Library and Information Science Education for the Knowledge Age (LISEKA)

Report on Stage 1 of the project, presented by Dr Naida Tattersall, ALIA director

The LISEKA project was established by the Board of Directors to focus on the development of a national approach to career-long education of library and information workers. The outcomes of the project will form the basis of ALIA policy in regard to Object 3 of the Association:

To ensure the high standard of personnel engaged in information provision and foster their professional interests and aspirations.

In the initial stage of the project, the Project Working Group (PWG) led by Mairéad Browne, sought input on issues, emerging and future needs from various stakeholders, including employers, educators, other library organisations and others. Also as part of Stage I the PWG organised a national Ideas Forum in Melbourne on Friday 16 November 2001. The aims of the Forum were:

to explore emerging and anticipated future needs for education and professional development of information practitioners;
to identify elements to be included in a new (draft) national framework for career-long education and professional development;
to generate strategies for building cross-sector agreement on the framework and commitment to implementing it on an on-going basis.

Participation in the Forum was by invitation and those present included a wide range of professionals, of various levels of seniority and experience, practising in libraries and other areas of the information industry, educators, employers and others. A list of participants, who included both ALIA members and non-members, is attached for information.

The Forum was conducted as a 'brainstorming' session led by Joe Ferry-Gibson, an experienced facilitator from Learning Dimensions Network. A series of perspectives papers prepared by members of the Project Working Group and others were circulated prior to the Forum and formed the basis for discussion and consideration of the issues.

Working in small groups and using the papers as a springboard, a number of issues relevant to career-long education for library and information professionals were identified. Members of each small group then reported back to the group as a whole, summarising their discussions and outlining the importance of the issues they had identified.

Using the issues identified by the groups, individual participants were then asked to identify a total of 7 (plus or minus 2) issues which they perceived as most important for future career-long education. Each individual then paired with another and by selecting common issues reduced their separate lists to a composite one (again consisting of 7 plus or minus 2 issues). Continuing the pairing process until only two groups remained, participants consistently redefined the issues in order to achieve the outcomes of the Forum as represented in the following:

Group A.

define parameters of our interests in information practice (sub-fields, etc). Use research/evidence from industry/industrial relations/research centre.
define the core skills, knowledge, attitudes for practice including analytical, conceptual and multi-disciplinary skills.
certify workers by what they can do and where-on a career-long basis
develop mechanisms for recognition of learning in variety of situations-university, TAFE, online vendors, professional Association and other.
clearly articulate in everyday language what information workers are about
establish a portal (one-stop shop) for negotiation, information, communication with stakeholders, promotion, etc.

Group B.

build an educational and professional development framework that allows individuals to develop life-long learning for a professional career in information;
require all educators to take industry placements periodically and conversely bring industry into educational institutions, i.e. residencies and lectures, etc.
institute an internship scheme as part of the education process;
require all information professionals to participate in publishing research or knowledge sharing;
develop a marketing strategy that promotes the information industry as a career opportunity.

The above represent some of the emerging needs for education and professional development, elements for a framework for career-long education and professional development and offer possible starting points for building agreement and commitment to further development of the framework.

A a