Staying \u3ci\u3eau courant\u3c/i\u3e: Resources For Instruction Librarians

Most instruction librarians have favorite journals, professional associations, and electronic discussion lists that they rely on to stay current. The presenter will take a straw poll of the audience to see if there is a consensus, and discuss these choices in relation to competencies that an ideal instruction librarian might be expected to possess. The session will conclude with a review of a handout that will provide a wide-ranging list of the sources that an instruction librarian can draw on for professional development. The list will include not only sources specific to librarianship and learning, but also suggestions for keeping up with the changing environment in higher education, as it affects library instruction, and with the evolving nature of the student body. At the conclusion of this session, participants will be able to identify a broad range of resources that they can use for their own continuing professional development as well as for training and mentoring new instruction librarians and will be able to describe the knowledge base that instruction librarians ideally should have

\u3ci\u3eStrategies for Regenerating the Library and Information Profession\u3c/i\u3e

Editors: Jana Varlejs and Graham Walton Chapter, Generational Tug-of-War – Playing Nice Between Millennials and Baby Boomers in a Multi-Generational Staff, co-authored by Heidi Blackburn, UNO faculty member. This volume comprises papers prepared for the 8th World Conference on Continuing Professional Development (Bologna, Italy, 18-20 August 2009). Within the broad theme of creating a positive work environment for a multi-generational workforce in library and information organizations, the conference addresses managing between and across generations, mentoring and coaching, attracting people to the profession and developing a new generation of leaders, re-skilling and transferability of skills, succession planning and passing on knowledge.https://digitalcommons.unomaha.edu/facultybooks/1260/thumbnail.jp

Continuing education: Providing for change, renewal, and growth

Why should this Allerton Institute on library services for children and young adults include a session on continuing education (CE)? Are there different issues and problems associated with CE for youth services librarians than for librarians in general? If so, what are they? The task today is to explore these questions, to identify the concerns about CE, and, if agreement is reached on some specific conclusions, to contribute to the "Youth Agenda" which will be formulated at the conclusion of the conference. From the perspective of one who administers a continuing education program which seeks to serve professionals in all types of libraries, media, and information centers, one answer to the questions just posed is no the basic issues and problems relating to continuing education are not very different, whether one is talking about school librarians or directors of public libraries or online searchers in industry. There are differences in degree, however, and therefore the answer to the question, should we be talking about CE for youth librarians specifically, is yes. In fact, a case can be made to support the contention that youth librarians are singularly disadvantaged in regard to continuing education.Institute sponsored by University of Illinois, Graduate School of Library and Information Science, cosponsored by the Youth Divisions of the American Library Association: American Association of School Librarians (AASL), Association for Library Service to Children (ALSC), Young Adult Services Division (YASD)published or submitted for publicatio

Trends in Publication Productivity of Library and Information Science Faculty, 1978-1988

The publications of faculty in ALA-accredited master programs at three points in time (1978,1983, and 1988) were counted and categorized by content. Analysis includes distribution of publications by rank and sex, determination of per capita publication rates, and examination of proportions of library science and information science literature. Findings show gains in productivity across time, persistently higher rates by men (although proportionately about as many women as men publish), and increasing integration of information science and library science in the literature

AN ONLINE COURSE FOR RESEARCH LIBRARY ASSISTANTS: DESIGN, IMPLEMENTATION ISSUES, AND OUTCOMES ABSTRACT

While an increasing number of degree and professional development courses for librarians has become available online, training and continuing education for library support staff has remained largely a local, on-the-job effort. Typically, library assistants are taught the specific job for which they are hired, and do not receive the kind of broad-based orientation to their library’s mission, policies, and procedures that would help them to place their work in a broader context. In order to address this situation, a pilot project was conducted in three libraries to develop and test an online course for academic and research library assistants that could be offered regularly for open enrollment. The paper is in two parts: (1) from the point of view of the project directors, how the pilot was designed, implemented, and evaluated; and (2) from the point of view of a staff development officer of one of the participating libraries, how the project affected the assistants who were selected to take the course. Lessons learned that will influence the course revision conclude the paper