Continuing Professional Education as an Ethical Issue

Hurych, Jitka

doi:10.1515/9783110958980.256

Cited by 5 publications

(3 citation statements)

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“…Librarians owe it to their clients and to themselves as competent professionals, to remain abreast of trends and developments in the field. Hurych (2002, p. 257) proffers professional development as an essential obligation when he states:Education for the contemporary professional no longer ends with diploma, if it ever did. It has been recognized that continuing education strengthens not only knowledge and skills necessary for competent performance but also values and attitudes necessary for the service orientation of a profession.This paper seeks to address the changing landscape of the library profession, including the changing nature of library and information science (LIS) education, and to exemplify the importance and necessity of continuing professional development for librarians, the newest manifestation of which is online professional development through Web 2.0 tools and technologies Fixed graphic 1…”

Section: Why Professional Development?mentioning

confidence: 99%

Professional development 2.0 for librarians: developing an online personal learning network (PLN)

Cooke¹

2012

Library Hi Tech News

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Those entering the work force should posses a "capacity to learn constantly and quickly". I cannot make this point strongly enough. It does not matter what they know now. Can they assess a new technology and what it may do (or not do) for your library? Can they stay up-to-date? Can they learn a new technology without formal training? If they can't, they will find it difficult to do the job (Roy Tennant, as quoted in Miller (2007, p. 206)). By not proactively seeking continuing education, librarians are "not actively pursuing obsolescence, but there are indications that some are passively permitting it to overtake them" (Stone, 1971, p. 436).

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Section: Why Professional Development?mentioning

confidence: 99%

Professional development 2.0 for librarians: developing an online personal learning network (PLN)

Cooke¹

2012

Library Hi Tech News

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“…Although library schools are rising to this challenge, particularly in relation to digital libraries (Bawden et al, 2005, Tammaro, 2007, a continuing developmental approach is needed if we are to successfully address the issues caused by the dynamic changes in professional context and keep up-to-date (Emanuel, 2013, Corcoran and McGuinness, 2014, Martzoukou and Elliott, 2016, Tattersall, 2017. It is asserted by Cooke that "librarians need to be as savvy as their clients" (2012) because the ethics of the profession demand it (Hurych, 2002) as the shifting nature of the information context means competences require constant development (Weingand, 2000). In terms of digital literacy, there is also a need for librarians to address disintermediation through the wider use of internet technologies such as podcasts and social media (Brabazon, 2014).…”

Section: Professional Developmentmentioning

confidence: 99%

Developing Library Staff Digital Literacies

Inskip¹

2018

Digital Literacy Unpacked

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There are fundamental changes in the library and information profession caused by the widespread adoption of digital technology. Individuals, employers, professional associations and library schools all have a part to play in continuing staff development. The digital literacies or digital capabilities of staff across sectors are increasingly important in terms of service delivery and quality evaluation. This chapter examines the contextual perspectives of a selection of key associations in the UK and considers how these inform their delivery of digital literacies to their members. Self-directed development is also considered, suggesting that a combined top-down / bottom-up approach to staff development is likely to produce optimal results, not least because, without the resourcing provided by policy-driven outputs, grass roots initiatives are unsustainable.

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“…Hurych (2002) suggests that professional development opportunities are an essential obligation and part of a librarian's work life:…”

Section: Resultsmentioning

confidence: 99%

Training Library Professionals to Teach: A Study of New Jersey Train-the-Trainer

Cooke¹,

Beckett²

iConference 2016 Proceedings

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For 17 years (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012) the New Jersey Train-the-Trainer (NJTTT) taught information professionals how to teach and train their colleagues and patrons. The initial program was partially funded by Title III LSCA funds, with additional funding provided by the State Library. With between 15-25 participants per session, it is estimated that NJTTT strengthened the local and national library workforce by training more than 350 information professionals. The trickle-down effect of these 350 trainers has not yet been measured. This research study surveyed and interviewed NJTTT graduates, with the goal of ascertaining the program's effect on their careers and their organizations. The program prepared library professionals for instruction responsibilities, conference presentations, and for promotions within their organizations and the profession. The NJTTT program has had lasting effects on the library community and is a prime example of library professionals taking charge of their careers and using their skills to strengthen the profession.

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Continuing Professional Education as an Ethical Issue

Cited by 5 publications

References 0 publications

Professional development 2.0 for librarians: developing an online personal learning network (PLN)

Professional development 2.0 for librarians: developing an online personal learning network (PLN)

Developing Library Staff Digital Literacies

Training Library Professionals to Teach: A Study of New Jersey Train-the-Trainer

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