Educating the academic librarian as a blended professional: a review and case study
| Pages | 567-593 |
| Date | 26 October 2010 |
| DOI | https://doi.org/10.1108/01435121011093360 |
| Published date | 26 October 2010 |
| Author | Sheila Corrall |
| Subject Matter | Library & information science |
Educating the academic librarian
as a blended professional:
a review and case study
Sheila Corrall
The Information School, University of Sheffield, Sheffield, UK
Abstract
Purpose – This paper aims to explore the phenomenon of the hybrid information specialist in the
academic library setting. It does this in relation to curriculum development for preparatory and
continuing professional ed ucation for librarianship and mak es particular reference to the
contemporary iSchools movement.
Design/methodology/approach – The paper reviews trends and developments in academic
information services and the information science academy in the context of continuing technological
advances and educational change. It presents a case study of curriculum development and portfolio
renewal, using the specialist roles of digital library manager and information literacy educator to show
how the principles of interactive planning can be applied in articulating an academic strategy to meet
the changing demands of educational institutions, professional bodies and employers.
Findings – There are significant parallels between professional education and professional practice
in the shifting boundaries, expanded portfolios and challenged identities evident in the current
information marketplace. A combination of continuous incremental development with periodic
fundamental review enables professional educators to meet the changing mandates of different
stakeholder groups. When combined with a strong professional focus, the breadth and depth of
multidisciplinary expertise found in a research-led iSchool facilitates the design of specialised
pathways and programmes for practitioners moving into blended roles.
Practical implications – Practitioners intent on careers in academic libraries should consider the
opportunities and demands of hybrid blended roles when choosing educational programmes and
pathways.
Originality/value – The paper provides a conceptual framework to illustrate the nature of emergent
professional roles and current challenges facing professional educators. Ackoff’s interactive planning
theory is used to illuminate the problem of academic planning in complex pluralist contexts.
Keywords Academic libraries, Lifelong learning,Hybrid libraries, Professionaleducation
Paper type Case study
Introduction
The challenges and opportunities facing academic librarians are changing continually
as changes occur in the operating environment at both global and institutional levels.
Key trends affecting their roles and skills include:
.convergence of academic services;
.combining libraries with IT and/or other learning support services;
.awareness of information literacy and recognition of the teaching role of
librarians; and
.a maturing role in institutional repository management and its suggested
extension to research data management.
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0143-5124.htm
Educating the
academic
librarian
567
Received 8 March 2010
Revised 10 April 2010
Accepted 12 April 2010
Library Management
Vol. 31 No. 8/9, 2010
pp. 567-593
qEmerald Group Publishing Limited
0143-5124
DOI 10.1108/01435121011093360
The increasingly specialised nature of their work is reflected in the use of terms such as
“para-academic”, “hybrid librarian” and “blended professional” to highlight their
boundary-spanning activities and identities.
The challenges and opportunities facing professional educators are similarly fluid.
Professional education for librarians has to anticipate changes and developments in
professional tasks, roles and expectations, both at the macro level of the profession as a
whole and the micro level of different library specialties. Education programmes must
take account of standards set by national and international professional bodies, in
addition to reflecting the realities of professional work in the sector. Programme
content should also be informed by research in the discipline, enabling the academy to
influence professional thinking and practice, contributing to the development and
positioning of the profession. The challenges facing educators are significant, with
some employers and graduates questioning the value of academic preparation for
professional practice, while others see both initial and continuing education as a
worthwhile investment, but want flexible, tailored provision, not just a standard offer.
Educators are also struggling with their own disciplinary identities and relationships.
The Sheffield Information School has been providing education for librarianship
since 1963, with a strong record in preparing graduates for academic libraries. The
curriculum has developed in tandem with environmental changes, research
discoveries, teachi ng innovations and pra ctitioner feedback . New topics and
electives have been added, new qualifications have been introduced at different
levels and new programmes have been created for experienced practitioners wanting to
enhance their skills and careers. New methods of teaching and assessment have been
implemented, moving activities in the classroom or laboratory and assignments for
individuals and groups closer to the real-world tasks undertaken in the workplace. In
2009 Sheffield initiated a fundamental review of its generalist and specialised library
and information programmes, in an effort to simplify provision, improve access for
part-time students and meet the needs of professionals interested in emergent specialist
roles. The review has raised questions about the nature of our discipline and
profession, including issues around core competence, professional identity, service
contexts and career paths that are relevant to all librarians.
This paper uses the concept of the blended professional to focus a review of the
evolving roles of academic librarians and discussion of their professional education. It
reviews the evolution, identification and differentiation of hybrid specialist roles in
academic libraries through the literature and then reviews the evolution and
differentiation of professional education during the hybrid library era. The review of
the literature suggests the need for an interactive planning model to support the
strategic development of professional curricula in dynamic environments, enabling
continual adjustment of module and programme content and delivery to meet changing
needs and demands, but also encouraging periodic review of the total portfolio to
identify potential overlaps and synergies. The paper concludes with a case study of the
Sheffield iSchool, showing how a combination of continuous and holistic planning have
supported the development of specialist modules, programmes and pathways that
together offer a range of initial and continuing education options for academic
librarians interested in developing careers as digital library managers or information
literacy educators.
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