. S. (2000).
Continuing professional education.
In A. L. Wilson & E. R. Hayes (Eds.),
Handbook of adult and continuing
education (pp. 375-391). San
Francisco: Jossey-Bass.
Key Concepts in Continuing
Professional Education
• CPE addresses:
– Knowledge
– Skills
– Performance Abilities
• CPE builds on pre-service
professional education
• CPE is practice-based
and focused on transfer
of learning
• CPE addresses the needs
of lifelong learners
继续职业教育的核心概念
• 继续职业教育CPE 讨论:
– 知识
– 技能
– 表现能力
• CPE以职前职业教育为基
• CPE以实践为基础并注重
学习转化
• CPE阐述终生学习的需要
Continuing Professional Education and
LIS Education
“GSLIS is committed to
expanding our focus of
continuous learning and
development by creating
and providing the library
and information
professional community
with a variety of continuing
professional development
opportunities in many
areas of library and
information science,
services, and operations.”
Source: Graduate School of Library &
Information Science. University of Illinois
at Urbana-Champaign. (n.d.). Continuing
professional development. Retrieved from
http://www.lis.illinois.edu/academics/progr
ams/cpd
继续职业教育和图情教育
“图书馆信息学院致力于扩
展我们对继续学习和发展
的重视，通过为图书馆和
信息专业社区创造和提供
各种各样在图书馆信息科
学、服务和操作多个领域
的继续职业发展的机会。
”
来源: Graduate School of Library &
Information Science. University of Illinois
at Urbana-Champaign. (n.d.). Continuing
professional development. Retrieved from
http://www.lis.illinois.edu/academics/progr
ams/cpd
Continuing Professional Education and
LIS Education
“The CPLA program is a
voluntary post-MLS
certification program for
public librarians with three
years or more of
supervisory experience.
CPLA certification will
enable public library
administrators to improve
the quality of library service
through the provision of
practical knowledge and
skills essential to successful
library management.”
Source: Graduate School of Library &
Information Science. University of Illinois
at Urbana-Champaign. (n.d.). Certified
Public Library Administrator Program and
courses. Retrieved from
http://www.lis.illinois.edu/academics/progr
ams/cpd/cpla
继续职业教育和图情教育
“图书馆信息继续职业教育
CPLA项目是自愿参加的
提供给有3年以上主管经验
的公共图书管理员的图情
硕士后的项目。通过提供
能实质改善图书馆管理的
实践知识，CPLA 认证使
公共图书馆管理者能够改
进图书馆的服务质量”
来源: Graduate School of Library &
Information Science. University of Illinois
at Urbana-Champaign. (n.d.). Certified
Public Library Administrator Program and
courses. Retrieved from
http://www.lis.illinois.edu/academics/progr
ams/cpd/cpla
Continuing Professional Education and
LIS Education
“GSLIS, in partnership with
the Rare Book and
Manuscript Library and the
Soybean Press of the
University of Illinois at
Urbana-Champaign, has
developed the Midwest
Book and Manuscript
Studies (MBMS) program
to offer a series of courses
and workshops focused on
special collections and the
book arts.”
Source: Graduate School of
Library & Information Science.
University of Illinois at UrbanaChampaign. (n.d.). Midwest Book
and Manuscript Studies.
Retrieved from
http://www.lis.illinois.edu/academi
cs/programs/mbms
继续职业教育和图情教育
“图书馆信息学院，与珍稀
书籍和手稿图书馆和伊利
诺伊大学香槟厄本那校区
Soybean出版社合作，发
展了中西部书籍和手稿研
究项目 (MBMS) ，提供
了一系列课程和研讨会，
关注于特殊收藏和书籍艺
术。”
来源: Graduate School of Library
& Information Science. University
of Illinois at Urbana-Champaign.
(n.d.). Midwest Book and
Manuscript Studies. Retrieved
from
http://www.lis.illinois.edu/academi
cs/programs/mbms
Continuing Professional Education and
Professional Associations
“Continuous learning efforts focus
both on the library profession
in keeping with ALA's mission
to deliver the highest quality
library and information services
to all people. ALA has a unique
role to play in assessing the
continuing education needs of
its members and of those in
the profession; coordinating
programs to meet those needs;
communicating their
availability; and delivering
training where appropriate.”
http://alalearning.org/
Source: American Library Association.
(2007). What ALA does: Offers the best in CE.
Retrieved from
http://www.ala.org/ala/membership/whatalado
es/offersce/index.cfm
继续职业教育和专业人员协会
“继续学习致力于让图书馆专业
人员跟上ALA的使命为所有
人提供最好的图书馆信息服
务。ALA在评估其成员和行
业其他人员的继续教育需求
时有独特的作用；协调不同
项目满足这些需求；传达项
目的存在和有效性；以及当
有需要时提供培训。”
http://alalearning.org/
来源: American Library Association. (2007).
What ALA does: Offers the best in CE.
Retrieved from
http://www.ala.org/ala/membership/whatalado
es/offersce/index.cfm
Continuing Professional Education and
Professional Associations
“My understanding of the
problems of scholarly
communication has been
fundamentally changed as a
result of the ARL/ACRL Institute
on Scholarly Communication. I
now see the connections
between the system of scholarly
communication and the future
of the digital library that I didn’t
quite understand before . . .”
Source: Maloy, F. (2006). Scholarly communication: It
is our problem!: ARL/ACRL Institute on Scholarly
Communication challenges assumptions and shifts
perspectives. Retrieved from
http://www.arl.org/bm~doc/arlbr248scholcomm.pdf
http://www.ala.org/ala/mgrps/divs/a
crl/issues/infolit/professactivity/iil/im
mersion/programs.cfm
http://www.arl.org/sc/institute/index.
shtml
继续职业教育和专业人员协会
“因为ARL/ACRL学术通讯研究所
，我对学术通讯问题的认识已
经从根本上改变了。我现在看
到了学术通讯系统和数字化图
书馆的未来的联系，而这之前
我并不明白这一点. . .”
来源: Maloy, F. (2006). Scholarly communication: It is
our problem!: ARL/ACRL Institute on Scholarly
Communication challenges assumptions and shifts
perspectives. Retrieved from
http://www.arl.org/bm~doc/arlbr248scholcomm.pdf
http://www.ala.org/ala/mgrps/divs/a
crl/issues/infolit/professactivity/iil/im
mersion/programs.cfm
http://www.arl.org/sc/institute/index.
shtml
Continuing Professional Education and
Libraries
“Instructor College is a
specially focused staff
development initiative of
the University Library. Its
goal is to strengthen the
instructional skills of
Library staff. By giving
excellent instruction, the
Library seeks to help users
realize the full value of the
resources it provides.”
Source: MLibrary. University of Michigan.
(2010). Instructor College. Retrieved from
http://www.lib.umich.edu/instructor-college
继续职业教育和图书馆
“讲师学院是学校图书馆专
门为职工开设的发展项目
。它的目标在于加强图书
馆职员的教学技巧。通过
优秀的授课，图书馆试图
帮助读者认识到图书馆资
源的全部价值。”
来源: MLibrary. University of Michigan.
(2010). Instructor College. Retrieved from
http://www.lib.umich.edu/instructor-college
Continuing Professional Education and
Libraries
“I think I can speak for everybody who
has been involved in our 23 Things
project when I say that it has been
really valuable: not only for creating
staff training resources, but also for
the experience of working
collaboratively online, and . . . it has
been an opportunity to develop and
understand new skills – skills which
are becoming increasingly
important in public libraries.”
Source: Leech, H. (2010). 23 Things in public
libraries. Ariadne, no. 64. Retrieved from
http://www.ariadne.ac.uk/issue64/leech/
http://www.23thingskansas.org/
http://23thingsonastick.blogspot.com/
继续职业教育和图书馆
“我想我说23件事项目非常有价值时
可以代表所有参加过这个项目的
人，不仅是因为创建员工培训资
料，而且是因为在网上共同协作
的经历，和. . .这是一个开发和理
解新技能的机会—在公共图书馆
越来越重要的技能。”
来源: Leech, H. (2010). 23 Things in public
libraries. Ariadne, no. 64. Retrieved from
http://www.ariadne.ac.uk/issue64/leech/
http://www.23thingskansas.org/
http://23thingsonastick.blogspot.com/
What Can We Learn from the Study of Adult
Learning?
• Recognize that librarians are
adult learners
• Provide structures to
support librarians as selfdirected learners
• When possible, develop
programs that allow for
collaborative planning and
collaborative inquiry
• Build holistic programs that
address:
– Knowledge
– Skills
– Performance abilities
• Develop workshop programs
that recognize learner
motivation and provide
opportunities for participants
to:
– Identify learning goals
– Build on experience
– Address local concerns
• Recognize that CPE needs
change over time and must
take into account different
stages in the professional life
cycle
• Focus on transfer of learning
into the practice setting
我们能从成人学习的研究中学到什么?
• 认识到图书管理员是成人
学习者
• 提供支持图书管理员作为
自学者的结构
• 可能的话，开发允许合作
策划和协同探究的项目
• 建构提供以下内容的整体
项目:
– 知识
– 技能
– 表现能力
• 开发认识到学习者动力并给
参与者提供如下机会的研讨
项目:
– 确认学习目标
– 建立在经验之上
– 讨论当地关注的问题
• 认识到继续职业教育的需求
会随着时间的变化而变化并
必须考虑到职业生涯中的不
同阶段
• 关注把学习转化到实际操作
中去
Continuing Professional Education
Programs – Why They Work
• Designed to meet CPE
needs at different stages in
the professional life cycle
• Promote collaborative
inquiry by providing
opportunities for mentoring
and peer-to-peer learning
• Foster transformative
learning by providing
opportunities for critical
reflection
• Build on learner experience
through solicitation of case
study
• Facilitate the development
of professional networks
• Empower participants by
focusing on transfer of
learning and impact on
professional practice
through development of
action plan
See, for example: Lindsay, E., & Baron, S. (2002). Leading information literacy programs:
Immersion and beyond. Journal of Library Administration, 36 (1/2), 143-165; and
Stephens, M., & Cheetham, W. (2011). The impact and effect of Learning 2.0 programs in
Australian academic libraries. New Review of Academic Librarianship, 17 (1), 31-63.
继续职业教育项目—它们为什么有用
• 设计成满足职业生涯不同
阶段的不同继续教育的需
求
• 通过提供辅导和同侪相互
间学习的机会，促进了协
作探索
• 通过提过批判性反思的机
会，培养转化学习
• 通过案例教学，将讲学建
立在学习者的经历上
• 促进了职业网络的发展和
建立
• 通过在行动方案发展中关
注学习转化和对职业实践
的影响授予参与者权力
See, for example: Lindsay, E., & Baron, S. (2002). Leading information literacy programs:
Immersion and beyond. Journal of Library Administration, 36 (1/2), 143-165; and
Stephens, M., & Cheetham, W. (2011). The impact and effect of Learning 2.0 programs in
Australian academic libraries. New Review of Academic Librarianship, 17 (1), 31-63.
Questions
问题
Contact 联系方式
Scott Walter
Associate University
Librarian for Services
and Associate Dean of
Libraries
University of Illinois at
Urbana-Champaign
swalter@illinois.edu