“…S/he must participate in workshops, classes, and other activities that increase his/her knowledge of the profession. Furthermore the librarian is expected to give back to the professional community through extra‐curricular activities and publishing’.(Flatley & Weber, )…”
Section: Introductionmentioning
confidence: 99%
“…Furthermore the librarian is expected to give back to the professional community through extra-curricular activities and publishing'. (Flatley & Weber, 2004) Developing and updating a core set of professional competencies makes good sense given the ever-evolving landscape of biomedical information science. Flatley and Weber further note that continuing education (CE) is a valuable way to keep abreast of changes in the profession, and they explicitly mention their primary professional organisation, Association of College & Research Libraries (ACRL), as a source of such opportunities.…”
Background
Like many health library associations, the Medical Library Association (MLA) developed competencies guiding lifelong learning and competence for medical librarians. Medical librarians should be able to develop skills in identified areas. One MLA indicator of organising resources defines expert skill as the ability to develop classification and metadata schemes for unique collections.
Objectives
This manuscript reviews available curricula for selected library programmes in the United States and Canada, along with professional development and informal opportunities for skill development to identify how medical librarians, who are not experts in cataloging or metadata and not employed as cataloging or metadata librarians, can progress in competency.
Methods
The authors reviewed library school and continuing education programming around metadata, along with answers from a pre‐existing informal poll regarding cataloging and metadata roles in health sciences libraries. Data were collected and examined using descriptive statistics.
Discussion
Gaps and opportunities for education around organising resources are discussed, including library school courses, formal continuing education opportunities and informal learning (e.g. peer support networks, on‐the‐job learning).
Conclusion
Education in organising resources should be created throughout the educational journey of librarianship. Continuing educational opportunities in organising resources should be created by professional organisations that expect competency in this area.
“…S/he must participate in workshops, classes, and other activities that increase his/her knowledge of the profession. Furthermore the librarian is expected to give back to the professional community through extra‐curricular activities and publishing’.(Flatley & Weber, )…”
Section: Introductionmentioning
confidence: 99%
“…Furthermore the librarian is expected to give back to the professional community through extra-curricular activities and publishing'. (Flatley & Weber, 2004) Developing and updating a core set of professional competencies makes good sense given the ever-evolving landscape of biomedical information science. Flatley and Weber further note that continuing education (CE) is a valuable way to keep abreast of changes in the profession, and they explicitly mention their primary professional organisation, Association of College & Research Libraries (ACRL), as a source of such opportunities.…”
Background
Like many health library associations, the Medical Library Association (MLA) developed competencies guiding lifelong learning and competence for medical librarians. Medical librarians should be able to develop skills in identified areas. One MLA indicator of organising resources defines expert skill as the ability to develop classification and metadata schemes for unique collections.
Objectives
This manuscript reviews available curricula for selected library programmes in the United States and Canada, along with professional development and informal opportunities for skill development to identify how medical librarians, who are not experts in cataloging or metadata and not employed as cataloging or metadata librarians, can progress in competency.
Methods
The authors reviewed library school and continuing education programming around metadata, along with answers from a pre‐existing informal poll regarding cataloging and metadata roles in health sciences libraries. Data were collected and examined using descriptive statistics.
Discussion
Gaps and opportunities for education around organising resources are discussed, including library school courses, formal continuing education opportunities and informal learning (e.g. peer support networks, on‐the‐job learning).
Conclusion
Education in organising resources should be created throughout the educational journey of librarianship. Continuing educational opportunities in organising resources should be created by professional organisations that expect competency in this area.
“…There is a need for both research and practice-based writing, amongst other forms of writing, and indeed the majority of the papers authored at NLS2006 fall into the category of practice-based writing. There are many types of nonresearch writing that practitioners may engage in as indicated in the responses at Table 5, including book reviews, professional newsletters and magazines, journal articles, and book chapters (Flatley and Michael, 2004). …”
Section: Exploring the Factors That Affect Writing And Presenting By mentioning
Purpose -The purpose of this article is to explore barriers and motivators for new professionals who write and present for the professional literature Design/Methodology/Approach -Authors from the ALIA New Librarians' Symposium held in December 2006 in Sydney, Australia were surveyed about their experiences of writing and presenting early in their career. The author of this paper was the symposium's programme coordinator.Findings -The majority of authors were working in Australia, and few were required to write or present as part of their work role. In the absence of this requirement, factors that motivate new professionals to write can be difficult to define. Barriers to writing include time, skills, and responsibilities outside work.Originality/Value -The paper discusses a publishing opportunity aimed at new professionals and other strategies to reduce barriers to writing and presenting.
“…White (2001) discussed how professional development activities benefi t reference librarians, particularly those in tenure-leading positions. The article by Flatley and Weber (2004) enumerated a variety of professional development opportunities that new academic librarians might consider. An article by Jones (2002) offered advice to novice distance librarians, based on the results from queries Jones posted on two distance education-related listservs.…”
Professional development is essential for academic librarians to keep current with skills, knowledge, and competencies in rapidly changing times. The authors surveyed distance librarians in academic libraries to determine their professional development needs. Respondents were asked to indicate which professional development activities they are currently participating in and those they are likely to engage in within the next fi ve years. Findings from the survey will inform library administrators, distance librarians, and professional associations of the professional development needs of distance librarians.
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