a framework for lifelong learning and teaching: the competencies paradigm and library associations

A.M.Tammaro New Librarians Global Connection, Oct. 26th, 2015

A framework for lifelong learning and teaching: the competencies paradigm and

Library Associations

Anna Maria Tammaro(IFLA Library Theory and Research Section)

October 26th, 2015


Outline

● International dimension of the librarians● Prior research on equivalency and reciprocity of

LIS education● Learning outcomes and competencies● Cooperation standards & tools ● Individual responsibility & relationship● Transparency & recognition● IFLA role? Library Associations role


Internationalising the profession

Local & Global Accreditation & RecognitionGlobal

Local

Mobility

Comparison and Improvement

AccreditationRecognition

Harmonised core content

Learning outcomes

International Quality indicators

Distance learning

Labour market

Joint courses

National Quality indicators

Cooperation and mutual recognition

Library Associations role

ECTS, ECVET

European Qualification Framework

Body of knowledge

Lifelong learning

Competencies


Equivalency and Reciprocity & LIS Professional Education

● Prior Research on Equivalency● No unique model for Quality Assurance

● Anglo-American model:

● Accreditation● Certification● Graduate (Master’s Degree) Programs


Equivalency and Reciprocity & LIS Professional Education

● Prior Research on Equivalency● Other Global Models

● Adoption of Anglo-American model● Undergraduate degree model● iSchool model


Paradigm Learning outcomes/Competencies

● Lifelong Learning and Continuous Professional Development

● Skills and knowledge essential for the successful library and information professional in the twenty-first century

● Aims to enhance the comparability of learning outcomes, especially if described as competencies that are relevant for academic or professional practice.


What competencies are and are not

● They include skills, knowledge and attitudes demonstrating excellent performance

● Spencer and Spencer (1993) define competency as basic features of a person which is associated with a superior performance in a situation.

● Competency is the skills and knowledge an employee gains to optimize her/his personal development and job growth Lorriman (1997)

They do not include knowledge but the manifestation of knowledge application which produces success

They include skills but only the manifestation of skills which bring to success

Competencies do not include work activities but are observable behaviours in these activities


Cooperation between many actors

● What if there is a cooperation gap?

Librarians Library Schools

GovernmentEmployers

Library Associations role?


Individual responsibility &social relationship

● Librarians have to take a personal responsibility for developing their own skills, competence and career continually

● Level of competencies and Continuous Development Plan negotiated with employers

● Benefits of a competency framework and of intermediaries (coaches, mentors, facilitators, etc.)


Transparency

● Actors should collaborate transparently on shaping the competencies paradigm

● When the actors think (and act) together they need standards, common frameworks and tools:

● Registry of qualifications● Body of knowledge, competencies frameworks● Credits framework


Recognition

● The increasing need to obtain national recognition of foreign qualifications has posed challenges to national recognition bodies.

● Recognition leads to administrative and legal problems for the individuals concerned.


Is there a IFLA role?

● Assure transparency● Guidelines for Professional

Library/Information Educational Programs

● Guidelines for Continuing Professional Development Best practice

● Subject benchmarking

● Guidelines for Information Literacy for Lifelong Learning

● Foster cooperationWorld Guide to Library, Archive and Information Science Education

● Facilitate equivalency & recognition

● International Guidelines for Equivalency and reciprocity of Qualifications for LIS Professionals. Draft guidance document for transparency, equivalency and recognition of qualifications


Professional knowledge body

1. The Information Environment, Societal impacts of the information society, Information Policy and Ethics, the History of the Field

2. Information Generation,Communication and Use

3. Assessing Information Needs and Designing Responsive Services

4. The Information Transfer Process

5. Information Resource Management to include Organization,Processing, Retrieval,Preservation and Conservation of Information

6. Research, Analysis and Interpretation of Information

7. Applications of Information and Communication Technologies to all facets of Library and Information Products and Services

8. Knowledge Management

9. Management of Information Agencies

10.Quantititive and Qualitative Evaluation of Outcomes of Information and Library Use

11. Awareness of Indigenous Knowledge Paradigms


Supporting Library Associations

● IFLA supports and encourages library institutions and associations to have a role in Continuing Professional Development and facilitating recognition of qualifications


References

● IFLA Guidance document for recognition of qualifications http://www.ifla.org/files/assets/set/Guidance_document_for_recognition_of_qualifications_2009-3.pdf

● IFLA Guidelines on Information Literacy for Lifelong Learning www.ifla.org/files/assets/.../ifla-guidelines-en.pdf

● IFLA Continuing Professional Development: Principles and Best Practice http://www.ifla.org/publications/continuing-professional-development-principles-and-best-practices

● IFLA Guidelines for Professional Library/Information Science Programs http://www.ifla.org/publications/guidelines-for-professional-libraryinformation-educational-programs-2012

● Lorriman, John (1997). Continuing Professional Development: a Practical Approach. Managing your CPD as a professional engineer, London, IEE

● Lyle M. Spencer, Jr., and Signe M. Spencer. Competence at Work (1993). New York: Wiley

http://www.ifla.org/files/assets/.../ifla-guidelines-en.pdf