In an era where "keeping up" has become part of daily life, the idea of certification to validate such efforts has increasing appeal. In May of 2011, the leaders of the Alberta pilot for a continuing education certification program announced that they were planning to expand the project to the national level. The idea was spawned from the notion that the library community needed a way to document and articulate their continuous efforts in lifelong learning. Following the lead of the Australian Library and Information Association‟s Continuing Professional Development Scheme , the Alberta pilot determined that their program must be flexible, inclusive, inexpensive, participant-centred, simple, and portable. These are all very admirable guiding principles but it is deployment where success is critical.
A few concerns over this proposal spring to mind:
1. There is a recommendation in the April 2011 report (Document Reveal) "That the Certification program should be connected more closely with the Education Institute‟s offerings." While there is nothing wrong with supporting the efforts of the Education Institute, such a credentialling program needs to consider its relationship with other organizations and institutions that may offer continuing education opportunities. In doing so, the certification process can be more seamless and more inclusive. This would enhance the experience of the certification candidate by giving them a broader range of access and information about how they can utilize or find formal continuing educational opportunities.
2. Having read the report and participated in an information session at the Canadian Library Association conference in May 2011, I see no mention of an auditing process for certificate candidates. Candidates simply complete their shopping list of professional development activities, submit their paperwork and, having completed the necessary units of time, get "certified". Where is the enforcement? The authority of monitoring compliance? ALIA's program has an audit process and while it only randomly examines 10% of participating members, there is still a process. Indeed, even this process is lacking in that it is not likely to have parity with other professions where compliance and auditing is far more robust. A brief scan of LISTA and Academic Premier databses suggests that there is room for more research into the effectiveness and perception of existing certification programs in the field.
3. Cost. The pilot project cost for participants was around the 30 dollar mark but presenters at the CLA conference admitted that they did not know how this cost actually relates to the cost of a nationwide program and whether this fee reflects any reality for a self-sustaining program. This is a HUGE concern. Presenters were unaware of a similar project, directed at only library support staff, in the United States. The Library Support Staff Certification Program is $350 for non ALA members and $325 for ALA members. Granted, the programs are not precisely the same, it is clear that the cost of a certification program are not insubstantial. If a program has high regard and benefits participants greatly, people will pay. However, if there is no audit process or anyone evaluating the quality and scope of professional development that is submitted, what value would a credential have?
4. The respondents and particpants of the pilot project were fairly small samples with only 13 participants completing the final survey and only 56 participants in total. The motivations for participant involvement could have been more fully investigated as this might help in our understanding of who participated and why. In turn, this would aid in understanding participant comments more fully. In addition, more work needs to be done with stakeholders who are positioned to encourage certification including employers, boards and educational instutions that educate and train library workers. In this way, such a program can be more fully developed.
Certification suggests a certain level of professional expertise, with standard competencies at its core. In the effort to make such a process attractive to library workers, there is a risk of diluting expectations to a point where the certifcation holds little tangible value. While it is helpful for library professionals to document their professional development activities, from reading to formal coursework, certification must have clearly laid out competencies and standards and a review process that ensures candidates are meeting a minimum level of proficiency.
In the end, is a cheap certificate of continuing education a satisfactory aid in documenting the maintanence and acquisition of professional competencies? Is this just one more avenue that library professionals can take or will it be a defining tool for the Canadian industry? This is where the measured reflections of those in the information profession are important and necessary. Investigate, consider and comment.
Rabu, 07 September 2011
Selasa, 07 Juni 2011
CLA Conference 2011: A Reflection
In the whirlwind of change that defines the library profession, it seemed more than appropriate to attend the CLA Annual Conference at a time when they are making tremendous revisions to their bottom line. Wearing many hats including that of a department head for an LIT program, librarian, former technician, and instructor, I ventured to Halifax this spring for an eye-opening experience.
Having a library conference against the backdrop of a lovely city, filled with incredible (and often tragic) history and old-world pubs certainly has its allure. The conference itself was held in a very efficiently designed trade and convention centre in the heart of town. I could appreciate the no-frills style of the conference in light of the tremendous financial pressures the Association has been wrestling with. Yet, lunch was provided in the trade show and there was definitely a buzz there as people from across the country enjoyed casual chit-chat and trolled the trade show booths.
CLA made some notable changes to its structure by reducing the executive and eliminating divisions and interest groups to make way for "networks". These networks are intended to be grass-roots focused where 10 or more members sign a petition for creation, appoint a moderator and develop a terms of reference. Funding will be based on an as-needed basis for projects and these networks can encompass any area of interest. Although it will be some time before the results of such changes are measurable, it is an attempt to restructure the organization so that it is more inclusive. I do wonder, however, if it is enough to garner wider support and participation when CLA has ignored the interests of library support staff and the wide range of library workers for so long. I do not want to dismiss the significance of the population weight in Central Canada and national issues that require the Association's attention but there is a sentiment that the Association has not spent enough energy tending to the needs of its members or would-be members. This attitude appears to be shifting as necessity forces the CLA to look at it sliding membership and revenue issues.
The increasingly sophisticated library landscape suggests that national representation and improved communication between provinces, provincial associations, library workers of all types and educational programs is imperative. At the "town hall" meeting to discuss CLA's changes, one participant noted that the lack of academic discourse through a scholarly journal is problematic. He voiced his frustration that all CLA has to offer members, by way of publications, is the "gossipy" news and events piece, Feliciter. He suggested that resurrecting a more scholarly publication, may give CLA a more credible and weighty standing in the greater library community and foster empirical research from budding library folks. I could not help but also mention the need for a greater willingness to listen to the needs of non-librarians and, while the new CLA mission statement is more inclusive, there is much work that still needs to be done.
With apprehension, I attended the latest session discussing RDA (Resource Description and Access) and its next steps towards global implementation. We were also carefully walked through the general practice of cataloguing using all of the RDA chapters. Three things became abundantly clear to me at that time. One, there are some interesting and rather worthy changes made to the way one looks at cataloguing. Two, the task of cataloguing, despite RDA efforts to simplify, will be grossly more complex. Three, no one could tell me WHO was going to EDUCATE the educators (beyond a half day workshop) the intricacies of the new tool or WHO was going to PAY for curriculum re-design and staff training required. When Chris Oliver, presenter and ardent RDA supporter, responded to my concerns with an admission that it was somewhat of a "miracle" RDA had made it this far, I took it as an omen. One cannot develop new catalogue practice that drastically transforms the way work is performed on a "miracle". The complete lack of consultation with those who must actually perform most cataloguing duties will greatly inhibit the success of this endeavor. I walked away from the session intrigued by some of RDA's qualities but also frustrated at not really having any better sense of precisely how one is going to catalogue - the nitty gritty. As someone who teaches library staff to CATALOGUE, I continue to wonder who is going to teach me?
Another interesting session was that of a plan to take the Library Association of Alberta's Certification of Library Staff to the national level. Having begun preliminary work with the American Library Association and their certification program for library support staff, I was keen to know if this was a better solution. The fact that the coordinators of this program were unaware of the ALA initiative, an ill-defined costing of the program and the lack of auditory control for certification, suggests that there is much work to be done if such a program were to have teeth in Canada. Again, I wondered why library educators were not included in the discussions around such a program. Their experience and perspectives could provide valuable insights into such initiatives as we are acutely familiar with the process of program review, outcomes assessment, curricular development and so on. I am hopeful that questions from participants inspired the developers to investigate some of these issues.
Amidst these sessions, I did have the wonderful opportunity to meet with other LIT program instructors and heads, connect with some of my colleagues from all corners and examine some great poster session presentations. One noteworthy one was focused on professional ethics. Since I have been trying to infuse ethic discussions in most courses, I am eager to see what headway is made in this area. In the end, there was a great deal more for me to follow up on when I returned.
I completed my session activities with a disheartening and mind boggling update on Access Copyright and copyright legislation revisions. The session was incredibly helpful in re-igniting my concerns for our information freedoms in the not-so-distant-future. I encourage everyone to keep one eye trained on Access Copyright and the Copyright Board because these two forces have undeniable power and influence with very few reasons to look out for the interests of libraries. For Access Copyright, the increasing use of databases and other digital media means that libraries are somehow skirting paying for reproduction rights. Indeed, HYPERLINKING to digital media appears to be a problem for Access Copyright. The fact that many libraries now provide digital access to licensed databases appears to be a poorly understood practice by Access Copyright and they are seeking blood - well, really, money. We were cautioned that public libraries may be AC's next target. I felt chills....
The 2011 CLA Conference provided me with new and interesting insights that frequently surprised me. While I will continue to observe the effects of the recent constitutional and leadership changes to the organization, I fear that we, collectively, continue to think that simply having good ideas negates the need to perform the often laborious, time-consuming, but incredibly necessary, work of substantiating our projects with evidence-based research and consultation. On the other hand, library professionals accomplish a great deal with diminishing resources. Returning to a peer reviewed and professionally minded journal might be the perfect forum for inspiring us to expect more of one another.
 |
| MacDonald Bridge view from the Citadel in Halifax. |
CLA made some notable changes to its structure by reducing the executive and eliminating divisions and interest groups to make way for "networks". These networks are intended to be grass-roots focused where 10 or more members sign a petition for creation, appoint a moderator and develop a terms of reference. Funding will be based on an as-needed basis for projects and these networks can encompass any area of interest. Although it will be some time before the results of such changes are measurable, it is an attempt to restructure the organization so that it is more inclusive. I do wonder, however, if it is enough to garner wider support and participation when CLA has ignored the interests of library support staff and the wide range of library workers for so long. I do not want to dismiss the significance of the population weight in Central Canada and national issues that require the Association's attention but there is a sentiment that the Association has not spent enough energy tending to the needs of its members or would-be members. This attitude appears to be shifting as necessity forces the CLA to look at it sliding membership and revenue issues.
 |
| Inside Alexander Keith's Brewery selling the infamous India Pale Ale |
With apprehension, I attended the latest session discussing RDA (Resource Description and Access) and its next steps towards global implementation. We were also carefully walked through the general practice of cataloguing using all of the RDA chapters. Three things became abundantly clear to me at that time. One, there are some interesting and rather worthy changes made to the way one looks at cataloguing. Two, the task of cataloguing, despite RDA efforts to simplify, will be grossly more complex. Three, no one could tell me WHO was going to EDUCATE the educators (beyond a half day workshop) the intricacies of the new tool or WHO was going to PAY for curriculum re-design and staff training required. When Chris Oliver, presenter and ardent RDA supporter, responded to my concerns with an admission that it was somewhat of a "miracle" RDA had made it this far, I took it as an omen. One cannot develop new catalogue practice that drastically transforms the way work is performed on a "miracle". The complete lack of consultation with those who must actually perform most cataloguing duties will greatly inhibit the success of this endeavor. I walked away from the session intrigued by some of RDA's qualities but also frustrated at not really having any better sense of precisely how one is going to catalogue - the nitty gritty. As someone who teaches library staff to CATALOGUE, I continue to wonder who is going to teach me?
Another interesting session was that of a plan to take the Library Association of Alberta's Certification of Library Staff to the national level. Having begun preliminary work with the American Library Association and their certification program for library support staff, I was keen to know if this was a better solution. The fact that the coordinators of this program were unaware of the ALA initiative, an ill-defined costing of the program and the lack of auditory control for certification, suggests that there is much work to be done if such a program were to have teeth in Canada. Again, I wondered why library educators were not included in the discussions around such a program. Their experience and perspectives could provide valuable insights into such initiatives as we are acutely familiar with the process of program review, outcomes assessment, curricular development and so on. I am hopeful that questions from participants inspired the developers to investigate some of these issues.
Amidst these sessions, I did have the wonderful opportunity to meet with other LIT program instructors and heads, connect with some of my colleagues from all corners and examine some great poster session presentations. One noteworthy one was focused on professional ethics. Since I have been trying to infuse ethic discussions in most courses, I am eager to see what headway is made in this area. In the end, there was a great deal more for me to follow up on when I returned.
I completed my session activities with a disheartening and mind boggling update on Access Copyright and copyright legislation revisions. The session was incredibly helpful in re-igniting my concerns for our information freedoms in the not-so-distant-future. I encourage everyone to keep one eye trained on Access Copyright and the Copyright Board because these two forces have undeniable power and influence with very few reasons to look out for the interests of libraries. For Access Copyright, the increasing use of databases and other digital media means that libraries are somehow skirting paying for reproduction rights. Indeed, HYPERLINKING to digital media appears to be a problem for Access Copyright. The fact that many libraries now provide digital access to licensed databases appears to be a poorly understood practice by Access Copyright and they are seeking blood - well, really, money. We were cautioned that public libraries may be AC's next target. I felt chills....
The 2011 CLA Conference provided me with new and interesting insights that frequently surprised me. While I will continue to observe the effects of the recent constitutional and leadership changes to the organization, I fear that we, collectively, continue to think that simply having good ideas negates the need to perform the often laborious, time-consuming, but incredibly necessary, work of substantiating our projects with evidence-based research and consultation. On the other hand, library professionals accomplish a great deal with diminishing resources. Returning to a peer reviewed and professionally minded journal might be the perfect forum for inspiring us to expect more of one another.
Rabu, 23 Februari 2011
Librarianship As An Academic Discipline?
Librarianship has been treated as a practice-based profession. Programs are designed around the practical applications of "doing" library work. Yet, in a world where there is increasing emphasis on information as a key to economic, social and political success, there may be a need to pull apart the issues that shape librarianship and examine them from an academic angle.
There are numerous issues related to the profession of librarianship that are worthy of examination beyond a two year Master's or Diploma program. Indeed, within those two year programs students can be titillated by the interesting problems and prospects that new technology and information use present. However, there is little time for exploration. Certainly, once one becomes a practitioner, there is little time to reflect on the broader aspects of the field. It is a common complaint among busy librarians and there is great frustration in trying to make informed decisions when there is little time to discuss and reflect on long term consquences. Greater discourse is needed and although this can occur at conferences, discussion boards, blogs, and lists, there is room for more research and debate in post secondary institutions. In turn, those forums can supply the industry with inspired, engaged and active participants that may be better positioned to move back and forth between academic study and practice.
The current situation is troubling because there is a tremendous amount of change in how people use and manage information and library workers are often the ones who observe these changes. As a result, they have some valuable opinions, experience and advice that may enhance how the broader community adopts technology and change. Those who work in information centres have first-hand knowledge of how publishing, emerging technologies, and user search behaviours intersect. There is a tremendous opportunity to share this knowledge with other disciplines and communities. As the ground shifts beneath us, it becomes clear that there is a profound interconnectedness between information and change. There is room for information studies to more actively partake in the discussions held by the academy of higher education.
In other disciplines, there is an avenue where academic discourse can occur and develop through formally recognized academic programs. Most professions enjoy a continuum of study that can begin at a certificate or diploma level and move through undergraduate, graduate and post-graduate programs. Librarianship does not enjoy this direct path of observation, exploration, discussion and reflection. There are programs that look at information management at the undergraduate level but many of these are centred around other, more specific disciplines including business and computer information systems. While there is nothing wrong with such programs, there is another outlet of study that has not been fully addressed. Many disciplines will look at ethics, research methods, and even internet searching but there is a large hole where examination of issues around librarianship are not well explored. And, although many of these issues and themes affect information work, they also have an affect on many other members of society - non "library" types. For example, course work at the undergraduate level that looks at the nuances of intellectual property is not only compelling because the laws around this are in flux but also because everyone who uses information can be affected by both the laws and conventions around it. The information studies context looks at such topics through the lens of practice and can offer a perspective that is valuable to students of every ilk.
Charles Sturt University in Australia has one of the few examples of a Bachelor in Information Studies. Schools like Ontario's Mohawk College go so far as to present this as a viable option for library tech graduates since the program is a part time distance program. Although this is a respectable option for those looking for a bridge to a Master's program, there is a great deal of room for further academic review. The Charles Sturt example continues to show a preference for the applied aspects of information work. While this has value, there is an opportunity for expanding the field into more academic circles. This, in turn, would spawn new interest in the qualitative and quantitative research behind the use of information, its creation, management, and uses.
The applied nature of librarianship will always be central to those working in information centres but there is also room for more academic discourse at all levels of the post secondary system. This expansion would provide greater opportunities for discussion and research among other fields of studies to enhance our understanding of our changing world.
There are numerous issues related to the profession of librarianship that are worthy of examination beyond a two year Master's or Diploma program. Indeed, within those two year programs students can be titillated by the interesting problems and prospects that new technology and information use present. However, there is little time for exploration. Certainly, once one becomes a practitioner, there is little time to reflect on the broader aspects of the field. It is a common complaint among busy librarians and there is great frustration in trying to make informed decisions when there is little time to discuss and reflect on long term consquences. Greater discourse is needed and although this can occur at conferences, discussion boards, blogs, and lists, there is room for more research and debate in post secondary institutions. In turn, those forums can supply the industry with inspired, engaged and active participants that may be better positioned to move back and forth between academic study and practice.
The current situation is troubling because there is a tremendous amount of change in how people use and manage information and library workers are often the ones who observe these changes. As a result, they have some valuable opinions, experience and advice that may enhance how the broader community adopts technology and change. Those who work in information centres have first-hand knowledge of how publishing, emerging technologies, and user search behaviours intersect. There is a tremendous opportunity to share this knowledge with other disciplines and communities. As the ground shifts beneath us, it becomes clear that there is a profound interconnectedness between information and change. There is room for information studies to more actively partake in the discussions held by the academy of higher education.
In other disciplines, there is an avenue where academic discourse can occur and develop through formally recognized academic programs. Most professions enjoy a continuum of study that can begin at a certificate or diploma level and move through undergraduate, graduate and post-graduate programs. Librarianship does not enjoy this direct path of observation, exploration, discussion and reflection. There are programs that look at information management at the undergraduate level but many of these are centred around other, more specific disciplines including business and computer information systems. While there is nothing wrong with such programs, there is another outlet of study that has not been fully addressed. Many disciplines will look at ethics, research methods, and even internet searching but there is a large hole where examination of issues around librarianship are not well explored. And, although many of these issues and themes affect information work, they also have an affect on many other members of society - non "library" types. For example, course work at the undergraduate level that looks at the nuances of intellectual property is not only compelling because the laws around this are in flux but also because everyone who uses information can be affected by both the laws and conventions around it. The information studies context looks at such topics through the lens of practice and can offer a perspective that is valuable to students of every ilk.
Charles Sturt University in Australia has one of the few examples of a Bachelor in Information Studies. Schools like Ontario's Mohawk College go so far as to present this as a viable option for library tech graduates since the program is a part time distance program. Although this is a respectable option for those looking for a bridge to a Master's program, there is a great deal of room for further academic review. The Charles Sturt example continues to show a preference for the applied aspects of information work. While this has value, there is an opportunity for expanding the field into more academic circles. This, in turn, would spawn new interest in the qualitative and quantitative research behind the use of information, its creation, management, and uses.
The applied nature of librarianship will always be central to those working in information centres but there is also room for more academic discourse at all levels of the post secondary system. This expansion would provide greater opportunities for discussion and research among other fields of studies to enhance our understanding of our changing world.
Selasa, 01 Februari 2011
Prompting Some Discussion
Recently, the Atlantic Provinces Library Association posted an article that I submitted in an attempt to spurn on some discussion about our future.
“Wanting to be a librarian because you like books is like wanting to be a cop because you like guns” is a recent tweet from, David Lankes, Associate Professor at Syracuse University's School of Information Studies and Director of the Information Institute of Syracuse (2010). This simple comment evokes a number of complex realizations and affirmations. Many will agree that to perform the work expected of information professionals, a love of one media format is not a prerequisite...
The discussion continues at: Changing the Way We Look at Ourselves APLA Bulletin Volume 74 » Issue 2 - December 2010
“Wanting to be a librarian because you like books is like wanting to be a cop because you like guns” is a recent tweet from, David Lankes, Associate Professor at Syracuse University's School of Information Studies and Director of the Information Institute of Syracuse (2010). This simple comment evokes a number of complex realizations and affirmations. Many will agree that to perform the work expected of information professionals, a love of one media format is not a prerequisite...
The discussion continues at: Changing the Way We Look at Ourselves APLA Bulletin Volume 74 » Issue 2 - December 2010
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