Intellectual property competencies for librarians’ professional development

2020 ◽  
Author(s):  
Oleg P. Neretin ◽  
Keyword(s):  
Professional Development ◽  
Intellectual Property ◽  
Education System ◽  
Professional Education ◽  
Continuing Professional Education ◽  
British Library ◽  
Degree Programs ◽  
Competence Model ◽  
Master Degree

The goal is set and the necessity is substantiated of developing the intellectual property competencies in librarians and information specialists. The corresponding competence model is introduced. The experience of London Business & IP Center of the British Library is discussed. The examples of teaching intellectual property competencies within the framework of library bachelor and master degree programs and within continuing professional education system, are provided.

scholarly journals Who will work in libraries? Employers’ requirements and professional education paradoxes

2016 ◽  
pp. 56-62 ◽  
Author(s):  
Marina Rassadina
Keyword(s):  
Social Status ◽  
Education System ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Further Development

The issues of training librarians for modern libraries are discussed. Main problems of continuing professional education are defined, the need for secondary professional education further development and the interaction within the education system are proved. The author argues that librarians’ social status has to be increased.

scholarly journals Colombian English Teachers’ Professional Development: The Case of Master Programs

2018 ◽  
Vol 20 (1) ◽  
pp. 103-119 ◽  
Author(s):  
John Jairo Viáfara ◽  
José David Largo
Keyword(s):  
Professional Development ◽  
Language Policy ◽  
Research Work ◽  
English Teachers ◽  
Survey Study ◽  
Degree Programs ◽  
Graduate Courses ◽  
School Communities ◽  
Master Degree ◽  
Teachers Professional Development

Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants’ pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants’ overarching categories of development. Challenges to respondents’ integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.

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