University of Illinois at Urbana-Champaign

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1 University of Illinois at Urbana-Champaign
Professional Education for Academic Librarians: From Core Competencies to Continuing Education 大学图书馆员的 职业教育：从核心能力到继续教育 Scott Walter, M.L.S., Ph.D. Associate University Librarian for Services and Associate Dean of Libraries University of Illinois at Urbana-Champaign 司考特，图情硕士、博士 伊利诺伊大学香槟厄本那校区图书馆副馆长

2 What We Will Cover The Landscape for Professional Education
Professional Education for Core Competencies The Librarian as Adult Learner Adult Learning and Continuing Professional Education Model Programs for Continuing Professional Education

3 讲座内容 职业教育的现状 职业教育的核心能力 图书馆员作为成人学习者 成人学习和继续职业教育 继续职业教育的几个示范项目

4 What is a Profession? “A profession is a disciplined group of individuals who adhere to ethical standards and hold themselves out as, and are accepted by the public as possessing special knowledge and skills in a widely recognised body of learning derived from research, education and training at a high level, and who are prepared to apply this knowledge and exercise these skills in the interest of others.” Source: Professions Australia. (1997). Definitions of a profession. Retrieved from

5 什么是专业? “一个专业是指一群受过专业教育的个人组成的群体，这些人遵守职业道德标准，从公众中脱颖而出、被公众认可为具有从被广泛认可的高等教育、研究和培训机构获得的专业知识和技能，并且准备为他人的利益使用这些知识和技能。” 资料来源: Professions Australia. (1997). Definitions of a profession. Retrieved from

6 What is Professional Education
“The distinguishing features of modern professional education in medicine have been, first, its assimilation of the spirit of university research and, second, its powerful linkages with teaching hospitals.” Image: Graduate School of Library and Information Science. University of Illinois at Urbana-Champaign. (n.d.). Apprentice spotlight. Retrieved from Source: Neave, G. R., & Clark, B. R. (Eds.). (1992). The encyclopedia of higher education. Oxford: Pergamon Press.

7 什么是职业教育? “现代医学职业教育的特点，首先是，吸收大学研究的精神，其次是，其与教学医院强有力的联系。”
图片: 图书馆信息学院。伊利诺伊大学香槟厄本那学区。学生实习生。图片出处 资料来源: Neave, G. R., & Clark, B. R. (Eds.). (1992). The encyclopedia of higher education. Oxford: Pergamon Press.

8 Linkages in LIS Education: Accreditation
ALA accredits 62 programs at 57 institutions in the U.S., Canada, and Puerto Rico Accreditation is based on program review of the Standards for Accreditation of Master’s Programs in Library & Information Science Source: American Library Association. (2010). Office for Accreditation. Retrieved from

9 与图书馆信息学教育的联系： 认证 美国图书馆协会认证了美国、加拿大和波多黎各57个机构的62个项目
认证是基于图书馆信息科学硕士项目认证标准作出的项目审核 资料来源: American Library Association. (2010). Office for Accreditation. Retrieved from

10 Linkages in LIS Education: Field Experience
“Within professional programs, there is a long tradition of including field experiences as a way to build practitioner skills and facilitate the move from theory to practice.” Field Experience in Libraries and Archives Volunteer Practicum Internship Independent Study Assistantship For examples, see: Source: Eyler, J. (2009). The power of experiential education. Liberal Education,95 (4), 24-31

11 与图书馆信息学教育的联系： 实地实践经验 “在专业项目中，把实地实践经验作为增强从业者技能以及从理论到实践的方法是一个多年的传统。”
与图书馆信息学教育的联系： 实地实践经验 “在专业项目中，把实地实践经验作为增强从业者技能以及从理论到实践的方法是一个多年的传统。” 图书馆和档案馆的实地实践经验 志愿者 教学实习 工作实习 独立学习 助手职位 实例请参照： 资料来源: Eyler, J. (2009). The power of experiential education. Liberal Education,95 (4), 24-31

12 Linkages in LIS Education: Core Competencies
American Association of Law Libraries American Library Association Art Libraries Society of North America Medical Library Association Music Library Association Special Libraries Association Image: Medical Library Association. (2007). Competencies for lifelong learning and professional success: The educational policy state of the Medical Library Association. Retrieved from

13 与图书馆信息学教育的联系： 核心能力 美国法律图书馆协会 美国图书馆协会 北美艺术图书馆学会 医学图书馆协会 音乐图书馆协会 专业图书馆协会
与图书馆信息学教育的联系： 核心能力 美国法律图书馆协会 美国图书馆协会 北美艺术图书馆学会 医学图书馆协会 音乐图书馆协会 专业图书馆协会 图片: 医学图书馆协会（2007）。终生学习和职业成功的能力：医学图书馆协会的教育政策状态。图片出处

14 Core Competencies of the Profession
“The Core Competences of Librarianship define the knowledge to be possessed by all persons graduating from  ALA-accredited master’s programs in library and information studies.” Image: DEFT UK. (2006). Training and development. Retrieved from Source: American Library Association. (2010). Core competences. Retrieved from

15 职业核心能力 “图书馆职业核心能力该文件明确了所有毕业于经ALA认证的图书馆和情报专业的硕士课程所必须掌握的基础知识。”
图片: DEFT UK. (2006). Training and development. Retrieved from 资料来源: 美国图书馆协会. (2010). 核心能力. 出自

16 Core Competencies of the Profession
Foundations of the Profession Information Resources Organization of Recorded Knowledge and Information Technological Knowledge and Skills Reference and User Services Research Continuing Education and Lifelong Learning Administration and Management

17 职业核心能力 职业基础 信息资源 组织知识和信息 技术知识和技能 参考和用户服务 研究 继续教育和终生学习 行政和管理

18 Core Competencies and LIS Education
articulate the ethics, values and foundational principles of LIS professionals design, query and evaluate information retrieval systems demonstrate proficiency in the use of current information and communication technologies use service concepts, principles and techniques that facilitate information access describe the fundamental concepts of information-seeking behaviors design training programs understand the nature of research evaluate programs and services Source: School of Library and Information Science. San Jose State University. (n.d.). Statement of core competencies. Retrieved from

19 职业核心能力和图情教育 阐明图书馆信息职业的伦理、价值和基本原则 设计、质疑和评估信息检索系统 展示使用最新信息通讯技术的熟练程度
使用服务概念、原则和技术来帮助信息获取 描述信息检索行为的基本概念 设计培训项目 理解研究的本质 评估项目和服务 资料来源: 图书馆信息学院。圣荷西州立大学。核心能力声明. 出处

20 Core Competencies in the Field
Library Information Technology Association (LITA) – Core Technology Competencies for Librarians (2008) ACRL - Instruction Section – Standards for Proficiencies for Instruction Librarians and Coordinators (2007) ACRL – Rare Book and Manuscripts Section – Competencies for Special Collections Professionals (2008)

21 职业核心能力 图书馆信息技术协会 (LITA) – 图书馆员核心技术能力 (2008)
高校和研究图书馆协会ACRL – 教学指导分会 – 教学图书馆员和协调着能力标准 (2007) ACRL – 珍稀书籍和手稿分会 – 特殊收藏专业人员能力 (2008)

22 Core Competencies in Action: The University of Nebraska Libraries
“Core competencies are the skills, knowledge and personal attributes that contribute to an individual’s success in a particular position They are the knowledge and skills that make the organization a success and help the organization change to meet a changing environment.” Source: Giesecke, J., & McNeil, B. (1999). Core competencies and the learning organization. Library Administration & Management, 13 (3). Retrieved from

23 职业核心能力: 内布拉斯加大学图书馆 “核心能力是为胜任特定职务而具备的技能、知识和个人品质 它们是使得组织成功并帮助组织适应变化环境的知识和技能。” 资料来源: Giesecke, J., & McNeil, B. (1999). Core competencies and the learning organization. Library Administration & Management, 13 (3). Retrieved from

24 Core Competencies in Action: The University of Minnesota Libraries
“The addition of new roles to liaison portfolios automatically raises the question of whether existing liaisons feel comfortable and competent in these roles. At the University of Minnesota, we engaged in a knowledge, skills, and abilities inventory that allowed individuals to identify areas where they felt they had expertise and areas where they needed to learn more.” Position Description Framework Campus Engagement Collection Development and Management Teaching and Learning Scholarly Communication E-Scholarship and Digital Tools Reference/Help Services Outreach to the Local Community Fund Raising Exhibit and Event Planning Leadership Source: Williams, K. (2009). A framework for articulating new library roles. RLI: Research Library Issues, no, 265. Retrieved from

25 职业核心能力: 明尼苏达大学图书馆 “在联系人档案资料中增加新的职能自然而然地引出了这么一个问题，已有的联系人是否能适应并胜任这些职责。在明尼苏达大学，我们的知识、能力和技能使得每个个人都能找到他们认为自己有专门知识和技能并且需要更深入学习的领域。” 职务描述框架 参与学校事务 馆藏发展和管理 教学 学术交流 电子学术和数字化工具 参考咨询/帮助服务 延伸服务到地方社区 筹款 展出和活动策划 领导能力 资料来源: Williams, K. (2009). A framework for articulating new library roles. RLI: Research Library Issues, no, 265. Retrieved from

26 Core Competency and Emergent Needs
Outreach and Engagement Marketing and Strategic Communications Teaching and Learning Digital Content Creation Data Services and Stewardship Scholarly Communications Assessment Image:

27 核心能力和新兴需求 延伸扩展和事务参与 营销和战略传播 教学 数字内容创造 数据服务和管理 学术交流通讯 评估
图片:

28 Adults as Learners “The adult learning force can be pictured as a pyramid of learners. Its broad base consists of self-directed learners, a category that includes just about everyone. A smaller group participate in some form of organized instruction each year, and the tip of the pyramid consists of that very small proportion of adult learners who pursue college credit in a wide variety of traditional and non-traditional programs.” Source: Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.

29 成人学习者 “成人学习者的构成可以看成一个金字塔。其广阔的基础由自我指导的学习者构成，基本包括了所有人。更少的一些人. . . 每年都参与某些形式的有组织的学习，而金字塔尖由非常少的一部分在高等学府传统或非传统项目求学的成人学习者组成。” 资料来源: Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.

30 Theories of Adult Learning
“There is no one definition, model, or theory that explains how adults learn, why adults learn, or how best to facilitate the process.” Source: Merriam, S. B. (2005). Adult learning. In L. M. English (Ed.), International encyclopedia of adult education (pp ). New York: Palgrave MacMillan.

31 成人学习理论 “没有任何概念、模式或理论来解释成人是如何学习，为何学习，或如何更好促进这一过程。”
资料来源: Merriam, S. B. (2005). Adult learning. In L. M. English (Ed.), International encyclopedia of adult education (pp ). New York: Palgrave MacMillan.

32 Theories of Adult Learning: Andragogy
Adults have a need to know why they should learn something Adults have a deep need to be self-directing Adults have a greater volume of experience than younger students Adults become ready to learn when they experience the “need to know” in a life situation Adults are “problem-centered” in their approach to learning Andragogy as “the art and science of helping adults learn” (Knowles, 1980) Source: Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Boston: Elsevier.

33 成人学习理论: 成人教育学 成人有直到自己为何需要学习的需求 成人有自主学习的迫切需求 成人比青少年有更丰富的经验
成人学习理论: 成人教育学 成人有直到自己为何需要学习的需求 成人有自主学习的迫切需求 成人比青少年有更丰富的经验 成人能很快准备去学习一旦他们在其生活情境中意识到有“学习的需求”时 成人在学习中是“以问题为中心”的 Andragogy as “the art and science of helping adults learn” (Knowles, 1980) 来源: Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Boston: Elsevier.

34 Theories of Adult Learning: Transformative Learning
Transformative learning “is a process by which previously uncritically assimilated assumptions, beliefs, values, and perspectives are questioned” Transformative learning is rooted in critical reflection on one’s self, one’s profession, or one’s society Transformative learning may result in personal, organizational, or social change Source: Cranton, P. (2005) Understanding and promoting transformative learning. San Francisco: Jossey-Bass.

35 成人学习理论: 转化学习 转化学习是“质疑之前不经鉴别而吸收的设想、信念、价值和观念的过程”
成人学习理论: 转化学习 转化学习是“质疑之前不经鉴别而吸收的设想、信念、价值和观念的过程” 转化学习根源于对自我、自我职业或者社会的批判性反思 转化学习可能导致个人、组织或社会的改变 来源: Cranton, P. (2005) Understanding and promoting transformative learning. San Francisco: Jossey-Bass.

36 Key Concepts in Adult Learning Theory
Adult education should incorporate the opportunity to identify individual learning goals, i.e., “self-directed” Adult education programs should take life experience into account, i.e., “experience-centered” or “experiential” Adult education should empower students to address issues related to personal growth and/or professional practice, i.e., “transfer of learning”

37 成人学习理论的核心概念 成人教育应该囊括进确定个人学习目标的机会，比如“自主学习”
成人教育应该把个人经历带入学习中去，比如“以经验为中心的”或“根据经验的” 成人教育应该允许学生阐述与自身成长和/或专业实践有关的话题，比如“学习转化”

38 What is Continuing Professional Education?
“Continuing professional education refers to the education of professional practitioners, regardless of their practice setting, that follows their preparatory curriculum and extends their learning, or assimilation of information and ideas that can contribute to the quality of their day-to-day performance, throughout their careers.” Source: Queeney, D. S. (1996). Continuing professional education. In R. L. Craig (Ed.), The ASTD training and development handbook: A guide to human resource development (4th ed.) (pp ). New York: McGraw-Hill.

39 什么是继续职业教育? “继续职业教育指对专业从业人员的教育，在其职业生涯中，不管他们的从业背景，延续他们的预科课程并扩展他们的学习，或者吸收能有助于他们日常工作质量的信息和观念。” 资料来源: Queeney, D. S. (1996). Continuing professional education. In R. L. Craig (Ed.), The ASTD training and development handbook: A guide to human resource development (4th ed.) (pp ). New York: McGraw-Hill.

40 Stages in Continuing Professional Education
CPE programs must recognize different needs at different stages of one’s career: Novice Advanced Beginner Competent Practitioner Proficient Practitioner Expert Source: Queeney, D. S. (2000). Continuing professional education. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp ). San Francisco: Jossey-Bass.

41 继续职业教育的阶段 继续职业教育项目必须认识到在一个人职业生涯中不同阶段的不同需求: 新手 进阶新手 称职的从业人员 能手 专家
来源: Queeney, D. S. (2000). Continuing professional education. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp ). San Francisco: Jossey-Bass.

42 Key Concepts in Continuing Professional Education
CPE addresses: Knowledge Skills Performance Abilities CPE builds on pre-service professional education CPE is practice-based and focused on transfer of learning CPE addresses the needs of lifelong learners

43 继续职业教育的核心概念 继续职业教育CPE 讨论: 知识 技能 表现能力 CPE以职前职业教育为基 CPE以实践为基础并注重学习转化

44 Continuing Professional Education and LIS Education
“GSLIS is committed to expanding our focus of continuous learning and development by creating and providing the library and information professional community with a variety of continuing professional development opportunities in many areas of library and information science, services, and operations.” Source: Graduate School of Library & Information Science. University of Illinois at Urbana-Champaign. (n.d.). Continuing professional development. Retrieved from

45 继续职业教育和图情教育 “图书馆信息学院致力于扩展我们对继续学习和发展的重视，通过为图书馆和信息专业社区创造和提供各种各样在图书馆信息科学、服务和操作多个领域的继续职业发展的机会。” 来源: Graduate School of Library & Information Science. University of Illinois at Urbana-Champaign. (n.d.). Continuing professional development. Retrieved from

46 Continuing Professional Education and LIS Education
“The CPLA program is a voluntary post-MLS certification program for public librarians with three years or more of supervisory experience. CPLA certification will enable public library administrators to improve the quality of library service through the provision of practical knowledge and skills essential to successful library management.” Core standards include: Budget and Finance Management of Technology Organization and Personnel Administration Planning and Management of Buildings Elective standards include: Current Issues Fundraising and Grantwriting Marketing Politics and Networking Service to Diverse Populations Source: Graduate School of Library & Information Science. University of Illinois at Urbana-Champaign. (n.d.). Certified Public Library Administrator Program and courses. Retrieved from

47 继续职业教育和图情教育 “图书馆信息继续职业教育CPLA项目是自愿参加的提供给有3年以上主管经验的公共图书管理员的图情硕士后的项目。通过提供能实质改善图书馆管理的实践知识，CPLA 认证使公共图书馆管理者能够改进图书馆的服务质量” Core standards include: Budget and Finance Management of Technology Organization and Personnel Administration Planning and Management of Buildings Elective standards include: Current Issues Fundraising and Grantwriting Marketing Politics and Networking Service to Diverse Populations 来源: Graduate School of Library & Information Science. University of Illinois at Urbana-Champaign. (n.d.). Certified Public Library Administrator Program and courses. Retrieved from

48 Continuing Professional Education and LIS Education
“GSLIS, in partnership with the Rare Book and Manuscript Library and the Soybean Press of the University of Illinois at Urbana-Champaign, has developed the Midwest Book and Manuscript Studies (MBMS) program to offer a series of courses and workshops focused on special collections and the book arts.” Source: Graduate School of Library & Information Science. University of Illinois at Urbana-Champaign. (n.d.). Midwest Book and Manuscript Studies. Retrieved from

49 继续职业教育和图情教育 “图书馆信息学院，与珍稀书籍和手稿图书馆和伊利诺伊大学香槟厄本那校区Soybean出版社合作，发展了中西部书籍和手稿研究项目 (MBMS) ，提供了一系列课程和研讨会，关注于特殊收藏和书籍艺术。” 来源: Graduate School of Library & Information Science. University of Illinois at Urbana-Champaign. (n.d.). Midwest Book and Manuscript Studies. Retrieved from

50 Continuing Professional Education and Professional Associations
“Continuous learning efforts focus both on the library profession in keeping with ALA's mission to deliver the highest quality library and information services to all people. ALA has a unique role to play in assessing the continuing education needs of its members and of those in the profession; coordinating programs to meet those needs; communicating their availability; and delivering training where appropriate.” Source: American Library Association. (2007). What ALA does: Offers the best in CE. Retrieved from

51 继续职业教育和专业人员协会 “继续学习致力于让图书馆专业人员跟上ALA的使命为所有人提供最好的图书馆信息服务。ALA在评估其成员和行业其他人员的继续教育需求时有独特的作用；协调不同项目满足这些需求；传达项目的存在和有效性；以及当有需要时提供培训。” 来源: American Library Association. (2007). What ALA does: Offers the best in CE. Retrieved from

52 Continuing Professional Education and Professional Associations
“My understanding of the problems of scholarly communication has been fundamentally changed as a result of the ARL/ACRL Institute on Scholarly Communication. I now see the connections between the system of scholarly communication and the future of the digital library that I didn’t quite understand before . . .” Source: Maloy, F. (2006). Scholarly communication: It is our problem!: ARL/ACRL Institute on Scholarly Communication challenges assumptions and shifts perspectives. Retrieved from

53 继续职业教育和专业人员协会 “因为ARL/ACRL学术通讯研究所，我对学术通讯问题的认识已经从根本上改变了。我现在看到了学术通讯系统和数字化图书馆的未来的联系，而这之前我并不明白这一点. . .” 来源: Maloy, F. (2006). Scholarly communication: It is our problem!: ARL/ACRL Institute on Scholarly Communication challenges assumptions and shifts perspectives. Retrieved from

54 Continuing Professional Education and Libraries
“Instructor College is a specially focused staff development initiative of the University Library. Its goal is to strengthen the instructional skills of Library staff. By giving excellent instruction, the Library seeks to help users realize the full value of the resources it provides.” Ongoing program allows for learners to join when they are “ready to learn” Program designed to evolve to meet current learner needs Employs collaborative inquiry by focusing on local peer network and discussion of professional knowledge and skills Fosters learning for action in the practice setting Allows for “inter-professional” continuing professional education Source: MLibrary. University of Michigan. (2010). Instructor College. Retrieved from

55 继续职业教育和图书馆 “讲师学院是学校图书馆专门为职工开设的发展项目。它的目标在于加强图书馆职员的教学技巧。通过优秀的授课，图书馆试图帮助读者认识到图书馆资源的全部价值。” Ongoing program allows for learners to join when they are “ready to learn” Program designed to evolve to meet current learner needs Employs collaborative inquiry by focusing on local peer network and discussion of professional knowledge and skills Fosters learning for action in the practice setting Allows for “inter-professional” continuing professional education 来源: MLibrary. University of Michigan. (2010). Instructor College. Retrieved from

56 Continuing Professional Education and Libraries
“I think I can speak for everybody who has been involved in our 23 Things project when I say that it has been really valuable: not only for creating staff training resources, but also for the experience of working collaboratively online, and it has been an opportunity to develop and understand new skills – skills which are becoming increasingly important in public libraries.” Source: Leech, H. (2010). 23 Things in public libraries. Ariadne, no. 64. Retrieved from

57 继续职业教育和图书馆 “我想我说23件事项目非常有价值时可以代表所有参加过这个项目的人，不仅是因为创建员工培训资料，而且是因为在网上共同协作的经历，和. . .这是一个开发和理解新技能的机会—在公共图书馆越来越重要的技能。” 来源: Leech, H. (2010). 23 Things in public libraries. Ariadne, no. 64. Retrieved from

58 What Can We Learn from the Study of Adult Learning?
Recognize that librarians are adult learners Provide structures to support librarians as self-directed learners When possible, develop programs that allow for collaborative planning and collaborative inquiry Build holistic programs that address: Knowledge Skills Performance abilities Develop workshop programs that recognize learner motivation and provide opportunities for participants to: Identify learning goals Build on experience Address local concerns Recognize that CPE needs change over time and must take into account different stages in the professional life cycle Focus on transfer of learning into the practice setting

59 我们能从成人学习的研究中学到什么? 认识到图书管理员是成人学习者 提供支持图书管理员作为自学者的结构
可能的话，开发允许合作策划和协同探究的项目 建构提供以下内容的整体项目: 知识 技能 表现能力 开发认识到学习者动力并给参与者提供如下机会的研讨项目: 确认学习目标 建立在经验之上 讨论当地关注的问题 认识到继续职业教育的需求会随着时间的变化而变化并必须考虑到职业生涯中的不同阶段 关注把学习转化到实际操作中去

60 Continuing Professional Education Programs – Why They Work
Designed to meet CPE needs at different stages in the professional life cycle Promote collaborative inquiry by providing opportunities for mentoring and peer-to-peer learning Foster transformative learning by providing opportunities for critical reflection Build on learner experience through solicitation of case study Facilitate the development of professional networks Empower participants by focusing on transfer of learning and impact on professional practice through development of action plan See, for example: Lindsay, E., & Baron, S. (2002). Leading information literacy programs: Immersion and beyond. Journal of Library Administration, 36 (1/2), ; and Stephens, M., & Cheetham, W. (2011). The impact and effect of Learning 2.0 programs in Australian academic libraries. New Review of Academic Librarianship, 17 (1),

61 继续职业教育项目—它们为什么有用 设计成满足职业生涯不同阶段的不同继续教育的需求 通过提供辅导和同侪相互间学习的机会，促进了协作探索
通过提过批判性反思的机会，培养转化学习 通过案例教学，将讲学建立在学习者的经历上 促进了职业网络的发展和建立 通过在行动方案发展中关注学习转化和对职业实践的影响授予参与者权力 See, for example: Lindsay, E., & Baron, S. (2002). Leading information literacy programs: Immersion and beyond. Journal of Library Administration, 36 (1/2), ; and Stephens, M., & Cheetham, W. (2011). The impact and effect of Learning 2.0 programs in Australian academic libraries. New Review of Academic Librarianship, 17 (1),

62 Questions 问题

63 University of Illinois at Urbana-Champaign
Contact 联系方式 Scott Walter Associate University Librarian for Services and Associate Dean of Libraries University of Illinois at Urbana-Champaign