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Newsletter of the Round Table on Continuing Professional Education (CPERT)April 2000CPERT Round Table Medium Term Programme 1998-2001Scope statementThe Round Table on Continuing Professional Education (CPERT), established under the Section on Education and Training (SET), works to encourage and develop continuing professional education (CPE) programmes for information and library personnel and to provide a focal point for relevant activities.New trends in information sources, technology, users' needs and management of libraries and information services emphasise the requirement for continuing education and retraining. The Round Table brings together those interested in and/or responsible for providing delivery systems for continuing education, persons interested in improving the quality of continuing education, etc. Goals, 1998-2001 - Action Plans, 1998-1999
Action Plans, 1998-1999
Our response is that the 4th World Conference on Continuing Professional Education will be held in conjunction with the IFLA Conference in Boston. A 5th World Conference is being planned for Scotland. To 1b: We regularly hold open meetings of CPERT and our program in Bangkok was especially well attended.
The Journal of Academic Librarianship, Vol 26, no. 1, January 2000
Distance Education has been a part of higher education for years. Chatauqua, that venerable intellectual and education retreat in New York, granted bachelor of arts degrees through distance education at the turn of the last century. What is new to distance education is the Internet. Despite the hype and program failures, the most amazing aspects of this digital education movement are how fast it has occurred and how it is changing the delivery of education for many individuals. Already the literature of even one to two years ago is outdated, and some of the promises suggested by the authors were never met, whereas others have been surpassed. This issue of the Journal of Academic Librarianship devotes articles and one essay in the "Perspectives On" column to distance education. The papers illustrate the success of digital education and the unfolding of more virtual universities. Perhaps some faculty and others might remain skeptics, yet the papers presented here indicate that key stakeholders, such as businesses, accrediting bodies, and state legislatures, are not.
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TRAINING CENTER Rudomino School VGBIL: Development Strategy By Natalia V. Jadko, Moscow |
From 1997 to 1998 Rudomino School organized a training session of regional partners from libraries and other educational institutions. It made possible the organization of professional networks in the frameworks of regional training center projects in Novosibirsk, Nizhni Novgorod, Tver and Bryansk. These projects were supported by Network Library Program OSI (Moscow - Budapest). The aim of the project is activation of regional resources for forming continuing training of librarians in management and introducing the application of up-to-date technologies in library activities. In 1998 Rudomino School began to work together with a regional Section of OSI in working out and organizing pilot training programs for CIS libraries (Uzbekistan, Tadzhikistan, Kirgizstan, Azerbaijan). We consulted with national experts and prepared various base-training programs, including seminars and practice.
The two - year project "Internet for Access to Information in Libraries" was worked out and put into practice in the Rudomino School (Russia) and the Mortinson Center (USA) in 1998 - 1999. In the course of this project twenty-four librarians from 12 Russian regions were trained to use up-to-date technologies in Russia and USA. Some of them have launched projects of their own. The Rudomino School has taken an active part in the activities aimed at training personnel for the international conference CRIMEA IFLA. The activities of Rudomino School are financed mainly with grants. The consultations of library specialists at the Rudomino School are free of charge.
Basic training programs were formed and approved, the circle of regional and international partners defined, key education requirements analyzed in 1996-1999. That's why the following strategy directions were selected.
Workshop Themes "LIBRARY CHANGE MANAGEMENT"- Three-day training course on strategic planning, library change management and project management.
" LIBRARY FUNDRAISING" - Three-day intensive training course on fundraising principles and methods of interaction with charity foundations, grant-writing.
"HUMAN RESOURCE MANAGEMENT" - Two-day intensive training course to train library managers to analyze the principles of HR management, selecting people for project teams, employment.
"THE PARTNERSHIP OF LIBRARIES AND OTHER CULTURAL AND SOCIAL INSTITUTIONS" Three-day training workshop for library managers and representatives of local authorities. This workshop will provide ideas, problems and benefits of social partnership. Participants will determine possibilities and prospects for collaboration, using the experience of Rudomino School projects.
Workshop Description: While discussing the workshop the question of the up-to-date condition of continuous library education in regions of Russia and countries of the former Soviet Union will be considered. Alongside these issues, we will discuss the development strategy of library education in the context of professional higher education, role of courses "Organisation of Library Service." Special attention will be given to participants training in planning methods and analysis of long-term results of professional training.
Course description: the aim is to create conditions for continuing education of faculty members on LIS Education. The program includes various courses on management of the training process, training methodology, new technologies applied to it, up-to-date principles of training preparation. Leading Russian and foreign specialists are invited. Working language is Russian.
Participant Profile: participants will be selected on a competitive basis. Meals and travel will be paid for selection passers. Participants have to be teachers, lecturers or consultants from universities, colleges and training centers, up to the age of 35.
For more information contact: 109798, Moscow, Nikoloyamskaya 1, Rudomino School, VGBIL or e-mail to ars@libfl.rub. Course coordinator: Ms Olga Arsenieva.
Excerpted with permission for The IFLA CPERT Newsletter by John F. Harvey, Editor
This paper is excerpted from the twentieth annual statistical report on library and information (LIS) education published by the Association for Library and Information Science Education (ALISE). Its purpose is to compile, analyze, interpret, and report statistical (and other descriptive) information about library/information science programs offered by library schools that are members of ALISE. The Statistical Report is published as a service to the Association membership. A Database is produced as a means of collecting the data systematically and making it available to researchers and administrators in a manipulable format. Together, the Report and Database support the mission and goals of ALISE through the provision of empirical data on the state of LIS education in member schools and by documenting trends in curriculum change, funding, continuing education, and other aspects of LIS education. Selected tables are reproduced in this excerpted report but others are available only in the original. For the selected tables reproduces here the original table numbers are retained.
About This Report. The 1999 edition numbers 287 pages and reports information about the 56 member schools offering degree programs in library and information science that have been accredited by the Committee on Accreditation (COA) of the American Library Association (ALA). Any researcher or administrator wishing a copy of the data now available in database format may request it directly from the editors (daniel@ils.unc.edu or saye@ils.unc.edu ). It can be made available on disk in compressed format for cost. A database service is also available whereby key variables can be selected and specialzed tables created for a selected set of peer schools.
Use of the Report. The 1999 Report presents a snapshot of LIS education. We believe the data provided here are of value to researchers, administrators, faculty, students and the LIS press. The data may be used to examine a single school by accumulating the data points throughout the Report. The data may be used to compare a school's relevant statistics to peer schools or to the field as a whole. It may be used to draw attention to competitive emphases and benefits of particular programs. It may also be used to examine key variables over time or combinations of such variables. Howard White, in the 1998 Summary and Comparative Analysis chapter, demonstrates how the data may be used to consider distinguishing characteristics of the "best" LIS programs as reported in rankings like those provided by the US News and World Reports. And the data help all of us monitor the overall health of LIS education.
Forty-eight of the 56 schools with ALA-accredited programs in library and information studies submitted data on their 1997-98 continuing education (CE) activities, as opposed to 44 last year. The nine that did not provide information, or reported no activity for the year were: Alabama, Albany, Arizona, California-Berkeley, Dominican, Indiana, Montreal, Queens, and Syracuse.
Continuing Education Events. -- Continuing professional education offered by library and information studies programs exhibits a wide array of formats. Length of offerings reported this year range from less than one-hour colloquia to a 96-hour "short course." Participation may be recorded as simple enrolment counts, or may be recognized though the awarding of Continuing Education Units (CEU's) or academic credit. Below, data on the on-credit events and credit bearing courses are tabulated and discussed separately.
Table V-1
Number, Duration, and Enrolment in Non-Credit Continuing Education Events
1997-98
(n = 48)
ALA Schools | Number of Events | Contact Hours | Attendance |
Total | 804 | 5,476.5 | 20,438 |
Table V-2 summarizes non-credit continuing education by type of activity. As in previous years, workshops were the prevalent mode of delivery, and the general pattern of offerings did not change much. One difference in the 1997-98 year is notable: on-campus activities rose to 81% from 74% last year, and alternative delivery edged up only slightly in proportion to the total. The %age of events for which Continuing Education Units (CEU's) were offered barely changed, dropping from 37% to 36%. CEU's are a standard way of reporting non-credit continuing education, and awarding them constitutes a kind of seal of quality.
Table V-2
Summary of Non-credit Continuing Education Events in Reporting ALA Schools
By Type of Activity, 1997-98
(n = 48)
Non- Credit Activity | Number Held | Contact Hours | Attendance | Programs Offering CEU's | Number Held On-Campus | Number Held Off-Campus | Delivered by Alternative Method |
Institute Symposium Conference Forum | 76 | 639.5 | 4,354 | 45 | 58 | 16 | 2 |
Workshop | 367 | 2,405 | 5,699 | 131 | 306 | 57 | 4 |
Seminar | 56 | 459 | 2,053 | 41 | 44 | 11 | 1 |
Colloquium Lecture | 152 | 294 | 5,777 | 3 | 138 | 7 | 7 |
Short Course | 46 | 894.5 | 1,109 | 32 | 28 | 3 | 15 |
Tutorial or Individualized Instruction | 47 | 361 | 455 | 3 | 44 | 0 | 3 |
Other | 60 | 423.5 | 991 | 31 | 31 | 24 | 5 |
Total | 804 | 5,476.5 | 20,438 | 286 | 649 | 118 | 37 |
Table V-5
Summary of Credit Course Offerings for Continuing Education in Reporting ALA Schools
1997-98
(n = 11)
Credit Activity | 1 Credit Hour | 2 Credit Hours | 3 Credit Hours | Total Number of Events | Total Enrolled | Number Held On-Campus | Number Held Off-Campus | Number Delivered by Alternative Methods |
1-2 Week Short Course | 30 | 5 | 5 | 40 | 719 | 31 | 9 | 0 |
3-4 Week Short Course | 5 | 0 | 6 | 11 | 124 | 6 | 5 | 0 |
5-6 Week Short Course | 4 | 0 | 0 | 4 | 60 | 4 | 0 | 0 |
7+ Week Short Course | 2 | 0 | 9 | 11 | 164 | 6 | 5 | 0 |
Evening | 10 | 0 | 26 | 36 | 355 | 30 | 1 | 5 |
Weekend | 32 | 1 | 3 | 36 | 644 | 30 | 6 | 0 |
Other | 11 | 6 | 21 | 38 | 474 | 11 | 0 | 27 |
Total | 94 | 12 | 70 | 176 | 2,540 | 118 | 26 | 32 |
The Continuing Education Environment. -- Until last year, data on the geographic origin of participants and the sources of financial support for continuing education programs were tabulated by school. From last year on, these data are being aggregated. Changes from year to year have been relatively slight in the past, and it is easier to discern overall patterns when the information is summarized. A further table shows that the audience attracted to the schools' continuing education events was largely local. The pattern of distribution is very similar to that of previous years.
Of the 41 schools reporting the geographical distribution of their continuing education clientele, 37 (90%) drew at least half of their attendees from the local and state area. Illinois was again an exception, reporting that 100% of participation was national and/or international. Schools were asked to indicate %ages of funding sources: for salaries for the CE portion of administrators and support staff, for stipends or salaries of instructors, for travel, facility rental, and other direct costs (the use of one's own facilities is excluded).
Table V-8
Summary of Methods of Determining Compensation of
Continuing Education Program Faculty in Reporting ALA Schools
1997-98
(n = 47)
Method of | Non-Credit Activities | Credit Courses | ||
Compensation | Schools' Own Faculty | Outside Instructors | School's Own Faculty | Outside Instructors |
Negotiated | 12 | 23 | 5 | 5 |
Flat Fee | 15 | 28 | 2 | 5 |
Formula | 4 | 4 | 3 | 2 |
Part of Teaching Load | 14 | 0 | 2 | 0 |
Table V-10
Summary of Methods of Administration and Coordination of Continuing Education Activities in Reporting ALA Schools
1997-98
(n = 47)
Method | Total Program | Individual Activities | ||
Administered | Coordinated | Administered | Coordinated | |
a. Library School Coordinator (other than d, e, or f) | 12 | 17 | 13 | 19 |
b. University Office of CE or Extension | 5 | 6 | 1 | 6 |
c. Faculty Committee | 4 | 5 | 3 | 6 |
d. One faculty member as Permanent administrator | 8 | 5 | 3 | 4 |
e.Faculty rotate | 2 | 1 | 4 | 6 |
f. Dean or director | 19 | 6 | 7 | 6 |
Eleven schools had clearly designated continuing education coordinators/administrators as judging by the titles of those who completed the continuing education questionnaire. These 11 schools were: Emporia, Maryland, Michigan, Pittsburgh, Pratt, Rhode Island, Rutgers, Tennessee, Toronto, Washington, and Wisconsin-Madison. Several other schools assigned the continuing education responsibility to the same administrative assistant or faculty member as in the preceding year: Iowa, Puerto Rico, Simmons, and Wisconsin-Milwaukee.
Summary -- If contact hours for non-credit offerings and credit hours for academic courses are taken as measures of effort in providing continuing education, 10 schools fall into the top six in one or both categories: Kent State, Michigan, Missouri, Pittsburgh, Rutgers, Southern Connecticut, Toronto, Washington, Wisconsin-Madison, and Wisconsin-Milwaukee. Of these ten schools, six have individuals whose titles indicate that they are specifically responsible for the continuing education program. Half of these schools depend on fees to finance the programs 95 to 100% of the time, while the others derive 65 to 85% from fees. Half of the ten award CEU's for non-credit activities.
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Prudtikul, S. A survey of the institutions in Asia and the Pacific offering library and information studies through distance learning (paper presented at the conference Planning Human Resource Development for Information Societies, March 1997, Bangkok, Thailand) charts Educ Inf v16 no3 p209-18 S '98
Puchalski, J. Program TEMPUS: new perspectives in the field of library and information sciences) TransEuropean Mobility Program for University Studies, Bibliotekarz v60 no6 p23-6 '93
Qari, A. A. Electronic library and library and information science departments in the Arabian Gulf region, charts J Educ Libr Inf Sci v39 no1 p28-37 Wint '98
Reddy, M. S. Library and information science teaching and research (seminar, Hyderabad, India, April 1996) Her Libr Sci v35 no3-4, p236-9 Jl/O '96
Rehman, S. and others. Competences for future library professionals of academic libraries in Malaysia. Bibl charts Libr Rev v46 no6 p381-93, '97
Rehman, S. and others. Differentiated competencies for graduate and undergraduate levels: needed transformation of the information study programs (in the Persian Gulf region) charts Educ Inf v16 no1 p9-28, Mr '98
Reid, D. Staples or strawberries? Competencies for a new working and learning environment (Australian library competency standards; paper presented at the FID Training and Education Seminar, Oct '96) bibl chart Livri v47 p77-86, Je '97
Richardson, J. V., Education for library and information science in Russia: a case study of the St. Petersburg State Academy of Culture. Charts J Educ Libr Inf Sci v39 no1 p14-27 Winter '98
Rochester, M.K. Australia as an information society: adapting the curriculum in library schools in the 1970s and early 1980s (In Forum on Australian Library History 6th: 1995: Monash University). Instruction and amusement, Ancora Press 1996 p91-102.
Rubin, R. Foundations of library and information science. Neal-Schuman 1998 495p
Sengupta, S. and Umarani, A. "What" and "Why" of information technology in LIS education Her Libr Sci v35 no1-2 p73-7 Ja/Ap '96
Stilwell, C. First professional, in-service and continuing education and training: provincial library staff perceptions (results of a survey of librarians in South Africa) bibl S Afr J Libr Inf Sci v65 no4 p207-17 D '97
Szerafin-Szabolcsi, A. and Tanyi-Kocsis, A. Teaching information sources and business information sources and services at the Department of Library and Information Sciences at Gyorgy Bessenyei Teachers' Training College (in Hungary) Educ Inf v15 no3 p235-9, O '97
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Van Aswegen, E. S. Menials or managers? A decade of library and information science education at the Cape Technikon bibl charts S Afr J Libr Inf Sci v65 p53-61 Mr '97
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Volodin, B.F. Russian library history in a European context (translated and reprinted from Istoriia Bibliotek: Issledovaniia, Materialy, Dokumenti '96) Libr Hist v14 no1 p23-9 My '98
"We don't feel at all old: fifty years of the College for Library Studies in Stuttgart" selected conference papers; special issue Buch Bibl v45 p112-16+ F '93
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Wilson, P. and others. Audiovisual management education: an Australian initiative (at the University of New South Wales School of Information, Library and Archive Studies) Audiov Libr v23 p175-81 Ag '97
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Winston, M. D. The role of recruitment in achieving goals related to diversity (in academic libraries) Coll Res Libr v59 no3 p240-7 My '98
Womack, K. and Goldberg, T.M. Resume content: applicants' perceptions. Charts Coll Res Libr v58 p540-9 N '97
Zimmerman, N. P. and Jorgensen C. L. Seizing the day: a case study of one school's core curriculum revision process (SUNY Buffalo; paper presented at the 1997 ALISE Conference) J Educ Libr Inf Sci v39 no2 p134-47 Spr '98
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