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TRAINING GAPS ANALYSIS FOR LIBRARIANS AND LIBRARY TECHNICIANS 8Rs Research Team Ernie Ingles Kathlee

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Ernie Ingles. Kathleen De Long. Allison Sivak. CANADIAN LIBRARY ASSOCIATION. June 17, 2006 ... Study proposed by CLA to Cultural Human Resources Council ... – PowerPoint PPT presentation

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Title: TRAINING GAPS ANALYSIS FOR LIBRARIANS AND LIBRARY TECHNICIANS 8Rs Research Team Ernie Ingles Kathlee


1
TRAINING GAPS ANALYSIS FOR LIBRARIANS AND
LIBRARY TECHNICIANS 8Rs Research Team Ernie
Ingles Kathleen De Long Allison Sivak CANADIAN
LIBRARY ASSOCIATION June 17, 2006
2
INTRODUCTION
  • Study Purpose Investigate questions around
    library education-industry match, both for
    professionals (Masters level programs) and for
    paraprofessionals (Library Technician programs)
  • Study proposed by CLA to Cultural Human Resources
    Council
  • Funded by Human Resources and Skills Development
    Canada through Sector Council Program

3
CONTEXT LIS EDUCATION TRAINING
  • LIS education considerations
  • Library education key point of entry into the
    field of library and information studies (LIS)
  • Roles for
  • Education versus training
  • MLIS versus LIT programs
  • Formal education versus professional development
  • Competing stakeholder interests
  • Labour Market
  • Students
  • Profession / ALA Accreditation
  • Graduate Studies
  • Parent Post-secondary Institution

4
METHODS
  • Textual Analysis
  • curriculum, professional development
  • Employers Surveys
  • Phase I (n461)
  • Phase II (n58)
  • Competency Needs Assessments of LIS education
  • MLIS Deans/Directors and LIT Program Heads
    Interviews
  • Program Foci Program Change Program
    Accessibility
  • Current Student Survey MLIS (n354) LIT (n503)
  • Demographic, Work, and Educational Background
    Career / Program / Employment Choices Program
    Accessibility Competency Interests/Provision
  • Employee Survey (n4693) recent MLIS grads
    (n272) recent LIT grads (n139)
  • Demographic, Work, and Education, Background
    Career and Program Choices Competency
    Development and Assessment of Education

5
Figure C.5 Major Reasons for Choosing
Professional Librarian Career Current MLIS
Students, Recent and Other MLIS Graduates)
6
Figure C.6 Major Reasons for Choosing Library
Technician Career Current LIT Students (n450)
7
LIS STUDENT / RECENT GRAD PROFILE
  • Female predominance
  • LIT students/grads older than MLIS students/grads
  • Low visible minority representation (lt natl
    average)
  • Roughly 1 in 5 MLIS students/grads w/other
    graduate degree
  • Roughly 1 in 20 MLIS students/grads w/LIT
    diploma/certificate
  • 3 in 10 current LIT students and 4 in 10 recent
    grads w/university degree
  • 4 in 10 MLIS, 3 in 10 LIT students currently
    working in library
  • Greater likelihood of moving from Library
    Assistant to MLIS than from Library Technician to
    MLIS

8
PROGRAM ACCESSIBILITY
  • 2 in 3 MLIS and LIT students chose school because
    of convenient geographical location
  • 3 in 5 chose school due to desirable geographic
    location
  • About 3 in 5 students chose program because the
    curriculum topic(s) suited interests
  • About 2 in 5 chose program / school due to good
    reputation
  • 1 in 4 students chose their program due to
    affordability (excluding scholarships)
  • Vast majority of students perceive entrance
    requirements to be appropriate (85 of MLIS and
    93 of LIT)
  • 72 MLIS and 80 LIT view program delivery
    options sufficient.
  • Primary suggestion increase distance education

9
MLIS EDUCATION-EMPLOYER COMPETENCY NEED MATCH
  • Employers stated important and difficult to
    fulfill competencies
  • Leadership potential 42
  • Managerial skills 40
  • Ability to respond flexibly to change 39
  • Students perceived most important and
    inadequately provided competencies
  • Business skills 32
  • Leadership skills 24
  • Managerial skills 22

10
Figure E.7 Evaluations of MLIS Program Current
MLIS Students (n314) and Recent MLIS Graduates
(n213)
11
Figure E.9 Top Suggestions for How to Improve
MLIS Programs Current Students (n239), Recent
MLIS Graduates (n213) and Phase I Employers
(n181)
12
SYSTEM CHANGE MLIS Programs
  • Little formal educator-employer communication
  • Educators acknowledge need to improve
  • MLIS programs need to meet needs of multiple
    stakeholders
  • different library sectors
  • local vs international employers
  • Reliability of info on emerging competencies?
  • Consensus on importance of managerial skills,
    however
  • Student-as-consumer
  • Professions unrealistic expectations of
    entry-level education?
  • Understanding of education vs. training
    (educators, employers)
  • Increasing distance education opportunities while
    ensuring program quality
  • Potential for collaboration through Canadian
    Council of Information Studies
  • University systems of promotion that undervalue
    community service
  • Lack of contact with LIT programs 2 educational
    solitudes


13
LIT Competency Match
  • Employers stated important and difficult to
    fulfill competencies
  • Ability to respond flexibly to change
  • IT skills
  • Public service skills
  • Ability to deal with range of users
  • Entrepreneurial skills
  • Students perceptions of important competencies
    not provided in program
  • Business, leadership or managerial skills less
    than 10

14
Figure F.7 Evaluations of LIT Program Current LT
Students (n425) and Recent LT Graduates (n84)
15
Figure F.9 Top Suggestions for How to Improve
LIT Programs Curr. Students (n245), Recent
Grads (n49) and Employers (n30)
16
CONTINUING EDUCATION, TRAINING AND PROFESSIONAL
DEVELOPMENT
Figure G.2 Organization Provides Sufficient
Opportunities to Participate in Training by
Library Sector Professional Librarians (n1,897)
and Paraprofessional Staff (n1,897)
17
LIBRARIAN TRAINING
18
PARAPROFESSIONAL TRAINING
19
LIBRARY ASSOCIATION TRAINING
Figure G.5 Types of Training Offered by Library
Associations (n20)
20
LIBRARY ASSOCIATION TRAINING
Figure G.4 Association Professional Development
Formats (n53)
21
BROAD RECOMMENDATIONS
  • To meet need for more diverse workforce
  • educators to employ recruitment and marketing
    strategies designed for diversity
  • Visible minorities
  • Immigrants
  • Dynamic workforce
  • Variety of background credentials
  • Need to rectify current stereotypical images of
    librarianship
  • Library community
  • Library associations
  • Recruitment process to LIS programs
  • Facilitate and foster aptitudes through
    curriculum and employers recruitment criteria /
    workplace practices
  • More education and training in leadership /
    management

22
BROAD RECOMMENDATIONS
  • Continuous IT training in programs and
    professional development
  • Programs, employers, and associations should meet
    regularly, on a formal basis to discuss changing
    competencies and needs for education and training
    diversity
  • Examine methods of estimating future size of
    labour market

23
Recommendations for MLIS and LIT Education
Programs
  • LIS programs consider diversity programs for
    Canadian and international students
  • Educators enhance distance delivery options where
    feasible
  • Educators market and recruit keeping in mind the
    personal competencies important for success in
    the field
  • Educators consider how personal competencies are
    being fostered and developed through the
    curriculum
  • Educators enhance their formal avenues for
    learning about the needs of employers, such as
    conducting focus groups or surveys
  • MLIS and LIT programs have greater contact to
    discuss the foci of their programs and curricula,
    and how they are addressing core competencies

24
Recommendations for LIT Programs
  • LIT program heads assess the balance and
    integration of course offerings
  • generalist, IT, public service, and
    communications skills
  • LIT program heads create formal national-level
    venues for interaction, to identify trends in
    library technician competency requirements
    regionally, provincially and nationally

25
Recommendations for MLIS Programs
  • Personal aptitudes and professional potential of
    applicants beyond academic achievement (GPA)
    should given consideration
  • Programs communicate to students and employers
    the purpose and functions of entry-level
    education
  • Greater level of management and leadership
    courses or content
  • Balance between traditional skills with
    emerging competency needs of the labour force
  • Evaluation of management and IT courses in
    consultation with employers
  • Enhanced course work applicable to specific
    practice settings
  • Deans/Directors use CCIS for collaborative
    opportunities
  • Student involvement in educator-employer meetings
    may provide greater awareness of workplace
    realities

26
Recommendations for Employers
  • Employers consider how they recruit for / foster
    personal and professional competencies
  • Training needs of all paraprofessionals (library
    technicians and others) are duly considered and
    enhanced
  • Employers examine management training needs and
    enhance opportunities, either internally or
    through external sources
  • Employers address the need for leadership
    professional development
  • experiential learning models such as leadership
    institutes or leadership forums
  • partnering with associations and/or other
    institutions where appropriate

27
Recommendations for Employers (cont.)
  • Employers proactively communicate with LIS
    programs re
  • emerging competency needs
  • for specific areas of curriculum (e.g. IT,
    management)
  • Employers proactively communicate with
    associations / organizations offering PD re
  • emerging competency needs in general
  • specific areas of coursework

28
Recommendations for Practitioners
  • Staff actively pursue experiential leadership
    opportunities
  • library association boards or committees
  • participating in the governance of organizations
  • Recommendations for the Entire Library Community
  • Scholarships be increased to enhance diversity
  • Market the profession continuously through
    diverse avenues, to raise its profile and
    communicate the opportunities for professional
    and paraprofessionals in libraries and other
    types of workplaces

29
Recommendations for Associations
  • Associations providing PD
  • ensure distance education opportunities are
    widely available for all types of library staff
  • establish formal communication with one another,
    to gain understanding of areas of focus and to
    avoid overlap in course offerings
  • Associations look at existing models for the
    self-assessment of professional development needs
  • Investigate formal frameworks for recognizing
    members who meet the standards of the
    associations scheme (e.g., Australian Library
    and Information Association)

30
Recommendations for Associations (cont.)
  • Associations develop national-level venues to
  • promote educator-employer interactions
  • exchange information
  • clarify roles for education and training
  • Associations collect and disseminate information
    about skills gaps (identified through research or
    user demand)
  • The CLA / ASTED review and revise the Guidelines
    for LIT Programs on a regular basis

31
Whats Next?
  • 2007 monograph of responses to the 8Rs study data
  • Publisher CLA
  • U.S. study funded by the IMLS on workforce
    issues

32
Report Released August 2006 Order from
CLA Questions? ernie.ingles_at_ualberta.ca kathlee
n.delong_at_ualberta.ca allison.sivak_at_ualberta.ca
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