Incorporates: Librarian Career Development
Online from: 1979
Subject Area: Library and Information Studies
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|Title:||The Library School: empowering the sustainable innovation capacity of new librarians|
|Author(s):||M.E. Bitter-Rijpkema, (Open Universiteit, Heerlen, The Netherlands), S. Verjans, (Open Universiteit, Heerlen, The Netherlands), R. Bruijnzeels, (Library School, Vught, The Netherlands)|
|Citation:||M.E. Bitter-Rijpkema, S. Verjans, R. Bruijnzeels, (2012) "The Library School: empowering the sustainable innovation capacity of new librarians", Library Management, Vol. 33 Iss: 1/2, pp.36 - 49|
|Keywords:||Innovation, Innovation communities, Library professionals, Library School, Networked learning, Professional knowledge, Public librarians, Public libraries, Sustainable innovation, The Netherlands, Workplace learning|
|Article type:||Case study|
|DOI:||10.1108/01435121211203301 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Acknowledgements:||This article is based on a paper delivered at the IFLA New Professionals Special Interest Group satellite event to the WLIC, Gothenburg, 9 August 2010, held in Boras, Sweden. See http://npsig.wordpress.com/the-global-librarian/ Published with the kind permission of IFLA, http://www.ifla.org/ The authors would like to thank their colleagues and peers engaged in the Library School initiative and design process, especially the student forerunners who took part in the participatory design activities during 2009-2010. Discussions with librarians, experts, stakeholders and especially the Library Camino design sessions inspired this paper.|
Purpose – Dramatic changes in the role and position of public libraries require a fundamental reconsideration of professional development programs for library professionals. This paper seeks to address this issue.
Design/methodology/approach – This Dutch case study describes an innovative academic professional learning programme and its development through a process of intensive stakeholder consultation and co-creation.
Findings – Market analysis and stakeholder consultation revealed that traditional professional development programs are not sufficient, and that an innovative learning approach is needed to accommodate professionals in the current disruptive context. Through intensive co-creation between academics and library stakeholders, a learning approach was developed that combines workplace learning, networked learning and distance learning with intensive inspirational face-to-face sessions, merging formal and informal learning. A first batch of professionals has just started the programme that centres around four main themes that deal with the current challenges for public libraries: changes in society, culture, organisation and technology. Each theme is integrated into the main learning stream of collectively developing new librarianship.
Practical implications – The Library School learning approach is expected to be suitable for many sectors that deal with continuous professional development.
Social implications – Society in the twenty-first century requires innovative approaches to continuous professional development. Close collaboration between universities and professional stakeholders can lead to sector-wide commitment and thus create added value for all parties involved and for society as a whole.
Originality/value – A co-creative development process has led to an innovative learning approach for continuous professional development. This paper is of value to professional development departments, learning providers and human resource managers.