LIANZA Profession Registration Board Professional Practice Domains and Bodies of Knowledge December 2013

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1 LIANZA Profession Registration Board Professional Practice Domains and Bodies of Knowledge December 2013 Contents Professional Knowledge... 2 Professional Practice... 2 Professional Communication... 2 Professional Leadership... 2 BOK 1: The information environment, information policy and ethics... 2 BOK 2: Generating, communicating and using information... 3 BOK 3: Information needs and design... 4 BOK 4: The information access process... 4 BOK 5: Organisation, retrieval, preservation and conservation... 5 BOK 6: Research, analysis and interpretation of information... 5 BOK 7: Application of information and communication technologies (ICTs)... 6 BOK 8: Information resource management and knowledge management... 6 BOK 9: Management in information organisations... 7 BOK 10: Assessing service effectiveness... 8 BOK 11: Awareness of indigenous knowledge paradigms, which in the New Zealand context refers to Māori... 9 In 2011 LIANZA s Profession Registration Board reviewed and revised the Domains of Professional Practice and Bodies of Knowledge first issued in Guided by feedback from members of the profession, the Board has reworked the content of each Body of Knowledge in order to provide greater clarity between the individual BOKs, thus making the content more relevant to all sectors within the library and information environment. The Bodies of Knowledge set out the core areas of competency which form the particular knowledge base of library and information professionals in New Zealand. It is expected that all library and information professionals will be familiar with each area of competency as an outcome of their qualification, and will maintain this familiarity through ongoing practice and continuing professional development. In addition individuals will develop particular areas of specialisation and in-depth knowledge relating to this body of knowledge. Bodies of Knowledge 1 and 11 provide the context for the information environment in which we work. Bodies of Knowledge 2 to 9 are the different spheres in which our profession operates, and Body of Knowledge 10 seeks to assess effectiveness in these spheres for continual improvement and future-proofing. 1

2 The FOUR Domains of Professional Practice Professional Knowledge Extending professional knowledge and skills. Examples are: attending courses, meetings, presentations study on the job training reading Professional Practice Applying professional skills. Examples are: developing and delivering services evaluating and improving current practice implementing new initiatives and procedures Professional Communication Sharing knowledge and expertise and developing professional relationships. Examples are: networking and liaising contributing to online discussions giving presentations publishing marketing Professional Leadership Displaying leadership and initiative -- this will vary according to the position. Examples are: planning or organising a meeting, seminar or project. recommending improvements leading or supporting colleagues mentoring and encouraging others advocating for change BOK 1: The information environment, information policy and ethics The history and changing nature of the information environment. The legal, policy, economic and ethical issues that are relevant to the different types of information work. The significance of te Tiriti o Waitangi (Treaty of Waitangi) to the development and delivery of library and information services and resources. The purpose and content of professional codes of practice. 1. Explaining how to use Creative Commons licences. 2. Discussing changes in copyright legislation with your colleagues. 3. Reading an article about Māori cultural and intellectual property rights or Wai 262 whakapapa. 4. Reading the Code of Practice. 5. Discussing the concept of Digital citizenship with students/ users. 6. Explaining the basis of user fees. 7. Explaining professional ethics to a new staff member. 2

3 8. Attending a session/ seminar on the relevance of the Treaty of Waitangi partnership. 9. Defining how your role contributes to information provision in the wider organisation e.g. presenting to other business units within the organisation. 10. Justifying a controversial acquisition. 11. Visiting an archive and comparing the similarities and differences. 12. Reading an article on the economics of online publishing. BOK 2: Generating, communicating and using information Understanding how information is created, presented, disseminated and used. Identifying the impact and opportunities presented by the changing publishing environment. Understanding the role of information organisations in generating and communicating information. 1. Participating in developing, promoting and managing institutional repositories. 2. Explaining Open Access principles, trends, and developments. 3. Explaining the role of a Whare Tipuna (ancestral house) as a knowledge repository - mātauranga Māori 4. Recommending licence options for material produced by your organisation. 5. Participating as a peer reviewer for a journal or conference. 6. Virtual Research Communities (scholarly or general interest): developing or managing an online environment, encouraging participation, educating researchers in the benefits and use. 7. Using social networking software to communicate and network with colleagues and clients e.g. blogs, Twitter. 8. E-books: monitoring developments and informing clients of developments, lobbying publishers to expand range of titles, educating clients in the benefits and use, monitoring usage as part of collection management, showing a customer how to download an ebook. 9. Developing and enhancing digitised resources e.g. crowdsourcing Australian Historic Newspapers, Great War Archive (Oxford & JISC). 10. Creating wikis and intranets for internal information and resources; contributing to a wiki; training others in the use. 11. Writing book reviews for new book lists or websites. 12. Teaching students how to write and publish book reviews. 13. Creating an interactive online tool to illustrate the scholarly information life cycle in a tertiary environment. 14. Monitoring publishers websites and newsletters or visiting exhibitors stands at conferences to stay informed of developments and trends. 3

4 BOK 3: Information needs and design The Scope: Identifying and evaluating customer needs. Designing and delivering information services. 1. Attending a customer service seminar. 2. Developing cataloguing policy for a special collection in response to customer needs. 3. Evaluating the needs of new students and offering a regular course to fill this need. 4. Giving a presentation to a user group on using library collections. 5. Liaising with the Māori community to identify information needs rangatiratanga, te reo. 6. Setting up an online resource, e.g. Pinterest on the most recently published high quality children s books for school libraries. 7. Preparing reading lists in response to customer feedback. 8. Rearranging the layout of the collection in response to changing needs. 9. Reconfiguring the physical environment to reflect changing needs 10. Developing and implementing culturally appropriate services. BOK 4: The information access process The Scope Understanding how people find information. Developing literacies for accessing and using information. Using reference and research skills. Promoting the benefits of reading and lifelong learning. 1. Designing a web page to help customers find specific resources. 2. Giving a presentation on how to do a literature review. 3. Developing web pages/brochures of key Māori information resources manaakitanga. 4. Working with someone to find the best resources for their research topic. 5. Writing a conference paper on an information literacy project. 6. Attending an information literacy training seminar. 7. Training other library staff in subject specific databases. 8. Using a library blog for readers advisory. 9. Showing students how to use AnyQuestions and ManyAnswers. 10. Facilitating a book group. 11. Reading an article about the reference interview. 12. Teaching seniors how to use the internet. 13. Showing a community group how to use the library. 14. Discussing the role of Library staff in supporting students taking a MOOC. 4

5 BOK 5: Organisation, retrieval, preservation and conservation Describing, categorising and storing information. The principles of preservation and conservation. Designing systems for the storage, description and retrieval of information. 1. Developing a disaster recovery plan or business continuity plan for collection management. 2. Implementing or learning how to use a records management system. 3. Applying standards for cataloguing a new format such as ebooks. 4. Preserving archival material. 5. Developing a plan for digitising resources. 6. Sharing information learnt at a conservation workshop. 7. Using an online tool to organise and retrieve information for example tagging photos on Flickr, using Diigo. 8. Attending a webinar on Resource Description and Access (RDA). 9. Creating an asset management database. 10. Reading an article on Functional Requirements for Bibliographic Records (FRBR). 11. Indexing newspaper articles. 12. Advising a user on how to manage citations. 13. Updating authority files for local authors. 14. Applying Māori Subject Headings to authority records te reo, manaakitanga, whakapapa. BOK 6: Research, analysis and interpretation of information Please note Doing research is gathering and analysing data Understanding the nature, methodology and practice of research. Evaluating the quality and relevance of research. Undertaking research by gathering and analysing data and applying the findings to your usual professional practice. 1. Locating and reviewing articles on a service that you are considering providing; and making recommendations. 2. Identifying the statistical information required to assist with the de-selection process. 3. Designing a survey for a Y9-10 reading classes in order to discover their favourite books and authors; and presenting results to teaching staff. 4. Becoming familiar with Māori research methodologies to see how they can be used to get feedback from your Māori community mātauranga Māori. 5. Investigating SurveyMonkey and other online survey sites to see how they can be used to survey library users. 5

6 6. Interviewing students who were using online databases to see if they fully understood this part of their research process. 7. Designing survey questions for mobile library users to prioritise which new services they need most. 8. Attending a workshop on running focus groups. 9. Writing a proposal for a postgraduate research project. 10. Analysing census data for a community or collection profile. BOK 7: Application of information and communication technologies (ICTs) The changing nature of ICTs and their application. Identifying and evaluating ICTs. 1. Upgrading bibliographic management software. 2. Exploring the uses and value of a new piece of software. 3. Evaluating and exploring the uses and values of macronising software te reo. 4. Implementing a new software product and environment. 5. Attending a vendor presentation with new features in the coming release. 6. Selecting an appropriate mobile device for your needs. 7. Understanding the technology environment of your organisation. 8. Explaining Radio Frequency Identification (RFID) to users. 9. Creating a podcast. 10. Setting up a Webinar. 11. Evaluating appropriate BYOD (Bring your own device) frameworks. 12. Engaging and working with IT staff in the application of ICTs. BOK 8: Information resource management and knowledge management Collection development and content management principles. Definitions, concepts and frameworks of knowledge and knowledge management. Applying knowledge sharing strategies. Information Resource Management 1. Managing information resources within the organisation. 2. Writing a collection management policy. 3. Applying selection policies, procedures and resources. 4. Reviewing acquisitions processes. 5. Negotiating licences with publishers, vendors or aggregators. 6. Selecting EPIC databases. 7. Identifying, selecting and creating access to key Māori electronic information resources manaakitanga. 8. Evaluating the relevance of information resource collection material. 6

7 9. Relocating materials to appropriate storage. 10. Developing a cooperative arrangement for the audio book collection. Knowledge Management 1. Reading an article about the evolution of knowledge management. 2. Setting up an informal group (community of practice) to work on revalidation journals. 3. Setting up a wiki to share resources. 4. Finding out how information flows within the organisation. 5. Participating in a discussion on Knowledge management and organisational strategy. 6. Analysing social capital and social networks. 7. Finding out how knowledge is organised within a hapū/iwi organisation akoranga. 8. Attending a lecture on how the culture of an organisation affects knowledge management. 9. Contributing to the implementation of knowledge management strategies in your organisation. 10. Determining how knowledge management strategies are perceived and employed by staff in your organisation. BOK 9: Management in information organisations Contributing to strategic, business and operational planning. Managing finance, people and resources. Governance structures and stakeholder relationships. 1. Contributing to and executing a strategic operational plan, eg a City or District Council s Long Term Plan (LTP). 2. Creating annual operational or activity plans. 3. Participating in a 'big picture' workshop. 4. Making a case for employing an additional staff member. 5. Contributing to the preparation of a budget. 6. Talking to other team members about the importance of Key Performance Indicators (KPIs) and how these relate to daily tasks. 7. Managing the budget for discretionary hours. 8. Planning for a new library. 9. Marketing a new collection. 10. Planning Library week promotions. 11. Recommending a change to circulation/ lending policy. 12. Delivering a presentation about library services to students at a student open day. 13. Participating in a project as eg project champion, leader, manager, member. 14. Developing and implementing a new timetable or roster to cover service desks. 15. Developing a Māori recruitment and retention strategy rangatiratanga. 16. Investigating the introduction of whānau supported interviews manaakitanga. 17. Interviewing candidates for a position. 18. Inducting a new staff member. 19. Mentoring staff. 7

8 20. Evaluating a proposal for a new service to determine if it should go ahead. BOK 10: Assessing service effectiveness Designing ways to assess the efficiency and effectiveness of library and information facilities, products and services for continual improvement and future proofing. Recommending improvements to library and information facilities, products and services. 1. Designing a survey to evaluate a customer service. 2. Identifying key performance indicators for success of a new service. 3. Visiting another library to compare various workflows. 4. Reviewing the process for doing the monthly weeding report for a branch library to help manage branch stock within target size. 5. Redesigning the cataloguing statistics form to better capture the type of work each cataloguer produces each week. 6. Determining how to measure library use to assess the cost effectiveness of the opening hours. 7. Determining if extending the loan period for part of the collection encourages reluctant readers. 8. Evaluating the benefit of a pre-school programme. 9. Analysing the results from a survey of library users and recommending appropriate services. 10. Using the results from a focus group discussion to identify expectations for an effective library website. 11. Conducting a hui with your Māori community to identify whether their needs are being met - manaakitanga, rangatiratanga. 12. Analysing customer satisfaction surveys to identify areas for improvement, and discussing the results with your team. 8

9 BOK 11: Awareness of indigenous knowledge paradigms, which in the New Zealand context refers to Māori Understanding the importance, diversity or structure of Māori knowledge (mātauranga Māori). Understanding that Māori processes, philosophies and language (kaupapa, tikanga and te reo Māori) are intrinsic in Māori knowledge frameworks. Understanding the importance of Māori research methodologies when assisting Māori clients with their information needs. Bok 11 is guided by kaupapa Māori values such as: Taonga (Treasure, property; prized and protected as sacred possessions of the tribe) Understanding the place of taonga tuku iho (the prized and sacred possessions of the tribe that are handed down from one generation to the next) in contributing to the survival of Māori as a people. Whakatupu mātauranga (Creating knowledge, and new knowledge) Affirming creative activity (commonly referred to as research ) to enhance the information and recreational needs of clients. Manaakitanga (Mana-enhancing behaviour towards each other, where mana is equated with influence, prestige, power) Committing to giving care and respect to clients, the organisation, and the taonga that they hold. Te Reo Māori Understanding that Te Reo Māori is vital to the identity and survival of Māori as a people Recognising that competence in Te Reo Māori has intrinsic value to the client, organisation and staff. Whakapapa (Tacit and explicit knowledge frameworks) Recognising whakapapa is the backbone of Māori society. Recognising whakapapa represents the growth of knowledge. Recognising all things are connected, both animate and inanimate. Recognising collections (as in libraries) have direct links to an original source. Recognising whakapapa is the layering towards both the future and the past. Kaitiakitanga (Preserving, maintaining and protecting all knowledge) Practising at all times the five-way test for eligibility to be a recipient of restricted knowledge. The five-way test consists of: Receiving the information with the utmost accuracy. Storing the information with integrity beyond doubt. Retrieving the information without amendment. Applying appropriate judgement in the use of the information. Passing on the information appropriately. 9

10 Rangatiratanga (Acknowledging the attributes of others) Demonstrating the ability to lead and unite people. Demonstrating the ability to recognise the potential of others. Useful references Henry, Ella (2001) The challenge of preserving indigenous knowledge: a model for collaboration between libraries and Mäori, Library Life 26, pp Metge, Joan (2004) Ropeworks He Taura Whiri. Radio New Zealand Waitangi Lecture, Available at [audio]; and [transcript]. Royal, Te Ahukaramu Charles (2007) Available at koha/opac-detail.pl?bib=220 and koha/opac-detail.pl?bib=211. Winiata, Whatarangi (2002) Repositories of Röpü tuku Iho: a contribution to the survival of Mäori as a people, in LIANZA Conference Winds of Change: Libraries in the 21st Century, November 17-20, Wellington, New Zealand. To update with pronunciation podcast (Senga), Tangimeriana to provided updates resources. Also link to CPD BOK wheel 1. Attending the Mātauranga Māori within New Zealand Libraries workshop rangatiratanga, kaitiakitanga 2. Using the correct pronunciation of local Māori words, e.g. names, geographical locations, iwi te reo, rangatiratanga, whakapapa 3. Identifying local marae, hapū and iwi whakapapa, te reo, rangitiratanga 4. Reading an article to understand what a Māori repository is whakatupu mātauranga 5. Reading an article about a Māori knowledge framework e.g. Te Wheke, Whare Tapa Whā - whakapapa 6. Introducing bilingual signage in consultation with local iwi te reo, kotahitanga, rangatiratanga 7. Introducing a Māori name for the library manaakitanga, rangatiratanga 8. Understanding marae protocols whakapapa, te reo, rangatiratanga 9. Participating in a whakatau / pōwhiri manaakitanga, mihimihi, te reo 10. Learning the LIANZA waiata te reo, rangatiratanga, manaakitanga 11. Introducing your presentation with a mihi - te reo, rangatiratanga, manaakitanga 12. Using te reo on a daily basis e.g. greeting, farewell, s, letters te reo, manaakitanga, rangatiratanga 13. Implementing culturally appropriate protocols - rangatiratanga 14. Promoting Māori Language Week 10