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Research Application in Information and Library Studies, June 2012 University of South Australia Co-written with Sarah Fearnley and Liz Stokes This paper reflects on the linear ‘career progression’ model of industry specific and organisational continuing professional development (CPD) programs. We propose to extend and innovate current developments in Personal Learning Network (PLN) models through the consideration of non-traditional, informal professional development activities. Formal professional development programs are endorsed by both institutional employers and professional organisations in the Library and Information (LIS) sector. Drawing on previous research into LIS PD programs (Brooker 2010, Dalby 2008) we argue that these programs are delivered top-down and reflect a linear based career progression model. More recently PLNs have been suggested as alternatives or enhancements to these formal PD programs (Howlett 2011, Bennett 2010). However, these alternative models are still focused on career progression and measuring ‘success’ in a professional context. This paper reports on an experimental case study undertaken to interrogate the efficacy of a formal LIS industry PD program in addressing the CPD needs of university based information professionals. A modified PLN model was used to critically reflect on a series of examples (activism, community engagement and personal practice) which trouble the traditional scope of these formal programs. We argue that these examples, whilst not part of a formal (or informal) professional development program, reflect the passion and pleasure that information professionals develop through their study and work practices. These examples take place outside of the formal programs, without recognition, and enable a space for critical reflection and innovative application.
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Making personal learning and professional development meaningful
Sarah Fearnley, Jessie Lymn & Liz Stokes
● highlight the value of non-traditional
professional development activities
● reimagine PD as ○ not always quantifiable
○ not focussed on a linear career path
○ a space for pleasure
○ adaptable to an individual's situation
Project motivation
Research Question
Can LIS professional development and
personal learning be meaningful outside of the
bounds of a career progression model?
Methodology
● Ongoing literature review
● Semi-regular meetings
● Excursions
● Preliminary findings reported in this paper
● Ongoing project
What makes something meaningful?
● Our needs as uni-based info pros
● Engaged in the field
● Pleasure
● Schön’s ‘reflection in action’ and ‘reflection
on action’
Key terms
● Professional development○ Hard to find a consistent & detailed definition
○ Measurable by industry and employer (Brooker
2010; Broady-Preston & Cossham 2010)
○ Career-oriented pursuit (Dall'alba & Sandberg 2006)
○ Linear path to success (Valenza & Johnson 2009)
● Personal learning networks
Affinity groups
Current activitiesActivity type Context Reasons
Enrol in Cert IV training and assessment Workplace funded activity Increase employability across LIS sector, Confidence building
Attend "Dealing with conflict and negotiation" 2 day workshop
Part of university-wide PD program
Improve personal communication skills, Gain confidence in approaching difficult situations, Network across the university
Participate in unit team management systems day Workplace funded activity Reflect on team culture and processes in workplace
Biblioburbia exhibition excursion Fun Part of research, Personal interest, Passion for libraries
Librarium meetup Fun Contributing back to community
Join ALIA PD Program ALIA (and self!) Career progression
Attending various ALIA Sydney event ALIA (and self!) Part of ALIA Sydney Committee, Supporting affinity group member, Relevance of topic
Write paper for RAILS8 Personal challenge Extending confidence & Part of professional practice
BTN Tour of State Library SA Fun Learning and curiosity & Enhancing the value of conference trip
Joining ALIA Sydney committee Personal challenge Networking, expanding skill set
http://www.flickr.com/photos/vanessaberry/6890927260/
Preliminary findings
● Need for critical/reflective space
● Look outside the box
● Identity issues for LIS
● Importance of institutional framework
1. Need for critical + reflective space
● enabled a critical space for reflection○ critically engage with other models of PD
○ motivations for engaging with PD
● reflective space○ reflect on changing perspectives around PD
2. Look outside the box
● Applying LIS skills in other contexts○ Draw inspiration from your own experience
● Benefits of the affinity group model○ space based on trust
○ motivated by DIY principles
○ building confidence to work with bigger issues
3. Identity issues
● tensions between 'librarian' and 'information
professional'○ 'librarian' creates a coherent identity (a beacon)
○ broader identity reflects changing practices (Partridge et al
2011) but can be vague and abstract
4. Importance of institutional frameworks
● surprising finding
● curated engagement through affinity group○ different perspective on the value of PD programs
Implications for LIS sector
● look to other models/practices for inspiration
● make space for critical reflection
● recognise the personal & social value of PD
● keep troubling the tension of LIS identity
ReferencesBennett, T. & Wiebrands, C. 2010, 'Out on the edge: Using a personal learning network for continuing professional development', paper presented to the ALIA Access 2010 Conference, Brisbane.
Broady-Preston, J., & Cossham, A. 2011, 'Keeping the information profession up to date: Are compulsory schemes the answer?', IFLA Journal, vol. 31, no. 1, pp. 28-38.
Brooker, J. 2010, 'Panning for gold: Professional development 2010-2015', paper presented to the ALIA Access 2010 Conference, Brisbane.
Certeau, M.d. 1984, The practice of everyday life, trans. S. Rendall, University of California Press, Berkeley, Los Angeles, London.
Dall’Alba, G. & Sandberg, J. 2006, 'Unveiling professional development: A critical review of stage models', Review of Educational Research, vol. 76, no. 3, pp. 383-416.
Howlett, A. 2011, 'Connecting to the LIS online comunity: A new information professional developing a personal learning network', paper presented to the ALIA 5th New Librarians Symposium 2011, Perth.
Partridge, H.L., Hanisch, J., Hughes, H.E., Henninger, M., Carroll, M., Combes, B., Genoni, P., Reynolds, S., Tanner, K., Burford, S., Ellis, L., Hider, P. & Yates, C. 2011, Re-conceptualising and re-positioning Australian library and information science education for the 21st century [Final Report 2011], Australian Learning and Teaching Council, Sydney.
Valenza, J.K. & Johnson, D. 2009, 'Things that keep us up at night', School Library Journal, vol. 55, no. 10, pp. 28-32.
