The Role of Administrators in Professional Development: Considerations for Facilitating Learning Among Academic Librarians

Attebury, Ramirose Ilene

doi:10.1080/01930826.2018.1468190

Cited by 11 publications

(14 citation statements)

References 27 publications

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“…Library administrators should help librarians to attend e-learning programs for professional development through adequate funding and a flexible organizational environment [27][28][29]. Supportive leaders, personal interest, congenial organizational atmosphere, rewards, and availability of funds to attend CPD activities also enable library professionals to develop sustainable professional competence in the field [30,31].…”

Section: Introductionmentioning

confidence: 99%

E-Learning for Continuing Professional Development of University Librarians: A Systematic Review

et al. 2023

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Evidence from well-established theories of various disciplines manifests that, in the current technology-led world, continued professional development (CPD) of information professionals plays a paramount role in the uplift of institutions. CPD of university library professionals via e-learning programs leads to the implementation of user-centric-services through the initiation of emerging technological tools and the latest methods of service-delivery. The focus of this study is to shed light on the factors influencing e-learning for CPD of working librarians, challenges being encountered for e-learning adoption, and to propose the best practices for designing an efficient e-learning portfolio. For meeting the focused study-objectives, the authors applied PRISMA guidelines and procedures. An extensive search was conducted utilizing the world’s 16 leading e-databases and digital tools containing the most relevant core studies. Consequently, 30 impact factor research papers published in renowned databases were included through the identification, screening, eligibility, and inclusion process. Findings revealed that different factors—including organizational survival, continuous changes, adoption of emerging technologies, and professional growth—encouraged e-learning for CPD of information professionals. The study results showed that four main challenges—technical difficulties, lack of funds, reliance upon conventional models, and overwhelming work-load—were encountered for e-learning adoption. The authors proposed a framework for the development of an effective and efficient e-learning portfolio for building professional expertise among university librarians to support the organizational vision and mission statement. The recommended framework is based upon emergent categories and sub-categories extracted via thematic analysis of the existing empirical studies. This study has theoretical insights for the researchers through valuable addition in the body of literature and practical considerations for policy implementers to construct sustainable policies for devising e-learning programs to develop professional expertise in the university library workforce for attainment of value-added outcomes.

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Section: Introductionmentioning

confidence: 99%

E-Learning for Continuing Professional Development of University Librarians: A Systematic Review

et al. 2023

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“…Respondents indicated that formal learning occurred through non-CE or CE workshops and classes. While respondents’ reasons for participating in a particular learning method were unknown, recent studies have suggested that librarians preferred “the freedom to choose their professional development activities” [2] and the “ability to self-direct their learning” [4].…”

Section: Discussionmentioning

confidence: 99%

“…From an administrative perspective, ensuring that librarians who are involved with EBP instruction and practice have the appropriate skills and knowledge to effectively meet the demands of their work is imperative and should not be overlooked [1]. Recent literature emphasizes the value of facilitating professional development among academic librarians and the benefits of enhanced knowledge about health care processes for EBP instruction [2–4]. Administrative support of professional development can include facilitating internal opportunities and investing in external training workshops and courses to meet a specific EBP need or to introduce an innovative initiative.…”

Section: Introductionmentioning

confidence: 99%

“…Likewise, librarians recognize the critical need for EBP knowledge and the challenge in obtaining these skills to support and expand their engagement with EBP [1, 4, 6]. They understand the benefit of professional development and seek opportunities for training that range from self-directed learning activities to formal CE courses [2, 4]. Application of new EBP knowledge and skills gained through professional development leads librarians to expand their roles in EBP activities [7], be more fully engaged in EBP practice [1], and expand EBP instructional methods and empower learners [3, 8].…”

Section: Introductionmentioning

confidence: 99%

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Professional development in evidence-based practice: course survey results to inform administrative decision making

Lauseng

Howard

Johnson

2019

jmla

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Objective: To understand librarians’ evidence-based practice (EBP) professional development needs and assist library administrators with professional development decisions in their own institutions, the study team surveyed past participants of an EBP online course. This study aimed to (1) understand what course content participants found valuable, (2) discover how participants applied their course learning to their work, and (3) identify which aspects of EBP would be beneficial for future continuing education.Methods: The study team distributed an eighteen-question survey to past participants of the course (2011–2017). The survey covered nontraditional demographic information, course evaluations, course content applications to participants’ work, additional EBP training, and EBP topics for future CE opportunities. The study team analyzed the results using descriptive statistics.Results: Twenty-nine percent of course participants, representing different library environments, responded to the survey. Eighty-five percent of respondents indicated that they had prior EBP training. The most valuable topics were searching the literature (62%) and developing a problem, intervention, comparison, outcome (PICO) question (59%). Critical appraisal was highly rated for further professional development. Fifty-three percent indicated change in their work efforts after participating in the course. Ninety-seven percent noted interest in further EBP continuing education.Conclusions: Survey respondents found value in both familiar and unfamiliar EBP topics, which supported the idea of using professional development for learning new concepts and reinforcing existing knowledge and skills. When given the opportunity to engage in these activities, librarians can experience new or expanded EBP work roles and responsibilities. Additionally, the results provide library administrators insights into the benefit of EBP professional development.

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“…Rafiq et.al (2018) found the various barriers in digitization of university libraries in Pakistan. Such barriers included lack of skilled man power, insufficiency of finance, inadequate technological infrastructure, and lack of proper planning and strategy of digitization Attebury (2018). explored in his study that, an overwhelming majority of participated academic librarians found satisfied that, their library administration support and encourage for 27 participating in professionals and carrier development activities, But the time and traveling cost were found to be the major barriers in professional development.Oyedokun et.al (2018) found the major hindrances, in acquiring technology related skills among LIS professionals as; strict working conditions, no incentives, un-updated LIS curriculum, less training opportunities for the relevant courses.Rafiq et.al (2017) in their study highlighted that, lack of funds and time, discouraging attitude of higher authority are the main obstacles in continuing education.…”

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confidence: 99%

Digital Information Literacy Skills among Library and Information Science Professionals in University Libraries of Sindh Pakistan

Ali¹

2022

JIMP

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This study aims to prevail the digital information literacy skills among library and information professionals working in different universities of Sindh, Pakistan. For data collection, survey method, and a questionnaire comprised of close-ended questions were used. The population of the study consisted of 138 library professionals working in different public and private universities and institutes of Sindh, a province of Pakistan. The results of study show that the greater part of respondents had good digital information literacy skills regarding the use, understanding, evaluation and communication the digital information. With this, majority of the participants were either self-taught or learn through conferences, workshops, friends and colleagues. The barriers in obtaining digital information literacy skills were found; lack of funds, un-updated LIS curriculum, tough working routine, lack of support from higher authorities. Moreover, this study provides an understanding as to how universities and institutes can strength and up-skill their library professionals.

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The Role of Administrators in Professional Development: Considerations for Facilitating Learning Among Academic Librarians

Cited by 11 publications

References 27 publications

E-Learning for Continuing Professional Development of University Librarians: A Systematic Review

E-Learning for Continuing Professional Development of University Librarians: A Systematic Review

Professional development in evidence-based practice: course survey results to inform administrative decision making

Digital Information Literacy Skills among Library and Information Science Professionals in University Libraries of Sindh Pakistan

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