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6023 results in Facet Publishing

Page 146 of 302

  • 7 - Managing user-generated metadata in discovery systems

  • Edited by Louise F Spiteri
  • Book:
    Managing Metadata in Web-scale Discovery Systems
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 165-194

  • Summary

    Introduction: opening the door to user-generated Content

    The content of bibliographic records in library catalogues has always been strictly controlled by library staff. Metadata in these records is created in adherence to a standard scheme, usually the Anglo-American Cataloguing Rules (AACR) and, more recently, though not as extensively, the Resource Description and Access (RDA) standard. The records are contained in the Machine- Readable Cataloging (MARC) framework. The subject or ‘aboutness’ of works is described via standard headings, usually the Library of Congress Subject Headings (LCSH), and classified according to standards such as the Dewey Decimal Classification System or the Library of Congress Classification System. The advent of social tagging, or folksonomies, a term coined by Thomas Vander Wal (2007) in 2004, opened the discussion about how user-generated content could add value to library catalogues by enabling users to organize their personal information spaces by tagging items of interest for later retrieval, supplement existing controlled vocabularies, and create online communities of interest by using tags to connect with other users with similar research interests (Spiteri, 2006; Steele, 2009). Since 2004, user-generated content in catalogues has expanded to include ratings and reviews. This chapter will explore how user-generated content has been used in library catalogues, identify and discuss emergent themes and patterns in this use, and suggest future directions.

    The metadata framework of library catalogues

    Library catalogues typically contain bibliographic records whose content is created by trained professionals. The standard metadata scheme used in most catalogues for the past several decades has been the AACR. This standard describes standardized access points or elements of an item, as outlined in the International Standard Bibliographic Description:

  • • title and statement of responsibility area

  • • edition area

  • • material or type of resource specific area

  • • publication, production, distribution, etc., area

  • • material description area

  • • series area

  • • notes area

  • • resource identifier and terms of availability area (e.g., ISBN, ISSN).

  • Preface

  • Edited by Sharon Markless
  • Elizabeth Bentley, Sarah Pavey, Sue Shaper, Sally Todd, Carol Webb
  • Book:
    The Innovative School Librarian
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp ix-xii

  • Summary

    Katya received a visit by fellow librarians to see the new school library. She prepared for the visit by displaying information on all her most recent activities to demonstrate how the library contributed to assessment for learning, reader development, teaching of 16–18 year olds and staff training. Katya observed that her visitors wanted to look at her stock and her general displays and to discuss how she managed overdue books. Several times she drew their attention to the information that showcased her wider activities but the majority of her visitors remained focused on the room's resources and its management rather than moving to a discussion of teaching and learning.

    Although the context of school librarianship has changed dramatically over the past seven years, we believe that the fundamental concerns introduced in this vignette, which opened the first edition of this book in 2009, remain the same. School librarians are still faced with difficult decisions about their roles, priorities and activities: the shape of their contribution to teaching and learning within their schools. Therefore in this second edition we still aim to prompt school librarians to stand back from their day-to-day activity and critically re-examine their values, philosophy and what defines their professional practice. We have maintained our focus on ways of thinking about the job of school librarian rather than on its operational responsibilities. However we do not underplay the changes that have occurred since 2009 and recognize the many different ways in which context affects what we do and what we are able to achieve. In response we discuss the challenges and opportunities accorded by such changes as burgeoning technologies and resource cuts, and offer new vignettes describing current situations.

    We recognize that there are big differences between schools: different curricula, different patterns of governance and management; and different levels and types of resources, before we even get to the students and teachers. This inevitably leads to big differences between school libraries. However, through working internationally with colleagues from the USA, Australia, Sweden, Denmark, Lithuania and Portugal, we know that school librarians share many common concerns as well as a common vision of what we are trying to achieve.

  • 9 - Innovation

  • from PART 3 - MOVING FORWARD
  • Edited by Sharon Markless
  • Elizabeth Bentley, Sarah Pavey, Sue Shaper, Sally Todd, Carol Webb
  • Book:
    The Innovative School Librarian
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 143-156

  • Summary

    To innovate involves taking risks. Paradoxically this may happen most easily when people work in a safe and secure environment, one which encourages them to experiment in order to turn problems into opportunities. As librarians, many of us do not find ourselves in such a supportive situation, so why should we bother to invest energy, enthusiasm and hard work into something that might fail?

    We may prefer to maintain the status quo rather than bring any extra stress on ourselves but, as we saw in Chapter 1, being professional involves looking continually for ways to improve our services. Just as a business cannot afford to stand still but needs to introduce new ideas and technologies to keep ahead of its competitors, so school librarians should not stagnate in the world of educational change and development. Furthermore, we all need intellectual stimulation to sustain our interest and innovating is a good way to keep us motivated and fresh.

    Ross Todd (Todd, 2001) exhorts school librarians to re-conceptualize the role of the library, turning it from an information place into a knowledge-making space (see quotation at the end of Chapter 8). Using his three drivers for change: connections, actions and evidence, we will explore innovative practice for school librarians.

    Connect

    The pathways to innovation may open up to us through the contacts and relationships we make in our school, professional or wider communities. For instance, we may look at the leaders in our field and ask ourselves what is special about the librarians whom we admire. We can gain inspiration and insight from seeing how well they innovate and re-invent their roles (Taylor and Guiney, 2008); prizes for achievement such as the School Librarian of the Year Award in the UK help to draw attention to good practice (School Library Association, 2015b). It does not matter which model of professional practice we choose to follow as long as we continue to develop our ideas. The vignette below explains how it is possible to be innovative without necessarily being an extrovert.

    At a meeting of local librarians there was discussion about raising profiles and professionalism, which evoked a lively debate. Sean told the group that he did not participate greatly in meetings at school, often leaving the discussion to others.

  • Foreword

  • Edited by Karen Attar
  • Book:
    Directory of Rare Book and Special Collections in the UK and Republic of Ireland
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp ix-ix

  • Summary

    The Directory Of Rare Books And Special Collectionswas the first and most ambitious

    project of the newly formed Rare Books Group of what was then the Library Association. Work began in 1966. When it was published in 1985, it was a great if imperfect achievement. Its true begetter – Stanley Roberts – did not live to see it in print, a fate shared by the mastermind of the revised 1997 edition, Barry Bloomfield. They, their successors and their teams of contributors and collaborators succeeded in creating an invaluable tool for those who are looking for collections of rare books in the British Isles. Perhaps the greatest achievement of the Directory is that it opened up a realization of the richness, diversity and ubiquity of those collections. Far from being confined to London, Oxford, Cambridge, and a small number of provincial, Scottish and Irish cities, there were collections everywhere, and many of them in real danger.

    For the third edition, Karen Attar has trawled far and wide for information, and made radical changes which go far beyond anything which could be attempted by Bloomfield. The most obvious change is the re-ordering of the entries to make the book more usable; welcome as that is, however, more profound is the rewriting of many entries, a new depth of verification of data, and a more comprehensive coverage of the field. For scholars seeking to find and exploit the resources of rare books and special collections in the British Isles, what was a useful work of reference has been transformed into an invaluable and indispensable tool.

    The successor body of the the originators – the Rare Books and Special Collections Group of CILIP – can only be congratulated on undertaking the work, and on maintaining at least for this edition, the tradition of publishing it in its traditional form. Surely there can never be another edition in print? But I recall saying exactly the same thing when the second edition was published more than 15 years ago. I hope I am wrong this time as well.

  • 7 - Inspiration

  • from PART 3 - MOVING FORWARD
  • Edited by Sharon Markless
  • Elizabeth Bentley, Sarah Pavey, Sue Shaper, Sally Todd, Carol Webb
  • Book:
    The Innovative School Librarian
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 107-128

  • Summary

    Do one thing every day that scares you.

    Schmich, 2008

    What is inspiration?

    Inspiration can be a frightening word to use. It implies passion, creativity, imagination and enthusiasm. To be inspired suggests being endowed with vision and insight, having the confidence to take ideas forward to action and perhaps transforming practice (e.g., Reynolds, 2008). People who are inspired brim with excitement and motivation and are prepared to take risks. We believe that most of us have vast potential; we can do extraordinary things if we have the confidence to take risks.

    Why is inspiration important to school librarianship?

    A tale of two librarians

    Annabel, a qualified librarian working in a high achieving girls’ grammar school, has a large library with a stock of around 15,000 volumes, predominantly less than ten years old. She has had outstanding inspection reports praising the use of the library by staff and students and the efficiency and professionalism with which she and her assistant run it. However the library is never mentioned in school publicity and Annabel does not engage in any activity outside the library – not even exchanging views with other librarians. Annabel feels comfortable in her work and she responds efficiently to requests. As the years pass Annabel continues to be very capable but finds it increasingly difficult to relate to the younger students. The library is still seen as a ‘good thing’ inside the school but the teachers don't stop to talk or think about it very much. When a new head teacher arrives and the budget is under pressure, the library is the first target to be looked at for cuts.

    Saleha has worked in her school library for ten years. She is now increasingly conscious of the need to explore new possibilities and find inspiration in order to keep herself fresh and to drive the library forward. She wants to ensure that she maintains an identifiable place in her community. She has a well stocked, efficiently run library, which is fully used by staff and students alike; she feels that she has the respect of her colleagues. She enjoys her job but still she constantly looks for more. What drives this?

  • 1 - Professionalism and the school librarian

  • from PART 1 - WHO IS THE LIBRARIAN?
  • Edited by Sharon Markless
  • Elizabeth Bentley, Sarah Pavey, Sue Shaper, Sally Todd, Carol Webb
  • Book:
    The Innovative School Librarian
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    31 May 2016, pp 3-22

  • Summary

    Why should professionalism be important to us? This has always been a hotly debated topic, across all sectors of librarianship because of its links to status, conduct and quality of service. In recent years we have been travelling through a global economic downturn, which combined with changes in UK government policy has resulted in a rapidly changing educational environment. In order to negotiate our identity within this context we need to make difficult choices, amid a plethora of changing expectations. This chapter will examine professionalism in the belief that it remains fundamental to our work identities.

    How do we develop these identities and how do they link to our practice of librarianship?

    When writing eight years ago, it was within the context of campaigning in the UK for statutory recognition of school libraries. Now we write at a time when library services in many sectors are being reduced or closed and so discussion of this issue of professionalism is ever more important. Indeed, many schools around the world are not fortunate enough to have a library and those that exist may not have statutory status or be run by someone with a librarianship qualification which results in provision of uneven quality. They may be run by teachers, teaching assistants, clerical assistants or volunteers who bring to the role a variety of qualifications and experience. The professional organization for librarians in the UK – the Chartered Institute of Library and Information Professionals (CILIP) – has moved towards promoting and implementing a framework of qualifications and accreditation, which covers the whole spectrum of those working in our field. There are different stages available on the same road of continuing professional development: Certification, Chartership and Fellowship (CILIP 2014a). Following this pathway or maintaining our footfall on it through the re-validation process, regardless of our starting point, demonstrates our commitment to professionalism.

    If we cannot think about professionalism in terms of qualifications, experience or the promise of statutory status, where does that leave our ideas of professionalism? Traditionally we may view the general characteristics of a professional as altruistic, principled and ethical. Membership of a professional organization usually entails the upholding of a charter that sets out a code of conduct and standards to be maintained.

  • 7 - Making it happen

  • Barbara Allan
  • Book:
    Emerging Strategies for Supporting Student Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2016, pp 101-112

  • Summary

    Introduction

    This chapter is concerned with programme design and development, which involves spending time thinking about learners and their needs, the learning environment and learning processes. These are some of the basic ideas that inform the programme or course design and development process:

  • • identification of the aim or purpose, learning outcome(s) and required level of learning

  • • design of structure

  • • identification and use of learning resources

  • • design of learning and teaching activities

  • • design of assessment methods (formative or summative)

  • • how to pilot the new programme.

    • An important concept is that of ‘constructive alignment’ (Biggs, 2011), which involves ensuring that the learning, teaching and assessment activities are directly aligned to the learning outcome(s) of the course or module. When designing a course, whether delivered face to face through blended learning or online, keep checking that the learning and teaching activities plus the assessment methods will enable students to achieve and demonstrate the intended learning outcomes.

    My personal view is that time spent on the design and development process is essential if the programme or event is to be successful. Spending time on the design process helps you to think through the needs of the learners and their likely expectations, enables you to think through the whole event, and helps prevent you from making basic errors. Going into a training event with a well prepared programme and tested learning activities also helps to provide a professional impression, which gives confidence to the trainer or facilitator and learners. Finally, in the unlikely event that you are unable to deliver an event, then if a colleague is asked to stand in you will be able to give her or him sufficient information and learning resources to help ensure that it is successful.

    This chapter is divided into the following sections: thinking about participants, basic design principles, levels of learning, basic design structure, design of individual learning activities, finding and using learning resources, reviewing the programme design, and marketing and promotion. Chapter 8 considers how to design face-to-face sessions, flipped classroom sessions, blended learning courses and online courses. The subject of evaluation of the impact of learning and teaching interventions is presented in Chapter 10.

  • 5 - Approaches to learning and teaching

  • Barbara Allan
  • Book:
    Emerging Strategies for Supporting Student Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2016, pp 61-74

  • Summary

    Introduction

    In recent years, there has been a major shift in thinking about learning and teaching resulting in the development of new theories and models, which are now influencing practice in colleges and universities. It is a challenge to work through all the ideas and models of learning and teaching, and then to consider whether or not they are relevant to your practice. This chapter provides an overview of influential ideas and models relevant to supporting students’ learning in higher education.

    The main ideas explored in this chapter are:

  • • Kolb's learning cycle

  • • Laurillard's conversational framework for university teaching

  • • Entwistle's teaching for understanding at university

  • • Land and Meyer's threshold concepts

  • • the Higher Education Academy's work on flexible pedagogies.

    • The summaries below identify key points from each of these theories or models, which are very relevant to supporting student learning.

    Kolb's learning cycle

    The seminal work of Kolb still influences learning and teaching in colleges and universities. Kolb (1984, 38) suggested that ‘learning is the process whereby knowledge is created through the transformation of experience’. Kolb developed an experiential learning cycle, which is illustrated in Figure 5.1 on the next page.

    In a Kolb cycle a learner carries out a concrete experience, then reflects on the new experience. The reflective process produces new ideas, a new theory or a modification of an existing abstract concept. This leads to active experi - mentation where the student applies the new idea to practice. This cycle is often re-presented in a simpler style, as shown in Figure 5.2 on the next page.

    Kolb (1984) suggested that learning is a process which involves all four stages of the learning cycle: concrete experience; reflective observation; abstract concept - ualization; and active experimentation. This is often described as: action; reflection; theorizing; and testing. Individuals may have a preference for one or more of these stages, which he describes as their preferred learning style. Kolb's work has led to the development of different ideas about learning styles (see Chapter 2). Although some research literature critiques Kolb's work and subsequent ideas and models on learning styles, his ideas are still influencing teaching and learning in higher education.

  • Introduction

    • By Sarah McNicol, Education and Social Research Institute, Manchester Metropolitan University, UK
  • Edited by Sarah McNicol
  • Book:
    Critical Literacy for Information Professionals
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2016, pp xi-xviii

  • Summary

    What is critical literacy?

    As is the case with information literacy, there is no single accepted definition of critical literacy. One way of describing critical literacy, however, is as a process that ‘challenges the status quo in an effort to discover alternative paths for self and social development’ (Shor, 1999). This description highlights two key components of critical literacy. Firstly, critical literacy is concerned with the social and cultural contexts in which texts (including not simply written texts, but digital texts, multimedia, visual materials and so forth) are both created and read. Secondly, critical literacy has a focus on practical action and community engagement; it is not concerned with merely abstract knowledge. The approach taken in critical literacy is not to read texts in isolation, but to develop an understanding of the cultural, ideological and sociolinguistic contexts in which they are created and read. The use of critical literacy involves a commitment to equity and social justice through the explicit inclusion of those marginalized on the basis of gender, sexuality, ethnicity, class or other forms of difference. Closely related to Paulo Freire's critical pedagogy, which he described in Pedagogy of the Oppressed (1970), critical literacy focuses on issues of power and is intended to develop the skills, dispositions and strategies to enable readers to challenge ‘text and life as we know it’ (McLaughlin and DeVoogd, 2004).

    A fundamental notion of critical literacy is that all texts are constructed and serve particular interests. This means that it is important to consider who constructed a text and for what purpose. Furthermore, texts contain value messages; as texts are constructed by people, who all have their own views of the world, no text is completely neutral and objective. For example, when they write, an author or creator makes conscious and unconscious choices about what to include and exclude and how to represent the things or people they depict. However, it is not just the author who has an important role; equally, the reader is an active participant in creating meaning from the text. Just like authors, all readers bring different experiences and knowledge which help them to make meaning from a text. This means that each person interprets a text differently and multiple ways of reading a single text are not just possible, but inevitable.

  • 8 - A picture is worth a thousand words: teaching media literacy

  • from PART 2 - CRITICAL LITERACY IN PRACTICE
    • By Michael Cherry, Evansville Vanderburgh Public Library in Evansville, Indiana, USA
  • Edited by Sarah McNicol
  • Book:
    Critical Literacy for Information Professionals
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2016, pp 93-104

  • Summary

    Introduction

    Morrell (2008, 6) argues that ‘no population requires critical literacy more than today's urban youth’ and, in particular, those young people who find themselves disadvantaged and with limited educational opportunities. Similarly, when considering the role of critical literacy in the school-to-prison pipeline among young Latino males, Garcia (2013, 8) claims that ‘The attainment of positive schooling experiences and empowering critical literacy skills for young Latino males can be one way to stop incarceration, decrease recidivism, and keep these youth on track to a successful future.’ She therefore considers that ‘it is imperative that the most disenfranchised youth, such as those who become a part of the school-to-prison pipeline or juvenile justice system, have access to quality, critical literacy educational experiences’.

    A number of researchers have examined the role of critical literacy within the criminal justice system. In New York City, Vasudevan (2009) explored how adults and adolescents at the Alternative to Incarceration Program engaged in expressive multimodal literacy practices involving texting, social networking and photo/video sharing. In the UK, Sheridan (2006) proposed a Freirean approach to critical literacy for women prisoners within the Scottish Prison Service. In addition to achieving basic skills and meeting key performance targets in relation to prisoner literacy levels, she argues, such an approach could lead to the empowerment of women prisoners, beginning with personal empowerment and ending in collective empowerment.

    For those who find themselves alienated, or even excluded, from the traditional school system, public libraries present a vital opportunity to develop ‘literacy for life’, not simply ‘literacy in the service of school’ (Lunsford, 2009, 396). In the UK for example, The Reading Agency (2008) produced a booklet of Ideas to Inspire People in Prisons and Young Offender Institutions. However, although both public libraries and, of course, prison libraries have often played an important role in supporting the development of basic literacy skills amongst offenders and those at risk of offending, this has usually been focused on what Morrell (2008, 3) describes as ‘a narrowly defined and conceived dominant literacy agenda’. The case study presented in this article attempts to address this imbalance by describing a public library-based programme focused on fostering critical literacy skills amongst at-risk teenagers.

  • 9 - Delivering learning experiences

  • Barbara Allan
  • Book:
    Emerging Strategies for Supporting Student Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2016, pp 125-136

  • Summary

    Introduction

    This chapter provides guidance on delivering learning experiences either face to face or online. It covers the following themes: preparing yourself, face-to-face delivery, online delivery and co-facilitation.

    A useful structure for thinking about delivering learning experience is to consider the following aspects of the course or programme: preparing yourself, getting off to a good start, facilitating the learning processes, and closing the course. For both virtual and face-to-face courses think about individual learners, group dynamics and yourself. Many tutors find that they spend so much time focusing on individuals or the whole group that they forget about themselves. This is counter-productive as personal awareness may provide important indicators about the learning process and the experiences of learners.

    Preparing yourself

    Before you start delivering a course or programme, whether face to face or online, it is worth asking yourself a number of questions about the course, the students and yourself. The questions listed below will help to ensure that you have considered a range of factors which are likely to affect the success of the course.

    Ask yourself these questions about the course:

  • • Am I confident about the course design?

  • • Have I piloted the course or, if this isn't possible, have I talked it through with a colleague and run through it in my mind?

  • • Am I familiar with the learning environment (virtual or physical)? If not what do I need to do to make myself confident in this environment? Do I have access to help, e.g. via phone or e-mail, and do I have the necessary contact details?

  • • Do I have all the relevant learning and teaching materials?

    • Ask yourself these questions about the students:

  • • Do I know who is likely to attend the event?

  • • Do any of the students require special facilities or adjustments to enable them to gain full benefit from the course? Have I made the necessary adjustments?

  • • How have they been informed about the event and what they will gain from it (the benefits)?

  • • Have they received the relevant information, e.g. location, timing and/or how to access the online site?

  • • Am I able to send a welcome e-mail to students?

  • 4 - Employability

  • Barbara Allan
  • Book:
    Emerging Strategies for Supporting Student Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2016, pp 49-60

  • Summary

    Introduction

    The theme of employability was introduced in Chapter 1 and this chapter demonstrates the many different ways in which academic library and information services are working to support student employability. It covers the following topics: academic libraries and employability, graduate attributes and working with students.

    The library and information profession has responded to the increased focus on employability through a number of reports and reviews, for example SCONUL commissioned a review of the literature on current practice in the development of employability skills and the role of the academic library (Wiley, 2014), and CILIP published a report by Inskip (2014). There is evidence of changing and developing practices at professional conferences, e.g. see www.lilacconference.com/. Wiley (2015) provides an excellent summary of the current situation including a detailed bibliography.

    In addition, the SCONUL Employability Toolkit (www.sconul.ac.uk/page/ employability) gives an extensive range of resources, including a literature review and a series of contemporary case studies.

    Academic libraries and employability

    Traditionally, employability has been the territory of the careers service, but increasingly library and information workers are becoming involved in it as employability requires digital and information literacy. Library and information service staff support students (and staff) in the following areas:

  • • accessing and evaluating information, particularly online information, relevant to employability

  • • accessing and evaluating company information, e.g. in preparation for an Interview

  • • finding and communicating with professionals

  • • developing their online identity and networking.

    • Wiley (2015, 72) provides a useful summary of employability and its relevance to library and information workers in higher education. She includes the following observations on supporting students’ employability:

  • • Explicitly address employability skills in existing IL [information literacy] sessions (and their promotion) to demonstrate relevance to the wider institution and students.

  • • Seek to have a link on the websites of other university departments and services (such as careers and the Students’ Union) in order to reinforce the relevance of the library's training to employability skills development.

  • • Be proactive about contributing to existing awards and training: make contact with other services.

  • • Careers and other student services vary greatly in structure and responsibilities: find out how they operate in your institution.

  • • Accredited involvement in a core component of the institution's skills award or employability framework is the ideal.

  • 11 - Lifelong professional development

  • Barbara Allan
  • Book:
    Emerging Strategies for Supporting Student Learning
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    30 April 2016, pp 153-170

  • Summary

    Introduction

    Chapter 1 outlined how rapid developments affecting higher education are changing the ways in which library and information workers support students’ learning and achievement. The need to maintain and update professional knowledge and skills is vital in order to continue to develop and innovate library and information services and resources, so that they meet the needs of their stakeholders.

    This chapter explores different approaches to keeping up to date and developing one's professional profile. It starts by outlining the range of learning and development opportunities available to library and information workers. Many are available in the workplace, through professional organizations and education providers, as well as through independent activities, e.g. social networking. These are considered under the following themes: networking through professional organizations; learning in the workplace; short courses, conferences and workshops; accredited courses; independent learning; and developing online networks. In practice, there is much overlap between these different approaches to keeping up to date. The final sections are concerned with managing individual professional development (short term immediate needs and longer term career planning) and developing a portfolio.

    Networking through professional organizations and groups

    An important method of keeping up to date and gaining support is through local, regional, national or international library and information professional networks. Professional associations such as the Chartered Institute for Library and Information Professionals (CILIP) in the UK, the American Library Association (ALA) and the Australian Library and Information Association (ALIA) offer a range of services to members, which typically include: giving access to professional journals and other resources; giving access to specialist events, workshops and conferences; professional accreditation; discounted fees for books and events; and other benefits.

    Professional associations are likely to provide information, support and guidance for all stages of a career, from advice about professional accredited courses through to support and guidance for senior staff. Their websites give access to a vast array of information and resources, as demonstrated by the following examples.

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