Delivering Lifelong Continuing Professional Education Across Space and Time: The Fourth World Conference on Continuing Professional Education for the Library and Information Science Professions 9783110948585, 9783598218286

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International Federation of Library Associations and Institutions Fédération Internationale des Associations de Bibliothécaires et des Bibliothèques Internationaler Verband der bibliothekarischen Vereine und Institutionen ME*AyHapoÄHa* CAepautui EH6^MOTCIX AccouHauHfl H YMPOKACHHA

Federación Internacional de Asociaciones de Bibliotecarios y Bibliotecas

I FLA Publications 98

Delivering Lifelong Continuing Professional Education Across Space and Time The Fourth World Conference on Continuing Professional Education for the Library and Information Science Professions

Edited by Blanche Woolls and Brooke E. Sheldon

K G - Saur

München 2001

IFLA Publications edited by Carol Henry

Recommended catalogue entry: Delivering lifelong continuing professional education across space and time / The Fourth World Conference on Continuing Professional Education for the Library and Information Science Professions. Ed. by Blanche Woolls and Brooke E. Sheldon. [International Federation of Library Associations and Institutions], München : Saur, 2001, XII, 283 p. 21 cm (IFLA publications ; 98) ISBN 3-598-21828-1

Die Deutsche Bibliothek - CIP-Einheitsaufnahme Delivering lifelong continuing professional education across space and time / The Fourth World Conference on Continuing Professional Education for the Library and Information Science Professions. Ed. by Blanche Woolls and Brooke E. Sheldon. [International Federation of Library Associations and Institutions]. München : Saur, 2001 (IFLA publications ; 98) ISBN 3-598-21828-1

Printed on acid-free paper The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences - Permanence of Paper for Printed Library Materials, ANSI Z39.48.1984. © 2001 by International Federation of Library Associations and Institutions, The Hague, The Netherlands Alle Rechte vorbehalten / All Rights Strictly Reserved K. G Saur Verlag GmbH München 2001 Printed in the Federal Republic of Germany All rights reserved. No part of this publication may be reproduced, stored in a retrieval system of any nature, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. Printed / Bound by Strauss Offsetdruck, Mörlenbach ISBN 3-598-21828-1 ISSN 0344-6891 (IFLA Publications)

TABLE OF CONTENTS

Acknowledgements

viii

Foreword

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WEDNESDAY, August 15,2001 INAUGURATION OF CONFERENCE Welcome: Brooke E. Sheldon

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Elizabeth Stone

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CREATING THE DELIVERY MECHANISMS: EFFECTS OF NEW TECHNOLOGIES FIRST PLENARY SESSION: Keynote Address: Continuing Professional Education: Towards Evidence-Based Practice Dr. Ken Haycock

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Concurrent Sessions: North American Models of Internet-Delivered Continuing Professional Education: Are They Exportable? Jana Varlejs

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Building a Plan to Deliver Lifelong Continuing Professional Education Across Space and Time Blanche Woolls

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Delivering Continuing Professional Library Education in Africa: The Technology Challenge Lesley Moyo

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Continuing Library and Information Science Professional Education Through the Virtual Campus Initiative Urna Kanjilal

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Group Mentoring for Librarianship Graduates: A Report on Outcomes Ann Ritchie and Paul Genoni

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Acquisition of Skills in Emerging Technologies through Continuing Professional Education: The Nigerian Perspective Oluremi Jegede

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A Proposed Model to Meet the Continuing Professional Educational Needs of Information Workers in South Africa Fransie Terblanche

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Self-Learning Platform: The Infodoc Courseware on CD-ROM and the Web Communication Augusta Maria Paci

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Learning and Instruction in a Learning Society: Contribution ofInformation Technology to Innovation in Library and Information Science Education Sirje Virkus The IASL Web Site in Lifelong Informal Continuing Professional Education of School Library Personnel Anne Clyde Distance Education in Lifelong Learning for Library and Information Science Professionals in the Perspective of Information Society Needs in Poland Maria Kocojowa

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83

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THURSDAY, August 16,2001 ENGAGING STAFF IN LIFELONG EDUCATION OVER SPACE AND TIME SECOND PLENARY SESSION: Concurrent Sessions: Development ofLibrary and Information Science Continuing Professional Education Network Centers in Hungary Mihaly Palvolgyi and Edit Csapo

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Assessment of Continuing Professional Education Needs and Preferences of Professional Public Librarians in Israel Gabriella Dotan

Ill

Flexible Staff: Implications for the Drive for Flexibility on the Changing Skills and Attributes in Higher Education Librarians Developing Hybrid Library Services Graham Walton and Catherine Edwards

123

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Preparing Librarians to Solve Problems Faced by International Students in American College and University Libraries Jebreel Arishee

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Library and Information Science Professionals in the Networked Learning Environment. ..142 Irene Wormell Meeting the Needs of Information Professionals for Lifelong Learning: The Employer's Challenge or Opportunity? Angela Bridgland How Graduate Library and Information Science Professionals Cope with Constant Need for Updating their Knowledge and Skills: A Croatian Case Taljana Aparac

151

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Predicting and Defining Lifelong Learning Needs for Continuing Professional Education Barbara Immroth

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The Role ofAcademic Institutions in the Continuing Professional Education of Librarians and Information Professionals Snunith Shoham

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Teaching "Organization of Information" through the Web Narumol Ruksasuk The Continuing Qualification ofLibrarians in Bulgaria: Policy and Ideas: The Creation of a Center for Continuing Professional Education Tatyana Yanikieva Information Technology Training Needs Assessment in Developing Countries: Socio-Political and Economic Transition Dianne Rusch-Feja

186

200

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FRIDAY, August 17,2001 WHERE DO WE GO FROM HERE? THIRD PLENARY SESSION: Concurrent Sessions: New Structures of Continuing Professional Education for Information Professionals in Developing Countries: Challenge ofKnowledge Management 218 Mohamed Benjelloun

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Fit to Practice? The Need for the Certification of Professional Knowledge and Competencies Patricia Layzell Ward Janus in South Africa: Building for the Future While Keeping an Eye on the Past Clare M. Walker

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Appendix A Understanding the Adult Learner Malcolm S. Knowles

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Appendix Β Strengthening the Quality of Continuing Professional Education Alan B. Knox

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Appendix C Greening OfLibrarianship: Charting A New Course for Continuing Library Education Duncan Smith Appendix D Training The Trainer: A Perspective From TheAlalClene-Rt Darlene B. Weingand Appendix E Planning An International Continuing Professional Education Event: The Barcelona Experience Blanche Woolls

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266

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ACKNOWLEDGEMENTS Recognition for this conference is due to Carol Henry at IFLA who, from the beginning, was our good friend and advisor. We are especially indebted to Dan Jones of NewsBank who allowed us to use his conference facility and to Barbara Westine of NewsBank who coordinated the local arrangements. We are deeply appreciative of the continued support of D.G. Saur Berlag, publisher of the conference proceedings. A special thank you is due to Joan Keith, San Jose State University, who corrected and formatted the conference papers before their final submission to the publisher.

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FOREWORD This Fourth World Conference on Continuing Professional Education for the Library and Information Professions was scheduled for this year and place because the site, within Eastern U.S.A., made it possible for the founder of CPERT, Dr. Elizabeth Stone, to attend. Letters were sent to all preceding CPERT world conference paper writers asking them to participate. Additional calls for papers were made at the CPERT conferences in The Netherlands, Thailand, and Israel and on the IFLA web site. The theme selected for this pre-conference, "Delivering Lifelong Continuing Professional Education Across Space and Time" matched the IFLA subtheme: Delivering Lifelong Learning Across Space and Time. The papers selected for this pre-conference were placed into three daily sessions under the headings: • • •

Creating the Delivery Mechanisms: Effects of New Technologies Engaging Staff in Lifelong Education over Space and Time Where Do We Go from Here?

Brooke E. Sheldon and Elizabeth Stone welcomed attendees to the NewsBank facility in Chester, Vermont, site of the pre-conference. The first day's session included the keynote by Ken Haycock who presented the results of two Congresses that gathered members of many library associations in the U.S. to discuss competencies for information professionals. Jana Varlejs discussed the models from North American practice and asked if they were exportable. Blanche Woolls made a plea to have providers create distance education experiences using appropriate instructional design. Lesley Moyo brought her experiences in delivering CPE in Africa, while Uma Kanjilal described the Virtual Congress Initiative in India. Anne Ritchie and Paul Genoni offered their research on group mentoring for graduates, and Oluremi Jegede outlined the needs for CPE in Nigeria. Fransie Terblanche described a model for meeting the needs of information workers in South Africa; Augusta Maria Paci explained the National Research Council's self-learning platform, INFODOC courseware on CD-ROM with Web Communication. Siije Virkus cited the contributions of Instructional Technology in innovating education. Anne Clyde demonstrated the use of a website as a lifelong continuing professional education experience and Maria Kocojowa described the status of distance education in Poland and the needs for further assistance. The second day began with a panel presentation by Mihaly Palvolgyi and Edit Csapo on the developing of library and information science network centers in Hungary and Gabriella Dotan reported her research on the assessment of the needs and preferences of public librarians in Israel. Graham Walton and Catherine Edwards discussed the implications for encouraging flexibility and changing skills and the problems that occurred when flexibility was implemented. Ken Eustace, James Henri, and Joseph Melodie explained their method of getting students so involved in the education process that they became responsible for their learning. Jabreel Arishee outlined the needs for continuing professional education for academic librarians if they were going to be of assistance to their international students. Irene Wormell described her experiences in a networked learning environment in South Africa.

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Angela Bridgland outlined several models for meeting the needs of information professionals. Tatjana Aparac, Radovan Vrana, Boris Badurina, and Martina Dragija point out how library and information professionals continue their lifelong education in Croatia, and Barbara Immroth described how to conduct a needs assessment. Snunith Shoham outlined the role of academic institutions in creating delivery mechanisms, and Narumol Ruksasuk reported her research on the success of teaching an organization of information course through distance transmission. Tatyana Yanikieva suggested a role for the Library Association in creating a new CPE center, and Dianne Rusch-Feja presented the findings from her research on the information technology training needs in nations around the globe with and without technology. The third day began with Patricia Layzell Ward's plea for a certification process for library and information professionals who engage in distance education experiences. Mohammed Benjoullen's plan for CPERT and others to help in the development of distance education for developing nations and Clare M. Walker's report on CPE opportunities to improve professional practice in South Africa completed the formal paper presentations. From the perspective of those who were present at the first world conference, the overwhelming theme that dominates most of these papers is one of progress, and increased confidence, about the future of continuing professional education. Undoubtedly the emergence of new technologies has helped to create this spirit optimism. We hear from educators in several countries that were not represented at the earlier conferences. This bodes well to the future development of CPE in the information professions. The Appendixes represent papers chosen by a CPERT panel from the three previous publications from the pre-conferences in Palos Hills, Illinois, USA; Barcelona, Spain; and Copenhagen, Denmark as examples of timeless information that is the base of our progress to this point and sets the stage for the Fourth World Conference. We feel that these and our new papers truly reflect the solid beginnings set in place by Dr. Stone in Palos Hills. We must thank Dan Jones, President of NewsBank for providing the conference venue and K.G. Saur for again publishing the proceedings. Finally, we wish the conveners of the Fifth World Conference to be held in Scotland in 2002, much success. Blanche Woolls and Brooke E. Sheldon August, 2001

χ

INAGURATION OF CONFERENCE

Welcome by Brooke E. Sheldon... More than a decade ago at the First World Conference on Continuing Education held in Palos Hills, Illinois prior to the 1985 IFLA Conference in Chicago, the idea of being able to provide continuing education via a practicing librarian's laptop was little more than a gleam in Elizabeth Stone's eye. While it is certainly true today that a very small percentage of the world's citizenry have access to laptops, it is indisputably true that in 2001 more than 400 million people worldwide will regularly use the internet's 4 billion web pages and spend half a trillion dollars on goods and services in the process. Yet as Bill Gates noted in The Economist's publication "The World in 2001 " (London, 2000) we are still in the horse and buggy stages. He reminds us that the bigger advances in digital technology are still to come. As we contemplate the growing prosperity of the developing countries (the 2.3 billion people of China and India are expected to double their economies every ten years), amid all of this positive change, Elizabeth Stone is quite accurate in saying that we must not lose the basic principles of adult education that we learned from Malcolm Knowles at Palos Hill, and from other pioneers in adult continuing education. Knowles and his colleagues taught us well about the nature of the adult learner. Perhaps the most important principle that we must not neglect is the basic need of adult learners for high quality interaction and discourse with the "instructor" and with other students in the class. The old models of "me teacher, you student" will not work in the internet age either, and we must find ways to make distance continuing education a collaborative experience. The technology will help us but it cannot dictate the nature of the methods used. It will take great creativity, and endless experimentation to develop new modes of teaching using high touch as well as high tech. We must not be reactive in this process and simply learn to use new tools developed by others, but rather take leadership roles in making the educational experiences we create more interactive. In 1985, it seemed a brave new effort to create the Continuing Professional Educational Roundtable in IFLA. The challenge today is to bring new blood into our membership, and to move forward (the technology should help) in creating the collaborative networks we only dreamed about at Palos Hills. Brooke E. Sheldon University of Arizona February, 2001

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Welcome by Elizabeth W. Stone.. Sixteen years ago on August 14, 1985, Brooke Sheldon and I, as Co-Chairs, were welcoming you to the IFLA First World Conference on Continuing Professional Education, in Palos Hills, Illinois, U.S.A. The Conference was a huge success. It led to the IFLA Professional Board approving and supporting the recommended formation of the Continuing Professional Education Round Table (CPER1). The eight-point plan of action proposed by the conferees, and later adopted by the IFLA Professional Board, has served us well as we have grown steadily, building a firm foundation of world leaders dedicated to tirelessly emphasizing the necessity for all professionals to understand that "learning never ends." To meet the dynamic changes constantly taking place as a result of the new technologies, continuing education is not a choice, it is an absolute necessity. But in our frantic rush to share and make use of the new technologies and reach huge numbers of persons around the globe, let us be sure to remember and apply the basic principles of adult learning enunciated to us by Cyril Houle, Malcolm Knowles, and Alan Knox, and the practices of leaders in the art of distance learning from The Open University, the University of Tubingen, and The University of South Africa. In the Age of the Internet, it takes a range of talents from different disciplines. To be effective, it takes a project manager who leads a team through a cycle of planning, prototyping, testing, and constant revision to produce an effective online course. It takes not just one teacher, or just one website; A course has to be adaptable to be taught in multiple sections in different locations; constantly maintained and kept up to date as it is evaluated and re-evaluated to be sure that the standards of accessibility and practicability are met. The courses offered should be fine-tuned like a well-polished jewel; they should generate enthusiasm in all who sign on for the learning experience. We echo the hope for this Fourth World Conference on Continuing Education that was expressed at the opening of the First Conference in 1985: that the conference "will be an enormous success so that subsequent events may follow to increase collaboration and sharing of expertise worldwide." We owe a special debt of gratitude to Blanche Woolls for her initiatives in planning for this 2001 meeting of CPERT. We are also deeply appreciative of the generous support of K. J. G. Saur, publisher of the papers of this conference and of the three preceding World Conferences. Elizabeth W. Stone

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CONTINUING PROFESSIONAL EDUCATION: TOWARDS EVIDENCE-BASED PRACTICE Ken Haycock Professor and Director Graduate School of Library, Archival and Information Studies University of British Columbia Vancouver, Canada.

Abstract:

This paper reports the outcomes of two Congresses on Professional Education and suggests propositions for evidence-based practice that both sharpen the focus their recommendation and extend their reach.

Issues surrounding continuing professional education (CPE) continue to attract considerable attention from the profession and its associations. In North America, for example, a Congress on Professional Education,1 sponsored by the American Library Association (ALA) in 1999 to examine issues in graduate professional education for Library and Information Studies, proffered more than forty recommendations for change and improvement. Specifically, in the context of continuing professional education, the ALA, in consultation with the appropriate partner groups, was asked to "enable credentialing and continuing education" [a] By developing a coordinated approach to post M.L.I.S. certification!credentialing. While specific divisions of ALA have undertaken credentialing programs, and other specialist groups have done so as well, there was confusion as to the relationship of these credentials to graduate education, to conference programs and continuing professional education, and the expectations, if any, of employers; [b] By exploring establishing a [independent] center for CPE and professional development. Enormous resources are directed at CPE, whether national conferences, seminars and workshops, or special programs, yet there is no coordinated approach to ensure quality and relevance in programming that will move the profession forward; this could include high quality credentialing programs; and [c] By focusing conference programs as CPE/professional development opportunities which can be extended through seminars and workshops offered by the Association. There is a lack of congruence between conference programs and other programs; the priorities for CPE are unclear; it is also unclear whether best practice or revenue enhancement drive CPE opportunities. CPE is essential for individual and group growth and development but these programs are also significant sources of funds for associations—the most needed programs may not necessarily be the most popular or the most profitable, resulting in competing demands. The strong commitment to CPE and enthusiasm for the process of initiating a national dialogue among practitioners, educators and researchers gave encouragement for a second Congress on Professional Education (see www.ala.org/congress/2nd_congress) which was held

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in 2000 with a specific emphasis on CPE for lifelong learning. The Congress was organized to address goals for: * * * * * * * *

Improved library service; Improved professional performance; Increased credibility and visibility for the library profession; Expanded support from library administrators for CPE activities; Expanded awareness in the profession of the importance of CPE; Improved professional development activities in terms of quality, relevance, coverage, availability, and currency; Expanded tools for sharing information CPE opportunities and best practices; and Recognition of the shared responsibility for CPE between library professionals and their employers.

These are all laudable of course and ones with which both practitioners and researchers would agree, particularly the connections between continued professional development and improved practice, performance and status. Several issues were identified, however, many of which are global in nature, including the economics and cost effectiveness of current CPE efforts, competition for the time and attention of library staff, the lack of quality control of programs, using CPE as a component of certification (and the resulting concern for the professional reputation of individuals and CPE providers), organizational support from associations and institutions, and the use of technology. This Congress generated 22 major recommendations reflecting specific actions for the profession's leaders to improve continuing professional development. These included the need to: *

Design a strategy to disseminate information about model and successful programs in continuing professional development; * Identify and expand guidelines and methodologies on standards and evaluation of continuing professional development; * Design a curriculum in leadership development for librarians to maximize their effectiveness in their communities; * Define how research can be put into practice more quickly by studying successful activities in other professional fields; * Define the characteristics and processes for transforming a library into a learning organization; * Define effective ways to move individual learning into organizational practice (return on investment); * Document the level of investment by libraries in continuing professional development activities by staff and establish benchmarks; * Examine the organizational and economic impact of continuing professional development; * Explore a variety of ways, including certification, to increase the credibility and visibility of the profession (compensation and recognition); * Define and allocate the roles and responsibilities for continuing professional development between individual professionals and their employers;

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*

Build upon the competencies for the entry level professional and establish personal and professional competencies for the accomplished expert throughout his or her career during the 21st century;

* *

Identify and promulgate models for building portfolio career strategies; Articulate the value of and design a program to better understand ethnic, cultural, learning style and physical differences to provide quality continuing professional development; Design and implement a clearinghouse on continuing professional development which matches needs to opportunities and incorporates artificial intelligence and push technologies and amazon.com-type functionality; Articulate and define the roles of mentoring and coaching in enhancing an individual's creation of a continuing professional development plan; Define the continuing professional development content for the (U.S.) Library Services and Technology Act (LSTA) reauthorization and develop an advocacy plan; Promote and encourage communication and collaboration among individuals in the field of continuing professional development; Promote expanded and enhanced collaboration among library associations and between library associations and other organizations; Survey the regional and global offerings in continuing professional development to identify critical gaps; Expand the use of digital and network technologies in the development and delivery of continuing professional development; Develop tools to initiate and advance a national conversation through national, state and regional organizations and individual institutions about continuing professional development issues; and Convene a group of visionaries who will identify innovative future directions for continuing professional development.

*

* * * * * * *

*

Taken together, and restructured around a solid research base, these recommendations serve as worthy guidelines for any association or institution for the improvement of CPE. This paper suggests propositions for evidence-based practice that both sharpen the focus of these recommendations and extend their reach. Previous studies have noted the lack of research into general principles for effective practice for the CPE of librarians.2 Research in similar professions and situations, such as teaching and schools, however, may have transferability to librarianship and libraries.3 Indeed, this assumption has been validated by the views of directors of large urban public libraries when examining specific research-based principles for effective staff development in education to determine the fit with their beliefs and practices.4 The principles had intuitive appeal, and did match the director's beliefs, if not always their practices. A significant finding was the emerging role of the library branch manager as staff developer. A recent report from the National Partnership for Excellence and Accountability in Teaching5 provides a synthesis of current research in professional and staff development in education, noting that content must focus on bridging a performance gap; this means that professionals must be involved in identifying these gaps and the means by which they might be bridged. An organizational culture of continuous improvement encourages a striving for excellence rather than using professional development simply as a means for reward or of getting

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off the day-to-day treadmill through a day out at a conference or workshop. Professionals engaged in continuing professional development should be involved in identifying what they need to know and developing experiences in which they will be involved. Effective professional development is site-based, that is, at the work site, and built into the working day. It is organized around collaborative problem solving, is continuous and ongoing, involving follow-up and support, including support from sources external to the institution that can provide necessary resources and new perspectives; in the case of libraries, these might include city government or university administration. Evaluation of success uses multiple sources of information. Professionals need opportunities to understand the theory underlying the knowledge and skills being learned. The professional development program must also be connected to a comprehensive change process focused on improving performance. In order to develop this type of professional development program requires linkages between the unit, in this case the branch, and the central administration. For the branch, there needs to be supportive conditions such as a collaborative work culture, leadership skills, a capacity for data analysis and a commitment to building communities of learning. For the central administration, there needs to be systematic support by building an infrastructure committed to professional and staff development and identifying opportunities for regularly scheduled quality time for these activities. The central administration can work to develop a system-wide vision, disseminate research, include everyone in the learning community, insist on accountability for results, and recruit only those willing to participate in continuous learning and invest in their growth. Hodges likewise articulates principles for effectiveness in staff development in inner city schools;6 these reflect and resonate principles developed earlier and affirmed by library directors: implement school-based [i.e., branch-based] staff development programs; cooperatively plan and support staff development programs; ensure that staff development programs contain effective training components; offer cooperative/collaborative training experiences; design research-based staff development programs focused on improved performance and specific outcomes; maintain high expectations and standards; commit to long-term training efforts; establish ways to support and recognize the transfer of new learning; assess program effectiveness on significant measures—that is, tangible, observable changes in attitudes and behaviors; link research to teacher preparation [in this case, graduate education in Library and Information Studies] programs. In order to implement the principles articulated in these studies, several changes will be needed in current practice, however. In librarianship there continues to be a focus on continuing "professional education", a term that denotes "learning to know." Other professions, on the other hand, use the term "professional development" to suggest not only learning to know, but also reflection, problemsolving and "learning to do." This is not to limit the role of professional growth to training programs but to suggest that there must also be a commitment to an overarching and clearly articulated purpose or goal for the individual and for the institution. CPE or development also pertains more to the individual than to the institution. The term "staff development" is sometimes used to distinguish those CPE activities that consider the individual branch as the unit for development. We need to recognize that the current balance between professional development, focused on the individual, and staff development, focused on the organization, is not appropriate to building capacity for change. There is much more

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emphasis on the former than the latter. Here is a comparison: in the professional development model, a library manager recognizes the need for improved customer service in her branch and attends a workshop or presentation on the subject at a conference; there may be subsequent discussion in her unit, or not, depending on her interest in follow-up and implementation. In a staff development model, the branch as a whole identifies the need and undertakes training together in customer service, acknowledging that they all deliver service, all are working together for a unique community and all are accountable, regardless of job title or level of work. The development of the culture of the institution, and of the individual branch, is a primary responsibility of library managers. Ongoing professional and staff development activities contribute to a culture of collegiality, critical inquiry and continuous improvement; this culture in turn then stimulates ongoing professional development—a mutually reinforcing relationship.7 These activities can include individually guided development through personal growth plans, observation and peer assessment of colleagues, involvement in collégial development or improvement of programs and practices, planned staff training, and individual or group inquiry. Moving the focus from individual skill development to problem solving teams, moving control from the central office to the branch but always connected to improvement plans, moving from reliance on outside experts to building expertise through trainer of trainer programs, all require commitment to developing a learning organization, continually improving and building internal capacity for dealing with change and growth.8 Content for staff development must be credible (that is, connected to practice) and research-based (that is, connected to evidence). In the case of teachers, there is a lack of understanding of the findings reported in research reports, a suspicion of the relevancy of research data to their day-to-day activities and limited access to research findings (Hodges, 1996). One suspects that the same is true of librarianship. Indeed, one of the findings of the North American Congress was that there must be better ways to move research more quickly into practice, with a timeliness more reflective of medicine than education. Discussing schools, Partee & Sammon suggest that schools are inundated with programs, plans and tools but should assess their current state, coordinate resources and create strategic, systematic plans for growth.9 Hartzell has noted that there is also no shortage of CPE programs for libraries, rather the quality of programs is the issue.10 A strategic approach requires clear communication and leadership from the central administration on priorities and unit managers equipped with the knowledge, the training and the resources to identify branch or unit needs as well as their own staff members' related knowledge and abilities. Reforms based on assumptions of uniformity in a system repeatedly fail.11 Each situation requires the right mix of professional development processes and technologies. As change is both an individual and an organizational process, professional and staff development programs will be most successful when they are integrated with the work-life of the unit, when staff works in teams to maintain support, where there are procedures for feedback on results and where leaders provide continued follow-up, support and pressure. Implementation is not the same as training. The key elements of implementation include planned phases of readiness, planning, training, implementation and maintenance. Training is most effective where the presentation of information is supplemented by demonstrations, practice with feedback and onsite coaching. In order for training to be realized in the workplace the implementation phase requires both pressure and support.12 Pressure need not lead to alienation or negativity; examples of positive pressure include peer pressure and the provision of

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resources, such as time to practice, to remove excuses impeding the implementation of new behaviors or approaches. In speaking to the primary motivations for attendance at CPE programs by professional and paraprofessional librarians, Smith and Bürgin found that improved professional competence and improved customer service were most important but motivations differ by status of the individual, by the type of library in which one works, and by years in one's current position.13 Yet these motivations are all intrinsic only. There is no system of extrinsic rewards or pressure, and these may need to be introduced into an organization's infrastructure to better ensure a commitment to a focus for the organization and its improvement and implementation. Perhaps tellingly, few administrators considered participation in CPE for career advancement decisions or salary increases, implying by their actions that there is no net benefit to the organization of such participation. Even well planned and implemented training programs can have little effect if there are confused criteria of effectiveness14. Too often we measure only reactions by participants to the program (that is, did they like it? did it meet their needs? did they enjoy the presenter and the refreshments?), occasionally we assess the knowledge and skills acquired (that is, tell us at our staff meeting about the program you attended and demonstrate the new approach), but rarely do we study the actual impact or effect (that is, did the program result in bridging the identified gap between current and desired behaviors or outcomes?). A clear focus, procedurally embedded in professional development, with evaluative measures, can help to overcome this neglect of quality issues. It is well worth the investment in management training if library system's are serious about developing capacity for change and improvement. In a study of small businesses, Marshall et al. found that training led to improvements in management, organization and business performance.15 The programs changed focus from seminars (that is, CPE) to training in effective communications, target setting, team building and leadership skills (that is, continuing professional development) as well as the human resources and technology topics previously offered. Results included improved customer service and self-confidence, which translated into improved introduction of new technologies and response to a recession. Staff development, then, improves the skills, attitudes, understandings, or performance of employees.16 It is based on an organizational philosophy and directed by stated organizational goals. Unlike professional development, the focus of staff development is on the expectations of the system. Objectives and expectations are clearly stated. Effective staff development focuses on the individual branch or division rather than the system, requires a local organizational effort, and occurs at the local site as much as possible. The focus of staff development is on the branch or unit, with due attention to assessing unique community and staff needs, team building, improved client service and evaluation. Responsibility and resources should shift from the central office to individual branch libraries with central support. The staff of the local branch library or division set goals for their CPE and go about training themselves and each other. The branch head facilitates effective staff development by building a healthy culture and encouraging staff. She is an organizational leader, skilled in assessing needs, facilitating group processes, identifying priorities, setting goals, and evaluating programs. Effective staff development activities are facilitated by credible staff with the necessary time, and with expertise in both content and processes. Substantive staff development programs without on-site assistance/coaching may be a waste of money.

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Evaluation is an integral component of effective staff development. Evaluation of staff development contributes to decision-making, modifications and improvement, and is critical to resource allocation and accountability. As Maureen Sullivan has so ably articulated for libraries: "The only renewable resource in organizations is the intellectual capacity of the people who work there."17 We build capacity through CPE, continuing professional development, and continuing staff development, focusing on the organization's stated goals as it continues to develop a community of learners committed to problem-solving and continued improvement, with focused planning and measured results. The availability of CPE programs becomes less an issue as we explore possibilities across time and space. Newer technologies enable libraries and librarians to engage in learning with colleagues from around the world to develop new knowledge and current skills. Ensuring quality and improving services to our communities, however, requires that we invest more substantively in staff development and measure the results of these efforts. REFERENCES 1

Haycock, K. The Congress on Professional Education in North America. Paper presented to the annual conference of the International Federation of Library Associations and Institutions, August 13-18, 2000, Jerusalem, Israel. 12 pp. Paper Code: 146-156-E. Also: Le Congres Sur L'Enseignement Professionel en Amérique du Nord. Paper Code: 146-156-F. 2 Haycock, Κ. "Research in Professional and Staff Development in Education: A Synthesis with Implications for Library and Information Science Professionals," in B. Woolls (Ed.), Continuing Professional Education and IFLA: Past, Present and a Vision for the Future, 1993; Papers from the IFLA CPERT Second World Conference on Continuing Professional Education for the Library and Information Science Professions, pp. 90-100. A publication of the Continuing Professional Education Round Table (CPERT) of the International Federation of library Associations and Institutions (IFLA). München: Κ. G. Saur. IFLA Publications, 1966/67; Haycock, Κ. "Staff Development in Library and Information Services: Reconfiguring Effective Practice." Education for Information Services: Australia 11,2 (1994): 3-16. 3 Ibid 4 Haycock, K. "Applying Principles for Effective Staff Development to Large Urban Public Library Systems in Canada: Intersections of Research with the Knowledge, Beliefs and Practices of Public library Directors," in P. L. Ward & D. E. Weingand (Eds.), Human Development: Competencies for the Twenty-First Century·, Papers from the IFLA CPERT Third International Conference on Continuing Professional Education for the Library and Information Professions, (1997): 316-323. A publication of the Continuing Professional Education Round Table (CPERT) of the International Federation of Library Associations and Institutions (IFLA). München: K. G. Saur, IFLA Publications 80/81. 5 "Revisioning Professional Development: A report of the National Partnership for Excellence and Accountability in Teaching." Oxford, OH: National Staff Development Council, 2000, p. 19. [Supplement to Journal of Staff Development 21 (3).] Hodges, H.L.B. "Using Research to Inform Practice in Urban Schools: 10 Key Strategies for Success." Educational Policy 10,2 (1996): 223-252. 7 Hord, S.M. & Boyd, V. "Professional Development Fuels a Culture of Continuous Improvement." Journal of Staff Development 16,1 (1995): 10-15.

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Dakshinamurti, G. "Libraries as Learning Organizations," in P. L. Ward & D.E. Weingand (Eds.), Human Development: Competencies for the Twenty-First Century ·, Papers from the IFLA CPERT Third International Conference on Continuing Professional Education for the Library and Information Professions (1997): 350-357. A publication of the Continuing Professional Education Round Table (CPERT) of the International Federation of Library Associations and Institutions (IFLA). München: Κ. G. Saur, IFLA Publications 80/81; Senge, P. The Fifth Dimension: The Art and Practice of the Learning Organization. NY: Doubleday, 1990; Senge, P., Kleiner, Α., Roberts, C , Ross, R. & Smith, B. The Fifth Discipline Fieldbook: Strategies and Tools for Building a Leaning Organization. NY: Doubleday, 1994. 9 Partee, G.L. & Sammon, G.M. "A Strategic Approach to Staff Development." Principal Leadership 1,6 (2001): 14-17. 10 Hartzell, M. "Issues in the Profession: The Service Provider Perspective." Paper presented to the 2nd Congress on Professional Education. Chicago, IL, November 17-19,2000. 11 Guskey, T. R. "Results Oriented Professional Development: In Search of an Optimal Mix of Effective Practices." Journal of Staff Development 15,4 (1994): 42-50. 12 Haycock, 1993, op. cit. 13 Smith, D. & Burgin, R. "The Motivations of Professional and Paraprofessional Librarians for Participating in Continuing Education Programs." Library and Information Science Research 13, 4 (1991): 405-429. 14 Guskey, T.R. "Research Needs to Link Professional Development and Student Learning." Journal of Staff Development 18,2 (1997): 36-40. 15 Marshall, J. N., Alderman, N., Wong, C. and Thwaites, A. "TTie Impact of Management Training on Small and Medium-Sized Enterprise." International Small Business Journal 13,4 (1995): 73-90. 16 Haycock, 1993, op. cit. 17 Sullivan, M. Trends in Adult Education. Paper presented to the 2nd Congress on Professional Education. Chicago, IL, November 17-19,2000.

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NORTH AMERICAN MODELS OF INTERNET-DELIVERED CONTINUING PROFESSIONAL EDUCATION: ARE THEY EXPORTABLE? Jana Varlejs Associate Professor Rutgers School of Communication Information and Library Studies New Brunswick, New Jersey

Abstract:

The original purpose of this paper was to identify and describe North American examples of Internet delivered courses designed specifically for the continuing professional education (CPE) of librarians, and to explore the possibility of adapting such courses for delivery to potential students beyond the continent. At the time of writing, however, only Canadian and United States examples could be identified. Although one university in Mexico is mounting an MLS program online, there do not seem to be any Internet-based CPE courses emanating from Mexico or the Caribbean, nor any from the U.S. or Canada that are designed for the profession south of the border. There is one U.S. program, however, that is planning to present a Latin American version of a popular short CPE course in the near future. In this paper, therefore, only models of Internet-delivered CPE from the U.S. and Canada are included. Following a description of the selected cases, the question of whether these models can be adapted for export to other countries is explored.

The three examples of web-based continuing professional education (CPE) described here are offerings that are part of the CPE programs of the Rutgers School of Communication, Information and Library Studies (SCILS); the Toronto Faculty of Information Studies (FIS); and the Wisconsin-Madison School of Library and Information Studies (SLIS). The latter two programs have been profiled recently for the CPE column of The Journal of Education for Library and Information Science,1 while the former is part of the author's own institution. All three programs have existed for many years, have had stable management, and have survived transitions to self-supporting status in line with their universities' policies on CPE financing. They have been consistently among the most productive library and information science (LIS) school CPE providers.2 In addition, for the purpose of this discussion, they illustrate several different approaches to using the Internet for LIS CPE, and represent varying contexts. RUTGERS SCILS PROFESSIONAL DEVELOPMENT STUDIES Of the three programs, Rutgers SCILS was the first to deliver courses over the Internet. All of these have been 40-hour, 3-credit post-master's courses, primarily designed for school library media specialists and teachers. Teachers and librarians in New Jersey generally receive raises when they complete 30 credits beyond the master's and therefore are more willing to take credit-bearing courses than non-credit. The initiative to go online came from instructors who had been teaching technology courses in the program directed to this audience. The instructors argued, logically, that information technology (IT) was best learned by using the technology in

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the process. The earliest courses kept it simple, relying on software such as WebBoard and email. Students were delighted not to have to travel to class, and could now select courses originating at the opposite end of the state. The quality of the online courses was high according to student ratings, and instructors felt that the work produced matched that resulting from traditional classes. Meanwhile, Rutgers University as a whole became increasingly interested in distance education, and imposed standardization in a number of areas, including the software to be used. As a result, SCILS Professional Development Studies (PDS) now uses eCollege as the vendor for its online course platform. eCollege has much more sophisticated features than WebBoard, but also takes a significant bite out of PDS's income, and decreases control. The fact that the technology supporting the online course has been outsourced is invisible to the student, because eCollege uses the Rutgers logo and makes it look as though the course is running on a Rutgers computer. The 24-hour help desk that eCollege provides sounds like a nice feature, but students have found that the help desk staff do not match their own level of expertise. Perhaps most important is the fact that a platform designed for multiple programs generating large enrollments, with technology that is the opposite of transparent to its users, does not contribute to the kind of deep understanding of how ΓΓ can be used to aid teaching and learning, yet that is a major objective of many of the PDS courses. The ΓΓ emphasis of the program is clear from the titles of some of the courses offered recently: Using Technology to Strengthen Instruction, Online Resources to Support Curriculum Content Standards, Critical Concerns for the Wired Classroom or Media Center, Integrating the Internet into the Curriculum though Webquests, Creating a Website for Your School or Library, Information Seeking and Using: Understanding How Young People Use Electronic Information. On the other hand, courses such as Poetry for Children and Young Adults and Female Voices in Historical Narratives are also presented online. Enrollment in the technology courses is limited to 20, and in some cases to 15, allowing for substantial interaction among students and the instructor. PDS has found that it is essential to spell out very clearly in the promotional material the nature of the courses and the technical requirements: About our Online Courses - Our online courses are designed as asynchronous learning experiences, which means you can work on these classes at the times that are convenient to you. Although we do not use much live (real-time) "chat" in our courses, the classes are highly interactive and there is a significant discussion component to them, which is why we limit the class size as we do for our in-class courses. All courses listed by PDS are graduate level, and the amount of time you will spend on them will be the equivalent of our in-class graduate level courses except that you won't have to spend time commuting to class! In order to participate successfully in an online course, you must have reliable Internet access, including an e-mail account and access to the World Wide Web and you must have regular access to your account at least several times a week. If you have a PC, you should be running Windows 95, 98, or NT, have 32 MB of RAM, at least a 28.8 kbps modem, a sound card and speakers, and be running Internet Explorer 5.0 or newer or Netscape 4.7 or newer. If you have a Mac, you should be running OS 8.1 or later, have 32 MB of RAM, at least a 28.8 kbps modem, have speakers, and be running Internet Explorer 4.5 or newer or Netscape 4.7 or newer.

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In addition to stand-alone courses such as those listed above, PDS also offers a certificate program in Youth Literature and Technology, described as follows: This fifteen-credit graduate program is designed for teachers, librarians, and others who are concerned with passing on our literary heritage to youth in a technological age. About ten different courses are offered over three years, of which you must select five to earn the certificate. Two courses being offered in Spring 2001 count towards this certificate: Writing a Life: Biographies and Personal Narratives and Information Seeking and Using: Understanding How Young People Use Electronic Information. For more information about this unique online program, check our website http://www.scils.rutgers.edu. Karen Novick, the director of PDS, stresses that for students to succeed in an online course, fluency and comfort in reading and writing are essential. She has not as yet enrolled any students from abroad, although there have been registrants from Alaska, Georgia, Hawaii, North Dakota, and Wisconsin, as well as from New Jersey and nearby states. LM_NET postings of course announcements have been instrumental in reaching an audience beyond the local one.

TORONTO'S OS CPE PROGRAM In contrast to Rutgers, where only credit-bearing courses are available online, Toronto's Internet delivered courses are all non-credit. For the 2000/2001 academic year, six courses and a three-level certificate program in genealogical studies were offered in both fall and spring. The basic building block is "Hie Internet Guide" (TIG), a multilevel self-paced course first offered to Toronto's librarian customer base in 1997. Since then it has been approved by Canadian federal agencies charged with connecting Canadians to the Internet. One of these agencies is LibraryNet, which is responsible for public and teacher librarians, and the others are concerned with voluntary sector and community access programs, giving Toronto entree to an entirely new audience. TGI comprises 21 modules of lessons divided into basic, intermediate, and pro units; an online reference guide; regular newsletters supplementing the standard lessons; and e-mail support from the instructors. Upon registration, students receive a password that allows them to use the resources for six months. A description and demonstration are available at http://ce.fis.utoronto.ca/courses/tig.htm. The other Internet-delivered courses in 2000/2001 were: Internet Competitive Intelligence, Current Awareness Service on the Net, Mastering Web Searching, Computers and Networks, Legal Research on the Internet, and the aforementioned Certificates in Genealogical Studies. These courses generally run for fixed six-week periods, and most include access to TGI within the registration fee. "How The Course Works" in the course announcement tells students what to expect: An email each Monday morning introduces the topic for the week. Material about the topic, pointers to important sites, and short assignments are provided at the website. Students work with the lessons and then submit their assignments to a WebBoard for discussion with the instructors and other students. There are also optional, scheduled live-chat sessions. Students receive individual attention from the instructors. Please allow between 5 - 8 hours each week to comfortably cover the material.

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Students are required to have email accounts and Netscape or Internet Explorer browsers, 4.0 minimum. For detailed information about these courses, see "Web-Based, Distance Learning" at http://ce.fis.utoronto.ca/courses/webbased.htm. Karen Melville, the continuing education director, reported that some registrants for the four web-based courses given in 1998-99 came from outside Canada, mostly from the U.S., but also from 14 other countries. Announcing offerings on various listservs has proved to be very fruitful for her. WISCONSIN-MADISON SLIS CPE PROGRAM Wisconsin's involvement in LIS distance education began in the 1960's, primarily in the form of correspondence and Educational Telephone Network courses. By 1998, the need to initiate Internet-delivered courseware had been confirmed and the CPE director, Jane Pearlmutter, developed the first online course on virtual collection development, which she teaches herself. A description states: The virtual collection consists of the electronic resources, both free and licensed, that the library provides access to without physical ownership. In this online course for all types of libraries, we'll cover how to select and evaluate these resources and the evolving responsibilities of a collection development librarian. We'll examine collection development policies for electronic resources, licensing agreements, selection tools, and delivering electronic resources to patrons. Format and computer requirements: The course will run for six weeks. Each week will feature a new topic, readings and discussion. You can participate at any time of day. You will receive a password to access our WebCT courseware web site, which provides the means to post assignments, do readings, and discuss the topics with other students and the instructor. Readings will be included in the course web site or provided as links to other sites. We anticipate several hours per week of readings and responses, but no papers or exams. You will need a connection to the World Wide Web, with a browser that will handle a frames format and javascript. The course is non-credit, but does carry CPE units (CEU's). It has been highly successful and has attracted registrants from across the United States, and also some students from abroad, including the Netherlands, Argentina, Lithuania, and Hong Kong. The latest enrollment was 85, requiring three sections in order to keep student interaction and instructor response manageable. CRITICAL FACTORS IN DESIGN AND DELIVERY As already stated, all three examples are drawn from well-established programs that have enjoyed stable leadership. One can go on to point out additional crucial characteristics that are shared: All three are attached to major universities with American Library Association accredited masters' programs, and all are required to be self-supporting. The university affiliation not only raises a strong expectation of quality, but it also carries with it the necessary infrastructure. Computer services; design, printing, and mailing operations; meeting facilities and computer labs are available in the university setting, and, even though they must be paid for, they constitute the support system that a CPE program must have. University services are not

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cheap, but at least they are convenient and simplify accounting to some extent. The connection to an LIS degree program provides another crucial enabler: the alumni mailing list, a core marketing tool. The requirement that all three CPE operations have to be self-supporting can be viewed as both a curse and a blessing. As Novick explains, the need to at least break even constrains CPE programming, largely limiting offerings to those likely to attract an audience sufficiently large and affluent.3 The needs of staff of small public libraries, for example, may not be feasible to address. The one blessing that all three program directors seem to have derived is that they have had to turn themselves into entrepreneurs who are creative gamblers. It may at first seem contradictory to say that programming has been constrained, while at the same time stating that it has been taken into experimental and risky territory. The fact is that the innovations have been in the areas of delivery and promotion rather than in topic. Because the online courses developed by the three programs were primarily focused on "hot" technology topics, there was a reasonable chance that they would attract enough of an audience. The real gamble was on whether quality could be maintained in the online format, and whether student satisfaction would be high enough to create further demand. For all three programs, the gamble clearly has paid off. Looking at the design of the online courses offered by the three programs, can one identify those features which contribute to their success? Up front, clear information about what the student should expect is provided by all three programs. The course announcements include statements that students should have access to the Internet and know how to use e-mail; estimates of the time that has to be committed; expectations in regard to participation; and so on. The courses are highly structured, with clear directions about assignments. All have mechanisms for building a learning community among the registrants, such as requiring asynchronous discussion at a minimum. Instructors give feedback regularly, or at least respond to students' queries. The material needed to complete the course is provided online, obviating the need for access to libraries. While Toronto's TIG course allows large enrollments, the others are limited in enrollment, or are split into manageable sections. TIG is designed to be self-paced and allows six months for completion, and is therefore less dependent on interactivity. Not surprisingly, all three programs rely heavily on listservs to publicize their online courses. In the U.S. and Canada, librarians' access to and use of the Internet on a regular basis seems now to be ubiquitous. Rutgers' Novick reports that she has had much greater success in attracting registrants through the LM_NET listserv, heavily used by educational media specialists, than through an ad placed in School Library Journal. Toronto's Melville states that her marketing is heavily dependent on listservs as well, and while Wisconsin's Pearlmutter still sees greater results from careful mailing list use and word-of-mouth, her increasingly international registration does come from listservs. IMPLICATIONS FOR EXPORT Pearlmutter is working with a Spanish-speaking colleague to prepare a version of her online collection development course for Latin American librarians. She understands that it is not merely a matter of translating the present course from English to Spanish. The readings and many of the links need to be changed in order to be relevant to Latin America. She is fortunate to have someone who not only knows the language but has taught in South America to work on the project. Marketing will depend to a considerable degree on contacts that this colleague has established there.

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What about the Rutgers and Toronto courses ~ are they potentially adaptable for use abroad? Those that deal primarily with technology might be, as the terminology as well as the technology are fairly universal. Difficulties might arise, however, in the interaction among students and instructors. Differences in language, learning styles, and culture might be problematic. Even within the English-speaking world, a course designed in one country does not necessarily thrive in another.4 Massy explains that even attitudes toward technology-based training vary widely in Europe, and there is no reason to think that this would not hold true across the world. 5 Within international librarianship, however, there seems to be a willingness to learn from each other, reflected in the increased membership and activities of the International Federation of Library Associations and Institutions (IFLA). It would be interesting to have IFLA experiment with sponsorship of a few online CPE courses to see what the response might be. A major consideration, of course, is the differential access to the Internet across the world. This became especially clear during the search for online CPE courses in Mexico and the Caribbean. An illustrative anecdote came from Grete Pasch, a doctoral student at the University of Texas-Austin who has lived in Central America: I was in Colima, Mexico two weeks ago and presented my experience teaching a webbased course for UT's GSLIS. Out of my audience of about 350 librarians from all over Mexico, only 5 raised their hand when I asked who had ever taken a web-based course so that gives you an idea, at least from the librarian's perspective, of DE [distance education] penetration.6 This does not answer the question of how many librarians have access to the Internet, but it is certainly suggestive. In many parts of the world, Internet connection, when it is available, is prohibitively expensive. This may eventually change if satellite access breaks the hold of monopolstic telecommunication. One optimist, writing about education in general, states: Due to the continuing advances in technology, the majority of the world's population, representing 15,000 cultures, will have the opportunity to learn, and teach via the Internet within the next 10-20 years. ... Teachers and students will find it increasingly feasible to be able to teach worldwide from any location — and no doubt will do so... 7 SUMMARY For LIS CPE, it is too soon to predict what may evolve. In the U.S., online LIS education to date is almost entirely focused on degree courses, both in technical assistant and masters' programs (see the Library Technical Assistant Education listserv, [email protected]). The latest CPE data returned for the annual statistics of the Association for Library and Information Science Education show an increase in online workshops over the preceding year, but it still is a small fraction of the total CPE activities, and only a few schools account for the total. On the other hand, 19 schools delivered master's degree courses via the Internet in 19981999. 8 This suggests that the potential for more online CPE exists, as more schools gain experience with web-based education. Outside of the university-based programs, there does not appear to be any other online LIS CPE directed at the profession in general. OCLC, which has become active in recent years as a CPE provider, is beginning to offer online workshops, and so might some of the professional associations that pay serious attention to CPE. Online courses, even short ones, are labor-

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intensive to prepare and to deliver, demand major investment in infrastructure, and pose a range of challenges, from intellectual property issues to quality control.9 Judging from the success of the three programs described here, however, an investment in online CPE is well worth the risk, especially now that there are a few LIS models to follow. Some of the online courses devoted to technology should also be tried out in the global market, in case they meet a need and inspire other countries that might have developed online courses to share them with us. REFERENCES 1 Varlejs, J. 'Toronto's Continuing Education Program: A Profile in Innovation." Journal of Education for Library and Information Science 41,3 (2000): 230-232; Varlejs, J. "WisconsinMadison's Continuing Education Program: Distance Education Pioneer." Journal of Library and Information Science Education (in press). 2 Varlejs, J. "Continuing Professional Education," in Library and Information Science Statistical Report, E.H. Daniel & J.D. Saye (eds.). Arlington, V A : Association for Library and Information Science Education. (2000): 287-294 3 Novick, K. "Negotiating the Role of University Continuing Education Programs." Journal of Library and Information Science Educacation 41,1 (2001): 59-62. 4 Molotsky, I.F. Global Distance Education Turns Out to Be a Sticky Wicket. Footnotes, A publication of the American Association of University Professors. (Fall, 1999): 6. Massy, J. "Is Technology-Supported Training Different in Europe?" Training & Development 54,1 (2000): 26-30.

Pasch, G. Private communication via e-mail. December 5,2000. Odasz, F. "Alaskan Professional Development: Lone Eagles Learn to "Teach from Any Beach!" T.H.E. Journal 27,4 (November, 1999): 90-98. 8 Barron, D.D. and Blessinger, K., Curriculum, in Library and Information Science Statistical Report. E.H. Daniel & J.D. Saye (eds.). Arlington, V A : Association for Library and Information Science Education. (2000): 245-246. 9 Matthews, D. "The Origins of Distance Education and its Uses in the United States." T.H.E. Journal 27,2 (September, 1999): 54-67. 6 7

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BUILDING A PLAN TO DELIVER LIFELONG CONTINUING PROFESIONAL EDUCATION ACROSS SPACE AND ΉΜΕ Blanche Woolls School of Library and Information Science San Jose State University San Jose, California

Abstract:

No one questions the need for updating personnel skills in all areas of world of work and this is even more important in areas where jobs depend upon rapidly changing technologies. This is especially true of the information professions and those serving the needs of their clientele who must have up-to-date skills. Five models for developing distance education (DE) programs to meet their continuing professional education (CPE) needs are shown with a synthesis of research into best practices. Challenges to offering different formats of instruction are discussed, and lessons learned from practitioners engaged in DE CPE and instructors teaching recent courses using web-assisted instruction are shared. A plea is given to employ effective instructional design in preparing courseware. Finally suggestions are made for ways that will encourage CPE providers around the globe to share their expertise, expanding distance education to every location with a library or information professional in need of new skills. The Continuing Professional Education Round Table begins the process of sharing.

In her introduction of the keynote speaker at the first World Conference in 1985, Brooke Sheldon described the new technology, electronic learning, as "more flexible, more participatory, in that it gives the user more power, more choices, so that we are moving further and further away from the traditional teaching environment."1 Certainly the paper presenters here at this meeting are describing flexible, participatory offerings. What we are hoping to provide is more power and more devices for more users world-wide. Working together we can discuss best practices for successful implementation and chart our future course. We know that quality continuing professional education (CPE) in the workplace must continue to be our goal. Papers presented at a workshop on computer-based learning and its implications confirm the need for CPE for both employers and postsecondary institutions. One author stated: By all accounts, the importance of human capital to our individual and collective wellbeing will continue to grow in the foreseeable future. The threefold increase between 1981 and 1995 in the percentage of workers who reported that they received formal, employer-provided training speaks to the increasing significance of human capital within the world of work.2 Distance education (DE) may be defined as "A method of instruction and learning designed to overcome barriers of time and space by allowing students to study in their own homes or at local facilities, often at their own convenience, using materials available electronically or by mail." 3 This format, allowing learners to stay close to their jobs and families presents an exciting opportunity for librarians and information professionals to meet their CPE

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needs. Recognizing the opportunities, learning and overcoming the challenges posed by DE will improve the flow of information worldwide and serve to reduce the barriers between the information rich and those who wish to join that segment of the world. Successfully reducing the barriers must start with small steps that can be accomplished with minimal outlay of funds because waiting for a significant funding source presents a formidable problem for everyone to overcome. It is much more practical and infinitely more possible to plan to do with as little as possible by sharing what we already have in place. What we know without question is that we must do something. The author of a recent article stated: No longer leashed to a desktop or computer lab, students and faculty are only just beginning to see the possibilities of communicating and collaborating using wireless networks and devices. What might the future bring? ... The speed at which the Web has spread across the world and has been embraced continues to surprise us all. The Internet used to be a unique mode of communication that only a small percentage of the population, such as technies and engineers used. The barriers were complex, timeconsuming, and expensive. ...it took just three years (with the appearance of userfriendly browsers) for the Web to reach its first 50 million users—as compared to 15 years for television and close to 37 years for radio.4 With the development and wide-spread use of the Internet and the World Wide Web (WWW), CPE using DE technology is no longer a limited opportunity for a few. Practitioners may receive instruction while living in geographically dispersed areas. If the CPE program is well designed, it need be updated regularly to retain its quality. Frequent changes add resources, human and material, to the course, e.g., qualified personnel located on other sites may provide expertise that would not be possible to participants on a single site. Virtual collections of resources can be developed and made available to participants, widening their access to information. As our efforts grow and more and less expensive distance delivery formats become available, CPE opportunities open up for an even wider audience. To plan such a program, one may decide how to implement or modify a current model, or the decision may be to start an entirely new program. However providers will have some hints of how to begin. Differences in technology for providing instruction vary and individuals wishing to use any of the methods of instruction discussed here must understand the possibilities and the pitfalls. The discussion that follows provides a comparison of five models with their pros and cons. What we can then do is see who has which format available and can discuss the possibilities of sharing. ANAYLSIS OF MODELS FOR DE Today's models for DE move partially if not totally out of the traditional classroom into cyberspace. A choice exists between disconnected computers and networked computers. A first step is to use computers that are disconnected and there is no data connection to another computer. Students will get their information on a CD-ROM. In the second, information is stored on a server to be shared among students and instructor via the Internet. For a country with a less reliable communication system, the use of CD-ROM may be a better option. Courses are handed to the users on a disc. While this is the least expensive approach because one needs only a computer to play the content, the downside is that learners who have difficulty are remote from instructors and other students.

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Moving to more technical methods, CPE arrives through interactive television classrooms, the Internet, the WWW with an ever-widening use of multi-media resources. Learning outside the classroom requires only computer, modem, telephone or satellite or radio. However, only becomes a major hurdle for many potential students. Factored into any design for distance classes is the need for adequate hardware and software for both instructor and student and understanding what is "adequate" and what is lacking is a major hurdle for the novice. A choice may also be made between connected and disconnected computers. Moving from audio into audio and visual, trainers use interactive television transmission (1 1 1), offering content over network wires or high quality satellite transmission through use of wireless computers, networked computers, and the WWW. The first, ΓΓΤ, is perhaps the most costly investment in both equipment and personnel. It takes cameras and microphones, a reliable network, and trained technicians to keep network working. ITT WITH ITS SUBSET-CUseeMe ΓΓΓ allows for live instruction, real-time audio and visual interpersonal contact between instructor and student. Similar to microphones to broadcast radio transmission, once students become accustomed to using whatever microphones are available to them, they can respond to each other from locations that are many miles apart. In the obvious difference in visual transmission, the cameras at the various sites allow students to see the instructor and other students when they speak. One advantage is that the instructor is available for students to ask questions and receive immediate responses if they are having difficulty learning how to learn in an ΓΓΤ environment. It is similar to the traditional classroom in that one question may be followed immediately with another inquiry. Learning to communicate with the instructor from a distance site poses another challenge. Students must learn how to attract the teacher's attention. In some classrooms, a student speaks and the camera moves to that spot. In others, students must push a button on the microphone to speak, and the camera must be moved manually to that seat. Students may receive ΓΓΓ instruction on their computers at home if they have a high-speed modem with a microphone and small camera, CUseeMe technology. A further major advantage to television transmission is that a video-tape of the transmission can be recorded and sent to students to review if they have missed some of the instruction and discussion. If instruction is given within a small geographic area, the instructor may move between sites. This way, students may have a live instructor for at least one session of the workshop. Further, such instruction may be enhanced when an onsite mentor is available. One of the disadvantages of ITT is the high cost of equipment for transmission and for students. Additionally, trained personnel are required to maintain the technical aspects of the transmission. The success or failure of video transmission depends upon the quality of the transmission and this, at the present, remains out of the control of instructor and students. The network itself may not be stable and connections are lost through the transmission networks. Highly qualified technicians working at the various relay points are essential. Delays in or loss of transmission create disturbances that greatly affect teaching and learning because they halt the flow of instruction and communication. At the present, the cost of a high-speed modem and the microphone and camera are very costly for a student wishing to receive instruction on the home computer. Relying totally on the Internet connections will become more useful as videostreaming improves, and, while that improvement continues steadily, it is far from perfect.

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Because of the high cost and uncertainty of network transmission, many courses are offered combined with Internet communication: Adding e-mail, web, and www components expands the course options for ΓΓΓ. Classes may meet less often with additional information placed on a class discussion list, on a web site, or CD-ROM. All other interactions between students and instructor including discussion among students exist through these alternatives to meeting in a classroom.

INTERNET ALONE Using the Internet as the method of providing instruction may seem easier and less costly because it does not require the same level of technical support at the sending and receiving sites. It provides rapid contact to and from teacher and students through chat rooms and discussion groups. It helps students keep their sense of community and shared learning. Students who cannot leave their homes to attend workshops or even go to an off-site downlink into a distance classroom may receive their instruction at their desktop at office or home. Using the Internet requires only the ability to sign onto a communication vendor. Many universities, school, and public libraries provide access to the Internet. The Internet has many advantages. "The 'real time' feature of the Internet offers convenience: educational providers can rapidly update information, and students can pace themselves, learning from home at any time." 5 Obviously it allows providers to teach a larger number of more geographically dispersed students. A major problem happens when, as research shows, the Internet is used primarily to deliver "basic textual information such as lists, pamphlets, and lectures." 6 When the program is merely an electronic lecture, the instructor will not be making the best use of the opportunities provided by this technology, and much of the literature shows that educators are not using the Internet to its fullest advantage. Ulis can be overcome, as will be discussed later, with the use of instructional design in preparing course content. Another disadvantage is that students who need help in learning how to use software and hardware may not have anyone where they live who can help them. Without help, they will not be able to be successful. Further, they may not be aware of the level of sophistication of hardware and software required to download content, and they may lack the bandwidth needed to receive the content when it includes graphics and other formats.

PURELY WEB-BASED Purely web-based classes, with all content on the web may mean that the only communication is through electronic mail interaction. Students "talk" to their instructor and with each other through chat rooms and discussion groups. Group projects are carried out as online exercises with students never meeting each other. This format is less expensive than interactive television from the standpoint of maintenance of equipment, but it can be even more isolating.

USE OF MULTIMEDIA Reporting the use of multimedia, Chris Dede7 cites several methodologies including desktop video teleconferences, joint software environments for remote, real-time collaboration, a multimedia notebook with embedded templates for sharing ideas, and scientific visualization software. Another method employed "tele-apprenticeships" with students interacting not only

19

with Internet-based resources, but also with off-site mentors who could help problem solve. Joint research projects can be carried out with faculty members, students, and practitioners who conduct field-based experiences with everyone linked by shared data and collaborative discussion. Navarro and Shoemaker8 reported the results of a study of undergraduates in an introductory economics class. The study tested the performance of cyberleamers (one class meeting at the beginning of the term followed by CD-ROM lectures, electronic testing, electronic bulletin boards and online discussion groups) in comparison to traditional learners (weekly three-hour lectures with one-hour discussions). Results suggest that cyberleamers leam, as well as, or better than, traditional learners and those who succeed do so with "a high degree of 'learner satisfaction.'"9 As with anyone preparing traditional as well as DE instructional units, care must be taken to make sure the design of the instruction meets the guidelines established by instructional design experts. With well-designed courseware, faculty and trainers will be offering content that is the same as or better than traditional modes of instruction. NEED FOR INSTRUCTIONAL DESIGN OF COURSEWARE Creating lifelong learners means that instruction must address the differences between designing instruction and providing a platform where learners can become autonomous. Distance learners must take full responsibility for their own learning from coping with technologies involved to setting their own study time, providing for distractions of family and work, and the lack of human intervention and interaction in a social environment. The first, coping with technologies, requires help from someone other than the learner. Training students to participate in this new environment is in itself a major challenge for instructional design. When students NEVER meet instructors or other students face-to-face, they are thrust into a technological environment that they may find difficult to navigate. If that challenge is too great, they will quit, perhaps before they begin. They must know from the onset the type of equipment that is required if they are going to participate in all phases of the course. They must have reliable access to the Internet and the ability to download software and course content including articles from a virtual library. Anecdotal reports show that as many as 50% of participants will drop out of a distance course when they have problems with the technology. Perdue and Valentine10 report similar concerns for degree programs: ability to communicate, quality of course offerings, access to technology-related resources, and the availability of necessary personal resources. These are also deterrents to participating in webbased CPE. Students who lack the ability to download the necessary software, do not have reliable access to the Internet, don't have and don't want to purchase computer hardware, and lack confidence to participate in this type of instruction, are overwhelmed. They are reluctant to try even though they are interested. Their agencies must help them secure appropriate equipment. Once the equipment is in place, the instructional design process begins. Those who think it is a simple task to convert workshop outlines into an online course have missed a critical element, the instructional design process. Whittington11 concludes that effective instructional design and techniques are crucial elements in achievement. Persons newly preparing courses should ask for help from instructional designers to make sure courses are pedagogically sound and the content is offered in an interesting manner or online opportunities can be very dull. The suggestions that follow are major points to consider when talking with an instructional designer.

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The level of instruction must be as high as it would be if students are in a more formal workshop or learning situation. The fact that the instruction is given over a distance does not imply that it is less rigorous as it would be if the instructor and students were in the same location. From the beginning, courses must be structured so students have many successes before they have a failure. They must overcome shyness or their fear of appearing stupid. Instructors must take into account time constraints.12 Participants often remain in their everyday positions while undertaking this extra instruction, and, because they do not travel to another site, they must be able to "move into the classroom" mode. They may need to participate on hardware that is available to them only in their work environment. When this happens, a casual passer-by will see the student at a desk, apparently "working" and will interrupt the student unnecessarily. Students should be encouraged to hang a "do not disturb" sign when working on their course. Instructors must design courses to minimize the sense of isolation that will occur when a student is working alone at a computer. Because social interaction is imperative for learning, those job skills that can be learned through their membership in a community of practice will be lost unless some mechanism is built into an event that allows them to meet within a group. A professional association meeting might serve for this. Another suggestion is to have mentors available. Mentoring can become a part of the electronic communication as well as personal interaction. Certain types of training are not suitable for the Internet such as interpersonal communication experiences or higher-level analytic skills. These should not be attempted in DE electronic teaching. The research in distance education offers ways to overcome the challenges. Harasim and others13 have given a set of learning approaches in the design of learning networks. These include the presentation of an electronic lectures; asking an expert to respond to questions; assigning mentors to help the learner; tutor support; access to online databases; informal peer interactions; and structured group activities. They further recommend using online seminars, small group discussion, and learning partnerships of students in grouped pairs, learning circles, and team presentations of teaching by learners as well as online debates. Changing the way content is provided follows information learned through evaluation.

EVALUATION AS A NECESSITY Some evaluation has shown that participants perform as well in distance classes as on-site instruction. While the reports below are from research in degree programs, it is probable that research conducted for CPE would show the same results. In the mid 1990s, when the School of Library and Information Science at San Jose State University14 (SJSU) began to offer distance classes, a test was made to determine the level of success of the first offering through interactive video instruction, Stanford 15 compared the use of asynchronous transfer mode (ATM) technology at SJSU to their extended program at Fullerton and found that students at both locations had positive reactions to ITT classrooms and comfort level although the sense of community seemed to be lost. Significant differences occurred concerning instructors, perceived learning, and reliability of the technology. Overall, the distance experience was not considered that much different from the traditional classroom if the instructor was good. Stanford pointed out that issues to be considered by those developing courses include

21

reliable online syllabi, allowing for cooperative work among students, use of e-mail for evaluating work, and good materials. Computer-mediated communication (CMC) was the topic of a study by Vrasidas and Mclsaac.16 They confirmed that interaction between teachers and students and among students themselves remains a key component of both teaching and learning. The strength of DE is that instruction moving from the rigidity of the classroom to an online environment increases opportunities for interaction. Time constraints disappear, and students formulate their responses without the pressure of answering an instructor's question or participating in directed discussion in the classroom. With CMC, four factors influenced interaction: structure, class size, feedback, and prior experience. Structuring activities for the class increased communication; however, classes under ten seemed to pose problems if one or more students chose not to participate although one reason given for failure to participate was the heavy load of coursework required. Feedback from the instructor and from other students, while related to class size, affected perceived success. Students new to CMC were reluctant to participate in this form of interaction. Barreau17 pointed out that maximum student interaction helps in distance environments, but students may choose to ignore their e-mail messages when they would have more difficulty ignoring face-to-face communication. Two topics from the instructor's point of view were also assessed. The first involves the need for any professor to understand if students are actually accomplishing, learning, thinking critically and applying what they learn to other situations and thus are "becoming educated." The second is the impact of moving into a distance education mode on the instructor. To determine if students were learning, Machtmes and Asher18 prepared a meta-analysis of the effectiveness of telecourses through learning achievement or test scores, learner attitudes toward their instruction, and attitudes toward both content and instructor. They found that the improvement in delivery methods has provided different options for students to communicate with their instructors. The authors concluded that there did not appear to be a difference in achievement between distance and traditional learners. Of ten instructional features, only three had impact on achievement: interaction during broadcast, type of course, and type of remote site. However, the authors caution that additional study is needed as delivery systems change. Both research-based and anecdotal reports show that the amount of work required for an instructor to prepare and teach a course increases when the course goes online. Yet, instructors continue to do so. A recent report in the New York Times19 suggested that instructors make the change because it is "new, different, and fim," and it allows them flexibility. The time spent increases with a sizable increase in e-mail messages because all students, both the shy and the aggressive, communicate with their instructor. This article suggests that instructors need to assign activities that require only minimal resources for students, give regular and timely feedback, improve their group work techniques, make online lecture and interactive discussion very interesting, and make sure that assessment of student learning is continuous. Many students are isolated from a nearby library with sufficient research resources to help them. Supplementary materials should be placed in a "virtual library" if CPE participants are going to have the resources to complete their assignments. CPE providers must also consider the institution's or association's point of view. When CPE carries university credit, it becomes difficult to offer courses in something other than the traditional format. While this has always been a challenge for workshops, it becomes more so when courses may span the "regular" university schedule. If a CPE provider wishes to combine

22

university credit with CPE, timing as well as deciding the tuition, and determining how much of the hours can be considered "in-class attendance" challenge the bureaucratic procedures of universities. If the course is purely CPE, determining the CPE credit to be earned may pose equal dilemmas. One major factor arises when those who create online CPE courses become interested in ownership of courses developed for a distance format. Institutions may claim ownership because courses are developed using their equipment and preparation is done on "company" time. It may be that courseware is distributed over a University server and communication links. One area of research that needs to be done concerns the context of DE from more traditional forms of learning. What background knowledge will students need to bring to be able to participate in certain courses under the direction of certain providers? What will be their cultural obstacles? How will they locate courses that will be applicable to their environment? We must keep into consideration that distance courses seldom provide more than cost recovery. Ulis poses the question, "What combinations of costs and enrollment levels for distance courses are cost competitive with classroom courses when a large percentage of instruction is provided via distance courses?" was asked, Jewett's20 response included a different pattern including ...a substantial start-up, or fixed, cost that is independent of enrollment (studio communication, materials preparation, and network costs) plus a variable cost that depends on the actual number of students enrolled (primarily interaction and evaluation costs).21 While we may be very willing to share our courses, we may need to ask our administration if we can, in fact, give-it-away. Finally, some assessment is needed to determine how to make DE courses acceptable to employers who demand certification or credentials. So what are the possibilities for the future? THE FUTURE, A GLOBAL PERSPECTIVE Because educational programs or all types no longer are confined by time or distance, acknowledging challenges in addition to those previously noted should be reviewed. The obvious involve the availability of technology for the learner, a problem that exists in the U.S. and might be an even greater challenge elsewhere. Cultural differences and the barrier of language combine with uncertainty about appropriate examples for students to share. Each new technological advance seems to be eroding even those differences. As language processors begin to translate symbols that we use to create our words, phrases, sentences into another's language, we can communicate. It seems that transmitting information over the Internet is not as difficult as it once was. At a recent lecture, John Perry Barlow22 described his work with Maori tribesmen who were Internet users and not dismayed by a lack of electricity. A shed full of old truck batteries and a regular visit by someone with a generator to re-charge these batteries allowed them to access the Internet from communication satellites high in the heavens. In discussing the possibility of one agency marketing its courses for use by another agency, creators of the courses are concerned not only about their course being used without their receiving any remuneration for the use, but also about the chance that another instructor

23

could make alterations in the course, thereby destroying the integrity of the originator. It is essential that we answer the question of "Who Owns?" Once we have established ownership of courses, we come to determining content of what we want to offer as CPE. Learning about common course content used for CPE students will help us understand what we can share. While some courses may be easy to adapt, others are not. Designing CPE between international sites requires course designers who understand what is needed on other continents, in what context, and with what cultural differences. While some national organizations in some countries can and do produce CPE programs, many areas of the world lack the funding to develop such programs. Leaders within associations cannot generate enough interest to make it financially feasible. CPERT seems to be in a global position to provide IFLA members to seek and find opportunities to gather and re-distribute this information.23 We obviously can't solve all these problems in the short time we have here. However, we will be establishing the links both human and technical that we need. Our greatest communication link now available is the Internet. With the rapid changes in technology, we will soon have capabilities beyond our wildest imaginations. It is our creativity that we must employ to make links between us as CPE providers. Language might be less of a barrier in some situations because we are multi-lingual or we have colleagues who speak other languages fluently. They may serve as the bridge to others on our faculty and to other faculty. Sharing of course outlines to find similarities can begin the process of finding common curriculum points. We can then move to the content and the examples that are used to help students learn. One of the outcomes of this CPERT pre-conference will be to let us work together to plan these and other steps that we can use to continue sharing information and helping educate our students over distance and time, beyond language and culture, time and place. REFERENCES 1

Brooke E. Sheldon, "Understanding the Adult Learner: Introduction" in Esther E. Hörne, ed., Continuing Education: Issues and Challenges. Papers from the Conference held at Moraine Valley Community College, Palos Hills, Dlinois, U.S.A. August 13-16, 1985. New York: K.G. Saur, 1985. 2 Laurie J. Bassi. "Are Employers' Recruitment Strategies Changing: Competence Over Credentials," in Nevzer G. Stacy. Competence without Credentials. Washington, D.C.: U.S. Department of Education, Office of Educational Research and Improvement, 1999. p. 23. 3 Joan M. Reitz. ODLIS: Online Dictionary of Library and Information Science. Ruth A. Haas Library, Western Connecticut State University (WCSU) in Danbury, CT. 4 Judith Boettcher. "Wireless Teaching and Learning: Mobile and Untethered." Syllabus 14, 6 rem A. recnsy. 'Summary of the Workshop," p. 82 in Nevzer G. Stacy. Competence without Credentials. Washington, D.C.: U.S. Department of Education, Office of Educational Research and Improvement, 1999. 6 Charles N. Darrah. "Learning Tools Within a Context: History and Scope," p. 52 in Nevzer G. Stacy. Competence without Credentials. Washington, D.C.: U.S. Department of Education, Office of Educational Research and Improvement, 1999.

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7

Chris Dede. "Emerging Technologies in Distance Education for Business." Journal of Education for Business (IFEB). 77,4 (March 1996): 197-204. 8 Peter Navarro and Judy Shoemaker. "Performance and Perceptions of Distance Learners in Cyberspace." The American Journal of Distance Education. 14 (2000): 15-35. 9 Ibid., 29. 10 Kathy J. Perdue and Thomas Valentine. "Detenente to Participation in Web-Based Continuing Professional Education." The Journal of Distance Education. 14 (1) (2000): 7-26. 11 N. Whittington. "Is Instructional Television Education Educationally Effective? A Research Review." The American Journal of Distance Education. 1 (1987): 47-57. 12 Kathleen Dodge Kelsey. "Participant Interaction in a Course Delivered by Interactive Compressed Video Technology." The American Journal of Distance Education. 14 (1) (2000): 63-74. 13 Linda Harasim. Starr Roxanne Hiltz, Lucio Teles, and Murray Turoff. Learning Networks: A Field Guide on Teaching and Learning Online. Cambridge, Mass.: THE MIT Press, 1995. pp. 125-149. 14 Stuart A. Sutton. "Planning for the Twenty-First Century: The California State University." Journal of the American Society for Information Science. 47:11 (November 1996): 821-825. 15 Serena Stanford. "Evaluating ATM Technology for Distance Education in Library and Information Science." Journal of Education for Library and Information Science. 38 (Summer 1997): 180-190. 16 Charalambos Vrasidas and Marina Stock Mclsaac. "Factors Influencing Interaction in an Online Course." The American Journal of Distance Education. 13,3 (1999): 22-36. 17 Deborah Barreau. "Distance Learning: Beyond Content." Journal of Education for Library and Information Science. 41,2 (Spring 2000): 79-93. 18 Krisanna Machtmes and J. William Asher. "A Meta-Analysis of the Effectiveness of Telecourses in Distance Education." The Journal of American Distance Education. 14,1 (2000): 27-46. 19 Rebecca S. Weiner. "Instructors Say Online Courses Involve More Work at Same Pay." New York Times, June 21,2000. 20 Frank I. Jewett. "BRIDGE: A Model for Comparing the Costs of Using Distance Instruction and Classroom Instruction." The Journal of Distance Education 14,2 (2000): 37-47. 21 Ibid., 39. 22 John Perry Barlow. Lecture at SJSU, Tuesday, September 12,2000. 23 A questionnaire will be distributed to participants listing programs offered by those in attendance at the pre-conference and this will allow those who are seeking DE programs to make suggestions for courses they would like to see offered in a format they could use.

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DELIVERING CONTINUING PROFESSIONAL LIBRARY EDUCATION IN AFRICA: THE TECHNOLOGY CHALLENGE Lesley Moyo Pennsylvania State University Libraries University Park, PA

Abstract:

This paper explores some new technology-based methods of delivering continuing professional education (CPE) in developing countries. While focusing on the way the Internet and related technologies have revolutionized the library and information profession, in terms of new types of educational programs offered and the mode of delivery, it examines the extent to which the technologies already in use in developed countries may be applicable to the African situation, given the unique social, economic and cultural dynamics of the continent. African library and information science (LIS) educators engage in collaborative efforts in addressing the issue of CPE and training. The paper uses the Africa Virtual University (AVU) as a case study to illustrate successful collaborative efforts in delivering education across space and time to African scholars. An overview of the technologies employed by the AVU is provided. Although the focus of the AVU is science, technology, and business education, the AVU initiative provides a good foundation for CPE in many other disciplines including LIS. Some disparities that exist among African countries that militate against collaborative efforts to improve the education of professionals across all disciplines are highlighted. A comparison of Internet and telecommunication developments, in Botswana, South Africa and Zambia is included. Standing Conference of Eastern, Central and Southern African Librarians (SCECSAL) is cited as a possible avenue for collaboration and pooling of resources to offer CPE programs for information professionals in Sub-Saharan Africa.

Continuing professional education (CPE) has been actively addressed in the library and information science (LIS) profession for a long time. At times it has been addressed more rigorously than at other times. In recent years, it has become a topical issue within the context of the rapid changes that are taking place in the profession, changes brought about by the explosion of advanced technology. As Kevil (1996) put it, "Librarianship today is very much a technologydependent discipline and so is driven by enormous technological changes and paradigm shifts swirling about us..." 1 First, technology has necessitated information professionals to re-visit the whole issue of professional skills and competencies, so that information professionals are able to play new roles and perform new tasks that have emerged with the coming of the Internet and related technologies. Second, it has intensified the drive for CPE and training because of the short life span of technology-specific skills. Developments and changes in information technologies that facilitate library and information work have necessitated corresponding changes in requisite skills and competencies of information professionals. Libraries are now recruiting librarians with computer/technical skills and competencies. This is evident from job postings over the recent years for positions of "Systems Librarian," "Internet Services Librarian," "Electronic Services Librarian," "Digital Initiatives Librarian," "Information

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Technologies Librarian," "Multimedia Services Librarian," "Gateway Librarian," among others. Basic LIS education and training leading to certification is just a foundation. If professionals want to remain competent for the present, they have to take deliberate steps to renew their knowledge and skills on a continuous basis. The guidelines for professional ethics require LIS professionals to update their knowledge and skills through CPE and training. Moreover, because of the dynamism of the profession, CPE and training should be a life-long process. CPE helps practicing librarians and other information professionals not only to develop skills and competencies, but also to maintain and update them to meet the demands of a rapidly changing information marketplace. This may be met through a variety of ways, short courses, seminars and workshops, as well as formal courses. TECHNOLOGY-ENABLED DELIVERY OF CPE The Internet, unbounded by time and space is providing new opportunities for CPE across many professions. As the information marketplace is changing at an unprecedented pace, the pressure on LIS professionals to remain relevant while in practice makes the Internet an ideal place to seek CPE through the programs offered online as well as resources that could otherwise not be accessible. Courses offered over the Internet can range from simple courses requiring only downloading of notes to sophisticated courses that include interactive real-time discussions in virtual classrooms with voice over IP, among others. Technology has indeed made distributed learning a reality. Web-based online courses are a common feature of many universities in the developed world. Technology has made it possible to carry out a wide range of class-related activities in cyberspace. Furthermore, technology has the capability to alleviate constraints of space and time faced by many potential scholars. It is now truly possible to get the training you want, anywhere, anytime. This mode of learning is particularly appealing to adult learners who, along with their studies, may have a full-time job and other family responsibilities. However, the success of such programs depends more on pedagogical issues than technology capability. Some of the critical success factors on the part of the recipient are: • • • • • •

Availability of appropriate technology and infrastructure to facilitate connectivity (with a suitable communication speed); Ability to interact with the instructor for consultation and discussion; Ability to interact with other students in a virtual community; Availability of electronic information resources, such as access to a digital library, remote access to full-text databases, e-joumals and e-books; Availability of technical support, help-line, or help-desk when the technology is down; and Online course materials, such as handouts, readings, and other resources packaged as part of the course modules.

Success factors on the part of the facilitator are: • • •

Appropriate delivery technology, taking into account the lowest common denominator; High level of interactivity; Clear course goals and objectives;

27

• •

Evaluation mechanisms; Feedback facilities; and

•

Maintaining good communication and class dynamics.

Visualize this abstract scenario: A professional librarian, Tom, works full-time in a university library somewhere in Sub-Saharan Africa. He is also pursuing a post-graduate program on a part-time basis. On a typical day, he arrives home from work about 4:30 p.m. He takes a couple of hours to relax, have dinner and wind down after a hectic day at the library. By 7 p.m., Tom is ready to get on with his assignments and projects. He switches his computer on and logs onto the Internet. First, he checks his e-mail to see whether his professor has responded to a message he sent last night concerning an assignment. Sure enough, there is a detailed message with explanatory notes for his assignment. The message includes a link to an Internet site with courseware that the professor has recommended as supplemental reading. Tom clicks the active link and is immediately transported to the site where he locates the articles and notes his professor has recommended. He starts to read the article. As he reads the article, he notices where he had gone wrong in his assignment. He opens his MS-Word program and begins to make corrections. It's now after 8 p.m. Tom decides to have a cup of coffee. While drinking his coffee, he opens a book-marked site on the Internet where the professor has a 30-minute Webcast on the current topic and he is listening and watching his professor deliver a lecture using a PowerPoint presentation. At 9:00 p.m. he goes to the Website where he can sign-in to the chat-room class discussion for the GMT time-zone students. Three of his colleagues are in, and the discussion is under way. Tom shares some information from the Webcast. The teaching assistant moderating the discussion recommends other good sources. Logging out from the chat room, Tom goes to the library information access system to access the databases and finds two good full-text articles. He locates two online books and puts a personal reserve on one of them. At 10:30 p.m. Tom decides to stop. He reads through his assignment again, and, satisfied, he sends it to his professor as an e-mail attachment. Quickly looking over his calendar for the next day, he notes the professor's office hours. He decides to use the computer at work during his coffee break to contact his professor online real-time office hours. At 11:00 p.m., Tom retires. Technically speaking, this is already possible and is taking place in developed countries. However, this is not widespread. Virtual delivery of CPE goes beyond the capabilities of technology. In the scenario above, the following are in place: • • • • • • • • • •

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Originating institution; Facilitators (professor, teaching assistant); Computer; Application programs (word processing); Internet capability (connectivity, plug-ins, java-enabled browser); E-mail facility; Asynchronous communication (interactive consultation); Virtual classroom (chat room); Web-based courseware for the program; Access to academic databases;

• •

Electronic books; and A local library with connectivity.

These are the basic ingredients. In addition to these, other issues come into play if an online program should succeed. Seivert et al identifies three categories of issues that affect Internetbased instructional activities: technical, pedagogical, and social issues.2 The Illinois Online Network emphasizes two key elements of an online program are: ...online curriculum has two important factors, process and outcomes. The process must integrate life, work and educational experiences, generate continuous dialog, draw a connection between the learned concepts and work experience...maintain a balance between technology, facilitator, and students, and incorporate group and team activities.3 Furthermore, the curriculum should drive technology, not the other way round. Technology is a tool and not the focus of the learning. Choosing technology is difficult because of the fast pace of change. For places like Africa, technology choices for curriculum delivery are driven by the availability of a necessary infrastructure, and choices should accommodate those with very basic technology skills as well as those with the high-end technology. Delivering CPE across space and time implies using network and communication technologies to bring together students, teachers and facilitators, and information resources from different geographical areas. While universities in developed countries are doing so already, countries in Africa with requisite information technology infrastructures are just beginning to get on board. Initially participation will be entirely as recipients of training rather than originators of training. EDUCATION AND TRAINING FOR U S WORK IN AFRICA One of the issues that library professionals in Africa have been grappling with over the years is the issue of CPE and training that includes both formal courses leading to advanced degrees and training programs to improve the performance of practicing librarians. Most librarians in Africa who have undertaken graduate studies, especially prior to the 90s, did so outside the continent, largely in UK and USA. Not until the mid-90s did library schools in Africa develop graduate programs in LIS. Significant LIS schools currently offering strong graduate programs are University of Botswana, Department of Library and Information Studies; University of Cape town, Department of Library and Information Studies; School of Information Studies for Africa, Addis Ababa, Ethiopia; Africa Regional Center for Information Studies, Ibadan, Nigeria; University of Natal at Pietermaritzburg, South Africa. CPE for African professionals has been largely associated with distance education (DE) because once professionals were engaged in their work, geographical limitations affected the way they could pursue academic programs. With the capabilities of new technologies, CPE includes education programs that can be taken anytime, anywhere. Technology is moving us to the "anyhow" dimension where many delivery options and modes can be selected depending on what works best for individual circumstances. For some African students who planned to study with universities abroad, online programs offer an opportunity to cut costs for travel and accommodations. Also, scholars avoid disruption, remaining with their families and still having the opportunity to achieve professional and career goals. Technology brings opportunities for professionals to collaborate. It is time for African LIS professionals to offer programs jointly, so that CPE consumers can take courses from

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various places, both developed and African countries. Professionals can continue to work in their home library and still participate in CPE short courses and seminars. For this to work, curricula must be relevant to the broader African context. Right now LIS curricula in most African countries is designed to meet the needs of the individual country. Underwood and Nassimbeni identify a difficulty in South African LIS education, a concern about lack of standardization.4 Due to lack of accreditation, students cannot now take courses from different institutions and transfer credits. This situation is common to most LIS institutions in Africa. With cooperation and collaboration among African LIS schools, online CPE courses could be developed for the wider African context, and the collective expertise of LIS educators could benefit a wider audience. Technology can facilitate collaborative teaching and expanded programs. Of all the LIS programs in Africa, the program in the Department of Library and Information Studies at the University of Botswana has one of the broadest curricula geared to meet regional needs. Students come from: Cameroon, Seychelles, Kenya, Mauritius, Lesotho, Swaziland, Zimbabwe, Zambia, Mozambique, Malawi, Uganda, and Tanzania. The Department has taken deliberate steps to gear its curriculum to the broader information marketplace within Botswana as well as the Africa Sub-continent. Programs offered range from undergraduate certificates and diplomas to bachelors and master's degrees and a PhD in LIS. Each of the programs has extensive course offerings, including core and elective courses. In addition, the Department runs short courses and workshops geared to practicing professionals every year during the long break. Another concern raised by Underwood and Nassimbeni is the issue of LIS curricula being strongly influenced by Anglo-American and European professional concerns and practice with little local content and contextual presentation. Many librarians who studied outside the continent followed a curriculum that rarely had direct contextual relevance to their situation. Course selections excluded pertinent issues such as how to run a library on a small budget, how to market the library concept to the government, how to gain support for libraries in rural communities, how to optimize use of limited collections, and how to motivate and retain library staff. These are the issues and contexts for most African librarians. While other parts of the world are flourishing, LIS professionals in Africa are experiencing cutbacks as resources are diverted to priority and crisis areas such as health, environment, and disaster relief. INFORMATION TECHNOLOGY PROLIFERATION All African countries have Internet connectivity, largely limited to the capital and larger cities. The majority of people in Africa have no access to the Internet. Any CPE programs whose primary delivery mechanism is Internet based are likely to have only limited success in reaching African librarians. Even in the cities where the Internet is widely used, most connections are through academic institutions and private companies. Few public libraries and few individuals have access to the Internet. If librarians in Africa want to pursue CPE programs offered globally via the Internet, they must do so through their employer's Internet access or through affiliation to an academic institution. There, access to the Internet is restricted to a few hours per week because computers are limited. It is unlikely that professionals will engage in online courses requiring active participation. Chifwepa received the following responses from a survey of information technology (IT) users in Zambia:5 •

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There were inefficiencies of ZAMNET in rectifying telephone problems;

• • • • • •

The system is too slow in downloading and connection; Access to sites is very difficult (slow modem speed); Low computer capacities whereby their speed and memory capacities are too low; Too few computers, computers inaccessible at times; Poor computer maintenance; and Being far from Lusaka having to telephone Lusaka in order to collect mail from the host or send messages is frustrating.

Table 1 shows the availability of ΓΓ infrastructure in Botswana, South African and Zambia. Table 1 IT Infrastructure for Selected African Countries South Africa Posts and Telecommunications Authority AND Private

Zambia Posts and Telecommunication Authority AND Private

768 Κ

150,000 Κ

512 Κ

Number of ISP

3

75

3

Dialup Internet subscribers

20,000

650,000

6,500

Botswana Telecommunications regulator

Posts and Telecommunication Authority

International Band Width

Internet Access costs

$18/Month */full Internet Access

Population GDP (1997) USD/person

$10-$20/Month full Internet Access

$25/Month full Internet Access

1.57 million

8.78 million

44.31 Million

$3252.0

$2979.0

$463.0

All data extracted from Mike Jensen's site: "African Internet Status" http://demiurge.wn.apc.org:80/afnca/afstat.htm, as of September 2000.6 'Based on the PlOO/month payment plan.

South Africa, with 650,000 subscribers through ISP, has the most advanced ΓΓ infrastructure. North Africa has 200,000, and the rest of Sub-Saharan Africa (50 countries) have 150,000. In Africa, each computer with Internet and e-mail supports an average of three people, a total of about three million Internet users in Africa. Of these two million are in South Africa. Egypt ranks second and Botswana ranks third in Internet hosts. Africa has one Internet user in every 250 people compared to one in three in North America and Europe. The average cost for dial-up Internet access in Africa is $50 a month for five hours. In Zambia, this would be equivalent to a civil servant's monthly pay! Internet connections are also dependent upon international bandwidth for delivering web pages over the Internet. Most African countries have 64kbps links with only a few having 512 or over. Because of inadequate bandwidth, connections are slow; and delivery of interactive online courses would be ineffective. Few African institutions are using the Web to deliver much information, let alone offering comprehensive Web-based courses. Courses offered via the Internet in South Africa have only partial components online. Others are delivered in traditional contact methods with students in

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residence. It will take a long time before comprehensive CPE can be available "anywhere anytime." Research shows that Internet connections in Africa are primarily used for e-mail communication. A small percentage report using the Web to search for course related information except in academic environments where students use it for literature searching. Universities lead in proliferation of Internet resources, but have limited student access, as stated earlier, because few computers are available and lack of bandwidth adds to the problems. TECHNOLOGICAL INFRASTRUCTURE FOR DELIVERY OF CPE Africa is currently faced with an acute shortage of high quality faculty to deliver academic programs. Experts have been lost to the developed world, and educational institutions and resources are inadequate. Few people have an opportunity to receive tertiary education. According to Light, only 3% of the African population aged 18-25 enroll in colleges. Further, professionals who have basic qualifications still need CPE. IT opens new frontiers to learning and hold promise for participation of African scholars in the global knowledge age. New frontiers that, until now, have been bound by space and time are open. Few African countries are economically stable, and, although they may have information technology infrastructures, they do not have the requisite resources to support CPE programs. Many parts of Africa outside the capital cities and surrounding areas do not even have electrical power. Yet librarians in those rural areas need to learn new developments in the profession and improve their performance. The technology now available can only serve a minority of librarians in Africa. DELIVERY MECHANISMS: NEW OPPORTUNITIES The African Virtual University (AVU) was launched in 1997 with funding from the World Bank. It serves AVU students in 15 African countries with 26 African universities and colleges participating as recipients of the training and 36 Institutions from North America, Canada, and Europe originating the training. Classes are conducted in front of TV cameras and beamed via two-way satellite links using satellite broadcast technology. Students in classes interact, ask questions, and take exams. The World Bank has developed a digital library to support this virtual community with a database and a catalog of over 3855 entries of Web-based resources as well as a collection of World Bank electronic publications. Virtual discussion forums are run from the AVU website. Some of the courses are being developed for delivery via the Internet to cater to those areas where appropriate Internet connectivity and infrastructure exist.1 The AVU initiative is criticized as being too expensive and reaching only those in major cities; yet it is more affordable than re-location. It presents an efficient model for pooling resources among African colleges and universities to facilitate CPE. LIS schools could adopt this model to offer programs collaboratively with other professors from other African colleges and universities, as well as with colleagues globally. Currently AVU is in transition from its pilot phase under World Bank, to an independent non-profit organization with a regional office in

1

Information as well as other electronic resources on AVU can be accessed at http://www.avu.org. Authentication is necessary to access some of the resources. Details of the AVU network components can be viewed at http://www.avu.org/section/tech/default.cfm71ocationsnetwork Details of equipment setup can be viewed at http://www.avu.org/section/tech/default.cfm?locatìon=equipment.

32

Nairobi, Kenya. As the program expands its curriculum, LIS professionals can seize the opportunity to get on board with CPE programs. A South African independent agency offers nation-wide courses in various programs using technology similar to that employed by AVU. The Ubuntu Edunet, a satellite-based training agency, offers interactive distance learning through training, conferences, and workshops deliverable throughout South Africa. Participants can interact and ask questions in real-time. Lectures are transmitted from the studio in Randurg to the satellite as a compressed digital video signal and is received by any venue equipped with a special antenna. Very small aperture terminals (VSAT) provide two-way communication channels. Audio communication facilitates student-teacher dialog, and data communication facilitates feed back from students. Further information is available at: http://home.intekom.com/ubuntu/index.html. The standing conference of Eastern, Central and Southern African Librarians (SCECSAL) is a forum that could lead in initiating modules for collaboration in offering CPE programs. SCECSAL can identify areas with a need for CPE and match them with CPE providers. The Department of Library and Information Studies (DLIS) at the University of Botswana has given courses in conjunction with DSE-ZED (German Foundation for International Development) for practicing librarians in eastern, central, and southern African regions. While the curriculum was chosen after a survey of priority areas of need, the mode of delivery is traditional contact with on-site participants. Other opportunities include africanscholars, a discussion forum on "the underlying issues of scholarship and scholarly publishing in Africa." To subscribe, send a message to: [email protected] or email your request to the administrator: [email protected]. To subscribe to Africana-L, a moderated discussion of electronic networking and information technology in Africa, send a message to [email protected]. Other non-academic agencies have begun to offer virtual CPE programs to their employees using satellite technology. In Africa, CPE has always been associated with DE. Once professionals have undergone formal training leading to a degree qualification, few opportunities for CPE existed. Professionals could enroll in print-based programs where course work was mailed to students and everything was posted back and forth, or they had audiocassettes and radio broadcasting. The University of South Africa (UNISA) is the largest DE institution in Africa and LIS programs are included in their curriculum. They only recently incorporated online content and modules. Because UNISA has the infrastructure to run DE courses, it is better placed to offer web-based programs. LIS professionals could reap many benefits from pursuing CPE programs. Those on the Web and originating in other countries are not entirely removed from their own environment. Participants can explore the extent to which issues under discussion can be applied to their own professional environment. They do gain content and insights in international issues for the LIS profession. Feedback to originators from students globally would give them insight into international librarianship, also promoting diversity within the profession. SUMMARY Although all African countries have access to the Internet, the level of Internet usage is relatively low and confined to capitals and other larger cities. Using the Internet and related technologies as a vehicle to deliver CPE would reach a small proportion of information professionals in Africa. With the level of penetration of Internet increasing, African scholars and

33

professionals should embrace the educational opportunities it brings. Most technologies that are widely used for virtual learning in the developed world have not as yet been adopted in Africa because of the absence of a necessary infrastructure. Hie AVU initiative presents a good model not only for offering CPE programs globally, but also for collaboration among LIS educators in Africa. REFERENCES 1 Kevil, Hunter. "Continuing Education and the Reinvention of the Library School." Journal of Education for Library and Information Science 37,2 (1996): 184-90. 2 Sievert, MaryEllen C.; Johnson, Diane Tobin; Hartman, Teresa; and Patrick, Timothy B. "New Educational Strategies for Training Information Professionals: Building Awareness, Concepts, and Skills Through Learning Technologies." Journal of Education for Library and Information Science 38,4 (1997): 301-13. 3 Illinois Online Network. "Key Elements of an Online Program." http://iUinois.odine.ui]linois.edu/IONresourœs/onlineoverview/keyelements.html (March 5,2001) 4 Underwood, Peter G. and Nassimbeni, Mary C. "First Steps: Reconstructing Library and Information Science Education in South Africa." Education for Information 14,3 (1996): 215-23. 5 Chifwepa, Vitalicy. "Connectivity in Africa: Use, Benefits and Constraints of Electronic Communication - Zambia Phase 2." Africa Information Society Initiative (AISI), 1998. http://www.bellanet.org/partners/aisi/proj/zamfin.htm. (Feb. 19,2001) 6 Jensen, Mike. "African Internet Status." http://demiurge.wn.apc.org:80/africa/afstat.htm, Feb. 8,2001. 7 Light, David A. "Pioneering Distance Education in Africa." Harvard Business Review, Sep.Oct., 1999.

34

CONTINUING LIBRARY AND INFORMATION SCIENCE PROFESSIONAL EDUCATION THROUGH THE VIRTUAL CAMPUS INITIATIVE Urna Kanjilal Faculty of Library and Information Science Indira Gandhi National Open University New Delhi, India

Abstract:

With the changing technologies in the field of information gathering, storage, retrieval and dissemination, many organizations in India are now grappling with the problem of maintaining and upgrading the competency of library and information science (LIS) professionals. The curriculum for LIS courses, traditional in nature, adds to the problem. As a result the need for well-planned continuing professional education (CPE) programs is being seriously felt. Rapid automation of libraries, establishment of resource sharing networks and metropolitan library networks in the major cities of the country, increasing demand for information products and services e.g., online searching, CD-ROM databases, and others have created a heavy demand for short term courses in computer applications. While some institutions, National Information System for Science and Technology (NISSAT), Indian National Scientific Documentation Center (INSDOC), and Documentation Research and Training Center (DRTC) offer short term CPE programs occasionally, these are not sufficient to cater to the growing needs. The distance education mode is now being considered as a viable method for tackling this problem. Keeping this in view, the LIS faculty at Indira Gandhi National Open University (IGNOU), New Delhi is working to develop short-term courses for LIS professionals. Under the Virtual Campus Initiative, the University offers an International program, a Bachelors Degree in Information Technology (BIT). The faculty is contemplating using this existing facility to provide shortterm virtual courses for LIS professionals. To start with, a prototype is being developed for offering a course on the UNESCO's information storage and retrieval software, WINISIS (Window version of CDS/ISIS). This paper looks into the various issues and problems related to developing and implementing this online course.

Library and information science (LIS) courses are offered at different levels in India. At present there are around 130 universities and institutions offering BLIS, MLIS, M. Phil, and PhD degrees in LIS. The certificate and diploma level courses are being offered by library associations and polytechnics, among others. Most of these courses are conventional in nature emphasizing classification, cataloging, reference and library management. Some institutions are offering library automation and computer applications but most of them are theory based and lack hands-on training. Continuing professional education (CPE) programs for LIS professionals are still in the formative stage of development and are quite sporadic in nature. No set policy includes the

35

provision of CPE programs in the country. The major effort in the provision of short-term courses, especially in the areas of library automation, has been taken up by institutions such as the National Information System in Science and Technology (NISSAT), the Indian National Scientific Documentation Center (INSDOC) and the Documentation Research and Training Center (DRTC). These are not sufficient to meet the rising demand for such courses. A distance mode of education is now being looked upon as a viable method for tackling the rising demand for LIS courses. At present there are six open universities and thirty correspondence directorates offering LIS courses at different levels. The courses offered by the open universities are quite innovative and are using multimedia modes of delivery. Most of these open universities are in their formative stages and are concentrating on the traditional degree or diploma based courses. While discussing LIS courses through a distance mode, special mention must be made of the Indira Gandhi National Open University (IGNOU). IGNOU is a national level university set up by an Act of Parliament in India. Apart from being a university, it is also the center for all distance education institutions, coordinating and setting standards for distance education in the country. At present the Faculty of Library and Information Science now offering BLIS and MLIS programs, is in the process of developing a postgraduate diploma in library automation and networking. The Ph. D. program is also to be launched soon. The curriculum for the BLIS and MLIS has been designed keeping in view the latest developments in ΓΓ and information handling procedures.1 Hands on training for practical applications is a compulsory component of these programs. The university has set a new trend for providing quality programs in LIS through distance using state of the art education technology. The faculty is now planning to take a lead in providing systematic institutionalized CPE programs for LIS professionals through the virtual mode of delivery. IGNOU was established to democratize higher education in the country. Its aim is to provide cost effective quality education to a large section of the population by reaching out to the remotest corners. IGNOU's present enrollment is now around 600,000 covering different sections of the population and spread throughout the length and breadth of the country.2 It has adopted the philosophy of "education at doorsteps" for delivery. For this an effective and efficient network of 26 regional centers and 504 study centers has been established throughout the country. Adoption of state-of-the art telecommunication technology has further helped in reaching out to unreached sections of society. The latest initiative taken by the university is to establish a virtual campus to further enhance the outreach. Cutting edge digital technologies are now enabling universities to implement distance education to reach out to a diverse population and provide teaching and learning environments 24 hours a day, seven days a week. In recent years there has been a rush for providing courses through the Web. Web based courses have a great potential to enhance academic programs beyond the walls of the classroom or campus. These can facilitate life-long and just-in-time learning. Online delivery of courses is now gaining popularity all over the world. Technology enables the universities to offer courses virtually, simulating the classroom environment. The general trend is to provide course materials including course outlines, calendar, reading materials, slide shows, and assignments on the net. Teacher-learner interaction is provided through asynchronous media, e-mail and bulletin boards, and synchronous media, chat sessions and web conferencing. Online evaluation is also conducted in some cases. This mode of delivery is not only being used for full term courses but also for short-term CPE programs.

36

Under its virtual campus initiative IGNOU launched the Bachelor's degree program in Information technology (BIT) in September 1999, in collaboration with the Edexel foundation of UK. For the virtual campus mode the learners have access to the following resources: • • • • • • •

Satellite based interactive teleconferencing sessions; Pre-recorded video lectures; Synchronous counseling with the online mentor/peer group using online chat mode; Asynchronous interaction with tutors through e-mail; Reading material and tutorials on CD-ROM; Access to Internet resources provided at the virtual campus web site; and Printed booklets and brochures for specific information.

Twenty Tele Learning Centers (TLC) have been established throughout the country specifically for the delivery of the ΒΓΓ program. The TLCs provide the following services: • • • • •

Practical laboratories; Computer based trainings (CBT); Facility for viewing video lectures and participation in the interactive teleconference sessions; Discussion sessions; and Library facility.

For hands on training the learners have the lab facility in the TLC, which is available for two and a half hours per day for five days a week for each student. Students undertake at least three to four hours practice per week. Apart from practice, two discussion sessions, two and a half hours each, for each learning module, is provided every week. During these sessions, counselors specified for the particular course interact with the students at the TLCs. Keeping in view the practical and technology intensive nature of the program, emphasis has been given to face-to-face interaction. This is a slight deviation from the philosophy of distance education where learners are free to pursue their courses at their own place, pace and time. ISSUES AND PROBLEMS FOR CONSIDERATION The major problem involved in delivery of online courses in India is the low percentage of Internet access. The country has a population of more than a billion, but only around four million Internet users at present. It is, however, predicted that this number may go up to seventeen million in the next five years.3 The biggest obstacle at present is the lack of sufficient telephone lines. At present there are about 15-20 million telephone connections.4 It is estimated that only 4-6 million lines can be added each year. Now with the opening of the market to the private companies the situation is likely to improve considerably. Plans are underway to transform the 600,000 public call offices spread all over India, into 'tele-info-centers' providing a variety of multimedia information services. This will considerably boost the Internet use especially in rural areas. The per capita computer penetration is also very low in the country. At present there are five million personal computers (PC) and one in eight PCs used in India today are online. It is predicted that there will be seventy million PCs in use in India before the end of 2004.s Broadband access via cable is envisaged as an important medium for the growth of Internet in India as there are more television and cable connections than PCs and telephone lines.

37

Currently there are about twenty million cable TV users in India. Promotional measures are being taken to provide Internet to the masses through the vast network cable TV houses in the country. The low penetration of Internet access makes it difficult to deliver virtual courses in India. Delivery for such courses requires thorough planning for the infra-structural facilities to be provided at the learner's end. Tele learning centers must be set up throughout the country to provide access to the learners. This involves spending huge amounts of money establishing such centers. The problem is further compounded when a large number of students need to be served. Monitoring for effective delivery and quality assurance becomes a difficult task under such circumstances. The short-term CPE program on ISIS is being developed keeping in mind the present circumstances and the difficulties that are envisaged for providing virtual courses in India. Keeping in view the limitations of Internet access in India a dual mode of offline and online delivery model is being planned. In offline mode, the theoretical background material will be provided in a CD-ROM. This will minimize the bandwidth requirements. Online support will mainly focus on the interactivity in both synchronous and asynchronous modes. The ΒΓΓ program of IGNOU under the virtual campus initiative has been running for a year now and the experience gained from it will help considerably in designing of the present program. Existing TLCs established for the BIT program and the Work Centers for LIS courses of IGNOU will be utilized for learner end support. A PROPOSED CPE PROGRAM THROUGH VIRTUAL CAMPUS Though online courses are getting popular throughout the world, not much has been done for providing such courses for the LIS professionals in India. This mode of delivery facilitates provision of standardized material prepared by the best available experts. It can be the most costeffective hassle free method of conducting short-term training programs. With growing demand for short-term CPE programs for LIS professionals, it is pertinent to take into account the relevance of online delivery in the present setup and to use it effectively. Because of the advantages of Web based courses and the demand for short-term CPE programs, it has been decided to develop an online course on ISIS (Windows interface). Initially a pilot project is being conducted which will involve development and delivery of the course. A feedback and thorough review of the project will follow. After analyzing the results, the future course of action will be decided regarding delivery of the program on a regular basis. The package being developed reflects reusability, modifiability and scalability. The framework being developed can be used for any number of courses and will cater to a large number of learners in the long run. The model will be up-gradable, and extendable to other training scenarios in future. The program will be divided into different modules with each module comprising: • • • •

Reading material in text and graphics format; Electronic presentations, slide shows and electronic tutors; Online practical hands on training with software made available on the server for a specified time period; and Evaluative related activities and interaction.

The entire program will be spread over a period of one month and learners can study at their own pace and time. Dual mode of delivery will be adopted using online and offline mode of

38

delivery. A CD comprising information such as text, slides presentations, tutorials and activities will be used for the offline delivery. The offline mode is being used to restrict the bandwidth requirements. Online support will make material available on the net for a specified period and access will be restricted to those registered for the course. Apart from the material, interaction will be provided through e-mail and chat sessions. The entire program is being designed in such a manner that it can cater to two categories of learners: one with unlimited access to Internet and the second with restricted access. Those with unlimited access to Internet can use both CD and web based course material. They can interact with the instructor through synchronous and asynchronous modes. Those having restricted access can use the CD based material for study and interact through e-mail. Ulis training program is being developed for LIS students at the degree level, LIS professionals, and LIS teachers. Since this is the first time that such a course is being developed by the university, care is being taken during its development. Experts from all over the country are being involved in designing of the course curriculum, content development and delivery aspects. To facilitate selflearning, special attention is being given to the aspect of interactivity. The program is being developed in a modular format facilitating graded learning from simple to complex domains. It involves guided learning with support for an exploratory learning environment. The progress of the learner will be monitored through automatic feedback generation. The software development for this purpose involves the following components: • •

•

Data security module - to protect the copyright data and giving access to the authorized users only; Delivery and assessment software - front end engine will provide the course content whereas the backend will involve automatic assessment and feedback generation in the encrypted format; and Collection of data and report generation - this module involves consolidation of feedback data and production of reports in desired formats.

Once the prototype is developed, a thorough testing will be conducted involving experts, professionals and students to check for bugs and for fìnalization of the courseware before delivery. SUMMARY LIS professionals in India have an urgent need for short-term CPE programs. The virtual mode of delivery for such programs seems to be the most viable solution in the present day context. Keeping this in mind the LIS faculty at IGNOU is in the process of developing a shortterm online course on the ISIS (Windows version) package of UNESCO. The main objective is to develop a scalable model for need-based training in future. The development of such an electronic model will help in creation of a repository of value-added learning resources that can be utilized as per requirements. The focus is on high-tech interactions in a collaborative learning environment. At present the running cost for such courses may be on the higher side. But keeping in mind the tremendous growth potential of the IT sector in India, this may turn out to be the most cost-effective mode of delivery of CPE programs in the future.

39

REFERENCES 1

Kanjilal, Urna. "Education and Training of Library and Information Science Professionals Through Distance Mode: Challenges for IGNOU in the Next Millennium." FID Review Vol. 1, No. 2/3 (1999): 44-49. 2 IGNOU website: http://www.ignou.org. 3 "India May Threaten China For King Of Netizens." http://cyberatlas.internet.c0m/bigj3icture/demographics/article/0,1323,591 l_309751,00.html. 4 "Internet Potential in India." http://stvlusinc.com/intemet potential_india•html• 5 "E-commerce Potential in Asia Discussed." http://www.timesofindia.com/250500/25infol2.html.

40

GROUP MENTORING FOR LIBRARIANSHIP GRADUATES: A REPORT ON OUTCOMES Ann Ritchie Ebsco Publishing, Australia and New Zealand Melbourne, Australia

Abstract:

Paul Genoni School of Media and Information Curtin University of Technology Perth, Western Australia

This paper is an update of an interim report delivered at the CPERT conference in 1997, on the Australian Library and Information Association Group Mentoring Program for graduate ILS students, begun in Perth, Western Australia in 1995. Since that time a formal evaluation was conducted for one year's Program, and the results are reported in this paper. The main findings of the short-term evaluation and the experiences gained in facilitating the Program for 5 years are used to refine and extend the conceptual basis of mentoring. The paper also presents a brief practical guide to the critical steps involved in establishing a facilitated mentoring program. The research findings reported in this paper are based on master's research by one of the authors.1

In the past three decades there has been a growing body of literature which points to the value of mentoring as a form of continuing professional education (CPE). Much of this literature has been anecdotal and based on the personal experiences of those involved in mentoring relationships. Very little rigorous research has been conducted with regard to outcomes. Merriam2 reviewed the literature to 1983 to ascertain the extent to which the enthusiasm for mentoring could be substantiated by research. She concluded that from a research design perspective, the literature was "relatively unsophisticated"3 and noted the need for more extensive evaluation of formal mentoring programs. With respect to the direction of future research, she stated, "The fundamental question for adult educators and researchers is not how mentoring leads to material success, but how it relates to adult development and adult learning."4 Daresh,5 in a systematic review of the literature on mentoring and related professional development activities for educational leaders between 1984 and 1994 concluded, "There have been relatively few published descriptions of research related to the structure, implementation, evaluation, or outcomes of mentoring programs designed to enhance the professional development of educational leaders."6 FORMS OF MENTORING The conceptual basis of mentoring is evolving and new applications are emerging. A growing recognition of the different forms that formal mentoring can assume include the following: 1. Individual Mentoring. This is a traditional mentoring partnership which links a more experienced mentor with less experienced individuals who are at a stage where they have particular learning or transitional needs.

41

2. Peer Mentoring. This form of mentoring activity occurs when workplace or professional colleagues who have similar developmental needs come together in a mutually supportive, instructive and complementary partnership. They may not necessarily be at the same professional level or at the same rank in an organisation's structure. 3. Group Mentoring. This style of mentoring brings together a number of individuals under the guidance of one or more experienced group leaders or facilitators for a particular purpose. It is intended that the individuals who are at a similar stage of learning or have related learning needs, will form a supportive learning group. It can be differentiated from the common conception of "support" group by at least one distinguishing characteristic: the leader/facilitator role consciously incorporates mentoring functions, for example, role modeling and coaching for career and psychosocial development. Group mentoring is a relatively new concept, and has been incompletely defined and poorly represented in the literature to date. Generally "group" programs have ranged along a continuum from a networking-style of mentoring in which individuals have some affiliation to a larger group. See, for example, Dansky7 for a discussion of the role of informal mentoring in which the professional association functions as the "group," to more formal, structured and facilitated small group programs.8 An added dimension in group mentoring occurs when a teaching model known as "synergogy" is followed in the group. Synergogy is defined by Mouton and Blake9 as "a systematic approach to learning in which the members of small teams learn from one another through structured interactions." Quinn differentiated synergogy from other approaches to teaching including pedagogy which is generally associated with a teacher-led, dependent style used in teaching children and androgogy, an independent, self-directed learning style most often used when teaching adults. Synergogy is dependent on the development of a team ethos among the group members, and as such, refers to the synergy that develops and enhances the experience beyond that which exists between any two individuals or subsets of the group. Synergogy is also dependent on the introduction of structured interactions. In a group mentoring program these activities take the form of peer-based mentoring activities, such as giving and receiving feedback. This style of mentoring has been designated "co-mentoring" and it may occur in a small or large group setting. The steps in setting up a group mentoring program which incorporate the operating principles and philosophy of a "co-mentoring" model are outlined in the final section of this paper. Challis10 conducted a mid-point evaluation of a one-year pilot of a CPE program for general practitioners. They described a model incorporating aspects of individual, peer and comentoring. Small groups of general practitioners, the peers, were led by a facilitator/mentor, a general practitioner with some expertise in the area of educational development, whose role was to "facilitate the sharing of ideas, hopes, anxieties and progress in learning."11 The group followed a "portfolio-based" learning route. Regarding mutuality of the mentoring which occurred as part of the group's structured learning process and suggesting the possibility of the model of learning referred to as synergogy, the authors stated: There is, therefore, little difference in professional status between the mentor and the mentees, which gives the whole mentoring process a degree of dynamic interaction which goes beyond the role of mentor as "expert" and the mentees as "novices."12

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The mid-point evaluation concluded that general practitioners were familiar with a traditional model of professional development in which they responded to training initiated by others and that they were not used to initiating and collaborating in training so that their own learning needs would be met. However, following participation in the group process, they were able to review this established pattern and were comfortable with identifying personal and professional needs and gaps in their own knowledge. Thus co-mentoring amongst a group of professional peers and a facilitator is characterised by mutuality, complementarity, equal power relationships between facilitators/leaders and peers, and teamwork. Inherent in the structure of a co-mentoring model is the potential for synergistic learning to occur. The three forms of mentoring discussed above are by no means exclusive. Peer mentoring is a variation of individual mentoring; the facilitators or leaders of a group act as individual mentors and the participants act as peer mentors to each other; group mentoring encompasses individual mentoring, peer mentoring and co-mentoring. CLASSIFICATION OF MENTORING PROGRAMS Mentoring programs may be described according to various criteria. The following terms are frequently used to describe mentoring programs but their meanings are not usually differentiated. * Formal and Informal Formal mentoring programs have some degree of organization, at least, a mechanism for the assignment of pairs in an individual program, or suggested mentoring activities or roles in a group program, whereas informal mentoring exists outside the boundaries of an official mentoring program and the pairing process relies completely on a process of "natural selection." * Structured and Unstructured Structured mentoring programs have an organizational context which gives the participants procedures and guidelines in which to conduct their relationships. An individual or a committee is responsible for the identification of target groups, selection of a coordinator, development of procedures for participation, assessment and selection of participants, matching mentors and proteges, provision of guidelines, e.g., length of contract, suggested activities, possible meeting arrangements. Monitoring and evaluation of the program should occur, and structured learning opportunities and training may be provided and/or required. Unstructured programs, while they provide a formal organizational context, leave the individual participants completely alone to decide the terms of their relationships and the activities they undertake. * Facilitated and Unfacilitated The distinction between facilitated and structured programs is not a hard and fast one, and there may be some overlap. Generally, however, facilitated programs may be differentiated from structured programs with regard to the criterion of resource provision. Murray13 defined facilitated programs as "a structure and series of processes designed to create effective mentoring relationships, guide the desired behaviour change of those involved, and evaluate the results for the proteges, the mentors and the organization."14

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The coordinator or committee of a facilitated program implements a formal structure and processes in which the program operates. They also offer assistance and support to the participants in order to facilitate effective relationships. For example, support may include liaison and guidance from the committee or coordinator, provision of information kits and opportunities for training in mentoring skills, organization of regular meetings among all participants in the program for information sharing and problem-solving. Resources may also include payment of a stipend to the mentors. Evaluation to assess effectiveness of the program and achievement of outcomes is also characteristic of facilitated programs. Unfacilitated programs do not offer this type of structural support. DESCRIPTION OF THE GROUP MENTORING PROGRAM The Australian Library and Information Association's (ALIA) Group Mentoring Program is a one year program for new graduates in librarianship. The main aim of the Program is to facilitate the transition of new graduates into the profession. The Program was developed in Perth, Western Australia, in 1995 and since then the model has been adopted by the Victorian Branch15 and the South Australian Branch of the Association.16 Based on a review of the literature and previous experience in mentoring programs, the following characteristics were formulated and described by the initiators of the Group Mentoring Program in order to ensure that the newly developed group format incorporated the essence of mentoring. Thus the three essential characteristics of mentoring adopted for this program are: • •

•

Mentoring is a two-way, learning relationship which draws upon the knowledge and wisdom of suitably experienced practitioners; Mentoring is designed to fulfil two broad purposes of career and psychosocial development, with the specific goals of the relationship being determined by the individuals involved; and Mentoring relationships develop over time, i.e. there is more than just a short-term or passing interest on the part of the mentor in the mentoree, and the relationship passes through a series of developmental stages. This distinguishes mentoring from other shorter-term training methods such as coaching.17

In establishing the Group Mentoring Program, it was posited that the functions and roles of conventional, individual mentoring relationships could be shared by the group's facilitators who would perform a group facilitation and "learning leader" role. They would also act as individual mentors as requested by group participants and through the development of peer mentoring relationships within the group. It was intended that this pairing of peers would occur through a natural selection process among group members. From previous experience in assigned, individual mentoring programs, it had been found that matching of pairs was often problematic and lack of "chemistry" has been identified as one of the main reasons that partnerships do not work. For the past five years there have been an average of twenty participants in each year's Program. The formal meetings comprise eleven two-hour, monthly sessions in which the Group's learning objectives are addressed. In the interim the two facilitators, acting in their mentor roles, are also available for small group and one-to-one mentoring sessions. As with all mentoring programs, the specific goals of the partnership or group are developed by the participants themselves. Having given prior thought to their own professional

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objectives for the year, the Group Mentoring participants develop the learning objectives for the Group in the first meeting and these form the basis of the year's program. The formal objectives of the Western Australian Program are: •

To provide opportunities for CPE in librarianship;

•

To facilitate the sharing of information, ideas and feedback in a supportive environment; To encourage the application of the theory learned in formal education to practical issues and experiences; To assist participants to develop and achieve their career plans; To provide opportunities for participants to learn and practice mentoring and peer support skills; To encourage the development of leadership roles within the group; To introduce the participants to ALIA committees, special interest groups and networks.

• • • • •

The philosophy and operating principles developed by the facilitators are: • • • • • •

Mutuality and complementarity: we are all learners and teachers for each other; Principles of adult learning: participants are responsible for their own learning and independent, self-directed learning is encouraged; Teamwork: the aim will be to foster a team spirit and develop a learning environment in which communication, cooperation and compassion are norms; Synergogy is the preferred style of teaching and learning: the creative potential of the group is greater than the sum of its parts; Transitional stages can be stressful: mentoring provides a network of support and teaches coping skills; Mentoring relationships are supportive of individuals: group norms that concur with this philosophy must be established and maintained in the group.

EVALUATION OF THE PROGRAM The purpose of the Group Mentoring Program was to facilitate the transition of new graduates into the profession. The main objective of the evaluative research was to conduct an impact (short-term) evaluation of the 1997 Program to determine the extent to which it provided professional socialization, career and psychosocial outcomes. Method. A quasi-experimental research design was used. The experimental group was self-selected, and the remainder of the total population of approximately eighty graduating ILS students, from two universities in Perth, Western Australia, was available for inclusion in the comparison group. No randomization occurred. The study was designed prospectively, and the data were collected by means of pre- and post-tests conducted on the experimental group of 23 subjects and the comparison group of 40 subjects. Because the experimental group was self-selected and subjects were not allocated randomly to the treatment groups, there was a risk of bias inherent in the research design. Selfselection of subjects to join a group mentoring program pointed to the possible influence of a propensity for mentoring as a likely source of bias. However, no significant difference between 45

the groups on the variable, "previous experience of having a mentor," was found in the chisquare test of association. The possible confounding effects of having a current mentor were statistically controlled for in the design by dividing the comparison group into those who had a current individual mentor and those who had no mentor during the year of the study. Measuring Instruments. The data for all the variables in this study, i.e., demographic information, professionalism, career and psychosocial development, and experiences of mentoring functions, were collected by means of pre- and post-test questionnaires. •

Professionalism

Professionalism was measured by Hall's Professionalism Scale (revised version, Snizek18) and used as the basis for the construction of the Professional Identity Index. The five dimensions of professionalism identified by Hall were: use of the professional organization as a major referent; belief in public service; belief in self-regulation; sense of calling to the field; autonomy. Hall's Professionalism Scale was chosen for a number of reasons. As a measuring instrument its reliability and validity had already been established, and librarians were one of the groups who were included in Hall's original research, development, and validation of the scale. The instrument had been used in other studies where professionalism was measured as an outcome of mentoring and also on a study population of master's students in librarianship.19 •

Career and Psychosocial Development

The two domains generally ascribed to the mentoring construct relate to career and psychosocial development. In order to measure these two outcomes and to indicate achievement of sub-objectives or contributory risk factors related to the two domains of mentoring, the research used indexes of career and psychosocial development which had been devised and pilot-tested in the 1996 Group Mentoring Program. Career development activities were measured quantitatively and self-reported by the subjects. Items included were: preparation of a curriculum vitae and having professional objectives to achieve for the year, membership of the professional association, committee membership of the Association's special interest groups or sections, attending meetings and CPE events. These were devised to indicate an index of activities that would lead to successful career outcomes. Psychosocial development was indicated by self-assessment measures which related to the subjects' perceptions of themselves as belonging to the profession and participating in professional activities, being involved in their peer support network, having a belief in their own knowledge and ability to apply their skills in the workplace, and being aware of issues affecting their area of work and their profession. •

Mentoring Functions

To confirm that mentoring activities had actually occurred within the experimental group, Noe's Mentoring Activities questionnaire,20 a validated measuring

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instrument, was administered at the conclusion of the program to the experimental group only. Findings. The results of this evaluative research in the area of group mentoring extend what is known about the short-teim outcomes of group mentoring in the following ways: 1. Career and Psychosocial Development - Group mentoring has significant benefits for new graduates in the first year of a mentoring program in the career development sphere, but not in the psychosocial sphere. 2. Sense of a "Calling" to the Field - Group mentoring has a significant effect on the development of a professional identity in the domain of a new graduate's sense of a "calling" to the field. 3. Professionalism - A one-year group mentoring program is not effective as a single strategy for the development of a professional identity among new graduates. Discussion. 1. Career and Psychosocial Development - The career outcome measure showed a significant difference when the experimental group was compared to the comparison group. For the Group Mentoring participants, the year of transition had a very strong career focus. The Group Mentoring participants gave priority in the formulation and prioritization of their learning objectives to those objectives which related to getting a job, for example, the learning objectives for the first four months of the Program focused on preparing a curriculum vitae, addressing selection criteria, interviewing skills, and exploring alternative methods of getting a job. In this one-year program, the population of new graduates was more focused on achieving career outcomes than psychosocial benefits. Related to this career focus, it may have been the group mentoring format itself which affected the amount of emphasis placed on desired outcomes. In a one-to-one mentoring relationship there is likely to be a greater degree of comfort and more freedom to express personal concerns than in a group discussion. Thus individual mentoring partnerships, at least in the initial, formative stages of the relationship, would be more conducive to outcomes in the psychosocial dimension than the more open group mentoring context provides. In the first year of a group mentoring program, when the group itself was going through the initial formative phase of group development, it is logical to assume that levels of trust and confidence which would facilitate the sharing of more personal psychosocial concerns in the group would not yet have developed. 2. Sense of a "Calling" to the Field - Statistical analysis for the Professional Identity Index did not show a significant difference between the treatment groups for combined scores in all domains of professionalism. However, when the five individual domains of professionalism were analysed, the results varied. Having a sense of a "calling" to the field showed a significant difference between the groups. This indicated that the Group Mentoring participants had increased their belief in their profession as a vocation, that they thought of their chosen field of work as more than just an occupation or a way of earning a living. For the comparison group, this sense of a calling to the profession had decreased. Having a sense of a calling to a professional field has been described as one of the main differences between a profession or a vocation and a job. It may have been that the Group

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Mentoring Program functioned as a first step in raising awareness of this distinction. As the main purpose of the Program was to "facilitate the transition of new graduates into the profession," and, it was also emphasized, that the Program was not intended to be simply a means for finding a job. It can be concluded that this key objective in educating new graduates about this aspect of professionalism was achieved through the group mentoring process, i.e., that having a vocation in life means more than simply earning a living. 3. Professionalism - A significant result was found in one domain of professionalism (having a sense of a calling to the field) but not in the total index of professionalism. Professionalism is a complex set of behaviors, which, it has been posited for at least one professional group, medical practitioners,21 needs to be taught as part of a formal curriculum. In contrast to this, in the field of librarianship in a study of the informal curriculum activities of graduate students with their peers, the faculty and professional practitioners, it has been found that peer activity was the only significant predictor of professional identity.22 The Group Mentoring Program incorporated and encouraged mentoring activities on three levels: individual mentoring between the participants and the facilitators as professional practitioners, peer mentoring among individual participants, and co-mentoring between all participants, facilitators/leaders and peers, within the group. The main aim of the Program was to facilitate the transition of new graduates into the profession, and there were objectives and strategies that addressed the issue of professionalism, but these were not taught in any formal way. It has also been shown that in the first year of a mentoring program, the initiation stage, the levels of both career and psychosocial support are at their lowest, and that the benefits of mentoring continue over time, extending beyond the duration of the mentoring relationship 23 This evaluation was designed to measure short-term outcomes, and the limited time-frame of one year may not have been long enough for any significant outcomes in relation to the complex process of developing a professional identity to be achieved. For many new graduates getting a job, rather than becoming a professional, is the main personal objective of their first year following graduation. The focus of the Group Mentoring participants' learning objectives reflected the primacy of this goal. Group Mentoring Program participants were thus likely to be preoccupied with career outcomes rather than developing their professional identities. Indeed, the results of the evaluation also showed that career development outcomes were significantly higher in the experimental group than in the comparison group, suggesting that this group was in fact focusing most of their efforts in the career direction, rather than into the activities that directly enhanced their identification with the profession. Thus, it is suggested that there are three main factors that may have contributed to the limited significant effect of the Group Mentoring Program on new graduates' professional identity. These are: • •

•

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The lack of a formal, structured curriculum for teaching professionalism; The limited duration of the program and the fact that both career and psychosocial support are at their lowest in the initial developmental stage of a mentoring relationship; and The fact that new graduates were directing their efforts into the career-related activities of attaining and adjusting to their first employment positions and coping with the demands and stresses (both personal and professional) associated with this transitional stage of their lives.

Based on the authors' experience with the ALIA (WA) Mentoring Program the following thirteen steps are recommended as important for the development and implementation of an effective program. 1. Define the purpose of the program - aims and objectives Why do you want to have a mentoring program? What do you hope to achieve? Three levels of aims and objectives must be defined - these relate to the goals of the individuals themselves, peers and facilitators, the program objectives and the underlying reason that the organizing body wishes to have a mentoring program. 2. Identify and define the target group Who is the program for? In a group program the individuals will have fairly similar needs, e.g., a particular stage of development in their career, working in the same type of library, similar subject interest. 3. Identify the coordinator/committee and facilitators of the program Who will design, implement, develop and evaluate the program? The facilitators in a group program must have relevant work experience, subject knowledge, and skills in group facilitation and mentoring to ensure that the purposes of the group are achieved on all levels, i.e., organizational, group and individual. 4. Budget What are the costs of all resources? Who will pay? Is the program supported by an organization or professional association? A budget takes into account administration costs as well as any fees for mentors, costs of training or reimbursements for guest speakers. 5. Design a pre-test to collect baseline data What relevant information do you need to measure in the evaluation to find out if you've achieved your objectives? This should be administered before or at the first meeting. 6. Recruitment and publicity How would you publicize the program to potential participants? At this stage you can provide general information about mentoring and what you are offering and ask for expressions of interest in participating in the group, names and contact details. Give notification of the 1st meeting date, time and place. Ask intending participants to think about their personal objectives, i.e., their reason for wanting to belong to the group and what they want to learn and achieve. 7. Selection of participants both mentors and protégés What are the eligibility criteria? In a group program, make selections according to eligibility criteria to ensure a relatively homogenous group. Around 30 participants are manageable as you can expect about a third to drop out of the program. Send a letter confirming acceptance and the details of the first meeting.

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8. Orientation to the program and the first meeting What is the agenda for an information and training session and the first joint meeting for all the participants? 9. Ongoing activities How do you plan training sessions, meetings, social events for the whole group, scheduled at regular intervals? 10. Individual support and mentoring/coaching sessions How does the committee (or facilitator) support participants by contacting them at regular intervals and providing mentoring/coaching if requested? 11. Peer mentoring How do you encourage peer support, e.g., small group projects, contact lists, email discussions? 12. Mid-point evaluation What is the best way to assess whether participants' needs are being met in order to determine the need to re-prioritize the program? 13. Short-term evaluation How do you administer post-tests, analyze results, and make recommendations for improvements? Programs such as that described in this paper are part of the evolution of mentoring from a type of informal CPE to one that is facilitated, i.e. it is formally supported, administered and resourced by organizations or professional associations. Formal mentoring programs are a major commitment on the part of the sponsoring body and require careful planning and implementation, and adequate resourcing. REFERENCES 'Ritchie, A. "Group Mentoring and the Professional Socialization of Graduate Librarians: A Program Evaluation." Master's Thesis, Curtin University of Technology, 1999 http://john.curtin.edu.au/theses/available/adt-WCU20000321.120943/. 2 Merriam, S. "Mentors and Proteges: A Critical Review of the Literature." Adult Education Quarterly 33 (Spring 1983): 161-173. 3 Ibid., p. 169. 4 Ibid., p. 171. 5 Daresh, J. C. "Research Base on Mentoring for Educational Leaders: What do we Know?" Journal of Educational Administration 33 (1995): 7-16. 6 Ibid., p. 7.

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7 Dansky, Κ. Η. The Effect of Group Mentoring on Career Outcomes. Group and Organization Management 21,1 (1996): 5-21. 8 Ritchie, A. and Genoni, P. "Group Mentoring: A First Experience in Continuing Education," in Human Development: Competencies for the Twenty-First Century: Papers from the IFLA CPERT Third International Conference on Continuing Professional Education for the Library and Information Professions, edited by P. Layzell-Ward and D. E. Weingand. Munich: K.G. Saur. (1997): 88-97; Challis, M., Mathers, N.J., Howe, A.C., and Field, N.J. "Portfolio-Based Learning: Continuing Medical Education for General Practitioners - A Mid-Point Evaluation." Medical Education 31 (1997): 22-26. 9Mouton and Blake, cited in F. M. Quinn. Principles and Practice of Nurse Education, 3rd ed. London: Chapman and Hall. (1995): 108. 10Challis et al., op. cit. "ibid., p. 23. 12 Ibid., p. 25. 13 Murray, M. "Beyond the Myths and Magic of Mentoring: How to Facilitate an Effective Mentoring Program.) San Francisco: Jossey-Bass, 1991. p. 5. 14 Ibid., p. 5. 15 Ritchie, Α., McSwiney, C., McAllister, M. and Genoni, P. "Professionalism through ALIA: Outcomes from Group Mentoring Programs." Australian Library Journal 48 (1999): 160-177. 16 Jackson-Bowers, E., Henderson, J. and O'Connor, M. [In press]. "Evaluation of the ALIA (SA) Mentoring Group 1999: A Grounded Theory Approach. " Australian Library Journal. 17 Genoni, P. W. and Ritchie, A. "Mentoring as Continuing Professional Development: The ALIA (WA) Group Mentoring Program," in Reading The Future: Proceedings of the Biennial Conference of the Australian Library and Information Association World Congress Centre, Melbourne Australia 6-11 October 1996. Melbourne: Australian Library and Information Association, 1996. pp. 187-195. 18 Snizek, W. E. "Hall's Professionalism Scale: An Empirical Reassessment." American Sociological Review 37 (1972): 109-114. 19 Fidler, L. M. "Interactions with Faculty, Peers and Practitioners in the Informal Curriculum as Predictors of Professional Identity." PhD diss., University of Wisconsin, 1995. 20 Noe, R. A. "An Investigation of the Determinants of Successful Assigned Mentoring Relationships." Personnel Psychology 41 (1988): 468-469. 21 Cruess, S. R. and Cruess, R. L. "Professionalism Must Be Taught." BMJ 315 (1997): 1674-1677. 22 Fidler, op. cit. 23 Chao, G. T. "Mentoring Phases and Outcomes." Journal of Vocational Behavior 51 (1997): 15-28.

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ACQUISITION OF SKILLS IN EMERGING TECHNOLOGIES THROUGH CONTINUING PROFESSIONAL EDUCATION: THE NIGERIAN PERSPECTIVE Oluremi Jegede Executive Director Library And Educational Services Lagos

Abstract:

Nigeria returned to civil rule in May 1999. The country is saddled with a huge national debt and broken down infrastructures. Her educational system is in shambles; she lags behind in the use of modern information and telecommunication technologies. The paper examines briefly the current state of the application of technologies to libraries and the implication of the advent of computer training centers. It discusses resources in other countries which library personnel can take advantage of. The need for financial assistance in Continuing Professional Education (CPE) especially from bodies such as UNESCO, Ford Foundation, USAID, and others is highlighted. The author provides suggestions on how to achieve success in the provision of continuous training for librarians.

The industrial revolution came and divided the world into two, the industrialized and non-industrialized countries. The total effect of the industrial revolution, which started over 200 years ago, is a wide gap between the industrialized and the non-industrialized countries, euphorically referred to as developing countries. In the last 10 years some of the developing countries have picked up another problem to add to their poor economies - national debts of various and indeterminable amounts. Meanwhile, the industrialized countries have expanded their technologies - computers and other accessories and applied them to research in laboratories and libraries. It seems the use and results of such research are unlimited. For example, the use of the Internet is global and fast becoming an integral part of every sphere of life. The arrival of Wireless Application Protocol Technology is the next stage of the information technology (ΓΓ) revolution. The gap that the current IT explosion has created between the industrialized and nonindustrialized nations far exceeds that which was created by the industrial revolution in the 19th Century. Nigeria, a typical non-industrialized country is bogged down by indeterminable national debt, poor economy and broken down social infrastructural facilities. For obvious reasons, Nigeria is in a hurry to join the information global race. To do this, information specialists must adopt ΓΓ. SCOPE OF THE ESSAY This essay focuses on the problems and opportunities in delivering continuing professional education (CPE) to information specialists and using the emerging technologies in the country. The reliance on CPE programs in acquiring IT skills by the information specialists especially the professional librarians is discussed. Suggestions are made on how to make Nigerian librarians conscious of IT and learn how to use it in their own interest. Before

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embarking on the survey of CPE Program on ΓΓ, it is necessary to note briefly the current situation in Nigerian libraries focusing attention on the application of and use of technologies in the libraries that are regarded as the bedrock of information for national development. THE NIGERIAN LIBRARY SCENE IN SEPTEMBER 2000 If ΓΓ is moving fast, the development of the library and its services is comatose. It is pertinent to mention at this juncture that the state of Nigerian economic conditions has not only affected the social life of her people but also stifled the development of the libraries whether they are public, academic, or other types. As a matter of fact Nigeria's per capital income is so low Nigeria is the 24th poorest nation in the world. And so, most Nigerians are shut out of the IT global village and facilities because of relative poverty, computer illiteracy and inadequacies of infrastructural facilities. The collections of public, academic, school and some special libraries are in a minor state of chaos. They cany old editions of monographs and the serial publications are truncated. Many reasons have been given for the poor state of the libraries. These can be summarized as follows: a) It cannot be over emphasized that the Nigerian economy is in very bad shape; the devaluation of her currency; and, the foreign exchange regulations in respect of overseas payment all combine to complicate or make it almost impossible to pay for library materials from other countries. b) Subventions to all institutions and government agencies have been greatly reduced by both federal and state governments. It should be noted that the federal and state governments establish and finance the majority of libraries directly or indirectly. Professional librarians, however, are able to present their services through their skills in understanding users' needs, organizing information, storing, and providing access to such information as the need arises. The whole process forms the traditional librarians' competencies, which provide the background of good library service. They measure up to standard in their manual operations. However, the opportunities that IT has provided have given impetus to the development of new services. This has made it compulsory for Nigerian professional librarians to understand that it is "more important to know what we don't know than to know what we know".1 The application of technology to libraries especially the use of computer networking to services, documents delivery and the use of the Internet for up-to-date and comprehensive information on various subjects, goes on unabated in many countries of the world. Therefore many Nigerian libraries are caught between a rock and hard place. Is it to use the meager book funds (if they are released by the government) to bring the library collection up to date or to ask for approval to use the money for the computerization of the library collection? The choice is difficult. In the interest of the national development in the age of digital information, we need technology. APPLICATION OF TECHNOLOGIES TO LIBRARIES IN NIGERIA EN SEPTEMBER 2000 Nwalo listed "30 academic and special libraries that have implemented IT to varying degrees."2 There are over, 1,000 libraries in the country, and from the personal knowledge of the present writer, four of the libraries listed have totally abandoned the project for various reasons.

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Furthermore some of the 30 libraries listed are either on the second or third attempt at computerization. Hie two most obvious reasons for failed computerization projects are lack of funds and skilled manpower in both installation and operations of the technology. In this regard, the University of Lagos computerization project readily comes to mind. "The University of Lagos Library is currently on its third attempt at computerization of its collection. Hie failures of the earlier two attempts have been put at the door of the purchasing of obsolete machines and lack of spare parts to repair the machines."3 The University of Lagos is yet to employ a systems analyst, and so creating a local network remains a dream for sometime to come. It should be born in mind that new technologies are invented on a continuous basis, and many of the old ones are updated. These technologies bring new areas of services into libraries. There is indication that the need for such services would appear as soon as enough libraries in Nigeria are computerized and local/regional/national networks are created. Although one cannot predict with certainty when such networks would be established, one thing is sure. Such new areas of services will put more burden on professional librarians and information specialists than it has done on their counterparts in developed countries because of the differences in cultural backgrounds, the high level of illiteracy, and the problem of multiple languages (over 250) spoken in Nigeria. Professional librarians in Nigeria are yet to have the congenial atmosphere within their libraries that will usher in the use of technologies, and thereby generate new areas of services. Should they be blamed? No. They deserve sympathy, and they urge their colleagues in developed countries to assist them to acquire new skills through assistance both in cash and kind. REASONS FOR THE URGENT NEED FOR USING CPE PROGRAMS TO TEACH LT. IN NIGERIA 1) The Need for Information for Sustainable Development. Nigeria has been ruled by her armed forces for twenty-nine years out of the forty years of existence as a nation: January 15 1966 - September 30,1979 and, December 31,1983 - May 29,1999. As a result all infrastructural services, the educational system, among others, have broken down. This should not be a surprise; members of armed forces are not trained as administrators nor are they experienced politicians. At best they are trained to fight and destroy. And so, with the return of civilian rule to the country, legislators, administrators, professionals, and all cadres of the Nigerian society need reorientation in work ethics. More importantly, they need information both for specific and general duties to bring about national reconstruction and to find solutions to the much talked about crippling national debt. The ready commodity that lends itself for ease of access to find solutions to the complex national problems is ΓΓ, which has revolutionized the communication system throughout the world. 2) The Effect of the Breakdown of Infrastructural Services. Another factor that has helped to bring CPE into focus is the breakdown of the educational system and the infrastructural services, such as the National Electric Power Supply. It is common knowledge that laboratories in high-level institutions are ill-equipped and that instruments and other equipment in many of them are archaic. Academic libraries are in a worse situation than laboratories. The physical structures of the libraries depict the sorry state of the collection. The total effect is that employers of labor express their doubts about the quality of products of such higher institutions. Employers,

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especially in the private sector, plan not only orientation courses for new recruits into their organizations but also ask professional bodies to organize CPE programs on a regular basis for their staff. Furthermore, managers, whether in multi-national corporations or in small and medium scale enterprises, embrace the ΓΓ revolution in its totality. Managers need to know the characteristics of market demand such as location, price, size and quality. They also need information on other environmental factors such as competition and laws. Managers are also aware of other benefits from ΓΓ, such as distance learning, distance presentation, electronic commerce, electronic governance, and Internet telephony and electronic mail. Managers subscribe to CPE programs for their staff, with time off and expenses paid, so that their organization can have the maximum output of staff in order to achieve organizational goals. 3) The Need to Take Advantage of Resources Available in Other Places. Administrators in the public sector or service who see themselves as power brokers in the art o f governance and the sole authority on the development of Nigeria realize that office files no longer contain all the facts and options for decision-making to solve complex problems. The need exists to take advantage of facilities and the result of research already undertaken to solve economic problems in other places. In addition, there is the urgent need to integrate Nigeria back into the community of nations after she had been politically and economically ostracized by many countries during the military regime. ΓΓ comes as a ready tool in the execution of policies to bring about changes in the body policy of the country as a whole and to herald in the much desired economic reforms for the betterment of the individual.

THE NEED FOR CPE TRAINING FOR SELF DEVELOPMENT AND THE ACQUISITION OF NEW PROFESSIONAL SKILLS The information age is well underway and whether a developed, developing or underdeveloped nation, it is necessary to be part and parcel of the global village created by the information revolution. The information age has brought a new dimension of presentation of information to users and consequently the information specialist needs continuous exposure to the latest developments in the field of ΓΓ in order to develop personally, as well as to acquire new professional skills. It is clear that persons cannot give what they do not have. It is necessary for information specialists, especially professional librarians, who are called upon to do research and present the end result of their research in usable forms and repackage some for future use, to seize every opportunity through CPE programs to bring their skills up to date. This then leads to another segment of the paper, how much professional librarians in Nigeria are able to keep up with the new knowledge and skills related to their profession and establish mastery of the new concepts in the collection and the dispensation of service.

THE ADVENT OF COMPUTER TRAINING CENTERS AS CENTERS FOR CPE The upsurge of the weekly structure Computer Training Centers nationwide is best perceived as result of lack of an authentic national study on IT skill development and

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development statistics and in particular a nationally acceptable IT standard curriculum by the Federal Ministry of Education. Furthermore, Nigeria with an estimated population of 120 million needs about one million cutting-edge computer scientists and engineers annually and perhaps about 3 to 5 million computer literate ΓΓ users to compete with the rest of the world in an information age. Currently there is no commensurate institutional framework, policy and strategy to produce the required manpower. Many Nigerians see computer training centers as the only option available for acquiring new knowledge that has arrived like a wild wind that increases in strength and shakes every sphere of life. For one thing a very important characteristic of the rapidity of change within ΓΓ is that the multi-disciplinary skills required to master its use cannot be adequately obtained through the formal education system, especially within the current domestic system. It is often constrained by static syllabus, compounded by obsolete tools and above all, haunted by incessant strike actions by the primary, secondary and tertiary teachers, lecturers, and professors. And so, the weekly structure computer training centers seem to provide the sole opportunity. The question of accreditation of the training centers is now being considered. What remains to be resolved is the issue of which body should be responsible for carrying out the accreditation exercise: the Computer Professional Registration Council of Nigeria established by Decree 49 of 1993 or the National Board for Technical Education. The Computer Association of Nigeria has drawn up its syllabus for those who want to be certified by it. Library staff who are qualified to take the examination should seize the opportunity to get certified. This will not only give them confidence but also widen their horizon in ΓΓ. Figure 1 is an example of IT training currently available.

Figure 1 Get Certified Today - IT Training @ NANO Tech., Schedule for Oct.-Dec. 2000 Course Microsoft Office Uses Specialist Course (Ms Word, Excel, Power Point & Access) Networking Essentials NT Workstation Window NT 4.0 serve Windows NT 4.0 server in the enterprise Visual Basis 6.0 Desktop Application Visual Basic 6.0 Distributed Application Microsoft SQL server 7.0 (Implementation & Designing) Data Analyzing Requirements Computer Engineering PC Maintenance & Networking Java Programming Language for No. Prog. Java Programming Language Basis Java Program Language Workshop Advanced Java Programming Informix Relations Database Design Structured Query Language Using Stored Procedure and Triggers Managing & Optimizing Informix Dynamic Server Database

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Duration

Fee

Oct

Nov.

Dec.

10 days

N9,500

16/30

6/20

4/11

5 5 5 5 5 5 5

days days days days days days days

N12,500 N12,500 N12,500 N12,500 N17,500 N17,500 N17,500

16 23 30 30 16 23 30

6 13 20 27 6 13 20

5 days

N17,500

30

27

10 days

ΝΙΟ,ΟΟΟ

16/30

6/20

4/11

5 days 5 days 5 days 5 days 5 days 5 days 5 days 5 days 5 days

N25,000 N25,000 N25,000 N25,000 N45,000 N45,000 N45,000 N45.000 N45.000

16 23 30

6 13 20 27

4 11 18

16 23 30

6 13 20 27

4 11 18

4 11 18 4 11 18

Figure 1, cont. • Morning Afternoon & Evening Sessions on Weekdays -Weekend Lectures Now Available 10-5 pan. • MCDBA Computer Engineering Microsoft certified Solution Provider MCSE Take the training! For more information call Bintu MCSD Take the test! ! NANO TECHNOLOGIES LIMITED MOUS For less Jomo house: 1, Oshiifila Street Off kinremi Street INFORMIX Anifowoshe, P.O.Box 12564, Ikeja, Lagos, UNIX Tel: (01)- 4976656,4933137 CISCO E-mail: nanotechtSbeta. linkserve com JAVA Fee covers Training Materials and Lunch (Taken from The GUARDIAN Tuesday October 10, 2000page 18) This training covers the major areas of IT, including operating systems, two of the major programming languages, database design and a Microsoft package. Literacy in the above mentioned areas would produce a fairly competent IT worker. However the time specified for each of these courses is not enough to give the participant anything more than an introduction to the particular skill. The mode of delivery is currently by lectures and laboratory practice. Other modes of training such as self-directed learning and teleconferencing have not yet been embraced because of lack of equipment and skilled personnel for implementation. They have not been recognized for their potential as a cost-effective method in training staff. Let us, however, examine some of the possible modes of training. POSSIBLE USES OF TECHNOLOGY TO INCRESASE TECHNICAL SKILLS It is not feasible to send all practicing librarians back to formal school to acquire new skills. Therefore, technology itself should be employed by the organizers and providers of CPE programmers to teach and train the use of applications of technology to library routines and services. It is in the mode or method of delivery of subject matter that ΓΓ excels and surpasses all other teaching methods/training that human beings have devised. IT has made it possible to develop the following methods of training: • • • • • • •

Self-directed learning with CD-ROMs; Teleconferencing; Web-cast conferencing; Video conferencing; Multi media based training; Train the trainer workshops and seminars; and Lectures with laboratory practice.

All these modes of training are equally applicable depending on the target audience, time and space constraints: a) Target audience - what skills they already possess help to determine the mode best suited to convey new skills to them. b) Time constraints - how long people can be spared from their daily routines. 57

c) Space constraints - how many people can be put together to leani, a free lecture hall, and equipment available in terms of computers, projectors, and other technologies. It is in the area of training in the use of ΓΓ that Nigerian librarians urgently need the assistance of their colleagues working in developed countries. New CPE programs need not be developed for Nigerians. The use of existing models is hereby advocated. Nigerian librarians can adapt programs that have been put into use and can be rewritten to suit other places and thus: a) The cost of production is reduced; b) Money and time are saved in producing programs for each organization or country; and c) Faults and errors have been detected and possibly corrected. Three modes of training from the ones listed above easily recommend themselves for use in Nigeria: self-directed learning, train the trainer workshops and seminars, and lectures with laboratory practice. The other four modes of training will be of excellent value when local telecenters are set up. All the listed modes of training however are interwoven. Through self-directed learning, many Nigerian senior professional librarians can benefit immensely using their personal computer with facilities to exploit an increasing range of multimedia materials on CD-ROM. This affords them the privacy of learning at their own convenience, and is psychologically satisfying. With this mode, they are not mixed with their subordinate members of staff in attending the same workshop or seminar. Senior librarians with decades of working experience are not forced to admit their lack of knowledge and difficulty in acquiring new skills in the presence of their junior and less experienced subordinates. Young professional librarians on the other hand would be eager to participate in train the trainer seminars, workshops and teleconferencing. For example, any CPE program using the web cast system of broadcasting will not only stimulate their learning and participation, but also bring out their spirit of competition. Having identified the ΓΓ modes of training that can bring about learning through the CPE program, let us examine the question of funding such projects. FINANCIAL ASSISTANCE NEEDED FOR RUNNING CPE PROGRAMS As stated above, the Nigerian economy is not yet on its way to recovery. Assistance is needed from many sources to undertake new projects and even maintain old services in all libraries. Assistance may be in-kind or cash. The following agencies are identified as having assisted Nigerians in the past, and may still be willing to do so now; the UNESCO, Ford Foundation; United States Agency for International Development; Canadian Internationa] Development Agency, and British Council. Any donor agency that can sponsor an expert on any aspect of ΓΓ to lead a series of seminars or workshops for professional librarians in Nigeria is always appreciated. In September 2000, Unesco sponsored Professor Annie Morin from Paris to lead a workshop on the use of Internationally Developed Data Analysis and Management Software (IDAMS), a statistical data package which interfaces with the Computerized Data System/Integrated System for Information Service (CDS/ISIS). The National Library of Nigeria was the host institution. Over twenty participants attended from different types of libraries and other institutions that collect and analyze data for planning. Each of the trainees was given the IDAMS package, and the National Library of Nigeria has more packages to distribute on request.

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The trainees are expected to hold workshops on the use of the software in their local areas. Thus others would benefit from the training received during the initial workshop. Teleconferencing is another area where the donor agencies help will be of immense contribution in the CPE training of professional librarians. It is a common knowledge that the United States Information Service (USIS) had the equipment, space, and technical staff to arrange for teleconferencing between Nigerian and American librarians. The USIS had arranged such programs before in which the present writer participated. 4 The program was on the application of technology to library services in an American library. It is suggested that more of such programs on various aspects of IT should be arranged for the benefit of Nigerian librarians if a new agency was available to help fund. Another area of assistance that can be offered generally to librarians from developing and under-developed countries is sponsoring fully or partially their attendance at international conferences. It is envisaged that during the 67th Council and General Conference of the International Federation of Library Associations and Institutions (IFLA) being held at Boston in August 2001 many manufacturers, dealers, and distributors will exhibit and demonstrate the latest IT. Attendance at such conferences, watching the demonstrations, and even trying one's hands on new technologies is learning at its best because people generally retain what they have used.

THE WAY FORWARD Much is still to be done to make an average Nigerian conscious of the potentials of IT. This is necessary to move Nigeria forward so librarians can join the information global village for the betterment of social and economic conditions. Uwaje, the current President of the IT Association of Nigeria, views with deep concern "the very high level of attitudinal inconsistencies and blatant non-commitment to the crucial subject of establishing a National IT Blueprint for Nigeria. 3 Indeed how do we explain that a nation such as Nigeria does not have national curriculum for IT Education in the 21s1 Century Information Age." What can Nigeria do to be able to produce about one million computer scientists and engineers and five million computer literate IT users? How can we compete with the rest of the world in the age of information? Currently Nigeria does not have the commensurate institutional framework, policy or strategy to produce the number. It is a well-known fact that the higher the rate of technological change, the greater the role of the informal learning process becomes in the acquisition of ΓΓ skills. As far as IT is concerned, formal systems of IT education and training are usually very slow to adapt to fastchanging demands and therefore become out-of-date. However, formal systems can be said to provide academic confidence and very limited skills. In a rapidly changing IT environment the skills needed to compress, codify, and deliver IT solutions to the main stream of corporate enterprise are hard to configure. It follows that the weekly structure Computer Training Centers will continue to enjoy the patronage of Nigerians despite their limitations. Be that as it may, there is still the urgent need to make Nigerians conscious of the potentials of IT. In this regard, the following is proposed: a) The Federal Government should establish regional centers based on the current geopolitical divisions of the country. South East (in ENUGU) south- South (in PortHarcourt) South West (in Lagos) North Central (in Jos) North West (in Kano) and North East (in Maiduguri). Each center should be equipped in terms of currency of

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technological equipment, skilled personnel and other resources in order to make them achieve the desired results. All expenses should be borne by the Federal government including staff emoluments. Each center is to act in an advisory role in the computerization of individual library collections, whether it is a school, academic, or corporate library, within its area of operation. Thus creation of regional network services can be achieved, and ultimately national network services would be feasible within reasonable time. b) Each local government establishes community resource centers to provide access to the Internet and e-mail facilities. Such centers should be based in the local government library. If any local government does not have the resources, it should invite a private individual or company to set up the center in the library. Terms of the contract can be easily spelled out, and binding contracts signed by both parties. It is hoped that the professional library staff will be active participants in the scheme of things. The prospect of such a center based in the library is heart warming, for the advantages are obvious. The library definitely will enjoy more patronage from its community as more people will want to see and use the new technology in the library. The library staff will be able to put their skills into use in teaching people; and, even may learn new things in the process of helping others. What is going to be more beneficial to the library and ultimately to the community is that there would likely be a new direction in its collection development program. Because the library staff would be more aware of the information needs of the people through their interaction with them, it is envisaged that emphasis would shift from acquiring voluminous directories of advertised goods that bear no relevance to the life of the community to local materials which would be of importance to the community in the years to come. Thus, the people at the grass root levels of society would have the opportunity to use IT. SUMMARY The need to make Nigeria embrace IT cannot be over-emphasized. Attention to this need was one of the focal points of President Clinton's speech to the joint session of the National Assembly in Abuja on Saturday August 26,2000. 6 He said, among other things: .... It is in our interest in America to reach out to the 98 percent of the human race that has never been connected to the Internet, to the 269 of every 270 Nigerians who still lack a telephone. I am glad to announce that the United States will work with Nigerian NGOS and Universities to set up community resource centers to provide Internet access; training and support to the people in all regions of your country.... The second suggestion under "The Way Forward" is very similar to the setting up of community resource centers as contained in President Clinton's speech. It may be easy for the NGOS and the universities to set up resource centers to work with the regional centers as contained in the first suggestion above and the local government resource centers based in the libraries as in number two above. One would plead that the training mentioned in President

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Clinton's speech would cover the training of staff to man the centers. And this should be given top priority. The corps of professionals that can benefit mostly in the training would be the trainers in the acquisition of ΓΓ skills: the professional librarians. Their background and knowledge in assembling, storing and retrieving information for use on demand makes them the logical group to train. It should be emphasized that training and retraining of staff to man the resource centers will be on a continuous basis through CPE because of constant changes in the technologies and the invention of new ones Thus, life-long CPE is a twin partner in making ΓΓ deliver information not only for individual national development but also for facilitating global understanding. REFERENCES 1

Berghel, H "The Cost of Having Analog Executives in a Digital World." Communications of thetACM 42 (1999): 11-15. 2 Nwalo, Kenneth Ivo Ngozi. "Managing Information for Development in the 21sl Century: Prospects for African Libraries, Challenges to the World." Jerusalem: EFLA 2000, August 1318,2000. 3 Jegede, Oluremi. "Libraries and Technology - Twin Pillars of Information Processing for National Development." Nigerian Current Law Review (1995): 172-190. 4 Jegede, Oluremi. "Theory and Practice of Law Librarianship Through Continuing Professional Education: The Nigerian Experience," in Human Development: Competencies for the TwentyFirst Century. Edited by Patricia Layzell Ward and Darlene E. Weingard. München. (1997): 122-132. 5 Uwaje, Chris. "Upgrade, Not Kill, Computer Training Centers." The Guardian, October 10, 2000, p. 39. 6 Former U.S. President Clinton (1992-2000). "Keep hope alive, says Clinton: text of President Clinton's speech to the joint session of the National Assembly yesterday." The Guardian, August 26,2000, pp. 21-22.

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A PROPOSED MODEL TO MEET THE CONTINUING PROFESSIONAL EDUCATION NEEDS OF INFORMATION WORKERS IN SOUTH AFRICA Fransie Terblanche Senior Lecturer University of South Africa Pretoria, Republic of South Africa

Abstract:

This paper will briefly explain trends effecting the library and information professions in South Africa from which new opportunities demand the expertise and skills of library and information workers. The National Skills Authority of South Africa, a statutory body established in terms of the Skills Development Act, supports a proposed model to meet the continuing professional education (CPE) needs of library and information workers in South Africa. This paper explains this model.

Competitiveness is embedded in people's knowledge, expertise and skills. Managing competition is both complex and critical. If the South African information profession is to survive, professional development must be an integral part of our national, local, and corporate strategies. Key trends affecting the library and information professions in South Africa today are, among others: • • • • •

Globalization and competitiveness; The knowledge economy and the need for knowledge management and knowledge workers; Re-engineering of organizations; Multi-skilling, diversity, and employability; and Sustainable social development for the various communities.

GLOBALIZATION AND COMPETITIVENESS Globalization implies increased competition, and, for South African information service providers, this means competing against worldwide information services and networks. We have never needed to compete with these in the past. If we are going to be competitive, we need human resources, persons who can manage and offer information services across global boundaries, and, therefore, we need to develop and refine our human resources and skills on all levels in our library and information services. In a protected and known environment, it is easy to survive on the basis of talent, intuition, and good networks. In a global economy with information as the critical commodity, service organizations such as library and information services still need these three success factors. In addition, this competition means that our information service providers must have a good conceptual understanding of what professional management and the delivering of information services is all about. The question is how to offer this conceptual understanding and professional management skills.

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An ever-increasing need for information in society, coupled with a worldwide tendency to provide smaller financial backing in libraries, results in the need for institutions to cooperate and actively share existing resources if they are to be successful. One outcome of this in South Africa is the establishment of a very professional network, the South African Bibliographic Network (Sabinet) and various consortia between most of the tertiary library and information services, as well as between some special and public library services. KNOWLEDGE ECONOMY AND THE NEED FOR THE MANAGEMENT OF INTELLECTUAL CAPITAL WITHIN ORGANIZATIONS Awareness of knowledge as a distinct factor of production within an organization is gaining momentum. After maximizing production factors or tangible assets such as buildings, equipment, and financial resources, persons in organizations have discovered that the so-called intangible or hidden asset, knowledge, can play a vital role in helping them obtain a sustainable competitive advantage. Thus, with the arrival of the knowledge era, the central role of physical capital in organizations has changed. Members of organizations have discovered that what they know, how they use what they know, and how fast they can learn something new will help them grow and succeed in this 21s1 century. Thus, the people who manage the knowledge must be treated as important assets and not merely as commodities. The sum of everything everyone knows in a company that gives it a competitive edge is known as "intellectual capital."1 Intellectual capital has become a critical issue within organizations for a number of reasons: *

Employees with the most intellectual capital are likely to find work opportunities in a wide variety of companies, and library and information services will be left to volunteers; * Most assets depreciate when obtained, while intellectual capital appreciates; * As the service economy grows, the importance of intellectual capital increases; and * The globalization of the economy is putting pressure on organizations to increase adaptability and innovation. RE-ENGINEERING OF ORGANIZATIONS The Information Age has brought more competition and downsizing to the workplace than ever before. The result is that the workplace of the 21st century is vastly different from what it was just a few years ago. The size of the effective organization has shrunk severely. Today's effective organization is flatter and resembles a web -similar to the computer networks upon which they depend. All employees must constantly demonstrate how they add value to the organization. Titles no longer determine power; it is the expertise of the employee that counts. One of the features of information technology, such as the Internet, is that information is no longer reserved for a select few. Expertise and skills in the field of information and knowledge management as well as the various ways of retrieving relevant information and the repackaging of it for users empowers individuals with new competencies to deliver a service. However, this is not enough because managers are needed to manage staff in information service agencies. The need to develop good solid management capacity is more pronounced in South Africa because we do not have an abundance of suitable people who can step into senior 63

management positions. The Employment Equity Legislation in South Africa and the need to develop more representative leadership force organizations to accelerate human resources development. It is an urgent priority. MULTI-SKILLING, DIVERSITY AND EMPLOYABILITY The conceptual shift from the notion of "me," the loyal performance-oriented employee secure within a career span including one or two organizations in "my" working life has changed. It is a profound change to "me incorporated," and dependent for security on the currency of my expertise and skills, which can be deployed in several organizations over time and in a variety of contractual arrangements. The idea of employability and diversity is very important in the new place of work. This links the concept of lifelong learning for the individual employee and the organization as a learning entity. Building a learning organization is a significant change initiative. Engaging employees in learning triggers feelings of vulnerability, failure, and stepping outside a comfort zone. Generally managers have had little experience in supporting employees while maintaining productivity during rapid, significant change. To create a learning environment in an organization, managers and leaders must attend to the following issues, among others, to make it possible for employees to learn and develop: •

•

•

•

Leaders must create a compelling vision in which employees are nurtured and valued. A balance between the needs of all the stakeholders in the organization and management defines the best hope for creating an environment in which people want to work, to learn, and to provide a service; Professional growth and a focus on continuous learning are needed at all levels. This fulfills both organizational opportunities and personal career ambitions. In a knowledge-based economy, learning is critical to growth. The costs involved with learning are significant; however, it is a false economy to cut learning costs today in order to impact the service the organization renders tomorrow. The future value of continuing to be adaptive, of taking advantage of competitive opportunities, and of ensuring competitive survival far outweighs the short-term advantage; A long-term commitment, in order to attain personal and organizational growth, is important. Changing mindsets, building competencies, aligning behaviors with values, changing or adapting old procedures and processes, and even learning new managerial styles, all take time. Transformation requires an evolutionary perspective. Timeliness is important, but building knowledge and competitive adaptation can only occur over time; and Employees should embrace learning to ensure their professional growth, work satisfaction, and, also, economic survival. The reality is that people must commit themselves to learning, or be left unemployable and left behind.2

SUSTAINABLE SOCIAL DEVELOPMENT FOR THE VARIOUS COMMUNITIES Librarians, as information specialists, are trained to gather, process, and disseminate information. They are skilled in interviewing people, identifying user needs, and determining the level of difficulty on which information should be provided. These special abilities of library and

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information workers allow public and community libraries to be the communication link between other communities, local Metropolitan Councils, and other institutions. Information and education are the foundations of a progressive and developing community. Information and education have traditionally been the key performance areas of libraries, a logical extension of formal library functions, especially in South Africa. It was ascertained that this strong link between libraries, social development and all other developmental functions in the Local and Metropolitan Councils meant that areas of duplication and inter-departmental cooperation would emerge.3 Because of limited staff in most public and community libraries in South Africa, it is necessary to work with a multi-disciplinary approach rather than specialization and to team with different stakeholders in the Metropolitan Council and stakeholders in the communities. The team is a perfect example of integration and unity .It is based on the principles of respect for each other's skills and competencies. A binding factor is the common desire to uplift the disadvantaged. Unless this happens, no successes can be attained. In this presentation, an example of such a project undertaken in South Africa will be explained for further discussion. From the above mentioned, briefly discussed trends, it is clear that every library and information worker must make a mind change from serving a user inside a library or information service to that of taking the service to the user's work station in the organization and to various users and stake holders in the community. Information providers in the library and information workplace are challenged to change their traditional way of approaching their tasks in order to become information and knowledge enablers for the community or their parent organizations. For reasons which are obvious from the preceding discussion, it will be important for all library and information workers to be creative, to take initiative, to manage their own professional development and growth, to be entrepreneurs, and to be multi-skilled. In an empirical investigation undertaken in 1999 in public libraries in South Africa, four factors were identified which can influence the use of human resources in the public library workplace, namely: • • • •

The general attitude of the employee to the task and the profession of public librarianship; Training and development of employees; Information technology; and Career management.

Only the first factor emerged positively from the study, while the other three performed negatively.4 Although this study concentrated on public libraries, the findings can also be significant for all library and information services in South Africa. All library and information services are influenced, more or less, by the same internal and external environmental factors. The effect of the trends and changes in the information and knowledge of society during the 21s1 century provide new opportunities for library and information workers in South Africa, especially as a result of democracy and socioeconomic demands and changes. A positive attitude toward the profession will contribute to a smoother change in roles and willingness to get involved in training within the new training and skills development act, which is compulsory for all organizations in South Africa from 2001.

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NATIONAL SKILLS AUTHORITY OF SOUTH AFRICA For the past two years, the World Competitiveness Yearbook has ranked South Africa at the bottom of a league of 47 countries listed according to human resources aspects such as professional and skilled labor, economic literacy, education systems, literacy, and information technology skills.5 According to the National Skills Authority (NSA) in South Africa, there are only three million skilled people in the country as opposed to seven million in semi-unskilled work. South Africa has a severe shortage of professional managers and technicians compared with the industrialized countries. About 50% of the unemployed are young people. This problem is aggravated by the inadequate provision of technical and vocational education and training opportunities.6 South Africa promulgated a Skills Development Act during 2000. In terms of the Act, employers pay a levy on the company payroll to fund training. The money is paid to the South African Revenue Service that disburses it to 25 Sectoral Education and Training Authorities (Setas). These in turn fund registered trainers. Employers are then allowed to claim from their Setas up to half of the levies paid. The NSA is a statutory body established in terms of the Skills Development Act and consists of representatives of organized business, labor, government and community organizations. Its main functions are to advise the labor minister on skills development strategies and to advise the labor minister on skills development strategies and to report to him on progress made in its implementation. The NSA sets out five key objectives that have to be achieved by employers and government by 2004. These are: * Development of a culture of high quality, life-long learning by encouraging employers to accept skills and professional development as an investment in a very important resource, human beings, rather than considering them a cost; * Fostering professional skills development in the formal economy to ensure productivity and employment growth; * Stimulating and supporting skills development in the small, medium, and microenterprise sector; * Promoting opportunities for skills development in social uplifting initiatives; and * Assisting new entrants into employment. To ensure that these objectives are realized, the NSA has set success indicators that also influence the various library and information services in South Africa. Most of these services are linked or subordinate to a parent organization or a Metro Council. These organizations support and serve as agents in providing information services. All governmental department libraries and private sector special libraries should be able to account for budgeted expenditures on professional skills development relevant to national, community, private, and departmental priorities. The professional and skills development legislation has introduced new professional development initiatives and innovative programs to make South Africa more competitive.7 Library schools also have to adhere to all the career changes and possibilities in the marketplace. Qualified and newly qualified library and information workers or employees who, while working in this field, study part-time or through distance education need to be informed on aspects in related fields such as:

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* • * •

Labor relations; Cultural diversity; Project management; and South African Heritage (including political, social, economic, and other anthropological aspects).

Because library faculty have limited time to create continuing professional education (CPE) within the "formal" curriculum of library schools, they must cooperate with library and information science practice and professional associations to offer CPE opportunities. A PROPOSED MODEL TO MEET THE CPE NEEDS OF LIBRARY AND INFORMATION WORKERS With the National Skills Authority, established in terms of the Skills Development Act, it is possible, for the first time, to enforce parent bodies, managers of organizations, and library schools to have strategic CPE plans in place. Although this act is new and the implementation will take time, training and continuous training are now respected as important and vital in South Africa. It is realized that training must be done for a purpose or a need with an expected outcome that can be measured against a performance standard or original discrepancy or an activity. Therefore, training must be capable of evaluation if it is to be meaningful. This implies an ongoing process starting with the identification and analysis of training needs, training design, training implementation via selected techniques, systems and equipment, instruction and participation, testing, transfer of learning, evaluation, and adjustment. Implementation, too, means a systematic approach rather than an "ad hoc" or haphazard perspective. Continuous training caters to the development of all employees from the shop floor up to the boardroom and can never operate in a vacuum. How successfully this new Skills Development Act is implemented will be explained and supported by real examples from library and information practice during the presentation in Chester, Vermont. SUMMARY Continuous training and the successful implementation of appropriate techniques go hand-in-hand with survival and assist in closing the ever-elastic skills gap which is tormenting prosperity on our sub-continent. Continuous professional training must bridge the gap between the First World computer and high technology age on one hand, and the impoverished primary culture on the other. REFERENCES 1

Brewster, C., Dowling, P. Grobler, P., Holland, P. and Warnich, S. Contemporary Issues in Human Resource Management. Oxford: University Press. (2000): 140-141. 2 Smith, D. "Executive Education with a View to Global Competitiveness." People Dynamics 17 (November/December 1999): 35-39. Wilckens, C.C. and Visagje, M.G. "Critical Challenges in the New Millennium - Sustainable Social Development." Paper presented at an International Conference on Sustainable Social Development. Potschefstroom, February 2000, pp. 1-10.

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4

Teiblanche, F. Die Benutting Van Menslike Hulpbronne In Openbare Biblioteke In SuidAfrika/The Utilisation of Human Resources in Public Libraries in South Africa. Dlitt et Phil. Pretoria: University of South Africa, (1999): 170-192. 5 The World Competitiveness Yearbook. Lausanne International Institute for Management Development, (1999): 22-23. 6 Msomi, T. "Skills Plan Has Designs on Making SA Work." Business Times (November 26, 2000): 2. 7 Ibid.

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SELF-LEARNING PLATFORM: THE INFODOC COURSEWARE ON CD-ROM AND THE WEB COMMUNICATION Augusta Maria Paci Institute of Studies on Research and Scientific Documentation Italian National Research Council Rome, Italy

Abstract:

Infodoc, launched in June 2000, provides CD-ROM and web-based instruction (WBI). This important project will have an HTML version in 2001. This paper discusses Infodoc.

One fundamental shift of this new millennium will be the way we learn, our road to knowledge. A new generation is already making use of Internet communication infrastructures and services, and they consider it a natural support for many activities in professional as well as everyday life. The way they learned about the Internet is in the context of use without specific training or dedicated lessons. It is a self-learning environment where everyone is capable of understanding the basic elements and moving forward alone. For many others, appropriate educational courses will be needed and new options for delivery of educational content must be designed in order to meet the needs in a networked environment. At the present time most teaching and learning takes place in the traditional fashion, face-to-face lessons to all level of learners. Paper-based documents are the most often used material. While traditional hands-on experience is still considered adequate and relevant, this is changing. Broadcasting lessons results from considerable experience gained from distance learning projects in the last century, but one-way educational systems have proven to need full tutoring and service support in order to reach the educational aim of distance learning. In this transitional period, new portable devices are at hand to support the individual who is willing to learn. Indeed people in search of a job or who already have a job cannot always attend regular courses, move to the training place, or spend days or weeks away. Furthermore, in many cases, the content of the course is innovative and new to the student and needs to be absorbed in the normal working and living situation. Finally, lessons on the Internet provide interesting and curious opportunities. They must explain the basic elements of the network infrastructure that the student will use, take particular care in describing the language in which the multimedia information and the related software are published, but the bulk of knowledge remains a mystery to the novice user. After a session in everyday life, users may refer to a variety of books and software training materials to find out more details. In a distance course they do not understand how to employ a knowledgeable approach to the vast amount of knowledge and specific terminology. Ulis would be explained in a traditional environment, or they could ask questions. As reported in the literature, this post-event effect is typical of any training activity devoted to the online professionals. While many things about the information scenario have changed, the sense of being alone in the self-education context is much stronger. Many innovations of web-based instruction (WBI) and learning are now modifying the critical

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elements tested in the previous approaches carried on in late nineties. These new experiences may develop a new path for educational WBI. Another important consideration is related to the potential audience for distance education. Not only the traditional information managers, such as librarians and information specialists, need this educational content, but also all society needs to be educated to be able to understand and use the Internet. Information managers who already have these skills still will have to focus more specifically on their professional role in the evolution of information agencies, libraries, archives and museums. Scientific communication in the information age will drive everyone's professional life. In this sense there is a typology of the Internet user that may help in the design of the new educational courses such as Chatter, Webber, Onliner, Netsurfer. On the basis of their expectations, it is possible to anticipate that Webbers and Onliners seem to be those interested in discovering content in the network in more systematic approach. The world which is beneath the Internet surface, databases, formats, thesauri, and specialized networks, could be exploited by a larger audience if they were aware of these value-added features. They may be interested in learning how to identify and properly search a database in a website in order to make full use of its potential. They may be interested in vocabulary and terminology to better express their thoughts or to learn how to introduce the availability of such dictionaries in large websites. The self-instruction model is growing in importance, and specific platforms are devoted to individualized practice, and may facilitate the comprehension and repetition of concepts and skills, as well as the understanding of proper terminology. The approach may be web-based or, in the transition, hybrid, making use of published CD-ROMS containing links to specific webs through the local browser. A typical e-leaming architecture is provided by one of the most famous commercial software developers, Asymétries, Inc.1 However, it does not have a large audience. THE INFODOC COURSEWARE The Infodoc CD-ROMS reach a larger audience. It is a hybrid application containing an offline course and Internet web-addresses of relevant Internet sites for the Italian community. Building an educational web requires many supporting services to deliver web-based training and to produce specific web-oriented teaching materials rather than simply posting available materials. The decision was to get feedback from an application capable of running on Windows ™ machines and offering a certain degree of interactivity, hypertexts, hyperlinks, images as well as self-assessment exercises and online questionnaires. The content of Infodoc aims to provide basic concepts in information studies in a coherent framework where the user can choose to enter a unit, move forward and backward into any section, open the glossary and bibliography as well as access the documents and the section related exercises. Figure 1 shows the Info-doc cover and Figure 1.1 shows the content page.

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Figure 1 Infodoc Cover

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Particular attention has been given to the courseware, balancing narratives with the graphics portions and making them conform to the typical video display, as shown in Figure 2. Sometimes both the textual explanation and the structured representation for the same topic are given, as shown in Figure 3. Figure 2

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The section, dedicated to the electronic documents, reveals important elements to the learner. It offers a short presentation of three real services operating on the Internet but providing them a built-in duplication that allows them to simulate the network connection. Three chosen examples are available in the courseware, but this number may be increased to offer a larger collection of relevant applications and explanations useful in helping students understand the content.

Figure 4 The Electronic Document Section

An exercises section has been developed to enable users to check their knowledge of the formal elements. It is not designed for teacher assessment. This would require a complex process based on different questions and varying degrees of evaluation.

Figure 5 Example of Exercise

Self-directed learning will increase and the absence of the teacher will be replaced with other services similar to discussion lists. A different but relevant role is played by online questionnaires, which allow users and teachers to rate content and add suggestions to improve the courseware. The distribution of Infodoc at the end of 2000 was quite limited and,

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unfortunately, only a few questionnaires have been collected via e-mail. Product evaluation remains an important step in the move towards a learning web. Since the beginning of the project, one of the most frequently asked questions about the end-user was, "Should they be librarians or information specialists or who else?" The answer was always unsatisfactory. Anyone could learn basic elements, the fundamentals, with minimal ability to make a distinction between a text document and a database. At the recent launch of Infodoc in June 2000, this question became irrelevant. Everyone, student, researcher, librarian, teacher, professor, or journalist, could benefit from this courseware. Organizations find it useful because it can be used for beginning instruction for new hires and trainees. Their knowledge can be assessed in classroom settings or on their own. It can also used as a supporting device for teachers in long-term courses by providing "handouts" for participants who often start from the basics. Infodoc is beginning to meet the needs of researchers in chemistry who are willing to access the information world that surrounds the scientific field. Infodoc helps large organizations dealing with young people beginning to conduct research. The needs of school and university students to achieve a common set of basic elements. It also helps local authorities managing large occupational programs with social aims Cultural heritage preservation faculty who have Internet access and need to understand the infrastructure may use Infodoc. THE LEARNING WEB IN INFORMATION STUDIES The idea of building a web service dedicated to teaching and learning contents, specifically related to information studies and not to the information technology, needs to be considered carefully. Faced with a large offering of specialized courses about all kinds of technological tools, the actual aims and reasons for building up new information structures and services have been overlooked. Many new concepts of information seeking and usage4 such as specialization of information, scientific information, secondary communication, indexing, value adding features, knowledge transfer, user expectations, user interaction, user needs, free text searching, and result assessment are different from the basic education of ordinary researchers, students, and people in general. These people will be the citizens of the information society. Furthermore, there is lack of understanding about the engineering process that leads to creating a collection of data that is going to be used by third parties and maintained over time. Even though cooperative work is used in depth on the Internet, there is little exchange of knowledge about how to develop ways of storing the relevant documentation of a project. These documents such as minutes of meetings have a place in the life cycle of a project, but they lose any meaning as soon as the project ends when there is no ability to retrieve that information. One concept is that everybody should be aware of the basic elements, irregardless of the technology at hand in a specific time or country, and in spite of the fact that this application may or may not be used in a professional job. Even with these goals, we are aware of a crucial issue in providing courses. This is the production of educational materials.5 Before starting a line of web-publishing, creators should collect user feedback about old and new topics. The production cycle for educational material should be conducted in three main steps (design, distribution, performance). Related elements to these three steps provide a comprehensive view of the educational environment and user interaction. The XML version of Infodoc will be released in 2001 and will introduce some innovations in content update and management. Texts will be translated in other languages and customized to serve other communities. The online questionnaire will be restructured to monitor

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user preferences. According to this approach we consider that we may proceed to create a living educational place which will promote learner loyalty. A great part of the educational materials required for this approach could be built using the learners' experience of specific worlds and investigating the innovative aspects brought to the fore by the information transformation. The possibility that the learner could interact with his own content during the learning process could offer a participative approach that is more in line with the spirit of the Internet. REFERENCES 1

This figure is available at www.click21earn.com. The Infodoc CD-ROM has been launched in a study seminar held at the CNR Headquarter in Rome on June 6th 2000 and the presentation repeated at the FAO Library staff on the June 21st. 3 Paci, A.M. "LIS Educational Systems Within CMC [Computer Mediated Communication]" 3rd International Conference on Continuing Professional Education IFLA-CPERT, Copenhagen 2729/8/97, Bowker-Saur, 1997. 4 Choo, Chun Wei, Detlor, Brian, and Tumbull, Don. Web Work. Information Seeking and Knowledge Work on the WWW. Dordrecht, Kluwer Academic Publishers, 2000 p. 219. s The European project Muriel has clearly showed that limitations and obstacles are not in technologies but in content provision and rights holders. The MURIEL (Multimedia Remote Education System for Librarians) final report is available at http://www.dbiberlin.de/projekt/einzproj/exploit/db. 2

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LEARNING AND INSTRUCTION IN A LEARNING SOCIETY: CONTRIBUTION OF INFORMATION TECHNOLOGY TO INNOVATION IN LIBRARY AND INFORMATION SCIENCE EDUCATION Siije Virkus Associate Professor, Head of the Department of Information Studies Tallinn Pedagogical University Tallinn, Estonia

Abstract:

This paper discusses changes within higher education that involve open and distance learning. The role of information technology (IT) has begun to play an important role in changes in library services through the growth of an internationally distributed knowledge base. Networking educational institutions transforms ΓΓ power into learning power.

The period in which we are living is characterized by change. Economies and societies are changing at a speed never before experienced. The globalisation of the economy, the information explosion, and advanced technology are factors that characterize the 20th century. Education must accommodate these changes and those in the 21st century. TTie ability to learn and lifelong learning are becoming increasingly important.1 It is believed that the 21st century, as learning society will prepare people to embrace change. In September 1999, a group of public university presidents and chancellors signed an extraordinary report, "Returning to Our Roots: A Learning Society."2 The report makes recommendations in three areas: 1) Making lifelong learning part of the core public mission; 2) Creating new kinds of learning environments; and 3) Providing public support for lifelong learning. Changes within higher education occur in response to shifts in both the external and internal environments, and the context in which higher education functions today is changing dramatically. "Competency-based education," "constructive and cognitive approach," "differentiation towards target groups," distributed knowledge database," "collaborative learning," "student support," and "synergetic approach" are terms that characterize the new learning environment, as well as evolution in learning approaches, learning goals, knowledge domains, and technology.3 Coping with more students, reduced financial resources and global competition are the three key problems in the sector. It is frequently stated that higher education is in crisis in much of the world4 and there are six problem areas: 1) Students drop out: Students who are not fit for a certain educational style may drop out because students have different learning styles, not only in terms of verbal presentations but also in written form or information presented graphically. 2) Population growth and overcrowding: Growth increases the demand for higher education and the cost of it. 3) Adult and non-credit education: One estimate says that by the year 2000,75% of the workforce will have to participate in on-going and continuing professional education

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(CPE) because job functions are fast-changing and expanding all the time. Further, technology is changing rapidly and intense global competition will continuously modify the knowledge profile required for success on the job. 4) Low college enrollment rates for certain minorities. In addition, technology may increase the educational gap between rich and poor; therefore, poor minorities might become poorer and have a harder time enrolling in schools. 5) Shortage of teachers: A shortage of teachers in rural and inner-city areas has weakened the ability many schools to offer college preparatory courses. 6) Increased financial pressure. Most authorities agree that funding for education will not increase drastically in the future. Rather, many schools have cut their budgets. We also face demands from commercial organizations to offer courses to meet commercial requirements for training and qualification. To meet this multifaceted challenge a new approach is required, a new paradigm, for universities and lifelong learning. OPEN AND DISTANCE LEARNING Open and distance learning are among the many possible solutions that have been proposed to deal with problems in higher education and several researchers expect that distance teaching will become the mainstream in higher education. Peter Drucker in Forbes magazine predicted, in 1997, that our residential institutions would be replaced by alternative methodologies - distance education initiatives in the near future and has even prophesied in view of the digital revolution that, "30 years from now big university campuses will be relics."5 University of Michigan President, James Duderstadt, also predicts that 80% of education will be delivered with alternative methods in the near future,6 and Gerhard Casper, the President of the Stanford University, goes even further and asks with some presentiment whether, in fact, we will have in future a "world without universities." In many countries, open and distance learning methods have become an effective and equitable means of providing learning for people in all situations and of all ages. Since the seventies, open and distance higher education have evolved exponentially in nearly all European countries and important structures for the organization of open and distance higher education have been created.7 Particularly competency-based education and electronic learning environments are perceived as offering the potential to promote lifelong learning by supporting flexible learning, fostering learner control, and stimulating learner engagement. Flexible learning, open learning, distance learning, and resource-based learning are used nowadays, rather loosely in literature, to describe the alternatives to traditional education. They reflect the shift from a teacher-centered to a leamer-centered process, from a pedagogic approach to a facilitative one. Open-learning is primarily a goal, or an educational policy: the provision of learning in a flexible manner, built around the geographical, social and time constraints of individual learners, rather than those of an educational institution. Distance education is a means to that end. It is one way by which learners can study in a flexible manner, by studying at a distance from the originator of the teaching material. Students can study at their own time, at the place of their choice, home, work or learning center, and without face-to-face contact with the teacher.8 Open learning may include distance education, or it may depend on other flexible forms of learning, including a mix of independent study and face-to-face teaching. According to Moore and Kearsley, distance education is planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course

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design, special instructional techniques, special methods of communication by electronic and other technology, as well as special organizational and administrative arrangements.9 Both open and distance education are never found in their "purest" forms. No teaching system is completely open, and few students ever study in complete isolation. In many cases, distance is more likely to be psychological or social, rather than geographical. Although open learning and distance education can mean different things, the one thing they both have in common is an attempt to provide alternative means of high quality education and training for those who are either unable or unwilling to go to conventional, campus-based institutions. Flexible learning is an approach to university education, which provides students with an opportunity to take greater responsibility for their learning, and to be engaged in learning activities and opportunities that meet their own individual needs.10 Flexible learning emphasizes adaptation to the varying learning needs of students and the promotion of their learning autonomy within a framework of appropriate support.11 The origin of distance teaching emerges from a political desire to widen access to higher education and to create a "second chance" for adult students. The obvious advantages of distance teaching are the students' freedom from time and location constraints, the possibility of individualized courses and the use of information technology (ΓΓ) in teaching. The previously indisputable value of university degree programs has been put in question by the rapid increase in, and obsolescence of, knowledge, and by new standards in industry. Critics maintain that university courses are product-led and not market-led, courses are dominated by subject or discipline interests and not by the students' demands. So, it is believed that open and distance learning improves access, provides quality, controls costs, is flexible, uses modem learning technologies and provides an opportunity for: a) adults and young people who want to continue formal education without having to attend campus; b) people in work who need to retrain; c) disadvantaged groups, sick, geographically remote, women; d) unemployed people. Resource-based learning makes learners aware of the wide range of resources available to assist them in the acquisition of knowledge and skills, and to choose the appropriate resources to suit their own needs. Open and distance learning supports the concept of lifelong learning. It provides the flexibility needed for mature adults to continue their education or training while still working or with family responsibilities. Governments and employers have recognized the importance of lifelong learning both for increased economic productivity and competitiveness, and for social and cultural reasons. Open and distance learning also supports social equity and access. Anyone can learn at a distance, but systems have to be designed differently for different categories of learners. THE ROLE OF IT IN LIBRARY AND INFORMATION SCIENCE (US) EDUCATION ΓΓ has an important role in a learning society. An explosion of interest in new forms of teaching and learning was made possible by new ITs in LIS education. In most LIS institutions in the majority of European countries, there is enough ΓΓ available to expect that students will use it. It is recognised the immense potential ΓΓ has to better prepare students for the future as well as provide opportunities for adults to continue learning. IT offers new and innovative modes of learning at all educational levels. IT can also facilitate inter-institutional collaborative research and open and distance learning. Many LIS institutions have started to offer courses on-line and make significant use of new ΓΓ. These courses consist of a diverse collection of learning

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resources distributed across numerous media and technologies. Open and distance learning plays an important role in many LIS institutions. However, ΓΓ is a necessary but not a sufficient prerequisite for educational innovation. The real challenge is to transform ΓΓ power into learning power and to develop pedagogical scenarios, which integrate ΓΓ and traditional education optimally. The ΓΓ revolution not only amplifies the potential and resources for learning; it also changes the landscape of education and learning. A challenge for learners in such a situation is effectively managing the media mix to achieve their educational objectives.12 To support learners and to provide the support necessary, teachers need a new pedagogic approach, new ΓΓ skills, information literacy skills, counselling competence, continuously updated knowledge in subject disciplines, differentiation towards target groups and management skills. The challenge for universities and higher education institutions is to develop optimal ΓΓ scenarios to reach new target groups. At the global level, the introduction and comparison of educational indicators, benchmarking, will be helpful tools in facilitating comparison and learning across educational systems. Globalization and social trends will have an impact on the development of LIS education. IT increases the opportunities and modes available for exchange of information, ideas and expertise between education managers, teachers and students ΓΓ also redesigns the LIS profession and the teaching profession in LIS institutions. In a new learning environment the role of teacher will shift from that of a mere information deliverer to one of "guide" in the learning process. This will not make the teachers' job any easier. On the contrary, working effectively with new technologies will demand new skills, competencies and efforts. However, introducing ΓΓ in education holds the promise of lessening the burden of routine and repetitive tasks, and offers teachers opportunities to spend more time on assessment, individual coaching, creation of lessons in a new and challenging way and to operate at the leading edge of modern technology. This will make the teaching profession more interesting.13 The new ΓΓ supports collaborative learning and enables LIS professionals to explore new ways of collaboration among LIS institutions supported by ICT. They can consider possible models for virtual mobility through integration of ODL and to investigate possibilities of adding a European dimension to national curricula. The new communication tools open exciting new opportunities for enhancing the quality of education as well as making it globally accessible. ΓΓ gives worldwide access to library and learning resources and will contribute essentially to the flexibility and accessibility of higher education and training provisions for new target groups while having an effect on mainstream education and training as well. ΓΓ also enables extending education beyond barriers of space and time and expands the capacity for education in new areas. Still, evidence shows that learning technology that is not properly integrated into a course is ineffective and frequently not used at all. For an implementation of technology to be successful it needs to be integrated, accessible, beneficial, evolving, adaptable and motivational. It may be more effective if an ΓΓ component requires little development, is readily accessible to students and staff and clearly removes impediments to learning or teaching.14 LIBRARIES AND LIBRARIANS The rapid development of ΓΓ over the past decades has created new challenges and opportunities also for libraries and librarians. As a result of IT, library services to users have changed, the management of libraries has evolved and the roles of librarians have multiplied. The new millennium presents new opportunities to exploit an ever-growing array of ITs in the provision of library services. The importance of information skills has increased tremendously,

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and libraries are strongly influenced by the changes in the education sector. Information seeking and use is an important part of the learning process, and information literacy is the essential component of lifelong learning. Education focuses increasingly on developing intellectual capacity, not only in terms of the mastery of content but in processing, adapting, applying existing information, and, more importantly, in creating new knowledge. It is nowadays widely accepted that knowledge has become the most important resource in the information age. Recent developments of IT open unprecedented opportunities for redesigning and providing appropriate support for knowledge management. Knowledge management comprises all activities necessary to discover, acquire, store, manage, develop, disseminate and use knowledge. The role of library and librarians in the learning process becomes essential for developing effective learning environments. More and more information is available via electronic networks and learners must constantly be selective about how and what they learn in the "wired" environment, how they navigate the information maze, and how they access and assimilate information they need. The digital library is a term now widely accepted as a description of the use of digital technologies by libraries to acquire, store, conserve and provide access to information. The provision of core texts for students across education remains one of the major issues.15 Libraries will be called upon to find innovative ways to support their learning. We are moving closer and closer to the vision that the center of the physical and virtual campus of the future will be the library where electronic and traditional services will operate side by side; and librarians or cybrarians, knowledge engineers, cyberdetectives, infonauts or whatever we call them will provide advice, assistance and tutoring to students. Librarians and information professionals: how to establish a service for distance learners, what services are reasonable to provide and what services are not, how to improve the quality of services that we offer to distance learners, and how to become a major partner in the ODL system. Still, not a great deal of research attention has been given to the provision of information, orientation, advising, counselling, provision of library and administrative services, and the role that these interactions might play in a developmental or constructive model of learning. Several libraries have started activities in assisting the course writers in identifying appropriate literature and network resources to support the preparation of the course, providing advice about networked resources, negotiating cost-effective online access for students, and providing physical learning facilities for students.16 The Department of Information Studies of the Tallinn Pedagogical University also adopts new pedagogical and didactic models in learning and instruction, and there is particular emphasis on reshaping its education and training system so that they can meet the demands of lifelong learning in the learning society. Still, a shift from a teaching, to a learning paradigm will take a substantial period of time to become fully operative. One area where the Department has demonstrated national leadership in the use of IT is distance education. The Department's first experience with electronically delivered courses began in 1995 and there is depth of experience in different technologies to deliver distance education, including Internet, audioconferencing, and ISDN based videoconferencing. Two major on-going projects at the moment support that change in which the Department has the leading role: Estonian Science Foundation Grant 3479 (1998-2000), "The Study and Implementation of Distance Learning and Teaching in a New Learning Environment in Estonia," and Tempus University Management JEP-13188 - 9 8 "Development of an Open University Infrastructure in Estonia."17 Several other research and development projects also support the development of competency-based education and electronic learning environment. Electronic learning is based on WebCT which provides a single

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environment for the delivery of course materials and provides an entirely web based interface for course designers, administrators, tutors as well as the students. SUMMARY New developments challenge the LIS education institutions in the next decade: the growth of an internationally distributed knowledge base, the networking of educational institutions, the advent of IT, integration of multiple media, electronic learning systems, and new forms of interaction. The call for competency-based education is growing, although the concept of competencies is not always used. Still, the potential of IT will only be effective when employed within sound learning theories and new educational concepts. IT is a necessary, but not a sufficient, prerequisite for educational innovation. The real challenge is to transform ΓΓ power into learning power and to develop pedagogical scenarios, which integrate IT and traditional education optimally. So, it is important to invest in research and experimentation on how to use ΓΓ effectively to improve the quality of education. Among many changes, educational institutions need new vision and mission, shifts in educational processes. REFERENCES 1

Virkus, S. "Cooperation in the Field of Distance Education in Library and Information Science in Estonia," in Advances in Librarianship 22 (1998): 141-155. New York: Academic Press. 2 "Returning to Our Roots: A Learning Society." Kellogg Commission on the Future of State and Land-Grant Universities. Signed by the Presidents of 21 universities, September, 1999. http://www.nasulgc.org/Kellogg/learn.pdf. 3 Henderikx, P. "On the Way to Virtual Universities: Open and Distance Higher Education in Europe. - Socio-Economics of Virtual Universities: Experiences from Open and Distance Higher Education in Europe." Weinheim: Deutscher Studien Verlag, 1999, pp. 29-51. 4 Daniel, J. S. "Mega-Universities and Knowledge Media: Technology Strategies for Higher Education." London: Kogan Page Ltd., 1996 5 Drucker, P. A. and Holden, C. Science 275 (1993): 5307. 6 Clair, G. Editorial: "Coaching Higher Education for Change." The Journal of Academic Librarianship 23,4 (1997): 269-270. 7 Henderikx, op. cit. 8 The Commonwealth of Learning/Open Learning Agency, 1991. 9 Moore, M. G. and Kearsley, G. "Distance Education: A Systems View." Belmont, CA: Wadsworth Publishing, 1996. 10 Wade, W., et al. "Flexible Learning in Higher Education." London. Kogan Page, 1994. 11 Tomlinson P. and Kilner, S. "Flexible Learning, Flexible Teaching: The Flexible Learning Framework and Current Educational Theory." Employment Department. Sheffield, 1991. 12 Dillemans, R. "New Technologies for Learning: Contribution of ICT to Innovation in Education." Leuven University Press, 1998. 13 Ibid. 14 Ibid. 15 Brophy, P. Digital Library Research Review: Final Report. CERLIM, 1999.

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16

Virkus, S. "Progress and Prospects for Estonian Libraries. - World Libraries on the Information Superhighway: Preparing for the Challenges of the Next Millennium" Ed. by P.D. Fletcher and J. C. Bertot. Hershey: Idea Group Publishing, 2000, pp. 221- 238. 17 Koper, R. "Creating an Interactive Learning Environment: Experiences and Best Practices in the Use of Learning Technologies." Presentation at the Seminar at Tallinn Pedagogical University arranged in the framework of TEMPUS JEP. Development of and Open University Infrastructure in Estonia, February 10-11,2000.

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THE IASL WEB SITE IN LIFELONG INFORMAL CONTINUING PROFESSIONAL EDUCATION OF SCHOOL LIBRARY PERSONNEL Dr. Laurel A. Clyde Professor Webmaster, International Association of School Librarianship Faculty of Social Science, University of Iceland

Abstract:

To establish the context, the presentation will begin with a brief discussion of the forms of continuing professional education (CPE), and the place of informal and self-directed learning within CPE as a whole. This will be followed by a discussion of the part that the Internet can play in CPE. The specific focus will be on the opportunities for CPE offered by the website of the International Association of School Librarianship (School Libraries Online). There will also be some discussion of future plans and possibilities. The presentation will include a demonstration of School Libraries Online by the author, who is also the Webmaster.

Lifelong continuing professional education (CPE) can take many forms, as suggested in a paper delivered by Darlene Weingand at the 65th IFLA Council and General Conference in Bangkok, Thailand, in 1999.1 She notes that "continuing professional education [is] education that takes place once professional qualification is achieved, with the intent of maintaining competence and/or learning new skills;"2 it is "clearly the process of engaging in educational pursuits with the goal of becoming up-to-date in the knowledge and skills of one's profession."3 She quotes a paper delivered at the IFLA/CPERT Third International Conference on Continuing Professional Education, in which Niels Ole Pors and Trine Schreiber describe CPE as "educational activities primarily designed to keep practicing librarians and information professionals abreast of their particular domain in the library or information center, and to provide them with training in new fields." She comments, "This approach expands the [generally accepted] definition and moves beyond maintaining current competence to the acquisition of new abilities as the profession changes."4 The venues or contexts within which CPE takes place can be formal courses or workshops and seminars, in distance education or classroom-based settings; they can also include conferences, tutorials, teaching presentations and publishing, and independent study and reading. "Self-directed learning" is located at one end of the continuum of "delivery methods" for CPE proposed by Pors and Schreiber, at the other end of which is "diploma courses" offered through "planned and coordinated educational effort."5 See Figure 1 (at end of paper) for another model of this process. Informal CPE covers a number of processes through which professionals can extend and update their skills, knowledge and competencies, outside the framework of formal courses. It includes attendance at conferences, service on committees of professional associations and other bodies, holding office in professional associations, contact with leaders in the profession, professional reading, reviewing books and other publications, action research, and selfinstruction (for example, learning how to create a web page by doing it). Other activities suggested in the literature include "informal get-togethers with peers,"6 "sharing experience" and "tapping into knowledge held by other information professionals" via participation in listservs,7

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searching for and reading relevant documents on a website,8 and (particularly for "solo librarians") observation, reflection on experiences, committee work, and "networking."9 Support for this kind of professional development is given through, for example, the Library Association's Framework for Continuing Professional Development (which has also been used in Australia through the Australian Library and Information Association).10 Among the "development actions" mentioned in this document are informal and self-directed strategies such as reading books and journals, mentoring, attending meetings and conferences, writing or speaking, carrying out projects, and working as part of a team. Initiatives such as the Framework for Continuing Professional Development encourage library and information professionals to seek out opportunities to develop their skills in an organized way, in order to meet their professional and career goals.11 They also reflect "a shift towards learning output models, and the development of professional development profiles" within the context of a "learning culture"12 or a "learning organization."13 One exciting example of the use of the Internet as a venue for relatively informal CPE opportunities is the Information Services in Schools (ISIS 2000) international virtual conference organized through the Centre for Studies in Teacher Librarianship at Charles Sturt University in Australia in July 2000, and reported elsewhere by Lyn Hay,14 among others.15 This conference, which took place over more than a week, used the World Wide Web, listservs and MOO as the basis for formal conference presentations, discussion sessions, workshops, informal gatherings in the "bar," and even an exhibition of sponsors' products. Training sessions held prior to the conference helped participants to come to terms with the technology, and support material was available via the Web. Many participants found that their personal learning curve covered not just the subjects discussed during the conference but also the skills they needed in order to take part in online discussions. After ISIS 1999 and in the lead-up to ISIS 2000, Hay commented that "many ISIS '99 participants now realize the benefits and potential of online conferencing as a viable method of professional development delivery. It is clear that online conferencing is here to stay."16 However, it is also possible for people to take advantage of the Internet as a venue for CPE in an even less formal way. This presentation will focus on the informal CPE opportunities across time and space offered through the World Wide Web site of a professional association. These opportunities include participation in the activities and committee work of professional associations, professional contact and communication, cooperative projects, independent study or projects, reading, reviewing, and opportunities for presentations and Web publishing. School Libraries Online,1 the Web site of the Internationa] Association of School Librarianship (IASL), was established in 1995.18 See Figure 2 for an illustration of the home page. Its aims, which reflect the objectives of the Association itself, include promoting the development of school libraries internationally, fostering a sense of community among school librarians in all parts of the world, encouraging research in school librarianship, sharing information about programs and materials, and initiating and coordinating activities such as conferences and publications. One of the objectives of IASL is concerned with the professional education (both pre-service and continuing education) of school library personnel. One of the aims of the Web site, therefore, is to explore possible ways in which the needs of practitioners for informal CPE can be met via the Web and other Internet tools and services. Many of the possibilities are informal, voluntary and self-directed. They involve varying levels of personal commitment of time and skills and varying levels of access to resources (including Internet access). They include the following:

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•

Publications. The IASL Website, School Libraries Online, provides access to publications of the Association, in the form of both indexes or tables of contents and full text. On the one hand, there are tables of contents for all volumes of conference proceedings and selected papers, so that IASL members and others can find papers related to their area of interest. The Web site also has the tables of contents plus abstracts of articles for all issues of the IASL print journal School Libraries Worldwide, again to facilitate access to information in the print publication. When it comes to the IASL Newsletter, on the other hand, the Web site has not only the table of contents, but also the full text of two or more articles from each issue. Further, the Web site has the full text of a number of Association documents and papers that have not yet been published in conventional print form.

•

Reviews and Reviewing. The "Reviews Section" of School Libraries Online has reviews of a wide range of professional materials for school library personnel. The IASL Reviews Coordinator, Peter Genco, sends out publications for review, collects and edits the reviews, and forwards them to the Webmaster. Reviews of publications from member associations of IASL appear both in the printed newsletter and online; all other reviews appear on the Web site. As of November 2000, some 51 reviewers in 15 different countries had contributed reviews for School Libraries Online. See Figure 3 for an illustration of the index of current reviews.

•

School Library Resources on the Internet The main aim of this section of School Libraries Online is to assist school library personnel to explore the Internet and to use it in their work. Some of the resources are related to the professional development needs of school librarians (see below), while others will be useful on the context of providing library and information services in schools. The lists of resources are selective rather than comprehensive, and all resources are evaluated before links are made (the criteria are available on the Web site). The resources are designed for school librarians rather than school library users. The topics covered (see Figure 4) include: • • • • • • • • • • • •

School Libraries and School Librarians on the Internet; Resources for School Librarians; Education Resources; Information Skills Resources; School Library Automation Resources; Children's Literature Resources; Internet Resources for Reading Promotion; Internet Resources for Storytelling; Resources for Professional Development; Documents Related to School Librarianship (full text); Resources for the International Year of Volunteers (2001); and Electronic Journals Related to School Librarianship (full text).

Some of the pages in this section contain unique lists of resources — for example, the page of "School Library Associations" has links to local and national association Web

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sites arranged by country, while the page of "School Library Automation Resources" has a list of links to the Web sites of vendors of school library automation systems. The IASL-LINK Listserv. Established in March 1995, IASL-UNK is a listserv for communication among members of IASL — all members of the Association can subscribe to LASL-LINK and participate in discussions. In addition, the listserv is used for the dissemination of news and announcements and information about IASL activities. IASL-LINK has its own section of the IASL Web site, with information about subscribing and participating. An FAQ document will be added before the end of 2000. There are plans for creating a searchable archive of IASL-LINK messages. The IASL/Concord School Library Web Page Award. The aim of this award, established in 1999 with sponsorship from Concord Australia, is to encourage the involvement of school librarians in the development of the Web and to promote excellence in school library Web sites through highlighting examples of "best practice". The award has two parts: an IASL/Concord School Library Web Page of the Month Award; and an IASL/Concord School Library Web Page of the Year Award (for which all monthly winners are automatically eligible). The Committee which manages this award has members in eight countries: it operates by email and uses the IASL Web site (see Figure 5) and IASL-LINK to provide both information about the award and information for people who are developing a school library Web site. Criteria have been established (and are available on the Web site). As part of this section of the Web site, there is a page of links to resources for "Creating a Web Page for Your School Library", to help school librarians to get started and to give them ideas. For someone who is new to the task, creating a school library Web site and developing it to the point where it can be a credible candidate for an award, is in itself a professional development activity of some magnitude. International School Library Day. Proclaimed in 1999 by IASL President Blanche Woolls, International School Library Day provides opportunities for school library personnel to become involved in activities at the local and international levels. A special section of the IASL Web site is devoted to International School Library Day, with suggested activities, resources, support materials, and contributions from people around the world. In 1999, an online message board was part of the Web site, to allow people all round the world to participate; in 2000, email and listservs were used for this. A photography competition and an email activity have already (November 2000) been announced for International School Library Day 2001 (on 22 October). It is also anticipated that MOO will be used in 2001 to involve more school librarians in discussions and activities "on the day". Plans for the Use of MOO. During the LASL annual conference in Malmö, Sweden, in August 2000, preliminary discussions were held regarding the possibility of using MOO for regular, synchronous online chat sessions among members in different countries, between annual conferences. The personnel involved in discussions included Dianne Oberg (in her capacity as Editor of School Libraries Worldwide), Anne Clyde (in her capacity as IASL Webmaster), and Lyn Hay (as content editor of the IASL Newsletter and an experienced MOO wizard). Blanche Woolls, IASL's

President, has given this project her support. At the time of writing, a discussion paper has been commissioned from a South African member of the Association, and plans put in place for the first MOO sessions, in conjunction with an issue of the (printed) IASL Newsletter. *

Resources for Professional Development Finally, links to more formal CPE resources are available on School Libraries Online. In the section of "School Library Resources on the Internet" (see above and Figure 4), there is a page of links to "Resources for Professional Development". Tliis page has links to formal distance education programs for school librarians, such as those offered by the University of Alberta in Canada and Charles Sturt University in Australia. It also has links to other CPE resources, such as self-instructional packages on the Internet, either free or for a fee.

The conference presentation will incorporate an online demonstration that will show how the IASL Web site, School Libraries Online, is attempting to meet needs for informal CPE amongst school library personnel around the world. Sections of the Web site to be highlighted will include: the IASL conferences section; the reviews section; links to CPE resources; links to online interactive conferences; the IASL-LINK listserv; publications (online and in print form); and opportunities for participation such as those offered by International School Library Day and the IASL/Concord School library Web Site Award. The presentation will conclude with a brief discussion of new developments (that is, developments occurring between October 2000 when this paper was written and August 2001). Figure 1 Model of CPE with Informal, Self-Directed Options

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REFERENCES 1

Weingand, Dartene. "Describing the Elephant: What is Continuing Professional Education?" IFLA Journal 26,3 (2000): 198-202. 2 Ibid., p. 200 3 Ibid., p. 199 Ubid. 5 Pors, Niels Ole and Schreiber, Trine. "Continuing Education and Information Technology: A Study of Content and Deliverables," in Patricia Layzell Ward and Dartene E. Weingand (eds). Human Development: Competencies for the Twenty-First Century. Munich: K.G. Saur (1997): 138. 6 Dotan, Gabriella and Getz, Irith. "Differences Between Librarians and Library Directors in Their Perception of Continuing Professional Education," in Patricia Layzell Ward and Dartene E. Weingand (eds). Human Development: Competencies for the Twenty-First Century, Munich: K.G. Saur (1997): 140-150. 7 Kvebekk, Maureen. "Electronic Discussion Lists and Professional Development." Personnel Education and Training 15,2 (August 1998): 11-12. 8 Noon, Scott C. "The Maturing of Online Professional Development." Classroom Connect 7, 3 (November 2000): 4-6. Lacey Bryant, Sue. "Personal Professional Development: Competencies for the Solo Librarian," in Patricia Layzell Ward and Dartene E. Weingand, eds. Human DevelopmentCompetencies for the Twenty-First Century. Munich: K.G. Saur (1997): 179-188. 10 Library Association. Framework for Continuing Professional Development. London: Library Association, 1992. 11 Australian Library and Information Association. The Framework for Continuing Professional Development: A Practical Guide, Canberra: Australian Library and Information Association, 1995. 12 Huckle, Marion. "Does CPD Matter? Report On a One-Day Conference Organized by the Interprofessional CPD Forum." Personnel Education and Training 15,2 (August 1998): 15-16. 13 Dakshinamurti, Ganga Β. "Libraries as Learning Organizations," in Patricia Layzell Ward and Dartene E. Weingand (eds), Human Development: Competencies for the Twenty-First Century, Munich: K.G. Saur (1997): 350-357. 14 Hay, Lyn. "Online Conferencing: Realizing the Potential for the Delivery of Professional Development." Web-based presentation, 2000. http://www.csu.edu.au/cstl/isis/InfoSearch99.htm. (July 25,2000). 15 Homberg, Craig. "New Millennium, New Horizons: The Information Services in Schools (TSIS) 2000 International Online Conference." Access (November 2000): 36. 16 Hay, Op. cit. 17 International Association of School Librarianship (1995-2001). School Libraries Online. http://www.iasl-slo.org/. 18 Clyde, Laurel A. "Weaving an International Web," Orana (November 1998): 11-17; Clyde, Laurel A. "International Association of School Librarianship Website." School Libraries in Canada 18,1 (1998): 7-8.

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DISTANCE EDUCATION IN LIFELONG LEARNING FOR LIBRARY AND INFORMATION SCIENCE PROFESSIONALS IN THE PERSPECTIVE OF INFORMATION SOCIETY NEEDS IN POLAND Maria Kocójowa Institute of Librarianship and Information Science Jagiellonian University Krakow, Poland

Abstract:

At the beginning of 21st century, it is essential that electronic technologies be used to raise competencies of working librarians and information professionals in Poland. Such changes are caused by the globalization of the library and information profession, labor market demands, efforts of library and university leaders and, last but not least, by new demands and expectations of Polish society, particularly from electronic information users. Today, it is extremely important to understand that "the possibility of facing and creating the society must be accompanied by the sense of criticism. Discussions and arguments are neither good nor bad, they just show the way to development."1 For the last three years, lifelong learning in Poland has been dominated by the challenges arising from widespread access to wide area networks.2 The right and accurate paraphrase of lifelong learning goals (the story about an elephant and a blind men) by Wiegand is comparable to the situation in Poland.3 It is necessary to widen the access to electronic distance education (DE) in order to raise the effectiveness of lifelong learning in Poland, and librarians must play an active role in this process. Such forms of education make it easier to cross the barriers of time and space. It also helps librarians become good teachers and trainers, disseminating up-to-date knowledge of global importance. This way, step by step, better forms of learning that have been implemented in developed countries are being adapted to Polish circumstances. Some choices for DE in Poland are presented in this paper with some suggestions for how Continuing Professional Education Round Table (CPERT) might help solve some problems.

Poland began the new century as an increasingly more stabilized country with 38.7 million inhabitants and more than 45,000 libraries including 9,100 public libraries, 1,209 research and academic libraries, 17,063 ecclesiastical and convent libraries, 17,743 school libraries, and 623 libraries in museums, and 10,000 librarians.4 The potential of Polish librarians constitutes a huge power, which can't be disregarded. But on the other hand, these numbers open our eyes to the scale of problems connected with transformation which is much bigger than in smaller countries such as Lithuania with about 4 million inhabitants, Slovakia with 5.3 million, or even the Czech Republic and Hungary with about 10 million each.5 Poland, one of the Baltic countries, is bordered by Germany in the west, Czech Republic and Slovakia in the south, and Ukraine, Belorussia, Lithuania and Russia in the east. It is a middle-sized European country, with only 6 countries having more inhabitants and 8 having a larger territory. Unfortunately, Poland doesn't match European standards of readership with only 4 books for 100 readers. These numbers are very frustrating for librarians employed in public and school libraries. They

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constitute the most numerous group of librarians in Poland. The situation looks particularly bad in comparison with Denmark where 60% of adults and 80% of children use public libraries. Since 1989 much has been achieved in Poland including regaining civil rights and liberties, and conducting the process of library evaluation.6 Weak information centers in commercial organizations and weak public libraries were closed. Libraries are modernized to reach world standards. Unfortunately, neither local authorities nor the central government show very little understanding of the needs of these efforts to make corrections. In such a situation, there is no a state strategy or planning policy for library participation in distance education (DE) for lifelong learning. In fact, almost all initiatives come from particular libraries and universities and can be realized only thanks to the spontaneous engagement of librarians and other aids. A new law "Copyright Law and Neighbouring Rights" (1994) and subsequent executive acts have facilitated such activities. The market economy has also returned in a library and book sector of the Polish economy. Furthermore, Poland has restored the protection of intellectual property. Libraries have faced a new challenge, to support the process of democratization through widening the access to their collections and information in general.7 Academic libraries are the leaders in this field. They support the development of science and technology, offer the most advanced information services and own the most valuable collections. The progress of automation also seems to be the biggest in academic libraries, and they can be seen as the most important moving force in Polish librarianship.8 Unfortunately, this is not true for the National Library in Warsaw. While the new "Library Law" (1997) didn't satisfy all the needs of the Polish library community, it raised the prestige of professional qualifications. Polish reforms introduced after 1997 attached new aspects to the library and information science (LIS) profession and increased its attractiveness. At the same time, librarians were supposed to gain new competencies and to take on new duties, mainly connected with information technology (IT). It became even more important in the beginning of 2001 when more than 2 million, 16 % of the population of Poland, were unemployed. This is more than the entire population of Estonia where DE for librarians was successfully organized. What makes matters worse, according to some prognoses, unemployment in Poland will increase to 3 million people. The reform of the Polish educational system increased demands for education among schoolteachers. It caused their interest in the library profession as a second specialization and, in this way, increased demands for LIS education. The new territorial organization of Poland reduced the number of provinces from 49 to 14, changed the strategy of library development, and imposed the decentralization of library funding. It resulted in a growing distance between school and public libraries who do not have ΓΓ compared to the advances of academic libraries.9 Nowadays, we are looking for effective ways of raising the standards of primary and secondary education and diminishing the distance mentioned above. The Ministry of National Education started a special project aimed at accelerating the process of converting school libraries into information centers in close cooperation with territorial divisions or communes, new forms of supplementary education and cooperation on the Internet were introduced.10 Various methods are being tested now to provide librarians with skills and all the necessary facilities to fulfill a new social demand for information. This may include forms of DE.

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Different models of DE for lifelong education in Poland for librarians and information professionals employed in libraries and for library users can be distinguished. It vastly depends on the librarians' energy and initiative. It is made difficult by the incompetence of decisionmakers. The slogan, "librarians must be visible," and the idea that librarians should become true leaders were promoted intensively at the end of 20lh century. It became more and more typical and obligatory in Poland. Unfortunately, the development of DE in a new media environment, particularly the Internet and World Wide Web, is very limited. What makes it so is the difference in library hardware and software, and the librarians' skills and knowledge between large centers such as the capital of Poland, Warsaw, the former capital, Kraków, and other big cities, Gdansk, Katowice, Lódz, Poznañ, Wroclaw, and Torun, and the provinces makes it so. Especially neglected were the South and the East of Poland. This causes difficulties in communication between potential DE participants and their teachers who usually live in bigger cities, thus slowing down DE development in Poland. It raises many questions. Who in the Polish library community needs modern forms of lifelong learning most? What form and scope of training of scientific information users should be applied in libraries? What needs for training come mainly because of new technologies implemented in virtual libraries? How can we organize DE through computer networks? Such questions seem to be the most important on the verge of a new era of telecommunication on the Internet and World Wide Web in Poland. First of all, Poland must face the challenges connected with efforts to become a member of the European Union, in fair play competition with the Czech Republic and Hungary, to reach European standards.11 Poland has a good chance of succeeding in their efforts. Poland benefits from its membership in NATO and can accelerate its activities aimed at globalization and keeping the peace. In this context the field of LIS is also important because of priorities imposed by the 5th Frame Program of EU, 1998-2002, which promotes international cooperation, teleworking, distance learning, transeuropean network, and telematic services.12 Lifelong learning for LIS professionals becomes even more important because of the necessity of preparing the strategy for supplementary education of library end-users in the use of cyberspace.13 The situation of the Polish economy, with rising unemployment, affects libraries. Today, teachers, former employees of the health care system, and representatives of other professions try to qualify for new jobs and wish to become librarians. This causes stronger competition and, at the same time, generates demand for access to lifelong learning. Until now, librarians have been able to find jobs in libraries or information centers without difficulty, but the situation becomes more and more difficult. INTRODUCING DE INTO LIFELONG LEARNING FOR U S PROFESSIONALS AND LIBRARY USERS The reasons for undertaking lifelong learning in Poland can be classified as follows: *

Personal satisfaction, broadening personal horizons both for professional career and after retirement (users); * Changes at work, for example the introduction of IT; * Possible promotion after gaining appropriate qualifications (law requirements); and * Better career opportunities / qualifying for a new job.

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Lifelong learning in Poland is available in three ways: The traditional way, training provided by special institutions, universities or private agencies; internal training organized by librarians or consortia set up for library automation, and attendance at conferences; and the individual way, reading, computer programs, individual guidance on-line. Unfortunately, there are only few examples of supplementary education demonstrating cooperation between libraries and universities offering LIS courses in Poland. One example of cooperation occurred between Jagiellonian library and the LIS Institute of the Jagiellonian University. The latter prepared librarians for the implementation of VTLS, a library computer system, in a few libraries in Kraków. Institutional Education. Other attempts to introduce supplementary education are concentrated at universities, which gradually absorb lower forms and levels of education. Three universities, from twelve offering LIS courses, decided to introduce a two-level system of education, bachelor studies and master studies at Nicholas Copernicus University in Torun, Warsaw University, and Jagiellonian University. Warsaw University prepared the transformation of an existing program for raising professional qualifications of working librarians at a lower level, CUKBWA, into a new one. It is equivalent to one year of university study. While they use computers and networks in education, DE has not been introduced. Until now, all the initiatives regarding DE have been limited only to full time studies. DE has very seldom been taken into consideration when planning selected courses for working librarians, and only with the help of CIUW, Warsaw University Computer Center.14 First and precursory DE courses at Polish universities located in Lódz, Torun, and Poznan were offered in foreign languages and computer science. DE in LIS education in Poland was initiated in 1996/7 when a student from the Jagiellonian University participated in a distance course, "Intellectual Freedom," offered by the State University at Buffalo. A few local experiments with DE courses for full time students were conducted at the LIS Institute of the Jagiellonian University in 1997/98. In the next academic year these courses were offered for students from all over Poland. In 1999/2000 working librarians who had graduated from universities in Biaiystok, their hometown in eastern Poland, took part in a DE course entitled "Free Net." Because of the demand for DE in the field of library and information science, all the LIS schools in Poland offer paid, intramural courses of 2 or 3 semesters for working librarians. Each year about 500 LIS professionals take part in such courses, and this number is constantly increasing. The courses differ a lot. Some of them use electronic resources and methods. These DE courses should result in well-known benefits, particularly in improving the quality of education. Research conducted in 1999 proved that school librarians are the biggest group of participants of institutional supplementary education. Warsaw University and Wroclaw University offer additional training for academic and research librarians. Courses in information science and ΓΓ for information professionals are offered by Warsaw University and the Jagiellonian University, with two specializations, information retrieval on the Internet, and databases. What is more, an attempt to train leaders in organization of information processing and dissemination was made in Biaiystok. Courses in editing and the organization of a publishing firm have been developed and offered in Wroclaw, Kraków and Warsaw.

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Since 1999, the LIS Institute of the Jagiellonian University has been popularizing the idea of DE in a simple way. Together with United States General Consulate in Kraków, the Institute has organized two teleconferences with American specialists on very topical, professional subjects, including intellectual freedom in libraries, a lecture from Washington for over 80 participants, and evaluation of library quality, a comparison of two public libraries from New York. The form of panel discussion appeared to be very attractive. For many Polish participants, working librarians, it was the first contact with the technology of teleconferences. Furthermore, the Jagiellonian University affords possibilities on its home page for lifelong learning facilitating access to many resources of information important for librarians and electronic information users. At Jagiellonian, the first LIS school in Poland, a virtual library has been organized with LIS resources and information services. The collection includes the first and the most comprehensive list of Polish electronic journals; a database about archive collections in Vilnius in Polish, Lithuanian and English; is numerous links to libraries, and other universities offering LIS courses; and other professional services and information from all over the world, e.g., FID, American Library Association (ALA), among others.16 It also offers an exam, organized by the special commission of the Ministry of National Education, that everyone has to pass to become a certified librarian. Participants in this exam, working librarians, coached themselves individually using online resources attainable in computer networks. Internal Training. Polish libraries have just started experiments with DE in lifelong learning mainly thanks to foreign grants. Activities and events worth stressing here are efforts of libraries cooperating in the process of computer systems implementation. These are mainly training courses for library personnel involved in the process of library modernization and system implementation, usually foreign systems. Such training also includes teaching how to work as a team. What is a novelty in Poland is professional training in university library networks and local networks. Participants make joint efforts to prepare instructions, share their experiences during courses and training, practice in Poland and abroad and carry on electronic instructive correspondence. This way systems, VTLS, Horizon, Tinlib, InfoWare and Polish systems Prolib, MAK (theological libraries), are being implemented in Polish libraries by consortia.17 The University Library in Tonrn initiated a very expensive, interesting project. It is limited to very few participants, 8 each year since 1997/98. The International Center for Information Management, Systems and Services provides courses for librarians from postcommunist countries. The expenses are covered by foreign grants. Courses are in English. Students use electronic mail to communicate, and they take part in, on average, a week's consultation with their teachers and lecturers who come mainly from UK and USA. Faculty included Leigh Estabrook from the University of Illinois and Czeslaw Jan Grycz, from UC Berkeley. Attendance at Conferences. The most popular form of supplementary education is participation in international professional conferences in Poland and abroad. It is possible to receive financial support for participation in conferences organized in Europe from the European Commission. Such grants as EXPLOIT promote activities within Frame Programmes of the European Union.18 At present, the Fifth Framework Programme for the years 1998-2002 is focused on scientific research, technological development and ΓΓ implementation. It stresses the importance of international cooperation, in accordance with the ideas of Jean Monnet, one of the

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fathers of European integration. "We don't make a coalition of states, we unite people."19 Continuing professional education (CPE) and DE are really important benchmarks on the way to satisfying the needs of information society in 21s1 century. Individual Forms of Lifelong Education. Individual forms of lifelong education include leading printed professional literature. Unfortunately, although there are a dozen or so professional journals in Poland, a few series and many collective books, this form is not very popular. Few electronic versions of publications mentioned above exist. Occasionally, it is possible to find full texts on the Internet. They make it easier to understand current LIS trends and support individual forms of lifelong learning. The LIS Institute of the Jagiellonian University holds such a collection of full texts. Generally speaking, libraries offer online databases on their WWW pages. A few librarians and university LIS teachers set up Elektronicznv Biuletyn Informacyjny Bibliotekarzy (Electronic Information Bulletin for Librarians - EBIB), 0 a very interesting and successful private online enterprise. EBIB announces events and provides information important for working librarians for their lifelong education. This initiative is also important for DE in Poland. Publishers and booksellers create such Web services, but these useful online services are only in Polish.21 Since 1995, the LIS Institute of the Jagiellonian University has organized, under the author's direction, annual conferences sponsored by the Ministry of National Education. These have provided supplementary education for librarians. Conference proceedings have been published each year presenting advances in the transformation of the role of librarians in Poland to meet global trends. Materials that have been discussed and published so far include "Report on LIS Studies in Poland" in 1995, "Labour Market" in 1997, "World Strategy in Education" enriched with the Report on the Conference in Copenhagen in 1997, the role of the Continuing Professional Education Round Table (CPERT) in 1998, "Continuous Education" in 1999, "Electronic Information Users" in 2000, and "Scientific Information: Quality Evaluation" in 2001. "Electronic Publishing" will be the topic of the conference in June 2001. After that, there may be the possibilities of adapting DE to the needs of librarians and information society. Some papers are both in Polish and English. For the last three years our conferences, accompanied by teleconferences with USA, have shown the best possible benefits of online discussion. SUMMARY In summary, the paper has discussed the support of DE in lifelong learning in Poland and the main barriers of its development. Arguments for introducing DE on a large scale for LIS professionals in Poland include overcoming barriers of time and distance in spreading the latest LIS achievements and accomplishing this in a form that is convenient for users. This will increase the number of participants in long life learning. Higher quality of education and its global character, the introduction of ECTS standards so important in the context of Polish admission to the European Union, the idea of measuring and comparing learning achievements, and transferring them from one institution to another exchangeability of education are in place. LIS leaders, Polish and foreign, in all Polish centers have been recognized, thanks to the use of telematic channels using image, audio, and video, and the promotion of ideas important for library development. The professional community has been consolidated thus strengthening its lobby. Training for electronic information users, indispensable to the members of information society who use the cyberspace, has been developed. The Internet is fascinating especially

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among young people who are threatened with unemployment. Finally, English, an international language for librarians, is used. Barriers include the lack of high quality equipment. Telecommunication centers have only just been started and still are under construction. For example, Poland uses US diplomatic agencies. No centers can offer DE in small towns. Furthermore, the computers of potential students are of poor quality. Computer networks have been slow to form. These barriers reduce forms of DE to e-mail and listserves. LIS education does not use ΓΓ because of a lack of appropriate teaching methods and books for students. Polish professional organizations have no experiences in this field and therefore can't be helpful. Because most Internet resources are in English, there is a language barrier. New ethical and legal problems connected with the use of wide area networks have surfaced, and it is difficult to access professional printed sources because of their high prices, particularly those published abroad. CPERT may be able to help Poland to organize lifelong distance education. CPERT can help select models to guide the methodology of teaching the most important subjects and with selecting literature. Some confusion exists concerning what is really valuable. Access to numerous foreign journals is limited because of their high prices. CPERT members can take part in the education of Polish teachers by participating in the professional conferences organized each year by the LIS Institute of the Jagiellonian University. Achievements in Poland, promoted on our home page, can be shared throughout the world. The LIS Institute of the Jagiellonian University wished to disseminate the "CPERT Newsletter" edited by Mr. John F. Harvey22 and to translate selected papers into Polish. Polish problems and needs regarding DE in lifelong learning are not unique. In fact, they are typical of many post-communist countries. Perhaps the proposed model of CPERT's help can be promoted in other countries. They have just started to build a global information society and to satisfy their needs. CPERT's initiatives are very important and contribute to the improvement of this model. Poland can willingly become a link for disseminating these concepts in postcommunist countries, particularly because plans are in place to elaborate such global, electronic information to the LIS sector in post-communist countries. This can strengthen cooperation and exchange of experiences on an international scale. REFERENCES 1

Appeal of the International Forum of Librararians Association. Budapest, Mayll-13,1998. Ward, Patricia Layzell and Weingand, D.E., "Human Development: Competencies for the Twenty-First Century." Muenchen: K.G. Saur, 1997. p. 400; Kocójowa, Maria. A Conference Report and Comparison With Polish Circumstances, 1997,1999 and 2000. 3 Wiengand, Darlene E. "Describing the Elephant: What is Continuing Professional Education?" Journal of Education for Library and Information Science 40,4 (2000): 198-202. 4 Maly Rocznik Statystyczny [Small Statistical Yearbook of Poland 1999] Warszawa, 2000. 5 COLIS3. Aparac, Tatjana and Saracevic T.; Ingwersen P.; Vakkari P., eds. "Digital Libraries: Interdisciplinary Concepts, Challenges and Opportunities." Zagreb: Lokve. 1999, p. 400. 6 Bobinski, George S. and Kocójowa, Maria. "Polish Libraries and Librarianship in a Time of Challenge and Change." Chicago and London: ALA, 1997. pp.139-143. 2

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7

Kocójowa, Maria and Bobinski, George S. eds. "Rola bibliotek w rozwoju demokracji." [The Role of Libraries in the Democratic Process.] Kraków: Jagiellonian University Press, 1995. p. 184. [Polish-American-English Texts], 8 Wozniak, Jadwiga and Miller, R.C. eds. "Research Libraries: Cooperation in Automation." Warszawa: SBP, 1998. p. 168. 9 Pindlowa, Wanda ed. "Electronic Future of Academic Libraries." Kraków: Jagiellonian University Press, 1997. p. 213. 10 [A member of the parliament Grazyna Staniszewska 2000, http://www.interklasa.pl], 11 Europe and Global Information Society 1994; European Survey of Information Society. . 12 Bartagnon, B. & Courrier, Y. eds. "Rapport Mondial sur la Communication et Information." Paris: UNESCO, 1999-2000. p. 342. 13 Kocójowa, Maria. "Uzytkownicy Informacji Elektronicznej." [Users of Electronic Information.] Kraków: Jagiellonian University Press, 2000. p. 208. 14 Rykaczewska-Wiorogórska, Bogumila. "Centrum Informalyczne Uniwersytetu Warszawskiego." [Warsaw University Computer Centre], in Edukaqa Permanentna .... [Continuing Education ...] Kocójowa, Maria, ed., 1999. pp. 159-161. 15 Sroka, Marek. "The Web Site of the Institute of Library and Information Science at the Jagiellonian University in Cracow: Gateway to Polish Library Internet Resources. Access: http: www.miks.uj.edu.pl /ibin/" Slavic & East European Information Resources 1,1 (1999): 101-103. 16 See http://www.miks.uj.edu.pl/ibin/ for further information. 17 Czerminski, Jurand. ed. "Document Publishing and Delivery." European Library Automation Group (ELAG). Gdañsk: University, 1998. p. 300. 18 See http://www.icimss.unitorun.pl for further information. 19 See http://www.exploit-lib.org for further information. 20 See http://ebib.oss.wroc.pl for further infromation. 21 e.g., Intemetowy Portal Branzy Wydawniczej (Internet Portal for Publishers) http://www.waszwww.pl or Internetowa Hurtownia Ksi^zek (Internet Wholesale Bookstore) http://www.firma-olesiejuk.com.pl. 22 Harvey, John F. ed. IFLA / CPERT Newsletter, 1999-2000.

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DEVELOPMENT OF LIBRARY AND INFORMATION SCIENCE CONTINUING PROFESSIONAL EDUCATION NETWORK CENTERS IN HUNGARY Edit Csapó National Széchényi Library Budapest

Abstract:

Mihály Pálvolgyi Berzsenyi Dániel College Szombathely

Through contributions from the Open Society Institute, Network Library Program (OSI-NLP) and legislation by the Ministry of Cultural Heritage, continuing professional education (CPE) centers have been established in Hungary. This paper describes the steps that were followed for this successful program.

Systematic library education began in 1899 in Hungary. Special courses in librarianship were first organized by the National Széchényi Library and by the large libraries with national responsibilities. For the first half of the century these "in-house" courses and the ones organized by the Association of Hungarian Librarians leading to professional examinations dominated in the country. MA and BA programs only started after the war, the first one in 1949 at Eötvös University in Budapest. Continuing professional education (CPE) in Hungary has, for the past 5 decades, been offered at various levels (national, regional and local) and by various institutions. The major center has been the Center for Library Science and Methodology working at he National Széchényi Library, but the library and information science (US) departments, the large libraries, the Association of Hungarian Librarians and lately the Alliance of Libraries and Information Institutes have also been very active.1 EFFORTS AND PROBLEMS The 1990s brought many changes in the area of LIS training and professional education due to profound changes in society, economy, politics and information technology. New roles and functions emerged for libraries in the information and communication sector requiring a reconsideration and re-institutionalisation of library science, libraries, and LIS institutions.2 The changes affected all types of libraries and constituted a major challenge for CPE. If we count all Hungarian librarians working in different types of libraries, their numbers total about 7,500. It is no wonder that LIS training and CPE have become a major issue of the profession, and this fact was reflected in the growing number of articles registered in the MANCI database, the Hungarian LIS database in the second half of the 1990s. This was due to the fact, that everybody realised how important CPE is, but in many cases expertise, technology, materials or financial means were often missing. Due to the new political situation, support has grown: international TEMPUS, Phare, Open Society Institute, British Council and national support (academic, National Cultural Fund), among others. Despite all these efforts many of the training and CPE efforts remained disorganized, with relatively little harmony. The major problems to be solved could be identified as follows: *

Reach and involve all Hungarian librarians in CPE and keep them up-to-date in their professional areas;

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Make CPE more sensitive to the job market and advancement requirements and develop appropriate CPE programs and materials; and

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Coordinate CPE efforts through shared course development and making CPE a coherent part of the LIS education system;

OPENING NEW OPPORTUNITIES The above problems are not easily solved, as they need a great deal of human, financial, technical, and coordination input. One of the major problems is the financial one: there is little money available for developing a training infrastructure or high-level and up-to-date training courses and materials. Little or no money is available to pay course fees. The lack of funds stops librarians "in need" from participating in training events in a regular and normative way. Due to two major developments, 2000 was a successful year: •

The OSI-NLP started to support the development of librarian training centers in the Central and Eastern European region, to allow both intellectual and infrastructure development (course and curriculum development, as well as creating training materials, establishing infrastructures for training centers and their national networks); and

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The Ministry of Cultural Heritage issued the legal order 1/2000 for the normative financial support of the human resources development of Hungarian librarians, archivists, and other professionals working in the cultural sphere, which allowed paying CPE participation fees of librarians in a systematic way.

The OSI-NLP Support of CPE. The Open Society Institute has played a vital role all through the 1990s in professional development of Hungarian libraries and librarians. Due to the favorable position of Budapest, a number of international conferences and workshops have also been organized. They helped librarians become aware of new trends through CPE, e.g., "A Fresh Start. Current Trends in Continuing Education for Librarians," held in Budapest, April 24-27, 1999. The workshop focused on new organizational and technical methods and was followed by a virtual workshop of participants from different Central and Eastern European countries working together over time and space boundaries in CPE development. The major breakthrough was in Summer 1999 when OSI-NLP issued its Call for Proposals: Training Centers for Continuing Education for Librarians seeking proposals from institutions in Albania, Armenia, Azerbaijan, Bosnia & Herzegovina, Bulgaria, Croatia, Latvia, Montenegro and Russia to serve as training centers for CPE for librarians. The proposal related to non-degree programs of professional development offered to staff currently employed in professional positions in libraries and information centers. Winning proposals were expected to demonstrate: •

A well-developed strategy for CPE in their countries;

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A corps of well-trained instructors;

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Emphasis on service to users and on modern techniques of information provision;

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Support from their local communities; and

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A strategy for sustainability, in order to continue the operation of the center after the NLP grant period.

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In Hungary two proposals were submitted in September 1999: one by the National Library and one by Beizsenyi College, Szombathely. Upon recommendation, the two proposals were merged into one to create a nation-wide network of librarian training centers: Library and Information Continuing Education Network Centers (LICENCE). 4 A four-year project was developed and started, out of which the first year project period was financially supported by OSI-NLP from March 2000. The legal order, issued by the Ministry of Cultural Heritage in the year 2000, is closely related to the Cultural Services Act CXL, issued in 1997. This legal order for CPE of professionals working in the cultural sphere provides financial support for participation in five different kinds of human resources development program. It prescribes that librarians are required to undergo and be paid for a minimum of 120 contact hours of CPE in every seven-year cycle. Programs are listed in the order as acceptable: a) Short non-degree CPE courses accredited by the Ministry, ( 3 0 , 4 0 , 6 0 , 9 0 , 1 2 0 hours); b) Post-secondary and other training courses and programs listed in the National Training List /OKJ/ in extra-academic forms in cultural areas; c) Basic, medium and upper level language courses leading to exams, approved by the state; d) Training programs carried out by academic institutions, leading to degrees that can be utilised in cultural areas, including professional postgraduate education; e) Postgraduate education programs focusing on acquiring scientific degrees (Ph.D. etc.); as well as f) Postgraduate professional education programs organized based on international cooperation programs or contracts. Financial support of "human resources development" is a very important legal step. It is also very important to view the five different segments in a coherent and systematic scheme, as they are based upon or interrelated with each other. Two major exemptions from compulsory, paid participation in human resources development include library staff who have been recently involved in paid B A or MA programs as well as library staff facing retirement. Considering the exemptions, about 3,600 out of the total 7,500 librarians are subject to the legal order. On an average, up to about 500 librarians' participation fees may be paid from this government support. This provided the basis for participation in LICENCE. LICENCE The strategic objectives of LICENCE are to: •

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Establish and operate a national and cross-border librarian network of CPE centers. They are based upon the existing national level strategies, as well as those being developed as the National Information Strategy, and the strategy by the Ministry of Cultural Heritage for the Hungarian library and information sector, as well as already existing institutions and fundamentals; and LICENCE will strive for harmony and close cooperation both in the Hungarian and international/regional contexts, while emphasizing high quality, innovation, effectiveness, and efficiency.

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After the OSI-NLP proposal was accepted, actions focused on scheduling major events, services and products. Efforts included organizing cooperation, thriving for harmony, establishing and strengthening partnership relations, and developing courses and curricula based on a networking concept. The objectives of the program are being met through a set of interrelated activities. The following table shows how activities are based upon each other to form a "quality cycle." Activities Develop management and operation function of training centers Study the CPE schemes of EU and neighboring countries Develop the infrastructure of professional training Survey of training needs of Hungarian libraries Coordinate CPE strategy and implementation

Elaborate course programs and submit them for accreditation Produce and test distance education materials for CPE courses Exchange professional knowledge with CPE partners Implement 30,40,60,90, or 120-hour CPE courses /modules/ Evaluate training courses and training materials Re-design and re-implement training courses

Scheduling September 1999-May 2000 September 1999 - ongoing March 2000 ongoing because of OSI- NLP support April-May 2000 National Advisory Board, Forum of LIS Departments Training and Professional Education Working Committee of the Association of Hungarian Librarians Considering the results of the training needs survey, and following the criteria listed in the 1/2000 legal order May - December 2000 April 2000 - ongoing "Budapest meeting" organized by OSI-NLP, September 2000 After accreditation, from February 2001 on After first rounds of courses From March 2000 on After March 2001

The first objective of LICENCE was met with the establishment and operation of functioning and cooperating library training centers and their networked operation. LICENCE comprises the National Library's Library Institute, functioning as the national center for professional education with Regional Centers in Szombathely in the Western part of the country, facilitating coordination, and organizing training in that area, Szeged in the southern part of the country, and Debrecen in the eastern part of the county. During the first project year, the framework was developed for the centers, as well as the functions identified and clarified. The responsibilities assigned to each center follow. The "Library Law" of 1997 stipulated that professional education in librarianship beyond academic training is one of the tasks of the National Széchényi Library Center for Library Science and Methodology. From 2000 on it is called: "Library Institute." The staff of the Library

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Institute are responsible for the supervision, organization and operation of various fields of LIS professional research/development as well as professional training and education. Their major functions in LICENCE are: • • • •

Developing and updating the strategy of CPE; Co-ordinating CPE activities; Developing/organizing CPE courses; and Developing, running and supervising the financial issues of the OSI-NLP project.

At Debrecen University, University and National Library, Debrecen, staff: • •

Develop modules and courses in computer skills development, subject cataloguing, among others; and Serve librarians of the Eastern-Hungary region and the neighbouring areas outside Hungary.

Faculty at the Szeged University, Faculty of Arts, Institute of Hungarian Language and Literature, Section of Librarianship and Information Science, Szeged: • •

Develop training modules in computer skills development, in information service development, and various other areas required; and Serve librarians of the Southern Plain Region and specialists from Transylvania, Romania and Vojvodina, Yugoslavia.

The LICENCE subcenter at Berzsenyi Dániel College in Szombathely integrates the Department of Library and Information Science, (http://www.kit2.bdtf.hu), the Central College Library, the European Documentation Center, as well as Berzsenyi Dániel County Library. Faculty members: • • •

Elaborate and adapt CPE methods including open distance education, Internet, online channels, as well as web conferencing; Develop training modules, information services in electronic setting, user education, European and regional information, Special English;5 and Develop international and regional relations with Slovenian, Croatian, Austrian, and Slovak partners.

Finally, the Distance Education Center of the Budapest University of Technology and Economic Science is a cooperative partner institution of the LICENCE Subcenter. It offers methodological and technical advice in distance education issues (http://www.tanok.bme.hu). Thanks to some earlier projects and the OSI-NLP support the Center at the National Library and the regional centers are now able to cany out their fundamental functions. They are equipped with the following: Computer labs, server, multimedia PCs, multimedia projector, television, and video recorder, video camera, scanner, printer etc. On the other hand there are still problems with quantity, and the quality of PCs acquired earlier. The LICENCE network relies upon the expertise of the National Advisory Board, including: the Director-General of National Széchényi Library, Rector of Berzsenyi Dániel College, President of the Association of Hungarian Librarians, President of the Alliance of Libraries and Information Institutes, one member representing the government, one the

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development sector, one the library community, plus heads of LICENCE Center and subcenters. It was set up for consulting, facilitating CPE trends, supervising the network, transferring the training needs of the profession, providing ideas for financial realisation of projects, and providing administrative support. The Board members meet and discuss developments twice a year. The first meeting was organized in June 2000 at the Distance Education Center of Budapest University of Technology and Economic Science. In addition to discussing the major tasks and general issues, the possibilities of formats for open distance training and actions were also analyzed.

ASSESSING THE TRAINING NEEDS OF HUNGARIAN LIBRARIANS Two major training need surveys were conducted recently. The first one, a sample survey, was sent in autumn 1999. The second one, a full survey was carried out in 2000, just after the legal order on CPE was issued. The sample survey asked what training needs either required improvement or did not meet needs at the moment. The sample survey was given by the Association of Hungarian Librarians and the Alliance of Libraries and Information Institutes. Survey results were analyzed and evaluated by the Library Institute and results were published in Konyvtári Levelezölap April, 2000. Major training needs were identified in information technology, management, cataloguing and classification, user and information services in an electronic environment, followed by special issues, such as social and legal aspects of library work. The second survey, " A Survey of the Normative Financial Support Needs of the Library Human Resource Development Supported by the Hungarian Government," was carried out by the Library Institute and focused on those involved in the normative financing scheme. The survey identified who and how library directors were chosen for the five kinds of programs detailed in the legal order 1/2000. The survey listed accredited courses, postgraduate courses, MA and BA level LIS courses, vocational courses, and language courses. An evaluation of the first year of functioning of the CPE support scheme was assigned to the national library, as the national center for organizing continuing professional education. All library directors were required to work out a seven-year CPE cycle, year-by-year, for every staff. The survey showed that 3,600 are entitled to make use of financial support. Human resources development concentrates during the first year of the cycle, supporting staff participation in B A or MA programs or language courses. A few staff indicated interest in postgraduate or PhD programs. These programs were "ready-made" so money could easily be spent for them. They did not require additional course development funding. While participation in professional courses in 2000, the first year, was indicated to be very useful, these programs need to be accredited. No money was spent in 2000 for short professional courses. Library directors were told that the wait was necessary, because, according to the legal order 1/2000, government support can only be used for accredited courses. Thus all courses have to be designed and submitted to the Accreditation Committee according to prescribed criteria, and can only be offered after accreditation. In fact, what LICENCE centers could do in 2000 was to carefully design 120-hour modules, or 30 or 60-hour courses, as well as do the preliminary work for professional postgraduate program design, e.g. Berzsenyi College has worked out 3 modules with 11 courses, and worked out a draft for Media Management as a two-year program for librarians working in information organization departments.

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From the survey it turned out that a number of librarians who would like to be involved in professional training can be in the second year of the cycle. TTiey number about 500. With regard to professional courses, this second survey confirmed the results of the first one: the majority of respondents would like to participate in training courses in management, organization, communication, computer and information technology, information organization, and information and reference services. The following section details curriculum and course development, our distance learning progress, and our plan for training the trainers. Curriculum and Course Development. The strategy of course designs and preparation for accreditation has been conceptualized as follows through meetings of representatives of the Ministry of Cultural Heritage as well as LIS Departments, and major libraries. LIS Departments should focus on the intellectual preparation of new professional curricula and courses including programs, contents, methods, while professional organizations and libraries should focus on organization, implementation and administration of the courses. In curriculum and course development we have followed the following approach: • • • • • • • •

Needs assessment; Course design at LICENCE Centers, LIS Departments, etc.; Feedback from he professional community; Necessary modifications and submission for accreditation; Accreditation of the course; Announcement of and application for the course; Course realisation; and Evaluation and necessary modifications.

Professional courses are of 30, 40, 60, 90, or 120 hours duration. Short courses are arranged in modular forms, and can be completed in a single session. The modules are shown below. Modules Computer skills - new technology and methods - for librarians Language, and communication and management competencies development Innovation and development in library work Information work in electronic setting

Some Typical Courses From the very basic up to the expert level Special English for librarians; Group Building; Copyright in the library; Management training; Communication training. Information user training in library; Libraries and distance education; Project management in libraries. Course for reference librarians; Master skills in making use of electronic resources; The treasure of knowledge on the Web; CD-ROM and multimedia; Digital library contents provision; European information sources and services.

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It is important that a logical sequence to CPE courses be worked out, including an integrated scheme of short course and special postgraduate program development, modular approach to short courses, and the opportunity for credit accumulation. LICENCE centers have been working on how the subsequent steps of training: short courses, ΒΑ, MA, postgraduate- can be integrated, based upon each other, how credits can be accumulated via short courses. Further, the promotion of participants based upon CPE experience must be determined. In addition to accredited short courses, two major forms of CPE include organizing oneday professional workshops and promotional events, and organizing conferences and seminars for large audiences, including plenary sessions and workshops. Larger libraries with national responsibilities, the Association of Hungarian librarians, and the Federation of Information Institutions and Libraries are especially active in organizing these forms. In autumn 1999 the following conferences and workshops were organized. Place Budapest

Topic Organizer MKE,* Technical Section Libraries in international organizations - NATO Our libraries - European Union MKE Technical Section Library management- conference MKE Frankophil Section

Budapest Budapest French Cultural Institute OMIKK, Budapest The 30 years of the Technical Section Local history in education Miskolc Budapest Science day - conference Budapest The Week of the Quality /Library professional day/ Szolnok Management of library services City library conference Kecskemét Holding together for the libraries- Holding together for the readers Kecskemet Quality management training Budapest, Free European Radio National Library conference Budapest DAT conference

MKE Technical Section MKE Local history section MKE, IKSZ MKE Social Sciences Section Association of Public Libraries IKSZ, Kecskemét Katona József Library IKSZ OSZK MAK- Hungarian Database Providers

* Abbreviations: MKE /Association of Hungarian Librarians/ IKSZ / Alliance of Libraries and Information Institutes Open Distance Learning. While distance education was in place in Hungary (in the late sixties), implementation of systematic training with distance education activities began only in thel990s. In library science education, it is used mainly in part-time training, and in CPE for librarians. Training needs for information management via distance education was surveyed with Western Hungarian companies in 1996, with positive response. Since then, the Phare Information Management, involving the Beizsenyi College and Eötvös University, pioneered in

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creating distance and flexible schemes for updating library and information science education in Hungary. The project included infrastructure development, staff development, curriculum and course development actions, as well as creation and production of distance learning materials, e.g., Special English, 2000. The distance education materials prepared are already used among target groups nationally, e.g., knowledge organization, special English, and information sources, while others are going through the final technical editing and series proofreading process. Szeged University has acquired much experience in Internet-based education including ongoing research and development in distance education methodology, and multimedia and electronic resources development. The Eszterházy Károly College in Eger is in the process of developing a complete set of distance education materials for its part-time LIS program funded through a Phare program. Infrastructure for distance education should be improved, especially networks and electronic services. Network learning and virtual workshops should be prepared and introduced allowing more openness in study place, time, and method. Major Hungarian libraries are becoming parts of a national open learning scheme. The LISTED project, coordinated by Roza Frank, showed the increasing demands towards distance education from/for library users.6 Finally, a number of our electronic resources could be helpful to others who are designing online courses. The National Library /http://www.oszk.hu/ is a good starting page for reaching Hungarian library and information resources. The Hungarian Electronic Library /http://www.mek.iif.hu/ is also a good departure for e learning. Training the Trainers. As there are a set of very popular topics including IT, management, information organization, information services where a number of trainers will be involved, it is very important that trainers be trained and can work together. This includes the staff of LICENCE centers and cooperating partners. Invited experts are also involved. It was found useful to integrate trainers into teams with different backgrounds, such as LIS Department staff and leading library professionals, ensuring that courses be practical. On the other hand, the necessary theoretical and methodological aspects must be considered. The establishment of the open distance scheme requires an even more complex team build-up for developing multimedia materials for LIS courses. Technical and pedagogical, management, organization, course development, media, and learning support issues must also be considered. Trainers should be able to create electronic learning environments and motivate learners for professional lifelong learning. LICENCE relies upon the expertise of the LIS Department staffs working at various universities and colleges in Budapest and different parts of the country because LICENSE is an expanding network. LICENCE - AN EXPANDING NETWORK CPE has been carried out for years traditionally by other various institutions and organizations, including LIS departments at universities and colleges, major libraries: academic, public, special, as well as documentation. Other agencies include information centers; the Association of Hungarian Librarians, its sections and regional chapters; the Federation of Information Institutions and Libraries; and other organizations related to information or communication technology and networking, e.g., Federation of Database Providers. It is imperative that they be involved in LISTEN strategy and activities. There should be a close cooperation through various channels including:

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Active involvement of their representatives in the National Advisory Board of LICENCE; Cooperation of LIS departments in developing and offering CPE courses and materials; Cooperation of LIS departments and major libraries and information centers in developing and offering CPE courses and materials; and Cooperation in organizing joint activities of different CPE actors at national and local level.

Recent steps taken in order to cope with the problem of disintegration are: •

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A National Working Group was set up again in February 1999 to elaborate requirements for MA and B A level LIS programs offered in Hungary. The aim was to arrive at a consensus in elaborating the credit system to make the LIS education system transparent and to allow mobility between the same and different training levels; An informal National Forum of LIS Department representatives for CPE course and curriculum design coordination was established. Participants have attended two workshops, June and September 2000, and many plans and initiatives were exchanged and coordinated via mail and e-mail; and A working committee in LIS professional training and education was established in June, 1999 by the Association of Hungarian Librarians and Alliance of Libraries and Information Institutes. The committee assists both professional organizations in making strategic decisions in the area, and in creating a coherent scheme out of the different non-degree, degree and postgraduate program opportunities, e.g., a credit system in LIS education should be based on the 90/1998 V.8. government decree about using the credit system in higher education.7 International coordination for mutual acceptance of exams and courses is also necessary.

A next step is to encourage international cooperation. The major aspects of considering international cooperation are as follows: •

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Generate ideas for objectives of cooperation including joint projects, joint research and development, multilingual terminology developments, comparative analysis of LIS curricula, LIS competency development issues, train the trainers, comparative analysis of job descriptions and performance criteria, and that of competency requirements of LIS professionals, at different levels; Establish support formats for cooperation, global, regional, European and national, bilateral and local level; Identify and develop forms and methods of cooperation such as joint projects, short visits, participation in seminars and workshops, designing joint seminars, participation in conferences, and special cooperation issues; and Deal with special cooperation issues - multilingual/bilingual LIS professional, Hungarian speaking librarians abroad, workshops, and conferences.

Efforts have begun with an exchange with Slovenian partners. Roza Frank was able to participate in a grant-writing seminar in Ljubljana on September 18-19, 2000 that was organized

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by the Slovenian National Library. A Slovenian delegation of staff and students came to Szombathely for a three-day professional program and visits of libraries. The Budapest Meeting, September 12-14, 2000, organized by OSI-NLP, was a major event that brought together librarian training center representatives from Central and Eastern European countries supported by OSI-NLP. It was a well-structured program with lectures, workshops, tutorials, and consultations. Recent efforts at Berzsenyi College focus on an English version of training center homepage; creating a database of CPE resources; creating and maintaining a LIS terminology glossary in English-German-Hungarian languages; and creating country "windows" on national Internet resources, learning resources and distance education links. Useful guides have been developed by OSI-NLP experts, Lyn Robinson and David Bawden, including evaluation guidelines for NLP funded training centers (March 2000). These include general module outlines; a survey of training center course profiles; a framework for support for training centers including fellowships and Summer School (both under way); training center seminars; discussion list; review of funding sources; resource listings and new proposals. The fellowship programs offered for 2001 may also be very useful for further work. TTie further development should be coherent and straightforward, focusing on the following requirements: Be aware of training needs Focus on competency development Have an integrated approach Diversify CPE

Survey and monitor the librarians training and information needs

Study job competency and evaluation requirements at various levels and act upon 8 Integrate training, educational, research and development aspects into CPE Design and update a multi-level and coherent scheme of CPE to supply the training needs of staff in different libraries and information centers Be flexible in program Design and implement elective courses for specialisation, and new professional roles design Focus on convertible Focus on problem solving, communication, management and skills development marketing skills Be innovative Introduce new techniques and methods making use of electronic information and communication Renew structure and Implement cost-effective and efficient methods, open distance and methodology flexible learning, as well as project work Cooperate with Cooperate in training, education, research both in the West-East, international partners and East-East context Develop links to Develop partnerships with companies, business links, chambers of economy commerce etc. 9 Focus on joint funding OSI-NLP, Phare CBC, Ministry of Culture, Ministry of Education, National Cultural Fund, EU programs, etc.

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SUMMARY The development of LIS CPE network centers in Hungary has been steady since the passage of legal order 1/2000. Ulis pre-conference provides us an opportunity to share our progress with you. Working together we can widen our efforts thus helping ourselves and others. REFERENCES 1

Ole Pors, Niels, Pálvolgyi, Mihály, and Téglási, Ágnes. "Hungarian CPE Efforts Intensified Through International Cooperation," in Human Development: Competencies for the Twenty-First Century. Papers from the IFLA CPERT Third International Conference on Continuing Professional Education for the Library and Information Professionals, A publication of the Continuing Professional Education Round Table, CPERT, of the International Federation of Library Associations and Institutions. Edited by Patricia Layzell Ward and Darlene W. Weingand. München. K.G. Saur. (1997): 30-39. 2 Pálvolgyi, Mihály. "Library and Information Education and Research in Hungary," in Bibliothek. Forschung und Praxis 1 (2000): 53-62. 3 1/2000 (January 14* ) order of the Ministry of Cultural Heritage on the system and requirements of the organized training of cultural professionals and about the financial support of training. 4 LICENCE. Development of a Library and Information Continuing Education Network Center in Hungary. Application for OSI-NLP funds Librarian Training Centers Program code:437/3. Project proposal submitted by the National Széchényi Library Center for Library Science and Methodology and Berzsenyi Dániel College. Budapest, Szombathely, November-December, 1999. 5 Pálvolgyi, Mihály. "Special English for Librarians and Information Managers." Language experts Lisa Széll, Peter Sandle; audio engineer Imre Herczeg; computer experts András Kora, András Tomor. XML-version by Kora András, Part 1. Szombathely: BDF, 2000. CD-ROM; 12 cm. Updating was possible through OSI-NLP support 437.3. 6 Frank, Róza. "Távoktatás és a kozkonyvtárak szerepe," in Tudományos Müszaki Tájékoztatás 3 (Distance Education and the Role of Public Libraries.) Introduces into findings of LISTED /CEE/ Project LB-5610. (1999): 10-106. 7 Mûvelôdési Közlöny 16/11 (1998): 2053-2060. 8 Euroguide LIS. "The Guide to Competencies for European Professionals in Library and Information Services." The preliminary report part of Leonardo Da VINCI program, 1999. Aslib, ISBN 0 85142 429 5 (1.12.509 - The German version DECIDoc is accessible at the University of Konstanz homepage, Zertifizierung for Informationsfachleute) 9 Regional Academic Cooperation, BDF Institute of Social Sciences and European Studies, Szombathely, FachhochschulStudiengang Informationsberufe, Eisenstadt. SzombathelyEisenstadt, 2000. CD-ROM edition.

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ASSESSMENT OF CONTINUING PROFESSIONAL EDUCATION NEEDS AND PREFERENCES OF PROFESSIONAL PUBLIC LIBRARIANS IN ISRAEL Gabriella Dotan Beit Beri College Israel

Abstract:

The assessment of staff development needs of public libraries and their interest in improving their skills and knowledge is reported here. Data was drawn from a large-scale study examining relationships between multiple factors associated with the continuing professional education (CPE) of public librarians.

Library and information literature has shown that a professionals' continuing professional education (CPE) should be regarded as a necessary investment, conducive to the fulfillment of organizational goals.1 There is a wide consensus that CPE should stem from a process of needs assessment, based on the required competencies for the different organizational roles.2 Other research has shown that consideration of the employee's motivation to participate in a CPE activity is essential in developing successful training programs.3 This study assesses the staff development needs of professional public librarians and identifies librarians' interest in furthering specific professional skills and knowledge. CONCEPTUAL OVERVIEW Need and interest are constructs examined in the context of staff development. Knox stated that "a need is a gap perceived by an individual or others between a present and a changed set of circumstances."4 Knowles added that the more accurately individuals are aware of their own educational needs and are able to identify them, the more motivated they are to learn.5 In addition, the more compatible the needs of the individuals are with the aspirations their organizations have for them, the higher the likelihood that effective learning will occur. Interests, on the other hand are "demonstrated preferences for activity".6 American library and information science (LIS) researchers have addressed the issue of competencies since the early 1980s.7 In 1992, the Public Library Association developed a statement of expected competencies for public librarians; thirty-three competencies were organized under nine headings: foundations and basic understandings; organization of knowledge; information resources management; information services and delivery; technology; services and programming; administration and management; planning and evaluation; and professional and ethical responsibilities.8 More recently, Buttlar & Du Mont studied the relevance of fifty-nine competencies for all types of library and information work,9 although most of the respondents "rated the competencies with the public library in mind."10 The five most highly rated competencies were: * The ability to conduct an appropriate reference interview; * Collection management skills; * Knowledge of sources in all formats;

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Selection and evaluation of print/non-print materials; and Development of selection policies.

In addition, a large number of experienced librarians gave high ratings to the ability to provide reader guidance and to the skills related to library management. Another list of competencies was developed in 1991 by the Ohio Library Association's Children's Services Division for librarians serving children in public libraries. Six clusters were identifed: • • • • •

Knowledge of client groups; Administrative and management skills; Communication skills; Collection development; and Advocacy, and professional development.11

A cursory comparison of the different competency lists shows that only management skills appear on all of them. Most of the recent empirical studies among librarians deal with interests rather than needs. This kind of approach does not mirror the concept of educational need, and is more employee-centered rather than organization-centered. The interest demonstrated by librarians fluctuates, as any array of topics would be subject to change in popularity over time. Information technology (IT) topics have remained a favorite of participants in CPE activities. Earlier studies have revealed librarians' clear preference for basic computer training, perhaps because most of those surveyed at the time had acquired their library education in the pre-computer days.12 Later, the nature of computer training seemed to be changing, "concentrating more on the long neglected I rather than the Τ of Information Technology."13 More recent studies identified advanced computer skills and network navigation skills as transferable competencies, adding another reason for the popularity of these topics.14 Training in managerial skills was in steady demand for more than a decade now.15 MacDougall et al. found that 25 percent of the librarians have attended CPE activities in management topics.16 Additionally, good communication skills were viewed as necessary to determine library users' needs, as a basis for personal networking skills, and for interpersonal relationships.17 Elkin, who studied various facets of library and information services for children, found that knowledge of children's reading interests and programming skills were necessary competencies.8 While MacDougall et al. recorded that only 14% of the CPE activities attended by the UK librarians were in the area of children's services, Dotan & Getz found that these topics drew a strong interest in Israel, particularly with public library directors.19 PURPOSE This paper presents data drawn from a large-scale study that examined the relationships between multiple factors associated with public librarians' CPE.20 The study sought to assess both the training needs of professional public librarians in Israel as perceived by library decisionmakers, and to identify librarians' interest in various areas of professional knowledge and skills. Several questions concerning topics for CPE were explored:

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How do library stakeholders perceive the impact of the changing library environment on the knowledge and skills required of professional librarians? How do librarians rate their degree of interest in CPE in various professional areas or skills? Are there significant relationships between the educational interest factors underlying professional competencies, as identified in this study, and certain personal, professional and organizational characteristics of the employees?

METHODOLOGY Two populations were examined: professional librarians employed in public libraries in Israel, (librarians), and library decision-makers, (library stakeholders). Using a stratified sampling technique, libraries were selected according to their geographical distribution and the size of the locality. 415 questionnaires were distributed to librarians employed in 69 libraries, yielding 303 usable responses (73%). Twenty-two semi-structured interviews were conducted with library stakeholders: public library directors, Ministry of Education officials and representatives of professional organizations. Measures were gathered representing selected background characteristics of the librarians. The educational interest variable was devised for the purpose of this study in three phases. First, based on a thorough literature review, the researcher generated a list of competencies that seemed relevant for the Israeli population. Second, eight Israeli subject matter experts rated each of the competencies according to their usefulness in Israeli public libraries. Finally, the remaining items were condensed, a pilot study was conducted to validate the list, and a final list of thirty-one competencies emerged. The respondents in the study were asked to rate the extent of their interest in each of the professional skills listed, on a five-point Likert-type scale (1 = not at all interested; 5= most interested). Factor analysis yielded five factors that accounted for 58.6% of the total variance. Three items which did not have factor loadings with a value greater than .40 were excluded. Each factor retained was ascribed a name based on the content analysis of the cluster of skills loading on it. • •

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Management Skills contained nine items that dealt with planning, community analysis, human resource management, budgeting and marketing; Information Technologies in the Library included eight items that addressed general computer applications, work with networks, maintenance of a homepage, and library operations based on information technologies or performed on digital materials; Communication Skills measured the interest in various aspects of communication: interpersonal communication, teamwork, and awareness of community information needs; Children and School-Related Skills included children's literature, reading promotion, and work with school staff; and Updating of Basic Skills addressed refresher courses in common library techniques. The internal consistency reliability of the scales was calculated, and was found to be between .71 and .88.

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Library stakeholders were asked to give their perspective on the environmental changes demanding new knowledge and skills, and to indicate the areas of expertise that, in their opinion, librarians should continue to develop in order to be more responsive to users' needs. The data drawn from the questionnaires were coded and analyzed using SPSS-X. The interviews were analyzed according to qualitative methods, using the grounded theory methodology.21

FINDINGS Five of the sixteen directors managed large libraries with more than eleven branches each. All the libraries had an online catalog, and fourteen had CD-ROM facilities; twelve libraries had Internet connections, in various stages of implementation. Networking of the branches seemed to be the latest technological development in Israel's public libraries, with six urban libraries in the process of connecting some of their branches to the main library. Librarians' Sample Characteristics. Over a third of the respondents (36%) were employed in large-city libraries, and a minority (14%) worked in regional (rural) libraries. The remaining librarians were divided evenly (25% each) between town and medium-city libraries. Seventy-two percent of the respondents had obtained their library certification in academic institutions, either at the undergraduate (51%) or graduate levels. Twenty-eight percent of the librarians surveyed had not upgraded their "librarian" diploma, superseded since 1985 by the academic "certified librarian" diploma. These librarians, presumably older, have finished their studies a long time ago, and might be in need of refreshing their knowledge. Only one out of seven respondents wanted to leave library work in favor of another type of employment; 58 percent of the librarians surveyed opted for a promotion to a higher position within the public library. Eighty-six percent of the participants were employed in main or central branch libraries, which are customarily larger units that employ several library workers. The majority of the respondents (53%) indicated that they have some managerial responsibilities as branch managers or as librarians in charge of a department. Only one third of the respondents were employed fulltime. Concerning the type of library service performed, the vast majority of participants (83%) were employed in some form of direct public service. A sizeable majority (72%) worked also with resources, probably combining several types of library service. Forty percent worked with cultural programs, and a third indicated that they held administrative-supervisory positions. Research Questions. The first exploratory question concerned the perspective of library stakeholders regarding the professional skills that librarians should continue to develop in order to be more responsive to the needs of library users. A majority of respondents (69%) indicated that ΓΓ skills should continue to be a first priority of CPE. Stakeholders showed wide disagreement regarding public librarians' need for managerial skills. While thirteen respondents (62%) asserted that librarians should develop management skills, only five mentioned different managerial aspects as their first priority skills. Several library directors maintained that management topics were relevant only to managerial staff. The widest consensus centered on the knowledge of marketing concepts, followed by principles of quality service and community needs analysis. The knowledge of budgeting and human resources skills was generally thought to be relevant only to those in administrative positions. Opposed to this opinion were the representatives of the professional association and Ministry

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officials, who called upon all librarians to reinforce their management skills and prepare themselves for managerial positions. Additional important professional areas targeted were information skills, particularly related to digital resources, search strategies, and user education skills. Four directors even considered these skills as the most important for training. Topics related to school's and children's library and information services were considered important only for librarians working with these populations, an exception being "co-operation with the school system," which was singled out as most important; increased familiarity with various media programs was also deemed advantageous. Topics associated with various aspects of communication evoked contradictory opinions. While a majority of stakeholders held that there is still much need for interpersonal communication skills, a sizeable group of directors felt that the subject had been fully explored. It was the opinion of almost all of the respondents that public librarians would not need any training in technical skills, except indexing, as most public libraries rely on the cataloging service provided by the Israeli Center for Libraries. None of the directors saw a need for collection development skills. Similar views were expressed in connection with the updating of basic library competencies, the only exception being reference skills. The second research question addressed the interest expressed by librarians in various professional skills. The results show that the majority of respondents indicated either interested or most interested for twenty-three out of thirty-one competencies listed. "Advanced information skills," "implementation of quality service," "information skills instruction," and "familiarity with information resources" were rated very highly by 80% of the respondents. Three out of these four competencies incorporate the new electronic media that had not been taught in basic library education until recently, and all of them reflect newer practices in public library service. Conversely, the skills generating the least interest were: "developing and managing the library budget" with only 38% interested as opposed to 47% who indicated their lack of interest, "Development of strategic plans and output measures found 41% not interested, and "human resource management" (34%). These competencies belong to the management competencies cluster. Table 1 presents the principal factors underlying the competencies. The final research question addressed the relationships between the educational interest factors underlying professional competencies, as identified in this study, and a number of personal, professional and organizational characteristics of public librarians. Table 1

Means and Standard Deviations of Educational Interest Factors Educational Interest Factor IT in Libraries Skills Communication Skills Updating Basic Skills Children and School-Related Skills Management Skills

Ν 294 295 291 291 290

Mean (on 1-5 scale) 4.04 3.97 3.90 3.61 3.29

sd .83 .87 1.08 1.03 .99

One-way ANOVA tests conducted in order to examine the differences between the respondents as a function of the size of the employing local authority revealed significant differences between librarians concerning two factors: communication skills (F=7.35, p