What a teacher-librarian can do for you

School Library Association of Victoria (SLAV). What a teacher-librarian can do for you. SLAV (on line). [s.l.] : [s.d.], 1 p.
Accessibility : <http://www.slav.schools.net.au/downloads/01home/SLAV_TL.pdf>


[...]

"Library staff are the best resource in the library. Library staff can help you plan a unit of work, find a resource, integrate ICT into your teaching, or answer a reference question.
Teacher-librarians can help you cater for individual learning styles, abilities and cultural
differences through access to a wide range of print and electronic resources."

[...]

Dublin Core Analysis

DC Title : What a teacher-librarian can do for you
DC Creator : School Library Association of Victoria (SLAV)
DC Subject : School Library Association of Victoria, teacher-librarian, role of teacher-librarian
DC Description : This text sings the praises of the teacher-librarian. It aims has promote the status of these persons for schools, show their importance and fact that they are major actors in the success of the pupils.
DC Publisher : School Library Association of Victoria (SLAV)
DC Type : Text
DC Format : pdf
DC Identifier : http://www.slav.schools.net.au/downloads/01home/SLAV_TL.pdf
DC Language : 'en'
DC Coverage : world

"Oh, where is a teacher librarian when you really need one?!"

SPENCE, Sue. "Oh, where is a teacher librarian when you really need one?!". School LibraryAssociation of South Australia (SLASA) (on line). South Australia : 2002, 3 p.
Accessibility : <http://www.teachers.ash.org.au/rblonline/Library/publishedwork/aeuarticle.pdf>


[...]

"Since the library was often the first place to have computers, many schools have come to rely
on the ICT skills of the teacher librarian, who may manage the school’s intranet or even the
school network and web site. Teacher librarians are certainly at the forefront of knowledge
management as they implement the new Amlib library automation system. If schools are
interested in online learning, such skills and knowledge in their teacher librarian are a great
asset."

[...]

Dublin Core Analysis

DC Title : "Oh, where is a teacher librarian when you really need one?!"
DC Creator : SPENCE, Sue
DC Subject : teacher-Librarians, budget cuts, learning role for teacher-Librarians, teaching role for teacher-Librarians, collaboration of the teachers and teacher-Librarians
DC Description : This text present the different facets of the potential role teacher librarians can play in schools, his contribution to the teaching and learning programmes and different
management services which they propose.
DC Publisher : School LibraryAssociation of South Australia (SLASA)
DC Source : AEU Journal, SA branch, June 2002
DC Date : 2002
DC Type : Text
DC Format : html
DC Identifier : http://www.teachers.ash.org.au/rblonline/Library/publishedwork/aeuarticle.pdf
DC Language : 'en'
DC Coverage : world
DC Rights : © Sue Spence, 2002

Teacher Librarians: What are we? What should We Be?

HORTON, Rosemary. Teacher Librarians: What are we? What should We Be?. Australian Library and Information Association (ALIA) (on line). Australia : 2006-03-07
Accessibility : <http://www.alia.org.au/~rhorton/education/role.html>


"Recently I have become more and more aware of what my role in a school is, what people expect it to be and what it could be. I’ve spent almost thirty years as a teacher, as a librarian and as a teacher librarian in primary, secondary and tertiary libraries. In each of these roles there are different expectations and varying responsibilities and these have changed over time. My more recent experience has been as a teacher librarian in schools, and certainly my role has changed considerably in this position. As I see it my role has begun to take a major shift in a new direction."

[...]

Dublin Core Analysis

DC Title : Teacher Librarians: What are we? What should We Be?
DC Creator : HORTON, Rosemary
DC Subject : education, teaching, learning, computing, information technology, library, australia
DC Description : This text is the evidence of ancient enseinant become librarian. It introduces its point of view on the change of the role of librarian with changeable technology. Objectives are not the same, the job in collaboration with enseigants is more common. It introduces the new manner of working of a teacher librarian and puts forward importance and usefulness of the teacher information officer.
DC Publisher : Australian Library and Information Association (ALIA)
DC Date : 2006-03-07
DC Type : Text
DC Format : html
DC Identifier : http://www.alia.org.au/~rhorton/education/role.html
DC Language : 'en'
DC Coverage : world
DC Rights : Rosemary Horton, Western Australia

Teacher librarians, an under utilised asset in schools

SPENCE, Sue. Teacher librarians, an under utilised asset in schools. Valley View Secondary School (on line). South Australia : 2007-04-20
Accessibility : <http://cmslive.curriculum.edu.au/leader/default.asp?id=9258>

[...]

"The school library and its staff are significant school assets, and need to be considered as an educational investment rather than a cost.
Evidence that quality school library programs positively affect student achievement has been available, but not necessarily well-known, in educational administration circles for many years. There is, for example, strong research evidence (Curry Lance 2000) that student achievement increases in accordance with the level of teacher librarian staffing and the size of the collection and the library budget. Achievement also rises as teacher librarians spend more time planning cooperatively with teachers, identifying materials for teachers, teaching information literacy skills to students, providing in-service training to teachers, and managing an ‘information portal’. These predictors of achievement cannot be explained away by demographic or socioeconomic factors."

[...]

Dublin Core Analysis

DC Title : Teacher librarians, an under utilised asset in schools
DC Creator : SPENCE, Sue
DC Subject : school principals, school libraries, problem based learning, e-learning, information services, information literacy, information and communication technology
DC Description : "The school library and its staff are significant school assets, and need to be considered as an educational investment rather than a cost. Many teacher librarians provide professional development activities in their schools and beyond. Their combination of expertise in literacy and information skills and knowledge of resources and pedagogy can offer invaluable support to hard-pressed teachers and principals. However, schools across Australia are inadequately staffed in terms of professionally qualified teacher librarians."(author's abstract)
DC Publisher : Valley View Secondary School
DC Date : 2007-04-20
DC Type : Text
DC Format : html
DC Identifier : http://cmslive.curriculum.edu.au/leader/default.asp?id=9258
DC Language : 'en'
DC Coverage : world

The IMPACT of ICT on LEARNING and TEACHING

NEWHOUSE, C. Paul (Dr). The IMPACT of ICT on LEARNING and TEACHING. Specialist Educational Services (on line). Perth, Western Australia : December, 2002, 73p.
Accessibility : <http://www.det.wa.edu.au/education/cmis/eval/downloads/pd/impactreview.pdf>


"This review set out to identify and evaluate relevant strategies in local, national and international research and initiatives related to measuring and demonstrating the impact of ICT in schools with regard to: students, learning and the learning environment; teachers and teaching strategies; organisational change; and other areas relevant to teaching and learning in WA government schools. This will include the presentation of definitions of common terminology.
As a result a framework was developed to articulate the areas of impact of ICT in schools and strategies for monitoring and evaluating each of the areas of impact at the school and system levels. This framework is provided in a separate but associated document".(author's abstract)

Dublin Core Analysis

DC Title : The IMPACT of ICT on LEARNING and TEACHING
DC Creator : Dr NEWHOUSE, C. Paul

DC Subject : information and communication technology, impact of information and communications technologies, learning
DC Description : "This review set out to identify and evaluate relevant strategies in local, national and international research and initiatives related to measuring and demonstrating the impact of ICT in schools with regard to: students, learning and the learning environment; teachers and teaching strategies; organisational change; and other areas relevant to teaching and learning in WA government schools. This will include the presentation of definitions of common terminology. As a result a framework was developed to articulate the areas of impact of ICT in schools and strategies for monitoring and evaluating each of the areas of impact at the school and system levels. This framework is provided in a separate but associated document".(author's abstract)
DC Publisher : Specialist Educational Services
DC Date : 2002-12
DC Type : Article
DC Format : pdf
DC Identifier : http://www.det.wa.edu.au/education/cmis/eval/downloads/pd/impactreview.pdf
DC Language : 'en'
DC Coverage : world

DC Rights : © C.Paul Newhouse

Librarians ICT INSET 2000-2002 : Modules

The Library Association and Canterbury Christ Church University College. Librarians ICT INSET 2000-2002 : Modules. The English Schools Foundation (ESF) (on line).Hong kong : 2000
Accessibility : <http://www.shambles.net/ITinset/Library/5Mods.html>


"Structure / Delivery of Programme The LAICT Training Programme is based on a negotiated learning plan and entails a combination of:

• Face-to-face training sessions in well-equipped regional centres, combining explanation and illustration with practical hands-on exercises
• Printed supported self-study materials for each module
• Access to the Consortium web site for online resources and support
• Use of open learning tutorials to develop basic ICT skills
• Dialogue with other librarians and tutors through E-mail and discussion groups.

The training will be offered in five modules which will address all the specified outcomes: The modules offered are:

1. ICT competence
2. Management of ICT resources in the school library
3. Development of information skills
4. Knowledge of subject resources
5. The effective school library using ICT"

[...]

Dublin Core Analysis

DC Title : Librarians ICT INSET 2000-2002 : Modules
DC Creator : The Library Association and Canterbury Christ Church University College
DC Subject : education, information and communication technology, librairies, use of information and communications technologies, research of information, Internet
DC Description : This program offers different modules relating to the involvement of ICT in libraries : ICT competence, management of ICT resources in the school library, development of information skills, knowledge of subject resources and the effective school library using ICT. Every module is made up in topics, activities and means to allow the librarians to envisage the incorporation of ICT better in their job.
DC Publisher : The English Schools Foundation (ESF)
DC Date : 2000
DC Type : Article
DC Format : htm
DC Identifier : http://www.shambles.net/ITinset/Library/5Mods.html
DC Language : 'en'
DC Coverage : Hong Kong
DC Rights : © Copyright 1999 The Library Association and Canterbury Christ Church University College

The role of the Teacher-Librarian in the school community

HENNESSY, John.The role of the Teacher-Librarian in the school community.NSW Teacher Federation (on line). Sydney: 2000
Accessibility : http://www.nswtf.org.au/TeacherLibrarians/role.html

[...]

"I. POSITION

The Teacher-Librarian is the school's information and resource specialist, with professional qualifications in (a) education, and (b) information science/librarianship.

The Teacher-Librarian is responsible to the Principal for (a) initiating and participating in the teaching of information literacy in the context of the total curriculum, and (b) managing the school's information resources and services to facilitate learning/teaching."

[...]

Dublin Core Analysis

DC Title : The role of the Teacher-Librarian in the school community
DC Creator : HENNESSY, John
DC Subject : Teacher-Librarians, rights of Teacher-Librarians, role of Teacher-Librarians
DC Description : In this text they put forward the importance of Teacher-Librarians and they demand his role and the effects of its job on that of the pupils.
DC Publisher : New South Wales Teacher Federation
DC Date : 2000
DC Type : text
DC Format : HTML
DC Identifier : http://www.nswtf.org.au/TeacherLibrarians/role.html
DC Language : ‘en’
DC Coverage :world

The Teacher Librarian is the best resource in the Library

[s.n.],Kylie.The Teacher Librarian is the best resource in the Library. Libraryleader(on line).2006-04-20
Accessibility : <http://libraryleader.wetpaint.com/page/Brief+Planning>

[...]

"* evidence- benefits of collaborating and. aim of building a professional learning community and avoiding fragmentation individual attention for high and low achievers. The more time library media specialists spend identifying useful materials and information for teachers, planning and delivering instruction with them, and providing in-service training to teachers, the higher the level of academic achievement by students. (Lance)strong correlation between increased student achievement and effective school library programs. (Teacher/TL Collaboration)the single greatest factor affecting school student achievement is the school library.(Teacher/TL Collaboration)Benefits for the Teacher of collaboration with TLIncreased understading of available resourcesmore Individual help for students and more supervision for small group."

[...]

Dublin Core Analysis

DC Title : The Teacher Librarian is the best resource in the Library
DC Creator : Kylie
DC Subject :role of teacher-librarians, library media specialists,mission of teacher-librarians, collaboration of teacher and teacher-Librarians
DC Description : "This article would be written for a non-teacher librarian audience about an aspect of a topic covered by this subject : facilitating collaboration/communication between teachers and the teacher librarian."
DC Publisher :libraryleader
DC Date.updating : 2006-04-20
DC Type : text
DC Format : HTML
DC Identifier : http://libraryleader.wetpaint.com/page/Brief+Planning
DC Language : ‘en’
DC Coverage :world

Information seeking in an electronic environment - Module 3

LOURDES, David T.Information seeking in an electronic environment - Module 3 .Information and Informatics Unit UNESCO (on line). Bangkok, Thailand : 2002, 123 p. Consulted the 2007-03-29
Accessibility : http://dlist.sir.arizona.edu/1536/01/127657e.pdf

[...]

"ICT has caused changes in the representation of knowledge—from analog to digital. Theshift has led to:
• New information formats: Multimedia information can be created, stored and distributedin digital format as CD-ROM or on hard disks and other digital storage media.
• New ways of distributing and accessing information: Tools to access information, fulltextand multimedia information can be accessed from remote sites viatelecommunications facilities.
• New information services: Tools to access information can be used even from remotesites via LANs and WANs
• New knowledge and skills required of librarians."

[...]

Dublin Core Analysis

DC Title : Information seeking in an electronic environment (Module 3)

DC Creator : LOURDES, David T.

DC Subject : education, information and communication technology, library management system,learning environment, glossary, information seeking

DC Description : "This is Module 3 of the ICT for Library and Information Professionals (ICTLIP) Training Package for Developing Countries. This Package is intended to provide the knowledge and skills required to deal with the application of ICT to library and information services. It is meant for library and information personnel who may become trainers in the area. The Package has been developed by the UNESCO Asia & Pacific Regional Office with funding from the Japanese Fund in Trust for Communication and Information. It contains six modules: Module 1 - Introduction to Information and Communication Technologies Module 2 - Introduction to Integrated Library Systems Module 3 - Information Seeking in an Electronic Environment Module 4 - Database Design, and Information Storage and Retrieval Module 5 - The Internet as an Information Resource Module 6 - Web Page Concept and Design: Getting a Web Page Up and Running"

DC Publisher : Information and Informatics Unit UNESCO

DC Contributor : LARGE, John Andrew

DC Date : 2002

DC Type : Educational text

DC Format : PDF

DC Identifier : http://dlist.sir.arizona.edu/1536/01/127657e.pdf

DC Source : ICT for Library and Information professionals : A Training Package for Developing Countries

DC Language : ‘en’

DC Coverage : Developing Countries

Introduction to Integrated Library Systems - Module 2

LOURDES, David T. Introduction to Integrated Library Systems.Information and Informatics Unit UNESCO (on line). Bangkok, Thailand : 2001, 150 p. Consulted the 2007-03-22
Accessibility : unesdoc.unesco.org/images/0012/001251/125105e.pdf


This educational document consists of lessons, exercises and advice for the application of the ICT in developing countries. Hear an extract:


[...]
"Lesson 1. What are library management systems?

Scope

-What is a library management system?
-What is library automation?
-What is an integrated library system?
-What are the general features and functional modules of an integrated library system?
-What library automation standards are supported by most systems?
-What is the status of libraries in the Asian region?

Objectives

By the end of the lesson students should be able to:
-Define library management system, library automation, and integrated library system
-Describe the general features and basic functional modules of an integrated library
system
-Define the role of standards in library automation and resource sharing
-Recognize the importance of a bibliographic record in machine-readable format
-Be aware of the situation of libraries in the Asian region concerning integrated library
systems."
[...]

Dublin Core Analysis

DC Title : Introduction to Integrated Library Systems - Module 2
DC Creator : LOURDES, David T.
DC Subject : education, information and communication technology, library management system,learning environment, glossary
DC Description : This educational document consists of lessons, exercises and advice for the application of the ICT in developing countries.
DC Publisher : Information and Informatics Unit UNESCO
Contributor : LARGE, John Andrew
DC Date : 2001
DC Type : Educational document
DC Format : PDF
DC Identifier : unesdoc.unesco.org/images/0012/001251/125105e.pdf
DC Source : ICT for Library and Information professionals : A Training Package for Developing Countries
DC Language : ‘en’
DC Coverage : Developing Countries

Libraries as ICT and Information Access Points in Africa : Success Cases and Best Practices

WERE, Jacinta. Libraries as ICT and Information Access Points in Africa : Success Cases and Best Practices. United Nations Economic Commission for Africa (UNECA) (on line). University of Nairobi KENYA:2006-03-20. Consulted the 15-03-07
Access to the URL : http://www.uneca.org/disd/events/2006/wsis-library/presentations/Libraries%20as%20ICT%20and%20Information%20Access%20Points%20in%20Africa%20-%20Jacinta%20Were%20-%20EN.ppt

Dublin Core Analysis

DC Title : Libraries as ICT and Information Access Points in Africa : Success Cases and Best Practices
DC Creator : WERE, JacintaDC Subject : Information and Communications Technologies in Libraries, status of Information and Communications Technologies, information services consortium, Information and Communication Technologies, Internet connectivity, Politic of Information and Communications Technologies, Information and Communications Technologies strategies, universities, Africa
DC Description : This text presents a balance sheet(assessment) on the situation of the ICT of Africa. It establishes the importance to develop the Information and Communication Technologies which play an important role in enhancing efficiency in national development process and improving governance. He concludes on recommendation and improvement for the integration of the ICT in bookshops.
DC Publisher : United Nations Economic Commission for Africa (UNECA)
DC Date : 2006-03-20
DC Format :Ppt
DC Identifier : http://www.uneca.org/disd/events/2006/wsis-library/presentations/Libraries%20as%20ICT%20and%20Information%20Access%20Points%20in%20Africa%20-%20Jacinta%20Were%20-%20EN.ppt
DC Language : 'en'
DC Coverage : Africa

Cross-Disciplinary Prospecting: Educational Technology Offers Up Gold for Library and Information Science Curricula

MILLER, Michael J. Cross-Disciplinary Prospecting: Educational Technology Offers Up Gold for Library and Information Science Curricula. Electronic Journal of A-ademic and Special Librarianship (on line). summer 2005, v.6, no.1-2. Consulted the 02-08-07
Accessible at: http://southernlibrarianship.icaap.org/content/v06n01/miller_m01.htm
[...]

Technology, Change, Professional Curricula, and Expanding the Core

"Information and communication technologies (ICT) are now ubiquitous and will continue to evolve regularly over time. Coupled with this familiar mantra is professional literature revealing that current library professional and support staff who deal with these ICT are not comfortable with them, don't know how to use them effectively, and often can't employ them efficiently or to the best learning and service advantages possible. (Skene, 2004, p.19). Amidst this confluence of battling realities we must recognize that effective teaching for students and all learners is greatly impacted by ICT today. Warnken (2004a) describes what is driving the essential shift that has affected our profession. "Librarians have traditionally seen their instructional role as one of teaching informational processes, not technological skills. However, in order for students to successfully complete the research process, they must first understand and be able to effectively use technology." (Technologies Impact section, 13).

It follows that shifts in the profession under this new ICT environment include the need for librarians to be able to understand and use ICT to build dynamic and effective learning tools and environments. We also need to be able to collaborate with other teachers and faculty while looking toward integrating information literacy across the curriculum. Both Perry (2004, p. 32), and Warnken (2004b, Change Begets section, 1) strengthen this argument by noting how adoption of ICT by librarians is a natural progression as information and learning environments merge. Furthermore, the problems of teaching faculty also plague teaching librarians as we and the products of our work move front and center in the course of modern academic librarianship. Perry (2004) states that there are "...faculty concerns about overcoming the barriers to implementation of these technologies into their curricula. Perceived barriers included their own lack of skill, equipment, and time. Further, the wide range of skill levels among faculty was viewed as hindering communication with departmental colleagues; many individuals simply did not feel comfortable with the culture of educational technology." (p. 31.) Perhaps knowing that both sets of credentialed professionals are experiencing similar ICT challenges can lend comfort while reaching toward successful teaming for teaching."

[...]

Dublin Core Analysis

DC Title : Cross-Disciplinary Prospecting: Educational Technology Offers Up Gold for Library and Information Science Curricula
DC Creator : MILLER, Michael J.
DC Subject : library and information science, information and communication technology, misunderstanding of the Information and Communications Technologies, shifts in the profession
DC Description : This article provides an overview of the current trends in information and communication technology affecting library services and recommends how, because of these trends, library and information science (LIS) curricula should turn an inquisitive, interdisciplinary eye toward the field of educational technology. Gaps in current LIS professional training and practice are cited, curriculum standards in LIS and educational technology programs are described and compared, and examples are presented to demonstrate how educational technology pedagogy and practice help to successfully augment library skills, service, and practice. (Author's abstract)
DC Publisher : Electronic Journal of Academic and Special Librarianship
DC Date : Summer 2005
DC Type : Article
DC Format : htm
DC Identifier : http://southernlibrarianship.icaap.org/content/v06n01/miller_m01.htm
DC Language : 'en'
DC Coverage : world

Challenges in the evolution of scientific and technological libraries:adaptation and synergy for survival and success

NIEUWENHUYSEN, Paul. Challenges in the evolution of scientific and technological libraries:adaptation and synergy for survival and success. International Association of Technological University Libraries (IATUL) (on ligne). In IATUL Proceedings Vol. 14 (New Series) 2004"Library Management in Changing Environment", The Library of Cracow University of Technology, May 30 - June 3, 2004 Kraków, Poland.Consulted the 07-02-07
Access to the URL: http://www.iatul.org/conference/proceedings/vol14/fulltexts/Paul%20Nieuwenhuysen.pdf

Abstract:

A brief overview is presented of some challenges that science and technology libraries have to face, caused by the evolution from classical libraries towards more electronic and digital libraries. This is a consequence of the fast evolution in information and communication technology (ICT) that has lead to more applications of ICT, not only to manage classical libraries, but also to create, distribute and access information resources in digital format through computer networks. (Author's abstract)

[...]

"Introduction

This contribution provides a brief, structured overview of the evolution of existing libraries and of some challenges that this brings to librarians. Classical libraries form the starting point: there information is carried in the form of hard copy documents and information and communication technology is hardly used. At the other end of the scale we see purely digital libraries. Most classical libraries have evolved to hybrid libraries, where we see classical hard copy documents and management methods, as well as more contemporary digital documents and databases, and management systems that are based on computers and computernetworks.

Users expect further evolution and improvement of these hybrid libraries and of the services provided. This creates many challenges for the librarians.

[...]

WHEN?

When should the strategy of libraries change, facing the evolution?

The answer is “permanently” because “change is the only constant” in the world in general and certainly in the field of information creation, distribution, storage, retrieval and usage. For many librarians this is a simple question and an obvious answer. Nevertheless it is a crucial point and it should also be realised that not all managers as well as co-workers can be completely flexible."

[...]

Dublin Core Analysis

DC Title : Challenges in the evolution of scientific and technological libraries:adaptation and synergy for survival and success

DC Creator : NIEUWENHUYSEN, Paul

DC Subject : digital libraries, evolution of libraries, information and communication technology, information literacy, library management

DC Description : A brief overview is presented of some challenges that science and technology libraries have to face, caused by the evolution from classical libraries towards more electronic And digital libraries. This is a consequence of the fast evolution in information and Communication technology (ICT) that has lead to more applications of ICT, not only to manage classical libraries, but also to create, distribute and access information resources in digital format through computer networks.
DC Publisher : International Association of Technological University Libraries (IATUL)
DC Date : created : 2004-05- 30, 2004-06-03
DC Type : Conference
DC Format : PDF (.pdf)
DC Identifier : http://www.iatul.org/conference/proceedings/vol14/fulltexts/Paul%20Nieuwenhuysen.pdf

DC Language : 'en'
DC Coverage : world

World Library and Information Congress:71th IFLA General Conference and Council "Libraries - A voyage of discovery"

......................
HEDMAN, Jenny.On librarians’ occupational identities:ICT and the shaping of information seeking expertise.IFLA(on line). Oslo : 2005.Consulted the 02-06-07
Access to the URL: http://www.ifla.org/IV/ifla71/papers/053e-Hedman.pdf

Abstract

Changes in the Scandinavian LIS (Library and information science) curriculum during the last decade, interacting with librarianship as well as with society at large, call for a deepened understanding of the social dynamics of librarians’ occupational identities. At least two central themes emerge studying the recent development of librarianship, namely the process of academisation and the implementation of contemporary ICT (information and communication technology) tools. This paper discusses Scandinavian academic librarians’ expertise, identified as the roles of information seeking experts and as information literacy mediators; both coming to expression within the professional practice of user education. This is done through a theoretical discussion with points of departure taken in current theory of professions and in Patrick Wilson’s writing on librarians’ unique competence. The discussion is empirically illustrated primarily by examples from a study on 31 Scandinavian academic libraries’ web-based tutorials for information literacy. Finally, some suggestions are made for the development of user education as well as for future research. (author's abstract)

[...]

"An expert to whom?

Patrick Wilson argues that everybody can be an expert on something, but it takes more than specialised knowledge to become an authority (Wilson, 1983, pp. 26-30). Professional claims of jurisdiction within a certain knowledge domain and the priority of interpretation coming with it are associated with a status that must be earned and only can be ascribed by others – especially other experts in the same field. This kind of authority is thus particularly concerned with the cognitive or intellectual aspects of power. Wilson puts it as follows: “What one needs to know also depends in part on what others expect one to know” (Ibid., p 150).

As the tools for computer based information seeking have become more accessible and usable for end-users, handling search engines, databases and other computerised tools, is not exclusively a librarian asset anymore. In the face of loosing authority, a new kind of expertise has been put forward by librarians, with a focus on information literacy and the pedagogical practices associated with it. This becomes quite evident in Sundin’s study in illustrations given of librarians that are implicitly described as persons with the potential to select the “right” information (Sundin 2005, p 123). In comparison, I find it noteworthy that if librarians tend to work hard to provide end-users with qualitative information, they tend to work even harder to provide them with information on the virtues of the library and the continuous necessity of consulting librarians.

A profession is often defined in relation to other professions (cf. Abbott 1988; Larson 1977) –
horizontally – but vertical positioning also takes place in relation to clients. The question of librarians’ competence as information seeking experts and information literacy mediators may be addressed from the aspect of librarian-user interaction. This could well be extra fruitful in the context of higher education. Raising the classical question of librarians’ ability to evaluate and recommend information sources to “expert” users, the concept of cognitive authority may be put to work. Is it even possible for a “generalist” to choose and recommend information sources to subject experts? Or, put in Wilson’s terms, may the librarian actually be an authority on authorities (1983, pp 179-183)? Many of the tutorials in Sundin’s study implicitly argue for this kind of librarian expertise, but the previously cited quotation from Seldén serves as a striking contrast of a frustrated user view."

[...]

Dublin Core Analysis

DC Title : On librarians’ occupational identities : ICT and the shaping of information seeking expertise.

DC Creator : HEDMAN, Jenny

DC Subject : information literacy, information and communication technology, librarians, scandinavian academic libraries, information experts, information mediators

DC Description : Changes in the Scandinavian LIS (Library and information science)curriculum during the last decade, interacting with librarianship as well as with society at large, call for a deepened understanding of the social dynamics of librarians’ occupational identities. At least two central themes emerge studying the recent development of librarianship, namely the process of academisation and the implementation of contemporary ICT (information and communication technology) tools. This paper discusses Scandinavian academic librarians’ expertise, identified as the roles of information seeking experts and as information literacy mediators; both coming to expression within the professional practice of user education. This is done through a theoretical discussion with points of departure taken in current theory of professions and in Patrick Wilson’s writing on librarians’ unique competence. The discussion is empirically illustrated primarily by examples from a study on 31 Scandinavian academic libraries’ web-based tutorials for information literacy. Finally, some suggestions are made for the development of user education as well as for future research. (author’s abstract)

DC Publisher : International Federation of Library Associations and Institutions (IFLA)

DC Date : created : 2005/08/14-18

DC Type : Text

DC Format : PDF (.pdf)

DC Identifier : http://www.ifla.org/IV/ifla71/papers/053e-Hedman.pdf or http://www.ifla.org/IV/ifla71/papers/053f_trans-Hedman.pdf

DC Language : 'en' or 'fr'

DC Coverage : world

DC Relation : Hjørland, B. (2000). Library and information science; practice, theory, and philosophical basis.Information Processing and Management, 36(3), 501-31.

Holt, R. & Strock. A.L. (2005). The entry level gap. Library Journal, 5/1/2005. Kuhlthau, Carol
C. (1993). Seeking meaning: a process approach to library and information services.

Säljö, R. (1999). Learning as the use of tools: a sociocultural perspective on the
humantechnology link. In K. Littleton & P. Light (Ed.). Learning with computers: analysing
productive intervention. London: Routledge. P. 385-161.

Glossary

Glossary of the subject of my dossier

Computer Assisted Learning (CAL)
"Computer-assisted learning (CAL) is a powerful solution to many of the issues that confront teachers in higher education--the need to innovate in course delivery and to accommodate increasing numbers of students, sometimes at physically distant sites, without an associated increase in resources. On-line, interactive CAL, delivered via the World Wide Web (WWW), is a dynamic open learning resource that has many advantages over pre-authored, fixed platform CAL packages. In addition to their advantages for students, such systems also provide powerful and flexible tools for course administration."
Source:http://horizon.unc.edu/projects/monograph/CD/Professional_Schools/Cann.html

Enseignement assisté par ordinateur
"Ensemble des techniques et des méthodes d'utilisation de systèmes informatiques comme outils pédagogiques intégrés au contexte éducatif que ce soit dans l'enseignement initial (primaire, secondaire, supérieur) ou dans la formation permanente".
Source : http://www.google.fr/url?sa=X&start=0&oi=define&q=http://www.gravti.umontreal.ca/gravti_docs/BTA/GRAVTIBTA69035ANI.HTM&usg=__OCkH9d1StLgKZMiT5cvyC74Hhoc=


Computer Mediated Communication
"Messages exchanged by networked computers."
Source : CCD.net : Glossary of Resources (A-E) http://www.ccd.net/resources/guide/glosary/glossary1.html

Communication assistée par ordinateur
"La communication assistée par ordinateur permet de comprendre l'usage de l'informatique en tant que moyen d'échange, de capitalisation et de mise en forme de l'information".
Source : http://perso.orange.fr/orchide/techno/3/sc3com.htm


Courseware
"Educational software that delivers course material and instruction via computer".
Source : WorldWideLearn : Common Terms Used in Online Learning (E-Learning Glossary)
http://www.worldwidelearn.com/elearning-essentials/elearning-glossary.htm#c

Support pédagogique
"Livre, fascicule, photo, graphique, exposition, vidéo, carte ... sont des supports des plus répandus. Mais un support peut se confondre avec une technique : le jeu, le conte... La chose se complexifiant davantage par le fait que tout support est un outil pédagogique potentiel. Et qu’il existe de nombreux supports qui ne seront jamais des outils pédagogiques !"
Source : http://www.demainlemonde.provita.fr/article71.html


Digital divide / gap
"The lack of access to information and communications technologies by segments of the community. The digital divide is a generic term used to describe this lack of access due to linguistic, economic, educational, social and geographic reasons".
Source : http://www.parliament.vic.gov.au/sarc/E-Democracy/Final_Report/Glossary.htm

Fossé numérique
"Inégalité face aux possibilités d'accéder et de contribuer à l'information, à la connaissance et aux réseaux, ainsi que de bénéficier des capacités majeures de développement offertes par les TIC".
Source : http://www.techno-science.net/?onglet=glossaire&definition=3957


Distance education
"Teaching and learning in which learning normally occurs in a different place from teaching".
Source : World Bank : Global distance, educationet
http://www1.worldbank.org/disted/glossary.html

Education à distance
"Cette forme d'enseignement porte des noms divers (formation à distance, éducation à distance, télé-apprentissage, apprentissage à distance, apprentissage électronique, etc.) selon l'aspect ou la perspective mise de l'avant. Il s'agit dans tous les cas de programmes qui combinent des éléments très variés (cours formels, perfectionnement scolaire, éducation des adultes, perfectionnement professionnel, formation technique et professionnelle, crédits d'études post-secondaires, cours d'épanouissement personnel) et des technologies très diverses".
Source : http://www.educationcanada.cmec.ca/FR/Distance.php


E-learning
"Education offered using electronic delivery methods such as CD-ROMs, video conferencing, websites and e-mail. Often used in distance-learning programmes".
Source : http://www.mba.hobsons.com/glossary.jsp

E-learning
"Le 'e-learning' (on parle également de téléformation en Belgique et au Luxembourg) est l'utilisation des nouvelles technologies multimédias et de l'Internet, pour améliorer la qualité de l'apprentissage en facilitant l'accès à des ressources et des services, ainsi que les échanges et la collaboration à distance".
Source : Définition de la Commission Européenne - Juin 2000
Sur le site : http://www.strategiesetsucces.be/fr/Glossaire/glossaire.asp


Educational Technology
"A complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems, and devising, implementing, evaluating and managing solutions to those problems, involved in all aspects of human learning".
Source : Glossary of terms
http://www.neiu.edu/~dbehrlic/hrd408/glossary.htm

Technologie éducative
"Limitée d'abord aux techniques audio-visuelles, la technologie éducative ou pédagogique concerne aussi l'enseignement programmé par machines et avec ordinateur".
Source : Trésor de la langue française
http://atilf.atilf.fr/dendien/scripts/tlfiv5/saveregass.exe?194;s=2740773915;r=4;;


Electronic publishing
"A generic term for the distribution of information which is stored, transmitted and reproduced electronically. Desktop publishing forms just one part of the electronic publishing market".
Source : Leprint : Digital printing glossary
http://www.leprint.com/glossaries.html

Publication électronique
"L’expression publication électronique englobe l’ensemble des versions électroniques d’un texte aussi bien les prépublications que la post publication".
Source : http://www.inist.fr/openaccess/article.php3?id_article=111


Information resources
"Computer facilities, electronic media, communications networks, software programs of all types, administrative and academic systems, hardware of all types and data. These information resources include, but are not limited to, on-line and batch administrative and academic systems and applications, application software, operating system software, operating support software, security software, data files and databases, mainframe, mini, micro or personal computers, printers, data storage devices and media, video monitors, communications controllers, monitoring equipment, modems, transmission media of all types, gateways, networks (local area, backbone, wide area, etc.) and networks used to communicate to other state, national, and international computerized resources".
Source : http://www.policy.ilstu.edu/policy/glossary.htm

Ressources d'information
"Une ressource est définie comme "tout ce qui a une identité". Dans le cas des metadonnées du Dublin Core, une ressource sera typiquement une source d'information ou un service, mais la définition peut être appliquée plus largement".
Source : http://www-rocq.inria.fr/~vercoust/METADATA/DC-fr.1.1.html


Information and Communications Technology (ICT)
"ICT is the term used to describe the tools and the processes to access, retrieve, store, organise, manipulate, produce, present and exchange information by electronic and other automated means".
Source : http://www2.unescobkk.org/education/ict/v2_2/info.asp?id=13237

Technologie de l’information et de la communication
"Les Technologies de l'information et de la communication (TIC), Nouvelles technologies de l'information et de la communication (NTIC) ou IT (désignent généralement ce qui relève des nouvelles technologies utilisées dans le traitement et la transmission des informations et principalement : l'informatique, Internet et la téléphonie mobile".
Source :http://fr.wikipedia.org/wiki/Technologies_de_l


Information dissemination
"One-way communication providing information of the nature and extent of substance abuse and the availability of prevention programs and services".
Source : Wyoming : 21th Century SIG / Prevention Block Grant
http://wind.uwyo.edu/sig/definition.asp

Diffusion de l'information
"L’objectif de cette stratégie est de collecter et diffuser des informations sur la situation des langues, ainsi que sur les outils de linguistique, les ressources disponibles et les meilleures pratiques. Cela devrait permettre aux institutions concernées d’utiliser ces données pour améliorer le processus de formulation de politiques et la prise de décisions".
Source :http://portal.unesco.org/ci/fr/ev.php-URL_ID=16544&URL_DO=DO_TOPIC&URL_SECTION=201.html


Information skills
"Information Literacy Skills emphasize the problem solving, critical and creative thinking, decision making, and cooperative learning that prepare students for the challenges in society".
Source : http://www.ncpublicschools.org/curriculum/information/

Qualifications de l'information
"C 'est la recherche et la qualification de l'information qui va nous permettre d'affiner le processus décisionnel et de mettre en place un système permettant une prise de décision argumentée".
Source : http://www.temesis.com/publications/article/e-prestataire3_fr.html


Information technology (IT)
"Includes all matters concerned with the furtherance of computer science and technology and with the design, development, installation, and implementation of information systems and applications [San Diego State University]. An information technology architecture is an integrated framework for acquiring and evolving IT to achieve strategic goals. It has both logical and technical components. Logical components include mission, functional and information requirements, system configurations, and information flows. Technical components include IT standards and rules that will be used to implement the logical architecture".
Source : Interoperability Clearinghouse Glossary of Terms
http://www.ichnet.org/glossary.htm

Technologie de l'information
Application de la science au traitement des données selon des instructions programmées afin d'en tirer des résultats.
Source : http://www.granddictionnaire.com/btml/fra/r_motclef/index1024_1.asp


Interactive learning
"Learning which involves interactions, either with other students, teachers, the environment, or the learning material. In online learning, interactions often, but not always, involve multimedia". Source : University of Bath (CMS Glossary : Access control to Zope)http://www.bath.ac.uk/internal/web/cms-wp/glossary.html

Apprentissage interactif
"L’enseignant ou l’enseignante conçoivent les activités, mais ce sont dorénavant les élèves qui les réalisent. Il s’agit donc d’activités qui impliquent la participation active des élèves et qui mettent à profit les moyens de collaboration, de communication, de recherche d’information et de simulation offerts par les TIC et le multi-média".
Source :http://clic.ntic.org/cgi-bin/aff.pl?page=article&id=1166


Interdisciplinary
"The study, or practice, of a subject which applies the methods and approaches of several disciplines. For instance, while History, Literature and Archaeology are separate disciplines, they can be combined".
Source : http://europeanhistory.about.com/library/glossaryhist/bldefinterdisc.htm

Interdisciplinarité
"Qui est relatif à plusieurs disciplines, à plusieurs domaines d’étude".
Source : Trésor de la langue française
http://atilf.atilf.fr/dendien/scripts/tlfiv5/advanced.exe?126;s=2740773915;


Knowledge
"What is known by perceptual experience and reasoning. For example, 1234567.89 is data; "Your bank balance has jumped 8087% to $1234567.89" is information; "Nobody owes me that much money" is knowledge; and "I'd better talk to the bank before I spend it because of what has happened to other people" is wisdom. [Free On-line Dictionary of Computing] Explicit knowledge is formal and codified, e.g., documents, databases, knowledge bases. Tacit knowledge is informal and uncodified, e.g., that found in the heads of employees, customers, vendors. It is experiential, ephemeral, transitory, and difficult to document [Carla O'Dell & C.Jackson Grayson]. It is internalized by the knower over a long period of time, and incorporates so much accrued and embedded learning that its rules may be impossible to separate from how an individual acts [Thomas Davenport & Laurence Prusak]. Compare with data and information".
Source : Interoperability Clearinghouse Glossary of Terms
http://www.ichnet.org/glossary.htm

La connaissance
Action ou fait d’apprendre quelque chose par l’étude et/ou la pratique ; résultat de cette action ou de ce fait : compétence en quelque chose, expérience de quelque chose ; connaissance, savoir acquis(e).
Source :http://atilf.atilf.fr/dendien/scripts/tlfiv5/visusel.exe?12;s=2740773915;r=1;nat=;sol=1;


Librarians
"A librarian is a person who develops procedures for organizing information and provides services that assist and instruct people in the most efficient ways to identify and access any needed information or information resource (article, book, magazine, etc.)".
Source : Wikipédia The Free Encyclopedia
http://en.wikipedia.org/wiki/Librarians

Documentaliste / Bibliothécaire
"Le documentaliste assure la collecte, le traitement et la diffusion des documents nécessaires à une entreprise ou un service. Avec l'introduction des nouvelles technologies, les missions traditionnelles du documentaliste ont fortement évolué et de nouvelles fonctions sont apparues : cyber documentaliste, gestionnaire de bases de données, etc."
Source : http://www.cidj.com/Viewdoc.aspx?docid=257&catid=1


Library and Information Science Schools / Departments
"The Department of Library and Information Science has one of the top-ranked programs of its kind in the country and has developed an international reputation in the areas of information policy, information-seeking behavior, user interface development, and cataloging. Whether students choose to pursue a master's degree or a Ph.D., they will graduate with a broad understanding of both theory and practice".
Source : UCLA (University of California, Los Angeles) General Catalog
http://www.registrar.ucla.edu/archive/catalog/1995_97/LibraryandInformationScience.html

Écoles / Secteur d’étude des Sciences de bibliothèque et de l'information
L'enssib, Ecole nationale supérieure des sciences de l’information et des bibliothèques, a reçu pour mission de former les conservateurs et les bibliothécaires de l’Etat et des collectivités territoriales, les cadres des services de documentation et d'information scientifique et technique, et de développer la recherche en sciences de l'information, bibliothéconomie et histoire du livre.
Source : http://www.enssib.fr/sujets.php?cat=L%27%E9cole


Library networks
"Deployment and use of technology in public and private schools and libraries for students and lifelong learners".
Source :http://www.edlinc.org/privacy.html

Réseaux de bibliothèques
"Le Réseau informatisé des bibliothèques gouvernementales du Québec (RIBG) regroupe actuellement 38 bibliothèques et centres de documentation répartis dans 30 ministères et organismes du gouvernement du Québec.
Le Réseau offre aux bibliothèques membres la possibilité d’utiliser le logiciel de gestion intégré PortFolio pour informatiser les opérations relatives aux acquisitions, au traitement, au repérage ainsi qu’à la circulation des documents. De plus, le système permet la gestion des périodiques (Kardex). Des cinq modules disponibles pour la gestion des collections, seul le module Catalogue, utilisé pour la création et la mise à jour du catalogue collectif, est obligatoire aux membres.
Géré par une équipe de soutien composée de 3 personnes, le Réseau informatisé des bibliothèques gouvernementales favorise l’échange, la coopération et la concertation entre les bibliothèques membres dans le but d’assurer l’efficacité et l’efficience dans la gestion, l’exploitation et l’évolution du réseau".
Source : http://www.ribg.gouv.qc.ca/ribg/ui-cmsweb.asp


Lifelong Learning
"A continuum of the learning process that takes place at all levels - formal, non-formal and informal - utilizing various modalities such as distance learning and conventional learning".
Source : National training Agency Trinidad and Tobago
http://www.ntatt.org/glossary.html

Étude perpétuelle
L’apprentissage ouvert peut être défini comme approche ou philosophie qui combine les principes de la centralité de l’apprenant, de l’étude perpétuelle, de la flexibilité de l’exécution de l’étude, de l’annulation des barrières à l’accès à l’apprentissage, de la reconnaissance d’une expérience d’étude antérieure, de l’octroi du support de l’étudiant, de la construction des programmes d’étude dans l’espoir que les étudiants peuvent réussir, et de la maintenance d’une assurance qualité rigoureuse sur la conception des matériaux et des systèmes d’étude de soutien. L’apprentissage ouvert est applicable à toute la pratique en matière d’éducation.
Source : Observatoire sur les Systèmes d’information, les réseaux et les Inforoutes au Sénégal
http://www.osiris.sn/article882.html


Online Courses
“Computer based instruction in which courses use the world wide web as the primary delivery method of information. A text book may or may not be required and all other materials, as well as communication with the instructor, are provided through the course web-site. Web-based instruction is often used interchangeably with online courses”.
Source : Oregon Network for 1 Educationhttp://oregonone.org/glossary.htm#o

Cours en ligne
"D'autres cours disposent de manière transitoire d'un site web. Divers documents (plan du cours, syllabus, questions d'examens etc.) sont proposés. Certains sites ne sont accessibles qu'aux étudiants inscrits aux cours. L'accès est alors protégé par un mot de passe communiqué aux étudiants".
Source : http://www.fundp.ac.be/etudes/coursenligne.html

Search strategies
"When using search tools, a good plan can save you time. Read Developing a Search Strategy to refine your search question and Buddy Project Searching for an overview of the search process". Source : http://eduscapes.com/tap/topic74.htm

Stratégies de recherche
Analyse des méthodes et formulation qui, dans un système déterminé de recherche de données, répondront le mieux à une question.
Source : http://www.granddictionnaire.com/btml/fra/r_motclef/index1024_1.asp

Search tool
"An umbrella term for information searching tools including search engines and gateways".
Source : The Open University : Glossary of Information Terms
http://library.open.ac.uk/help/helpsheets/intglossary.html

Outil de recherche
Outil destiné à faciliter la recherche d'information dans Internet, pouvant être un moteur, un métamoteur ou un répertoire de recherche.
Source : http://www.granddictionnaire.com/btml/fra/r_motclef/index1024_1.asp

Skills
"Great ability or proficiency; expertness that comes from training, practice, etc".
Source :Ifdn : Forest Discovery Guide Online / Glossary
http://www.ifdn.com/teacher/glossary.htm#s

Qualification


Teacher-librarian
"The role of the teacher-librarian has evolved from "keeper of the books" to "information resource specialist." A teacher-librarian, besides being responsible for the daily operations of the school library resource centre, is a full instructional partner with classroom teachers. Teacher-librarians play a vital role in educating students to become information managers and lifelong learners".
Source : http://www.upei.ca/~fac_ed/projects/handbook/librarin.htm

Enseignant-Documentaliste


Technological Literacy
"Technological literacy is knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve Source : North Central Regional Educational Laboratory : 21st Century skills specific goals".
Source : http://www.ncrel.org/engauge/skills/techlit.htm

Instruction technologique
L'Institut d'Instruction en Technologies (IIT) cherche à fournir formation basée sur TIC pour entraîner des tuteurs et des entraîneurs dans des écoles de professeurs en Jamaïque, instituts d'entraînement, académies et compagnies. Le but do projet est la formation de bases ICT/web qui tiennent compte du contexte culturel, national et régional et des standards éducationnels ; et l' utilisation de ce matériel pour faciliter une formation de meilleure qualité.
Source : http://www.protic.org/proy_shw.php?id=183&lang=fra&ref=




Teleconferencing
"Videoconferencing is the use of communication technologies to allow two or more people to see and hear one another in full motion video while being in different locations. It will also allow the sharing of computer applications (e.g., PowerPoint® Source : East Carolina University presentations, document sharing, file transfer, etc.)"
Source:http://www.ecu.edu/itcs/vc/glossary.cfm

Système de téléconférences
"Les téléconférences sont diffusées aux élèves à l'aide de lignes téléphonique, d'émissions radiphoniques à haute fréquence, d'émissions en micro-ondes ou de relais par satellite joints à un système bidirectionnel. Les élèves et les instructeurs peuvent communiquer de façon interactive. Les deux principaux modes de transmission comprennent l'audio et l'audiographie (audio et graphie). Quelques-une des utilisations les plus courantes des téléconférences visent à encourager la discussion de la matière chez les élèves, à élucider des difficultés, à analyser les problèmes, à présenter des études de cas, à diriger des séances de jeux de rôles, à définir et à éclaircir des concepts et à interpréter des données".
Source : http://www.forces.gc.ca/hr/instructions/frgraph/annexb_mmo_f.asp

Virtual Classrooms
"Virtual classrooms are being created today for educating scientists, engineers and mathematicians, both researchers and faculty, and will provide needed experience and basic knowledge for use with other student populations in the near future".
Source : Extract from "Creating a Virtual Classroom for Interactive Education on the Web"
http://www.igd.fhg.de/archive/1995_www95/papers/62/ctc.virtual.class/ctc.virtual.class.html

Salles de classe virtuelles
"La Classe virtuelle est un lieu de rencontre électronique où les élèves du monde entier collaborent à l'avancement de l'apprentissage par la technologie".
Source : http://www.crc.ca/fr/html/virtualclassroom/home/home

University Librarians - Changing Role

KUMARAVEL, J.P.S. University Librarians – Changing Role, Madurai Kamaraj University, India (on line). Consulted the 11/30/06

Access to the URL: https://www.sla.org/Documents/conf/toronto/Kumaravel.doc

Abstract

Nowadays libraries are becoming service oriented institutions. The librarians of Universities face a challenge for survival and success vested with the importance of identifying, developing and retaining managerial/leadership talent. The librarians or the information managers constitute the generation of senior executives who require skills and knowledge that will enable them cope with changes in the information service industry today. This paper emphasizes the need for the development of good leadership and excellent communication, presentation, interpersonal skills among of information managers who is versatile globally, deal with all sorts of technical and resource management issues and relate at all levels of interactions.

[...]

"University Librarians - Changing Job profile


The real challenge for management of Digital Library environment is in developing a professionalism that possesses the skill and competencies which can develop meaningful programs that supports and activate that use of information and communication technology. Such skills and competencies should be based on :

Ø Information society initiative

Ø Sectoral national-regional information infrastructure that will facilitate the development of an information and communication system targeting the connection of libraries, information centers and institutions through internet connectivity.

Ø Promote the use of on-line communication by putting in place a functional system as above.

Ø Development of national information strategy with backup decisions for participation as partners in the global information superhighways.

Ø Establish research, training and development programs for assessment of feasible ICT trends and course of action to enable cyberspace technology opportunities.

Ø Formulate possible programs of action through a national and regional ICT funding, policy and resource committees, information task forces, network program, ICT promotion groups and government ICT committees.

The University Librarians need to reexamine skill application to suit both positive and negative aspects. These are:

Ø Positive Aspects

o Decentralization of leadership and decision making

o Transparency and openness in organization development

o Willing to change based on how it is elsewhere

o A more participative style and new vision in management of organizations with corporate value for corporative advantage brought about by digital information approaches.

Ø Negative Aspects

o Digital information is forcing in centralized control of knowledge, strategies and values.

o Digital information vide globalization is ushering in new culture of doing business or undertaking tasks

o Digital information is causing misunderstandings and miscommunications in certain aspects.

The University Librarian should have the ability to build on the positive aspects of the information era while making good of the negative aspects of globalization. The management skills of Librarians should constitute a kind of response that is appropriate to meet the challenges of change as presented by information revolution globally."

[...]

Dublin Core Analysis

DC Title : University librarians - Changing role
DC Creator : Kumaravel, J.P.S.
DC Subject : information and communication technology, librarians, digital information, scholarly communication, librarianship, librarians competencies
DC Description : Nowadays libraries are becoming service oriented institutions. The librarians of Universities face a challenge for survival and success vested with the importance of identifying, developing and retaining managerial/leadership talent. The librarians or the information managers constitute the generation of senior executives who require skills and knowledge that will enable them cope with changes in the information service industry today. This paper emphasizes the need for the development of good leadership and excellent communication, presentation, interpersonal skills among of information managers who is versatile globally, deal with all sorts of technical and resource management issues and relate at all levels of interactions. (author’s abstract)
DC Publisher : Madurai Kamaraj University, INDIA
DC Date : created : 2005-07-07
DC Type : Text
DC Format : word (.doc)
DC Identifier : https://www.sla.org/Documents/conf/toronto/Kumaravel.doc
DC Language : ‘en’
DC Coverage : world