A Review of Progress in Digital Library Education

2009 ◽  
pp. 533-542 ◽  
Author(s):  
Yongqing Ma ◽  
Warwick Clegg ◽  
Ann O’Brien
Keyword(s):  
Digital Library ◽  
American Library Association ◽  
Current Status ◽  
American Library ◽  
Library Education ◽  
Recent Developments ◽  
Information Professionals ◽  
Standard Models

In this entry, we review the history, development and current status of digital library (DL) courses and programmes now being offered, mainly by universities/institutions with accredited programmes or courses by CILIP (the Chartered Institute of Library and Information Professionals) and ALA (American Library Association), and review the latest thinking and potential curriculum developments on the topic of how best to educate and train digital librarians. Trends in digital library education (DLE) are presented including: Data from four major and earlier studies relating to DLE, Main survey date: institutions offering DL programmes /courses as at the end of October 2006, Recent developments of DL curriculum (potential standard models) as at the end of June 2007.

scholarly journals Educating Assessors: Preparing Librarians with Micro and Macro Skills

2016 ◽  
Vol 11 (2) ◽  
pp. 74 ◽  
Author(s):  
Rachel Applegate
Keyword(s):  
Professional Development ◽  
Core Competencies ◽  
American Library Association ◽  
Library Science ◽  
Skill Sets ◽  
American Library ◽  
Library Education ◽  
Library Assessment ◽  
Assessment Skills ◽  
Bodies Of Evidence

Abstract Objective – To examine the fit between libraries’ needs for evaluation skills, and library education and professional development opportunities. Many library position descriptions and many areas of library science education focus on professional skills and activities, such as delivering information literacy, designing programs, and managing resources. Only some positions, some parts of positions, and some areas of education specifically address assessment/evaluation skills. The growth of the Library Assessment Conference, the establishment of the ARL-ASSESS listserv, and other evidence indicates that assessment skills are increasingly important. Method – Four bodies of evidence were examined for the prevalence of assessment needs and assessment education: the American Library Association core competencies; job ads from large public and academic libraries; professional development courses and sessions offered by American Library Association (ALA) divisions and state library associations; and course requirements contained in ALA-accredited Masters of Library Science (MLS) programs. Results – While one-third of job postings made some mention of evaluation responsibilities, less than 10% of conference or continuing education offerings addressed assessment skills. In addition, management as a topic is a widespread requirement in MLS programs (78%), while research (58%) and assessment (15%) far less common. Conclusions – Overall, there seems to be more need for assessment/evaluation skills than there are structured offerings to educate people in developing those skills. In addition, roles are changing: some of the most professional-level activities of graduate-degreed librarians involve planning, education, and assessment. MLS students need to understand that these macro skills are essential to leadership, and current librarians need opportunities to add to their skill sets.

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