Job Analyses of Emerging Information Professions: A Survey Validation of Core Competencies to Inform Curricula

Bishop, Bradley Wade; Cadle, Adrienne Woodley; Grubesic, Tony H.

doi:10.1086/679026

Cited by 32 publications

(11 citation statements)

References 20 publications

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“…We see this happening in Canadian school libraries where it is becoming common for school libraries to be managed independently by the library paraprofessional. Researchers argue this is due to the changing landscape of the 21st century library, which is moving away from its collections-oriented roots and becoming a socially-focused place of learning, digital technology, and community (Bishop, Cadle, & Grubesic, 2015;Dinkins & Ryan, 2010;Gremmels, 2013;Zhu, 2012). This dynamic library landscape requires competent staff to manage the more complex tasks that accompany this technologically advanced environment, and the greater depth to the work requires more rigorous, formalized training of paraprofessionals with a focus on knowledge-based education (Jacobs & Raju, 2008).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…They appreciate when their opinions are acknowledged, as it affirms their role on the front lines as the ones who may be "in the know". Based on findings from research in similar paraprofessional disciplines, independent decision-making helps one to feel valued and satisfied with one's work (see, for example, Bishop, et al, 2015). However conversely, being alone in the decision-making can create uncertainty if one is unsure that they are qualified to make the decision or that their decision will receive support (Downing, et al, 2000).…”

Section: Work Activitiesmentioning

confidence: 99%

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I may not be a librarian, but I’m running the school library

Erickson

2019

iasl

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Work identity is defined as ones’ sense of purpose, value and belonging in the workplace (Saayman & Crafford, 2011). It is a useful construct in which to investigate how identities are influenced and developed through personal characteristics, relationships, and work activities. This study sought to understand the ways in which school library paraprofessionals’ work identities are formed. Seven library paraprofessionals in Alberta, Canada were interviewed as to their experiences working in a school library. It was discovered that, despite experiencing some misconceptions about their ability, sometimes feeling disconnected with others in the school and lacking a voice to direct their own work, these paraprofessionals experienced a sense of purpose, value and belonging at work. This study demonstrates that even if library paraprofessionals are not qualified Teacher-Librarians, they still are deeply committed to making a difference in the lives of young students.

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Section: Review Of the Literaturementioning

confidence: 99%

Section: Work Activitiesmentioning

confidence: 99%

I may not be a librarian, but I’m running the school library

Erickson

2019

iasl

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“…La tecnología actual hace posible integrar avances educativos, si hay voluntad política y social que estructure la información disponible en la nube para mejorar el conocimiento. ˆSe ha demostrado cómo algunas técnicas de aprendizaje, que emplean la nube, mejoran la eficacia del aprendizaje, como son la clase inversa o el flipped teaching (Bergmann y Sams, 2012Baepler, Walker y Driessen, 2014;Bishop, Cadle y Grubesic, 2015) o el aprendizaje basado en proyectos y en problemas (Araujo y Sastre, 2008), entre otras. La mayoría de ellas están basadas en el aprendizaje activo y colaborativo de raíz constructivista.…”

Section: ¿Qué Brinda Para El Aprendizaje?unclassified

El Proyecto School on the Cloud: Lecciones Aprendidas = School on the Cloud Project: Lessons Learned

Torres

González

Sánchez³

2017

ETFVI

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ResumenSchool on the Cloud es un Proyecto europeo Acción Clave 3 del programa de Aprendizaje Permanente de la UE. En sus tres años de andadura ha evidenciado la potencialidad del empleo de la nube para el aprendizaje en todos los niveles educativos con la finalidad de llamar la atención a los agentes responsables de la educación en Europa sobre ello. Diversas actividades y resultados de investigación han permitido llegar a esa conclusión, para cuya consecución se proponen algunas medidas concretas, como por ejemplo, una estrategia europea para la educación en la nube. Palabras claveSchool on the Cloud; aprendizaje en la nube; Tecnologías; Geografía; competencias digitales. AbstractSchool on the Cloud is a European Erasmus+ project Key Action 3 of the EU Lifelong Learning program. The experience of three years has proven the potential use of the cloud for learning at all educational levels. We aim to draw stakeholders' attention to the subject of education in Europe. A number of activities and research results have made it possible to reach this conclusion. Concrete measures to improve this type of learning have been proposed, such as a European strategy for education on the cloud.

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“…The grant funded the research activities that led to the creation of one elective that fills the curricular gap presented in the 2006 Weimer and Reehling article. To streamline the number of topics for a single class, the MAGERT CCs were validated through the use of a survey by current job incumbents to rank the most important items for workers to know (Bishop, Cadle, and Grubesic 2015). This allowed feedback from information professionals beyond the Education Committee members to rank the most important CCs from their everyday, real-world information agency experience.…”

Section: Creation Of the First Gil Classmentioning

confidence: 99%