Library Education Needs Assessment
Preliminary Research Report
March 15, 2001
by
Cindy Mediavilla
Background
In fall 2000, the Stanford-California State Library Institute on 21st Century Librarianship, in conjunction
with InFoPeople and the California Library Association, was awarded a Library Services and Technology Act grant
to assess library education needs in California. As part of that project, a professional researcher was hired to: (1)
conduct a thorough search of information currently available on the redesign of library staffing; and (2) analyze the
key issues identified. Topics to be considered included:
×
re-alignment of staffing levels/positions, taking into account the impact of
information technology, library graduate core curricula, graduation rates, and
recruitment and retention issues;
×
what other states/countries are providing for continuing education of library staff,
both professional and paraprofessional; and
×
current library education and library continuing education providers active in the
state of California.
Towards this end, a literature search was undertaken to identify pertinent journal articles and web
publications. Library Literature and various professional websites were consulted. In addition, Mandi Matz, a
masterÕs student at the UCLA Department of Information Studies, volunteered to conduct a database search for
course credit. Preliminary research was limited to items published after 1995. Earlier articles deemed particularly
relevant were also reviewed.
Overview of Available Literature
While few articles on specific library reclassification studies were found, a wealth of information was
uncovered regarding recent changes in the library profession and their implications for graduate and continuing
education. So large was this body of literature that the following report is but a preliminary accounting of the vast
number of articles written on the topics of library education, core competencies, and revised job duties. More
research is still needed to identify publications describing: (1) actual library reclassification studies; (2) thorough
information about library continuing education programs in other states and countries; and (3) full details of library
continuing education in California.
To reflect the broad topics researched thus far, this literature review is divided into seven general sections:
(1) Recent Changes in the Library Profession; (2) Emerging Competencies; (3) Library Education; (4) Continuing
Education; (5) Continuing Education Models; (6) Elements of Effective Continuing Education Programs; and (7)
Possible Implications for Continuing Education in CaliforniaÕs Libraries. Recommended topics and methods for
further research are also included at the end of the report.
Recent Changes in the Library Profession
According to a study by Library Journal, more than 60% of library employeesÕ job duties changed
between 1995 and 1996. Even more staff membersÑ75% of those surveyedÑ said their job duties had changed
during the previous three years [1, p. 26]. ÒI am the technical services professional staff (along with two part-time
support staffers), and my job has evolved into Internet reference librarian, web architect, Internet trainer and
facilitator (and I catalog books, too!),Ó Janice Painter of the Ocean City Free Public Library, NJ, reported [p. 29].
Karen Perone, whose job title changed from ÒHead of CatalogingÓ to ÒSystems Coordinator,Ó explained that the
real transition occurred when she became the Òentire automation departmentÓ of the Rodman Public Library, OH.
ÒNow I handle hardware, software, and network installations, plus manage the libraryÕs web site,Ó she said [p. 27].
There is no denying that technology has had a huge impact on the reconfiguration of library duties. In her
article on Ònew library competencies,Ó library educator Anne Woodsworth lists recent job announcements and
makes note of the emerging tasks for which even traditional library positions are now responsible. Bibliographic
instructors must be familiar with presentation software and technology relative to the web; government documents
librarians must know HTML and aspects of webpage management; authority control librarians must have
2
experience with SGML, HTML, and other web standards; and reference librarians must have technical expertise in
DOS, Windows, networked environments, and the Internet [2]. Chronicling the changes in her own career, Joyce
Lathan, director of automation at the Chicago Public Library, insists that all professional librarians should be able to
not only install, configure, and use a browser, but Òshould be able to discuss intelligently their favorite search
engines on the Web and explain when they use each one and why.Ó She also contends that librarians should have a
basic understanding of their institutional network design so they can perform minimal levels of Òintelligent
troubleshootingÓ when needed [3].
Technological advances have had a related impact on reference staff as well. ÒLibrarians, who previously
needed to be generalists, now have to broaden their subject knowledge yet further, as access to electronic
information breaks down the physical barriers that kept resources confined to specific libraries,Ó explains Jennifer
Mendelsohn, head of the Noranda Earth Sciences Library at the University of Toronto. ÒIn addition to breadth,
there is still a need for in-depth knowledge of the complexity and richness of individual databases, in terms of both
subject coverage and searchable fieldsÓ [4, p. 373].
In special libraries, this mix of broad and in-depth skills is even more imperative as customer expectations
have risen. As one information center manager relates, even as the number of reference requests has declined, the
questions themselves have become much more complex. Therefore, staff qualifications have also multiplied. As the
manager implies, ÒNow [we] need not just an MLS but a background in financial analysisÓ [5, p. 31]. Indeed,
ninety percent of corporate information professionals surveyed by the research firm Outsell, Inc., indicated that
librarians not only select content for their department but also consolidate the purchase of that content throughout
the organization. ÒInformation professionals are beginning to view themselves, and to act like, information
vendorsÑdetermining user needs, developing and testing content-value propositions, creating business plans,
developing and managing their brand, and performing financial analysis,Ó Outsell reports [p. 33]. As Sheila Intner
concurs, ÒgoodÓ library professionals Òspend a lot of their time planningÓ while the paraprofessional staff Òcarry
out the plans, armed with digitized data from numerous sources, some library and some commercial.Ó For Intner,
librarians have become Òjacks-of-all-trades, using an integrated set of skills to meet patron needsÓ [6, p. 49].
While many library changes have been brought on by new technology, in some
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organizations evolving job duties are more reflective of unfortunate, but necessary, staff reductions. ÒThere are
indeed fewer librarians who spend their time doing mainly cataloging than was once the case,Ó Janet Swan Hill and
Sheila Intner posit in their paper on recent developments in technical services. Out of necessity, catalogers today
not only carry out traditional library functions, but also write and oversee outsourcing contracts, evaluate responses
to RFPs for library automation systems, and manage and train various staff members. According to Hill and Intner,
catalogers Òmust have sufficient understanding of the underlying principles of bibliographic control and sufficient
mastery of practice that they can apply the principles in a useful way as they attempt to provide access to a
bewildering array of information resources while taking advantage of all the capabilities offered by new
technologiesÓ [7, pp.11-12].
Paraprofessionals, too, have seen their jobs change as management and public service responsibilities are
being diffused more and more throughout library organizations. In a recent study conducted in Singapore, Chow
Wun Han and Abdus Sattar Chaudhry identified ten ÒnewÓ paraprofessional duties that have emerged since the
mid-1990s. Among staffÕs new tasks are working as a customer service officer, providing information service,
using new software, planning and conducting programs, training staff, maintaining computer equipment, producing
publicity materials, working evenings, and working Sundays. Personnel who were previously required to primarily
staff the circulation desk are now tackling more professional-type duties and playing a much more public role in the
library. As a result, these paraprofessionals feel less confident in their day-to-day jobs and are confused over which
tasks are ÒprofessionalÓ and which are not [8].
Emerging Competencies
To help manage the uncertainty that has become an Òenduring aspect of the
professional
environmentÓ [9], several library organizationsÑincluding the Alumni Association of the School of Information
Management and Systems [10], the Association of Southeastern Research Libraries [11], the California Library
Association [12], the Medical Library Association [13], the Public Library Association [14], the Special Libraries
Association [15], and the Young Adult Library Services Association (YALSA) [16]Ñhave developed statements of
Òcore competenciesÓ required of librarians and other information professionals. Even the American Library
AssociationÕs Office of Intellectual Freedom has compiled a draft list of Òintellectual
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freedom competenciesÓ outlining pertinent communication skills and knowledge of important censorship cases
[17].
While these sets of competencies reflect the distinct flavor of each individual library group, they all share
several key elements that define successful librarianship. These include: a committed service ethic; planning and
assessment skills; organizational skills; the ability to manage and access information; political acumen; and a
dedication to intellectual freedom. By declaring competencies that are core to the profession librarians set for
themselves a standard of excellence to be met and hopefully exceeded. As Richard Naylor, assistant director of the
William K. Sanford Town Library, NY, affirms, ÒLists and discussions of capabilities and competencies are
important because they not only make explicit what we should know but also provoke thinking and suggest
improvementsÓ [18, pp. 110-111].
As important as these competencies are, some librarians would argue that they are not comprehensive
enough. Anne Woodsworth, for instance, contends that ÒtechnologicalÓ competence is most critical for all
librarians. ÒBasic competencies for every librarian must include knowing what the Internet is and is not; evaluating
and using hardware, software, and networks; and understanding basic computer and information science concepts,Ó
she says. Woodsworth also urges a more proactive approach to customer service. ÒInstead of pointing to sources,
we may have to offer our customers our opinion on the information and its validity/reliabilityÓ [2].
Excellent reference skills and the ability to instruct and teach are but two emerging competencies
mentioned by Grace Cheng, chief librarian of the Hong Kong Hospital Authority. According to Cheng, the future
information professional should have
a broad outlook of her organisationÕs and usersÕ needs; possess a good Òbusiness senseÓ
balanced by professional ethics; study and research her usersÕ needs and target services to
those needs; package, promote and present her services; publish on the web;
ordinate and collaborate with other information professionals and end
critical appraisal and statistical techniques such as
potential and its real application (not
meet
communicate, cousers; participate in research using
meta-analysis; understand technology and its
merely computer literate); know and/or use metadata to
organise digital information as one uses MARC to organise bibliographic data; conduct training workshops to
impart
5
knowledge of information resources on the internet and alternative sources of information
available commercially; possess knowledge in specialised subject areas to enable filtering
and appraisal of research studies...and more [19, p. 24].
In their review of recent literature outlining professional library competence, Lois Buttlar and Rosemary
Du Mont identified fifty-nine separate competencies which they then used as the basis of a survey measuring the
relevance of these skills/qualities to librarianship. Although the level of importance of these differed among the
various types of library service (e.g., public, academic, special, school, and nontraditional settings), ten
competencies did emerge as most Òessential.Ó These were (in priority order):
¥ knowledge of sources in all formats to answer typical reference questions;
¥ collection management skills (development, selection, deselection, preservation);
¥ ability to conduct appropriate reference interview;
¥ effective communication in writing reports, proposals, procedural manuals,
correspondence, etc.
¥ application of critical thinking skills to library problems;
¥ effective human relations skills in group processes;
¥ selection and evaluation of print and nonprint materials;
¥ application of appropriate principles to weed and inventory materials and equipment;
¥ oral communication skills to make presentations; and
¥ development of selection policies [20, p. 53].
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From this list, Buttlar and Du Mont concluded that while technical skills, such as collection development and
reference interview techniques, are important, so too are skills related to communication and human relations.
Designating a list of core or ÒemergingÓ professional competencies serves several purposes. It may be
used as a recruiting tool to attract people into librarianship or as a model for job descriptions and classifications. A
list of competencies adopted by an organization may also be used as the basis for performance evaluation standards
or as a benchmark for determining staffing needs. Furthermore, professional competencies may and certainly should
be used as a guide for developing library school entrance requirements and curricula. In a poll comparing the skills
of recent graduates to the competencies outlined by YALSA, Eliza Dresang found newer librarians to be more
competent in matters related to resources than to services. Deficits were particularly apparent in the areas of
community analysis, accountability (service, budget, collection development), supervision, grant-writing, and the
ability to handle intellectual freedom issues in a digital environment [21]. In their study of the personal
characteristics of new information professionals, Anne Goulding, Beth Bromham, Stuart Hannabuss, and Duncan
Cramer found that recent graduates lack many of the people skills required to carry-out library business. According
to a survey of nearly 900 employers, the following Òpersonal qualitiesÓ are the most essential for library workers:
(1) ability to accept pressure; (2) flexibility (respond to change); (3) ability to deal with a range of users; (4) written
communication skills; (5) inquisitiveness (love of learning); (6) reflection; (7) dedication; (8) detective-like (followup and track-down); (9) leadership qualities; and (10) innovation. Unfortunately, as the study revealed, some of
these highly desired qualities are also the most difficult to find in new librarians. Among the qualities considered
most lacking were: (1) commitment to organizational goals; (2) friendliness; (3) ability to accept pressure; (4)
reliability; (5) energy (vigor/activity); (6) flexibility; (7) logic; (8) written communication skills; (9) confidence
about ability; and (10) ability to work with/for a range of colleagues [22].
By no means are new librarians the only ones guilty of lacking strong personal skills. In a study cited by
Patricia Milne, experienced librarians were credited with demonstrating strengths in several areas, but were found
weak in: written communication; presentation skills; general management; strategic planning; having a business
focus; team-building; leadership ability; innovativeness; ability to recognize opportunity; confidence; ability to
influence; willingness to
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share; and risk-taking [23, p. 148]. As Milne contends, all of these competencies are becoming more essential as
information environments take on more a role of Òintelligent organizations,Ó bringing together experts in
information, information technology, and various domains [p. 142].
Library Education
To facilitate the acquisition of competencies currently lacking, Milne challenges library educators to design
courses that will enable students to develop much-needed skills. ÒHand-in-hand with appropriate content, learning
experiences must include creative assessment items that reflect the real world of work and provide the opportunity
for the development of the skills, experience, attributes, and behaviour...found lacking,Ó she says. She then goes on
to cite innovative programs in Edinburgh and Canberra where coursework combines practical experience with
professional theory [23, p. 148].
Likewise, in their article, Goulding, Bromham, Hannabuss, and Cramer admonish library schools to Òalter
their curriculaÓ to Òincorporate elements which will promote the characteristics required to produce graduates able
to cope with the challenges of modern information workÓ [22, p. 221]. As they contend, ÒGiven the changing
paradigms of the information workplace, it may well transpire that the attributes traditionally considered necessary
for a successful career in information work (e.g., order, attention to detail) are not now those most needed by the
profession and that others (e.g., leadership, flexibility) are essential for the workplace of the futureÓ [p. 215].
Particularly important is student training in customer service, interpersonal skills, and Òcontingency planning.Ó
These concerns are echoed as well by recent library school graduates who found that employers were most
interested in potential candidatesÕ management, communication, and interpersonal skills [24, pp. 36].
Based on their study of essential library competencies, Buttlar and Du Mont conclude that educators need
to broaden library school curricula to encompass the varied interests and skills base of their students. In addition,
they recommend that library schools pay greater attention to the external environments (e.g., government relations,
societal trends, legal climate, and international developments) affecting information organizations. They admonish
professors to recognize that libraries are increasingly service-oriented and that all jobs have service implications.
They also encourage courses teaching interpersonal and communication skills. According to Buttlar and Du Mont,
Òeducation should be geared toward educating the ÔwholeÕ
8
person who will fit well into the culture of a particular setting, regardless of jobÓ [20, pp. 58-59].
Acknowledging the need for innovative instruction, a task force made up of faculty and doctoral students
spent the past two years investigating curricular changes recently made at ALA-accredited library schools. Funded
by the Kellogg Foundation and the Association for Library and Information Science Education (ALISE), the
KALIPER (Kellogg-ALISE Information Professions and Education Renewal) project hopes to identify Òpatterns of
change, in new courses, curricula changes, modes of delivery, changes in specializations, and school librarianship,
new relationships with departments, the development of undergraduate programs, and the disciplines drawn fromÓ
[25, pp. 44-45]. Although the complete findings of the study are not yet available, some tentative conclusions have
been shared. For instance, the following factors have surfaced as major instigators of curricular change:
¥ the demand for graduate competencies from several constituency groups, including
employers, graduates, and professional associations;
¥ the growth and expense of emerging technology;
¥ internal campus politics;
¥ the availability and/or presence of faculty who are experts in new subject fields;
¥ competition from other library and information science (LIS) programs; and
¥ the availability of financial support for innovation [26].
students,
Among the ÒtrendsÓ already chronicled by KALIPER are:
¥ LIS curricula addressing traditional areas, as well as broad-based information
environments and information problems;
¥ LIS curricula based predominantly on user-centered issues;
9
¥ LIS schools and programs increasing the investment and infusion of information
technology into their curricula;
¥ LIS schools and programs experimenting with specializations within the curriculum;
¥ LIS schools and programs offering instruction in different formats to provide
students
more flexibility; and
¥ LIS schools and programs expanding their curricula by offering related degrees at the
undergraduate, masterÕs and doctoral levels [26].
Changes in library education are apparent. In 1994 the Kellogg Foundation awarded grants to four LIS
programs to initiate innovative curricular changes [27]. With its grant the University of MichiganÕs School of
Information hired new faculty to create specializations in information systems management, human-computer
interactions, librarianship, archival and records management, and future systems architecture. New courses include:
The Making of Digital Libraries, Digital Resources for Teaching and Learning in K-12 Environments, Community
Information Resources and Services, Visual Communications, Medical Informatics, Structural Information, and
Electronic Commerce. UMÕs School of Information was ranked third among LIS programs by US World and News
Reports in 1999 [28].
At Drexel UniversityÕs College of Information Science and Technology, the Kellogg grant was used to
create a mechanism that incorporates job requirements into courses. Furthermore, Drexel interconnected
undergraduate, graduate, and continuing education to develop a five year LIS program that includes an eighteenmonth practicum. Drexel ranked ninth among LIS programs in 1999. The University of Illinois at UrbanaChampaignÕs library school, on the other, ranked #1. With its Kellogg money, UI created a new program called
LEEP3, which allows students the flexibility of attending class via web-based conferencing. ÒProblem-solving
learningÓ is heavily emphasized. And finally, at the fourth school, Florida State University has implemented an
undergraduate degree in information studies. Courses include: Information Needs and Preferences, Personal
Information Management, Information Science, Societal Implications of the Information Age, and Graphic Media
Production. According to Deanna Marcum, all four
10
programs have succeeded because they effectively place traditional LIS curricula within a larger Òinformation
landscape.Ó ÒThe work requirements in even the smallest public library are so sufficiently complex today that the
prospective librarian must understand, at the very least, that he or she will work in a hybrid environment of both
print and electronic resources,Ó Marcum observes [27, p. 38].
Closer to home, the UCLA Department of Information Studies has revamped its masterÕs curriculum to
include three areas of specialization: library studies, archival studies, and informatics. Focus groups are currently
underway with teams of LIS practitioners (from public, academic, and special libraries, archives, and the
information industry) giving input into a proposed schedule of six core courses: Information in Society, Information
Structure, Information Access, Management Theory and Practice for Information Professionals, Design of Library
and Information Services, plus an information management course. Changes to the curriculum include the
introduction of ÒintermediateÓ courses in each of the three specializations. Thus far, focus group participants have
noted a need for graduate training in communication and interpersonal skills (public librarians) and knowledge
management (special librarians).
Meanwhile, in San Jose plans continue for expanding library education throughout the state as the SJSU
School of Library and Information Science now offers classes in Fullerton, San Diego, Sonoma, Sacramento, and
San Francisco. While some of the ÒdistanceÓ classes are taught on-site, many are conducted electronically with the
instructorÕs image being broadcast to the remote site. Despite this more unconventional method of teaching,
enrollment continues to rise as studentsÑmany of them library workersÑgratefully take classes within driving
distance of their home and/or office.
Continuing Education
In addition to reforms to LIS curricula, recent changes in the library profession have also prompted a
renewed interest in continuing education (CE). ÒContinuing education [is] necessary not only because technology
and practice change, but also because librarians move through different stages of responsibility and opportunity in
their careers,Ó says Keith Swigger, dean of the School of Library and Information Studies at Texas WomenÕs
University. ÒIn the next century, meeting the need for continuing education will be as important as meeting the
need for education of new librariansÓ [29 , p. 3]. Indeed, a survey by Library Journal confirms that
11
roughly 70% of library workers already take part in some form of continuing education, with the Internet, computer
training, and management issues topping the list of popular CE subjects [1, p. 27]. ÒContinuous education and
training in new skills will better equip librarians for alternative roles, while at the same time...preserv[ing] the
traditional and professional value of providing quality information to those in need,Ó Grace Cheng maintains [19, p.
18].
Library educator I. M. N. Kigongo-Bukenya defines Òcontinuing educationÓ as an activity or activities
that may: lead to life-long learning; update oneÕs knowledge base; expose one to a new area within a field; or
enable educational activities beyond those required for entrance into the field. Furthermore, he defines the purpose
of CE as: keeping up with new professional knowledge; adjusting to new conceptions in the profession; continuing
to study the basic supporting disciplines of the profession; and personal development or growth as an individual, not
just as a professional. In addition, continuing education broadens oneÕs outlook and breaks resistance to change by
developing a more critical attitude to what is new [30]. While the amount of professional knowledge and ability
gained in library school remains fixed, continuing education allows staff to grow and adapt to change [31].
Learning, according to public library administrator Sharon Winters, is the Òadaptive mechanism that we use to cope
with changeÓ [32, p. 248]. As Anne Woodsworth warns, ÒIn order to stimulate mass technological capability in the
profession...individuals must make continuing education (or better yet, life-long learning) a personal priorityÓ [2].
Although CE should remain the responsibility of the individual, the spirit of Òcuriosity, questioning, and
continuous learningÓ is best embraced when supported by the culture of the organization [32, p. 248]. Since time
and cost are often cited as barriers to participating in CE activities, library managers should inculcate the value of
training by: incorporating CE criteria into the recruitment or promotion of personnel [33, 34]; reimbursing workshop
registration fees and other related costs [2, 34]; and giving staff latitude to pursue their educational and professional
interests [1, 34]. ÒIncentives must be provided to encourage updating of selected competencies that are critical for
the success of the library,Ó Woodsworth argues. [2].
Another method of rewarding CE participation is through accumulating Òcontinuing education unitsÓ
(CEUs). As defined by the International Association for Continuing Education and Training, CEUs are awarded for
participating in clearly conceived activities that are planned in response to the educational needs of a specific target
audience. Training content and
12
instructional methods should appropriately reflect desired outcomes. In addition, all learning activities should be
planned and carried out by qualified instructional personnel. Upon completion of the activity, participants must be
able to demonstrate their new skills and knowledge and provide an evaluation of the learning experience. To receive
appropriate credit, educational sponsors should be an identifiable group or individual with clearly defined
responsibilities for developing and administering learning activities. They should also have a review process in
place that ensures CEU criteria are met [35, p. 297].
Not only do CEUs guarantee and acknowledge that an employee has participated in a quality learning
experience, but in some cases continuing education units may ultimately lead to certification of skills achieved. In
Kansas, rural library practitioners indicated that continuing education efforts should be rewarded through CEUs,
academic credit towards a library degree, or state certification [33, p. 50]. Guy St. Clair, author of Beyond Degrees:
Professional Learning in the Information Services Environment [36] and past president of the Special Libraries
Association, posits that, in order to meet the diverse needs of future information customers, Òindustry-wide
standards of quality and excellenceÓ must be developed in both Òeducation for admission into the fieldÓ and in
Òperformance practicesÓ [37, p. 35]. To administer these standards, St. Clair recommends the creation of a Òsupraagency,Ó possibly called ÒThe International Society of Information Professionals,Ó which would exist Òfor the
sole purpose of identifying, testing, and providing credentials for those...aspir[ing] to be Certified Information
ProfessionalsÓ [p. 36]. When asked by Library Journal if they support standardized certification, almost threefourths of the paraprofessionals surveyed said yes, with nearly half of the MLS librarians concurring [1, p. 30].
Today, although all fifty states require licensing of school librarians and library media specialists [38], no
nationwide credentialing standards exist nor do many jurisdictions mandate certification for other types of library
professionals (e.g., public, academic, or special). As a result, the Steering Committee on the Congress for
Professional Education (COPE) has made investigation into this area a priority. In particular, the Steering
Committee hopes to eliminate confusion over the relationship of library credentials Òto graduate education,
conference programming and continuing professional education, and the expectations, if any, of employers.Ó Of
equal importance is exploration into the creation of Òan independent center for continuing education and
professional development.Ó For, as COPE representatives noted, Òenormous
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resources are directed at continuing education...yet there is no coordinated approach working to ensure quality and
relevance in programming that will move the profession forwardÓ [39, p. 15].
Interestingly, ALA officials are currently debating the proposed adoption of a certificate in public library
administration jointly developed and sponsored by the Association of Specialized and Cooperative Library
Agencies, the Public Library Association, and the Library Administration and Management Association. At issue is
who exactly would oversee such a program since ALA, as a 501 (c) (3) organization, cannot legally certify
individuals. Nonetheless, if adopted the Certified Public Library Administrator (CPLA) would enable managers to:
further their professional and educational development; move to a higher level of practical and professional
expertise; improve career opportunities through networking; and demonstrate achievement of a professionally
recognized body of knowledge in public library administration. While proponents of the program continue to
support the masterÕs degree as Òthe basic broad foundation of skills and knowledge for entering the profession,Ó
they also see a need for the ongoing development of practical management skills. ÒSlowly but surely, we are
realizing that without a continued concentration on learning, we cannot hope to be successful as librarians,Ó Mary
Moore, chair of the ALA Committee on Education, advises. CPLA would offer a coordinated, complete cycle of
short courses in several topics, including: budgeting and finance; fundraising; library building, planning and
maintenance; organization and personnel management; technology; building alliances and networking; strategic
planning and marketing; serving diverse populations; and current issues in public library management. Certification
would be awarded upon the completion of testing, portfolio development, and/or attendance at sanctioned
educational events [40, 41, 42].
Despite the good intentions of programs like CPLA, some might argue that without the support of
corroborative legislation or other means of enforcement, such initiatives are Òextremely difficult to
institutionalize.Ó The Medical Library Association (MLA), for instance, offers an excellent but voluntary
certification program. Unfortunately, however, as long as hospitals and other institutions are not required, by a
higher authority, to hire only MLA-certified professionals, the association remains powerless to exercise any control
over the credentialing of its members [43, p. 145].
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Continuing Education Models
With or without the incentive of certification, CE opportunities continue to flourish throughout the library
community. Professional development is being carried out at the state, local, and national levels, as well as through
consortia and library schools. Notable examples include:
×
Allerton InstituteÑestablished more than 30 years ago, the Institute reflects the
University of IllinoisÕs commitment to providing a forum for discussion of
related issues of interest to both public and academic librarians. The
conferences, which are
held periodically, are organized around general themes and
feature recognized speakers who
are experts in the field. Past conference themes
include childrenÕs literature and library
services, applying research to practice,
evaluating public services and public services
personnel, ethics and librarianship,
and preserving library
×
library-
critical issues in library personnel management, conserving
materials, and multi-type library cooperation [44, 45].
Snowbird Leadership InstituteÑfunded in large part by Ameritech, Snowbird
annually invites some thirty librarians, with less than five years experience, to
explore
and discover their leadership potential. Activities include group
discussions and
interaction with mentors from public, academic, and state
schools. Informal reunions are held annually in
libraries, as well as library
conjunction with ALA conferences
[46].
×
Library Leadership 2000Ñcoordinated by the Cleveland Area Metropolitan
Library System and various local library agencies, the first LL2000 institute was
held in 1993 and featured six prominent Ohio library leaders. Participation in the
five-day event was open to thirty qualified applicants with 2-7 years of
experience and demonstrated leadership potential. The objective was to provide a
residential, primarily experiential program of intensive leadership training, with an
emphasis on gaining effective skills necessary in rapidly changing library
environments [47].
15
×
ACRL/Harvard Leadership InstituteÑbegun in 1999, this five-day Institute
typically brings together some 80 early- to mid-career academic library managers
from around the country and beyond. Learning format includes small group
discussions, faculty presentations, class discussions, one-on-one dialogue, social
interaction, and reading assignments. Participants enjoy elevated levels of
discourse and develop peer-coaching relationships [48,49].
×
Stanford-California State Library Institute on 21st Century LibrarianshipÑone
hundred and thirty-two LIS practitioners participated in this intensive week-long
residential program last year. The Institute incorporated both large- and smallsessions focusing primarily on the impact of digital technologies on libraries
needed for the 21st century. A second Institute is
×
group
and the leadership skills
scheduled to be held later this year [50].
Acquisitions Institute at Timberline LodgeÑsponsored by the Orbis Library
Consortium in Oregon, this three day Institute, which was first held last year,
a relaxed atmosphere for librarians, vendors, and publishers to discuss
issues of mutual concern.
This yearÕs program includes presentations on
collection development, e-books, e-
journals, needs assessment, and budget
×
provides
allocation [51].
University of Wisconsin-Madison School of Library and Information Studies
Continuing Education Services (CES)Ñrecipient of the LITA/Library Hi Tech
in 1996 for providing outstanding CE opportunities over 15 years, CES
is one of the most well-
respected programs in librarianship. Offering a certificate
of professional development
through a cohesive CE curriculum, this program
conducts regularly scheduled seminars in
management, automation, technological
of topical electives. This
Award
applications, library buildings, archives, and a variety
year, courses include Basic Cataloging, Managing Youth Services,
Appraisal of
Archives and Manuscripts, and ÒThe Call of Stories.Ó CEUs are awarded
depending on the length of each workshop [52, 53].
16
×
TorontoÕs Faculty of Information StudiesÑone of the largest CE providers in the
field, the University of Toronto offers a multitude of professional development
through its library school. The cornerstone is the web-based self-study
Guide,Ó a twenty-one-module course grouped by basic,
which individuals may subscribe for a six month
series on genealogy (in cooperation
and three Internet courses on
The school also offers
conjunction with
courses
ÒTIG:The Internet
intermediate, and pro levels, to
period. Other web-based offerings include a
with the National Institute of Genealogical Studies)
competitive intelligence, current awareness, and searching.
three certificate programs in records management (developed in
the Association of Records Managers and Administrators), information design,
and Internet business and technology. In 1998/99, this self-supporting program
held 93 CE workshops and courses, attracting over 2,400 participants [54].
×
University of Papua New Guinea, Department of Library and Information
StudiesÑto help eliminate a severe staffing shortage nationwide, the Department
started a certificate program to train practitioners in much needed skills. Both a
certificate in records management and a diploma in teacher-librarianship are
To complete the program, attendance is required over two 6-week
offered.
summer school sessions,
followed by one year of supervised work in a library.
Distance education materials and
assignments are also utilized [55].
×
UCLA Department of Information Studies Friday ForumsÑbegun in 1996, the
Forums are designed for practitioners who feel the need to learn new skills and/or
consider new approaches to traditional services. Workshops, which tend to be
on, are offered on campus and in various remote sites. Recent sessions
include ÒCreating a
Collection Development Policy That Reflects Your
Community,Ó Basic HTML and
Web Design, ÒLinking Kids and Curriculum
Through Historical Fiction,Ó Access
Databases for the Web, and ÒFolklore in
×
hands-
the Information Age.Ó
InFoPeopleÑwhat started as a method of bringing Internet work stations to low
17
income communities has blossomed into a prestigious CE program stretching
throughout California. Subsidized through federal funds, InFoPeople offers over
200 workshops on more than forty discrete topics ranging from Planning an
Internet
Library, Library LAN Management, and ÒGetting the Most from
PowerPoint,Ó to
ÒSeniors on the ÔNetÓ and ÒTop Web Resources for Kids.Ó
Asynchronous web-based
distance education courses are also offered, including
Internet for Ready Reference, and Internet
×
Intermediate HTML, Using the
Filtering and Policy Update [56, 57].
High Plains Regional Library Service SystemÑsince the 1980s, professional
development has been approached from four different angles through this
Colorado library system. Every fall, a four day retreat is held for some 140 school
public library staff and trustees. Activities include a ÒState of the State
and
LibraryÓ
address, a prominent keynote speaker, and vendors exhibits. In addition,
local staff Òget-
togethersÓ are held on a regular basis to facilitate an exchange of
ideas among personnel
who are often, because of geography, isolated from their
peers. Topics have included
intellectual freedom, childrenÕs literature, and
interlibrary loan. More formalized
workshops are also held, featuring a speaker or
team of experts and hands-on or active participation.
Finally, High Plains staff
will customize CE for any library that needs training in a specific area
[58].
In addition to formalized CE opportunities, many libraries have also developed exemplary in-house staff
development plans. Among these are:
×
St. Louis Public LibraryÑbased on staff input, the curriculum of in-house
workshop offerings is so extensive that library director Glen Holt has started to
program ÒSLPL-U.Ó Among the topics recently covered are computer-
call the
based work (word
processing, spread-sheets, Internet and database searching,
Internet policies), communication
and team-building, customer service, reference
and readersÕ advisory services, workplace
safety, security, working with
volunteers, and management issues. The public also
receives training on how to
18
use the libraryÕs databases and the Internet. Over $1,100 per employee is
budgeted annually for training [59].
×
Aurora Public LibraryÑas part of the libraryÕs voluntary Career Development
Plan, a menu of CE is offered that may, if the employee so chooses, result in the
awarding of a certificate of completion. The program offers four levels of courses:
introductory, theory, general, and advanced seminars. Topics covered include
information services, technology/media, bibliographic services, library
classification schemes, business reference, and program publicity. Certification
may
lead to promotion with an increase in pay [60].
×
UC Santa Barbara LibraryÑresponding to a need for enhanced in-house training
due to changes in staff job duties, the libraryÕs training committee devised a sixmonth
curriculum of workshops open to all library personnel. Three series were
offered in two-week blocks. The ÒUCSB Library Summer AcademyÓ featured
on communication, presenting effectively, coping with difficult people,
ÒInfoSurfinÕ SafariÓ focused on computer-based skills, such
Internet, while ÒA Feast of DatabasesÓ
MELVYL. According to a
participants were pleased
sessions
and customer service.
as Windows 95, Word, Excel, and the
taught staff how to use databases available through
post-training survey, more than 70% of the workshop
with the libraryÕs CE program [61].
×
University of Toronto LibraryÑrecognizing the need to update librariansÕ
database searching skills, staff were organized into six Òelectronic reference
resource
groupsÓ where participants were responsible for training each other how
sources. Each group decided which databases would be reviewed
sessions included an explanation of the tool and content, a
Òcheat-sheetÓ with pertinent facts about the
to use various eand how. Training
hands-on practice period, and a
source. Twenty-four presentations were
made over a three month period [5].
A final learning method that was touched on in the library literature is internships and/or
19
residencies. According to a recent article, over the past twenty years more than two dozen academic and research
libraries have hosted at least one Òpost-masterÕs field experience.Ó Most programs are one year or less in length
and are structured as a rotation through the libraryÕs various areas followed by a specific project or assignment.
Examples of intern/resident projects include being part of a decision-making team, conducting training for other
staff members, and presenting results of professional work to peers. Although not all internships lead to a job offer
in the host institution, 80% of the participants surveyed said the experience did prepare them for other library
positions [62].
Elements of Effective Continuing Education Programs
In studying these various continuing education opportunities, several elements emerge as reasons for the
success of these particular programs. For the most part, effective programs are those that incorporate a variety of
teaching styles and learning levels. As Han and Chaudhry discovered, the best training ÒpackageÓ is the one that
offers different tiers or approaches to a topic [8]. In Toronto, the library school offers introductory, intermediate,
and ÒproÓ Internet courses that build on the knowledge gained in the previous session [54]. At the Public Library
of Nashville and Davidson County, advanced workshops are offered as well as ÒbasicÓ [63]. Effective CE
programs also make full use of pedagogical styles. Thomas Shaughnessy prefers a ÒmultidimensionalÓ approach to
teaching that encompasses not only knowledge and skills, but the ÒaffectiveÓ domain as well [64]. Sharon Winters
recommends using several training techniques to get the message across. ÒIt is important to accommodate a
number of learning styles so that new employees can use the method with which they are most comfortable and
through which they can best assimilate all the new things they must learn,Ó she maintains [32, p. 249].
One of the most popular workshop techniques is hands-on instruction. ÒLibrarians want to explore
technology at their own pace...and lay their hands on the products,Ó Lesley Farmer posits in her article on trends in
technology training [65, p. 12]. Not surprisingly, researchers studying the effectiveness of Gates Foundation
workshops discovered that library staff Òappreciate more opportunities to practice their computer and Internet
skillsÓ [66, p. 136]. Faculty undergoing information literacy training by California State University Hayward
librarians were especially grateful for hands-on experience with the libraryÕs databases [67].
20
Likewise, staff at UC Santa Barbara and the St. Louis Public Library indicated a preference for in-class practice
rather than lectures [59, 61]. According to a team of Welsh library researchers, workshop participants prefer a
Òhands-on approachÓ to Òtheoretical trainingÓ [68].
Practice should not be limited to just the classroom, however. As Shaughnessy notes, ÒIt is extremely
frustrating for staff who are energized and intellectually refreshed through a continuing education experience to
return to jobs which have not been redesigned in years and which offer little or no opportunity to practice what has
been learnedÓ [64, p. 290]. ÒPlay timeÓ back at the workplace is valuable, Andrea Duda and Rosemary Meszaros
contend. ÒSupervisors have to recognize that practice time is important and will pay off later, even if it seems like a
waste of time at the momentÓ [61, p. 21]. According to Barbara Knotts, manager of electronic collections at the St.
Louis Public Library, ÒThe best training will be forgotten if staff do not have the opportunity to practice their
skillsÓ [68, p. 24]. Farmer admonishes that training is most effective when a support group emerges Òso
participants can ask each other questions and increase each otherÕs knowledgeÓ [65, p. 12]. Indeed, library trainers
Ralph Gers and Nancy Bolin recommend that workshop goers practice Òpeer coachingÓ at least three times a week
for at least four weeks following the end of any formal training [69].
Human interaction, in fact, is critical to any learning experience. In their study of Snowbird alumni, Neely
and Winston found that 76% of those surveyed noted that participant interaction contributed a great deal to the
overall quality of the Institute [46]. Developing mentor relationships can also be a worthwhile by-product of
continuing education. At the Library Leadership 2000 conference, Pat Carterette felt that one of the most rewarding
aspects was interacting with renowned practitioners [47]. Shaughnessy also comments on the important role
mentoring plays in internships [64].
Still for many trainees, especially those isolated in remote areas, a self-study computer-based session may
be just as rewarding. ÒThe increasing practicality of distance learning means that continuing education can be
brought to the student-customer,Ó L. Hunter Kevil observes. ÒSelf-study materials [are] very popular, particularly
computer-based instruction for the more technical subjectsÓ [52, p. 187]. Distance education methods have been
particularly well-received in Toronto and Papua New Guinea [54, 55].
As for content, the more practical the workshop the better. ÒLibrarians want to use their training
immediately in their work,Ó Lesley Farmer argues [65, p. 12]. To make CE attractive,
21
learning activities must be seen as Òrelevant to the immediate job and able to meet immediate
educational/informational needsÓ [33, p. 51]. ÒSuccessful niche marketing hinges on developing value-added
custom education programs and courses tailored to real needs,Ó Kevil warns [52, p. 187]. Programs offered by the
St. Louis Public Library and UC Santa Barbara are excellent examples of CE directly reflecting staff needs.
Possible Implications for Continuing Education in CaliforniaÕs Libraries
Based on the above evidence, any concerted CE effort in California should incorporate a variety of teaching
styles and learning levels, including hands-on practice and a balanced combination of distance and in-class
education. All workshop offerings should also directly reflect the training needs of their intended audience.
California CE providers should also consider the various barriers keeping library staff from participating in
workshops, conferences, etc. In Singapore, Han and Chaundhry found that paraprofessionals eschewed CE
opportunities because of family obligations, workload, and distance to educational centers [8, p. 17]. Interestingly,
these are the same factors identified by Cindy Mediavilla and Debra Hansen as barriers to pursuing a masterÕs
degree in library and information science in California [70]. Moreover, Mediavilla and Hansen discovered that the
cost of tuition prevented many potential students from going to library school. In Singapore, library workers are
motivated to continue their education when registration fees are covered by the National Library Board [8, p. 26].
A lack of incentives may also keep employees from voluntarily participating in CE activities. In Papua
New Guinea, for instance, workshop attendance goes unacknowledged. As John Evans explains,
Generally no recognized diploma or certificate is earned as a result of attendance.
Articulation with the established system of qualifications is limited. As such,
participants often find themselves in a difficult position as regards rewards, position and
a result of attending the course. Rewards are generally only given in most cases
when a formal
qualification is obtained. This does not motivate the returning students to
apply their new
status as
knowledge [55, p. 62].
22
Starke found that rural library workers were more willing to attend CE functions when participation led to salary
increases, promotional opportunities, or Òjob competence recognition.Ó As a reward, these rural practitioners
preferred course credit toward an MLS or state certification [33, pp. 49-50].
Certification is currently not an option in California. Furthermore, although more research is needed to
substantiate this, it appears that fewÑif anyÑCalifornia library trainers award CEUs. Nonetheless, the California
Library Association (CLA) has adopted the International Association for Continuing Education and Training
(IACET) standards for quality instruction as a guide for overseeing and monitoring CLA programs [71]. The next
logical step, it seems, would be to develop a method for awarding CEUs based on the criteria outlined by the IACET
and embraced by CLA. If CLA takes a lead in this process then perhaps other local CE providers would follow suit,
possibly leading to the eventual creation of a statewide certificate of accomplishment.
As for other barriers to continued education, California trainers should carefully consider where their
workshops are held. Kigongo-Bukenya recommends venues that are accessible and centrally located [30, p. 98],
while Lesley Farmer prefers on-site training. ÒIn that way, librarians can be assured that the programs and
equipment will be the sameÑan assurance that cannot be guaranteed when librarians travel to another siteÓ [65, p.
14].
Since cost is another factor, employers should be encouraged to subsidize workshop attendanceÑpreferably
in pairsÑwhenever possible. Therefore, trainers should plan their agendas far enough in advance to allow libraries
time to budget for upcoming CE opportunities. Workshop coordinators should also look to outside organizations
and even vendors to provide collaborative CE efforts. Such partnerships have proven extremely successful in
Toronto, where the library school works with the Department of Continuing Studies, the Association of Records
Management and Administration, and the National Institute of Genealogical Studies to make quality programs
available [54].
Need for Further Research
Although this literature review provides a solid, if preliminary, overview of general continuing education
issues, further and more in-depth investigation into several areas is still needed. Recent job reclassification studies
still need to be identified and examined for training
23
implications. A survey of California library continuing education offerings should also be conducted, as well as a
survey of CE efforts in other State Libraries and professional library associations. Model certification programs
should also be identified and examined for possible replication in California. Finally, the learning needs of
California librarians and support staff should be assessed, including investigation into possible barriers to CE
participation (e.g., cost, distance, release time from work) and the need for potential incentives.
24
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30