GUIDELINES for. Training and Education of International Paraprofessional Library Staff

Transcription

1 2010 GUIDELINES for Training and Education of International Paraprofessional Library Staff Evaluation of Opportunities and Need Assessment for Small International Libraries [This report is designed to help provide decision-makers and those involved with international libraries with guidelines and tools that can serve as a foundation to assist in the development, design, and implementation of a comprehensive training program for paraprofessional library staff. Included in the report are core competency resources, general guidelines for conducting a local needs assessment, recommendations for training, an overview of available training programs, as well as additional resources for designing a training program. Laurie S. Barnes 2010] Laurie S. Barnes MLS, Librarian Prague Christian Library Baranova Praha 3 CZECH REPUBLIC Prepared July 2010

2 1 Training and Education of International Paraprofessional Library Staff TABLE OF CONTENTS Introduction and Background... 1 Summary of Survey Results... 1 Recommendations for Training... 9 Core Competencies for Library Staff Needs Assessment Options for Training Specific Training Programs Development of Training Programs Training Program Evaluation Recommended Literature and Resources Appendix... 20

3 2 Training and Education of International Paraprofessional Library Staff Introduction and Background The purpose of this report is to help provide decision-makers and those involved in international library development with a foundation with which to develop, design, and implement a comprehensive training program for paraprofessional library staff operating in small overseas libraries. Traditionally small specialized international libraries often function with minimal staffing. While it may be that there is a professional librarian (MLS degreed) on staff this may not always be the case. In other situations, while there may be regular professional librarian input and oversight provided, support may only occur at a distance (e.g. listserv, , or other forms of communication). The result is that often a great deal of dependence is placed on paraprofessional library staff in terms of normal library operations, including overall administration and even certain key aspects of continuing library development such as collection development, cataloging and technical services. Assuming the same general level of staffing and overall qualification, the question and challenge then becomes how best to provide the needed training in order to narrow gaps of knowledge and therefore improve the ability of library staff to better respond to the challenges and opportunities involved in operation and development of a small international library. The findings and recommendations of this report are the result of a survey which was conducted using an online research instrument sent to seven different library listservs or groups which have a focus or include members involved in international librarianship during the period of July 26 and July 10, 2010 (reference Appendix A for a complete copy of the survey). Participation was invited from members of the Association of British Theological and Philosophical Libraries (ABTAPL), American Theological Library Association (ATLANTIS), Association of Christian Libraries (ACL) including the Commission for International Library Assistance (CILA), International Federation of Library Associations (IFLANET-L), Institute for Christian Resource Network (ICRN), and Library Support Listserv (LIBSUP-L). Summary of Survey Results The following is an overview summary of the survey results. Background and Demographics A total of 30 responses were received, which included paraprofessional library staff, professional librarians, and consultants who work with and in small international libraries. Participants were primarily in Central and Eastern Europe, but there were those who worked in and with libraries in Africa, Asia, and South America, as well as the Middle East and the Caribbean. While the survey did not specifically ask about the different types of library, comments indicated a fairly broad range of representation including academic, public, and specialized libraries.

4 3 Training and Education of International Paraprofessional Library Staff The majority (63%) of those participating in the survey, worked in or with small international libraries which have less than three employees, and the length of work experience averages 5 years. Work Responsibilities and Input While the majority (58%) of those surveyed indicated that the libraries they work with have a professional librarian on staff, an additional 45% have worked with a professional librarian consultant or received at least some support at a distance, and approximately 10% of the libraries received absolutely no professional librarian input. Regardless of the level of professional librarian support received, paraprofessional staff performed a wide range of duties which included more traditional duties such as cataloging and technical services, circulation, and reference and information services as well as those that might normally be performed by a degreed librarian (see Figure 1). Figure 1. Work Responsibilities of Paraprofessionals Training Types and Frequency The next series of questions dealt with education and training and was aimed at determining the level of formal library education that the respondents had attained, the amount informal training received, and the frequency of training. While nearly 40% of the respondents had either an MLS or PhD in library science, 53% had no formal library science training. In terms of informal training, 90% had at least received on-the-job-training (OJT). Of all the respondents 63% had participated in some other form (i.e. workshops, seminars, conferences) of informal training and the remaining 37% had only received OJT. In terms of frequency,

5 4 Training and Education of International Paraprofessional Library Staff approximately 20% responded that they received training quarterly or annually and only slightly more (23%) every few years. When asked about interest in participating in different forms of training the majority (80%) of the respondents expressed interest in additional OJT and a similar number (70%) preferred on-site workshops. The third highest response (53%) was for self-paced online tutorials and courses. A similar number of respondents indicated that they would prefer a blended approach which used more than one method of training (see Figure 2). Specific comments received confirm this desire as well as the need to have a general framework for developing a training program with the flexibility to adapt it to the local needs, and which would provide opportunities for assessment and evaluation as to effectiveness. Figure 2. Training Type Preferences Skill and Training Need Assessment The next section of the survey was designed to assess the need for training for 20 basic library skills including administration, building and facilities, cataloging and classification, circulation, collection development, computer application and technology, finances, library fundamentals, public relations, processing, and reference. For each area, participants were asked to rate current competency levels and indicate their level of interest or need for training. Consultants or professional librarians were asked to rate each area for the paraprofessional library staff with whom they work. In looking at the responses, skill level generally corresponded with the need for training across all areas, and so when the skill was low the need for training was medium to high and vice versa.

6 5 Training and Education of International Paraprofessional Library Staff The majority of competencies were rated as a medium or high need for training with most rated between 70 and 80%. In some cases, the skill level and need was the same, indicating that while they perhaps had a medium to high level of skill, they would still like to gain additional skills in that particular area. Skills were grouped together according to general category. Administrative Competencies The first group of skills dealt with administration which included handling personnel issues, working with budget and financial needs, buildings and facilities including construction, planning library space, and records management. It is interesting to note in terms of overall administration including personnel issues, that both the skill level (76%) and the need for training (67%) is rated medium to high which is greater than one might expect for those working in a paraprofessional position (see Figure 3). Budget and finances is another area of need for training with 50% indicating a high level and an additional 10% who felt it was a medium need. Specific comments included a desire to find grants and other sources for funding for small overseas libraries which have been established by nongovernmental organizations (NGOs). Records management, which included various skills involved in the business side of library management, was rated medium to low (83%) in terms of skills but only 10% of respondents rated it as a high training need although an additional 60% indicated a medium need. Figure 3. Skill Levels and Training Needs for Administrative Competencies

7 6 Training and Education of International Paraprofessional Library Staff Computer and Technology Competencies The next group of skills focused on computer and technology skills including general computer system needs (including networking and troubleshooting) as well as emerging technology, library specific software, digitization, and website design and maintenance. All areas of the technology group of competencies were generally rated high in terms of training needs (see Figure 4). A key technology training need related to future library development was in the area of digitization and knowing where to begin in developing a digital archive which would serve patron needs and especially for distance resourcing needs. Additional training was also requested in becoming more aware of open source repositories and online resources. Figure 4. Skill Levels and Training Needs for Technology Competencies Library Fundamentals Competencies The third skill set involved library fundamentals, which focused on a combination of tasks related to specific library functions such as cataloging, acquisition and collection development, processing, circulation, and reference and information services including search skills (see Figure 5). Respondents felt that cataloging and classification, focusing on bibliographic control and assigning subject headings was one of the highest (60%) levels of training need. Several participants indicated that this was an area for which they had responsibility but did not always understand what was needed in terms of classification of resources or assigning subject headings.

8 7 Training and Education of International Paraprofessional Library Staff There were expressed needs for additional training to understand the Machine-Readable Cataloging (MARC) system. It was suggested that it would be helpful to have basic training and then provide follow-up several months later in order to make needed adjustments and refine the process. The need for templates and specific examples was also specifically mentioned. Another area which was rated as a high (52%) need for training was circulation which includes understanding and dealing with library automation systems as well as the basics of the setting up systems related to loans, fines, etc. Specific needs for tutorial resources to help train library staff on shelving techniques was mentioned along with developing standard procedures for circulation practices. However, from other comments received, the need for training seemed to be primarily related to understanding computer automation systems including the possibilities for use of open source systems. One respondent indicated that s/he would like to move beyond the current use of a basic inventory program and have a system which had more features and allowed for professional cataloging according to MARC 21 standard, but did not have sufficient funds. Acquisition and collection development is another area in which respondents indicated there is a high (59%) need for training. Several shared that it is difficult to always know what resources to include in the library collection, and so there was a desire expressed to better identify tools for selection. Identification of best sources and systems for purchase or donation of quality books both in English as well as in the local language was another expressed need. Preservation was one of the competencies which was rated at the lower end of the range of skill levels (30%) but with an equally low level of expressed need for training (23%). One comment received from a library consultant indicated that this is not currently an area of high focus for many small overseas libraries but may be for the future. The expressed high training need in the area of reference and information services was 40%. However, when combined with those who felt it was a medium training need, the figure jumps to 77% of those responding. With searching skills being a significant part of reference work, it is interesting to note that 87% of respondents indicated that there was a medium to high level of need in this area. Several comments received in this competency area indicated that one specific need was to learn new skills for doing searches and the ability to better access online sources and open source electronic resources including journals. As one might expect, with certain overseas libraries locations, one of the other challenges expressed was the lack of consistent access to the internet due to the remote setting of the library, which can be a significant factor in many aspects of library operations.

9 8 Training and Education of International Paraprofessional Library Staff Figure 5. Skill Levels and Training Needs for Library Fundamentals Competencies Planning and Service Competencies The final category included competencies related to program planning and outreach, marketing and public relations, and customer service (see Figure 6). While customer service could also relate to reference and information services including patron interactions and conducting the reference interview, in this case, it is focused more on overall approaches to meeting customer needs. Overall respondents indicated a medium to high level of skill (77%) in the area of customer service but still felt there was a combined high need for training. Marketing and public relations dealt with library promotion and included skills in design of promotional materials; the latter could also relate to knowledge of computer software which could also be evaluated under the technology competency. Program planning dealt with skills to not only develop but also to implement various library programs. Program planning and marketing and public relations which are often related, showed similar levels of skill and training need, which was around 50% level of high training need. Approximately 3-6% of the survey participants responded that they had no skills in this area. There were also those who did not offer any programs at their library. In one case, the respondent shared that the library did not have adequate staffing for offering special programs, but would like to explore the possibilities for developing a children s story hour using volunteer parents.

10 9 Training and Education of International Paraprofessional Library Staff Overall respondents expressed a desire for additional tools which would be helpful in planning and establishing small overseas libraries, especially when there is no professional librarian available.. Conclusion Figure 6. Skill Levels and Training Needs for Planning and Service Competencies While there are limitations to the study including number of participants as well as the timeframe for input, there are several findings of the research which support the theory that small international libraries are often dependent on library staff to perform not only a broad range of duties including those which are normally reserved for professional librarians. The input received and the resulting analysis serve as a foundation upon which to provide general guidelines for conducting a local needs assessment as well as a framework for determining local training needs when working with small international libraries. Recommendations for Training In considering any given situation, following are six general recommendations that came out of this study, which could help meet training needs for paraprofessional staff in a wide range of small international libraries: Design a program specific to the local needs and job requirements Conduct a site specific training needs assessment Consider a blended approach to training which utilizes a variety of training methods Consider methods of training that are primarily free and easily accessible

11 10 Training and Education of International Paraprofessional Library Staff Utilize methods that focus on learning practical skills for immediate application Need to evaluate training to determine effectiveness Each of these recommendations is addressed in the following sections of the report which shared specifics tools that can be used in the process of developing an effective and comprehensive training program. There are various sources which provide a good overview of the training and needs assessment process for libraries. One of the most valuable and helpful is Training Skills for Library Staff by Barbara Moran and Barbara Allen (2003) published by Scarecrow Press. Core Competencies for Library Staff One of the primary considerations in evaluating training needs is to first understand and identify the core competencies and levels of attainment that are desirable for any particular paraprofessional library staff position. While not all may apply, following are two sources of core and additional sets of competencies for library staff which could be helpful for designing standards for application to an international library setting: Ohio Library Council (2008) Ohio Public Library Core Competencies includes specific competencies for accessible at WebJunction (2009) a leader in providing library training and support has compiled two documents Competencies for Libraries and A Competency Index for the Library Field both of which can be accessed at Utilizing these tools, staff specific standards for job performance can then be developed. Through the assessment process it is then possible to determine specific training needs and the best methods for meeting those needs. Needs Assessment In considering the wide range of training needs that might exist in a particular library, the first priority would be to conduct an assessment as to the current knowledge base and what is actually needed in terms of training. Introduction The needs assessment process generally involves a series of activities and assessments conducted to identify any gaps between the current knowledge base and the desired performance outcomes. The analysis process is a necessary first step and often reveals the need for and benefit of specific forms and focus of training. The following recommendations outline general guidelines and suggestions for conducting an analysis but are not intended to be exhaustive. Considering the range of possibilities they also

12 11 Training and Education of International Paraprofessional Library Staff may not be fully applicable to any given situation encountered in international library work, but can provide a basic framework for guiding the needs analysis process. Techniques for Determining Training Needs There are a number of practical methods that can be used to gather data about library staff performance and possible training needs. Depending on the circumstances, it may be necessary to use different and varied approaches. Based on the research conducted and feedback received following are several basic recommended approaches for small international libraries. 1. Survey/Questionnaire A questionnaire serves as a simple tool which can be designed to provide a basic understanding of the training needs that library staff might have. With each staff member responding to the same set of questions, it becomes easier to compile and analyze the data. The key advantage of a questionnaire is that it can be inclusive and staff can complete the questionnaire at a convenient time. In the case where a consultant is involved, a survey can be conducted ahead of time and thus be helpful in actually determining what the general training needs of any given library might be. Questionnaires can also be useful in obtaining an overview for any given library while allowing each staff member to have the opportunity to provide input. The Appendix of this report includes the original survey which could be used to conduct a basic needs analysis. 2. Observation In this approach, staff performance itself is the source of information. An evaluation of staff performance can be accomplished through first-hand observation and analysis. The best approach is by simply observing the work processes, which requires one to observe, listen, and evaluate but to not necessarily get involved in the actual work process. The objective with this approach is to identify both the strengths upon which to build and the deficiencies which need to be overcome. A key advantage of using direct observation is that it is possible to gain first-hand direct knowledge and understanding of the actual job being performed and the strengths and weaknesses of any given staff member. 3. Interviews The use of interviews in conducting the needs analysis is probably one of the most helpful tools as it allows for the possibility of clarification and provides additional details as to the needs that might exist. According to feedback received, the best approach with the interview would be in person although other forms of communication are also possible. The general recommendation based on the research survey response would be to use all three of these needs assessment methods with the interview being the final approach and opportunity for clarification and input. For a more complete understanding of the needs analysis process, one recommended resource would be the National Oceanic and Atmospheric Administration (NOAA) Needs Assessment On-line Training Course The course

13 12 Training and Education of International Paraprofessional Library Staff is free and while general in nature, it has been designed to familiarize the participant with terminology, tools, and methods of needs assessments. Options for Training As outlined in the survey, there are many different approaches to training including the following: On-the-job-training In-person workshops Asynchronous instructor-led online courses Self-paced online tutorials and courses Live online workshops Webcasts/webinars Podcasts Blended training On-the-Job-Training - this is one of the most common forms of training and takes place in the regular working environment using the actual tools, equipment, documents or materials that the individual uses when fully trained. In-Person Workshops - includes training which is conducted either on-site or at a specific location where the instructor would present the training in-person and in a practical workshop format requiring direct interaction between the instructor and trainee. Asynchronous Instructor-led Online Courses - these would be training courses which is accessible online through the internet but which do not necessarily occur in real time; includes interaction with an instructor where the trainee is often given various assignments to complete during a specific timeframe. Self-paced Online Tutorials and Courses - are available online and are courses or tutorials which allow the participant to work through a program of study on a particular topic at their own pace; allows for a high level of flexibility and can be one of the least expensive methods of training in terms of direct cost, especially when using existing programs. Live Online Workshops - conducted online and require trainer and staff interaction using a synchronous real-time approach which would be conducted in real-time; usually very practical in nature and can cover a specific or broader topic. Webcasts/Webinars - both utilize streamed digital distribution; webinars are very similar to live online workshops but tend to be more focused on a particular topic; they are designed for a particular audience and involve more of a straight lecture approach. A webcast can be either available live or on demand but is also usually shorter in length and intended for a broader audience. Podcasts - non-streamed webcasts which are released episodically and often downloaded through web syndication on a particular topic of interest. Blended Training - utilizes a combination of approaches to accomplish training objectives. The approaches used would depend very much on the local situation and various factors including

14 13 Training and Education of International Paraprofessional Library Staff available resources, numbers of people involved, funding sources, preferences and learning styles of the participants. The most preferred method of training indicated by respondents in the research study was for on-the-job training or in-person workshops with self-paced online tutorials or courses also being desirable. In a majority of cases, people preferred using a blended approach to incorporate a variety of methods based on the specific library and the needs. Specific Training Resources Following are a broad range of online training options and resources, organized according to the type of training provided, which could be used to respond to specific training needs. Most are free although there are some training courses such as those offered by WebJunction which are fee-based but do provide for a comprehensive, high quality training program covering all aspects of basic library operations. All currently identified resources are in English. Books, Guides, and Manuals Libraries for All ( a comprehensive guide for small library development developed by Laura Wendell, Executive Director of World Library Partnership, Inc. (WLP) a nonprofit organization which places volunteer librarians in libraries in various developing countries to provide practical, hands-on assistance and training to librarians. Also available in French and Spanish. Crash Course Series ( published by Libraries Unlimited and designed specifically for small libraries that may not have a professional librarian on staff. The series covers topics such as administration, cataloging, collection development, reference, and supervision as well as special population needs. Institute for Christian Resources Model for Public Christian Library Development ICR has developed a website that includes a range of basic resources covering planning, policy development, basic operations, acquisitions, cataloging, processing, automation, and circulation needs. While the model is designed for those interested in developing public Christian libraries, the information content can be quite useful for meeting a variety of library development and training needs. Resource Centre Manual ( available from Source International Information Support Centre which is an organization geared to supporting the development of resource centers which cater to community health needs, has developed an online and downloadable document which could also have general application and provide for a variety of information needs. It is available for download in both English and Arabic. Training Skills for Library Staff by Barbara Moran and Barbara Allen published by Scarecrow Press (2003). ISBN Where There is No Librarian: An Information Management Manual by E.W. Maya and D. Macharia, D. Nairobi : Environmental Liaison Centre International, Information management manual that describes in detail everything from how to classify and catalog materials to how to write project proposals to receive funding. Available from Environmental

15 14 Training and Education of International Paraprofessional Library Staff Liaison Centre International, PO Box 72461, Nairobi, Kenya or Falls Brook Centre, 125 South Knowlesville Road, Knowlesville, New Brunswick E7L 1B1, Canada Online Tutorials and Courses Alternative Basic Library Education (ABLE) ( free online tutorials on basic library knowledge and skills for staff members who have no formal education in library science through the Idaho Commission for Libraries. In addition, Supplemental Alternative Basic Library Education (SABLE) ( includes free online tutorials on topics which build on the basic library skills. Arizona State Library ( offers an online course in collection development prepared especially for the small libraries. Includes self-assessment quizzes. Church and Synagogue Library Association (CSLA) offers a 16-lesson on-line training course dealing with all aspects of librarianship which can also be taken for academic credit LifeWay (( offers several inexpensive courses which can be downloaded on various aspects of library operations including promotion, classification, collection development and administration STAR: Statewide Training for Accurate Reference ( an online training manual for reference and information services for continuing staff development offered by The Nebraska Library Commission. Ohio Library Council ( free self-paced online modules cover topics such as new staff orientation for public libraries, basic reference and library marketing. Conservation Book Repair: A Training Manual ( prepared by Artemis BonaDea of the Alaska State Library & Alaska Department of Education. Dartmouth College Preservation Services ( includes helpful training resources dealing with conservation, digital production, processing, and book repair. OCLC Training Courses ( OCLC has developed and online set of DDC training materials focused on Dewey application training. While the focus is primarily providing supplemental training for professional librarians it is possible that these materials may somehow then be helpful in training paraprofessionals. The Library of Congress ( offers an online disaster preparedness resource through their Preservation section. The Texas State Library and Archives Commission ( provides links to various online modules for continuing education. WebJunction ( free and fee-based courses on a wide range of topics related to basic principles and skills involved in library management. Offerings include those from Library-U from the State of Illinois and LE@D courses through the University of

16 15 Training and Education of International Paraprofessional Library Staff North Texas as well as SkillSoft courses which are business-based but designed for use by government and various non-profit organizations. Courses are also linked to specific competencies outlined in Web-Junction Competencies for Libraries document. Click the following link to access a video overview of the different course options. Five Weeks to a Social Library ( free online course devoted to teaching librarians about social software and how to use it in their libraries. Learning 2.0 ( the original "23 Things" program on Web 2.0, this program provided by Public Library of Charlotte and Mecklenburg County is available for duplication by any library under the Creative Commons License. Bibliographical Center for Research ( ) free and fee-based workshops pertaining to OCLC, Internet, Web design, cataloging and ILL topics. OPAL (Online Programming for All Libraries) ( an international collaborative effort by libraries of all types to provide free web-based programs and training for library users and library staff members; events held in online chat rooms and all are welcome to participate and most are free of charge; administered by the Alliance Library System, the mid-illinois Talking Book Center and the Illinois State Library Talking Book and Braille Service Specialized programs. Special Library Association Click U Live ( fee-based, live and archived online seminars aimed at staff in the special library sector. UNESCO Open Training Platform (OTP) facilitates a collaborative access to existing free training courses and promotes open licensed resources to specialized groups and local communities for development including a section which provides over 50 different online resources for use in training for library staff. Topics include cataloging, classification, copyright, digital resources, accessibility and library automation. Contributions are made by various organizations including International Federation of Library Associations and Institutions (IFLA). Materials are in various formats including manuals (PDF) as well as PowerPoint. While most materials are only in English some resources are also available in Afrikaans, Arabic, Bahasa Melayu, Catalan, Chinese, Croatian, Farsi, French, German, Italian, Korean, Latvian, Norwegian, Polish, Portuguese, Romanian, Russian, Serbian, Spanish and Vietnamese. Podcasts and Webinairs InfoPeople ( includes webcasts and webinars on a variety of library topics; courtesy of the training arm of the California State Library. Librarian Live Podcasts ( a series of free podcasts covering topics of interest to the library community; produced in partnership by the North Texas Regional Library System, the New Mexico State Library, the Alamo Area Library System, and the Central Texas Library System. TechSoup Online ( are free online seminars for libraries and non-profits. One specific offering through the TechSoup system are

17 16 Training and Education of International Paraprofessional Library Staff the MaintainIT Webinars ( which are geared toward public computing in libraries.

18 17 Training and Education of International Paraprofessional Library Staff On-Site Workshops The Consortium for International Library Assistance (CILA) ( is available to conduct on-site training sessions for academic religious-based overseas libraries. They have also developed The Librarian s Manual which is a practical training resource that can be used in helping to establish overseas libraries where local staff with limited library training or practical experience. World Library Partnership, Inc. (WLP) is a nonprofit organization and through Inform the World: Library Skills Exchange Program (ITW) places volunteer librarians in libraries in various developing countries to provide practical, hands-on assistance and training to librarians Contact Laura Wendell, Executive Director has also written Libraries for All a comprehensive guide for small library development Also available in French and Spanish. Developing Training Programs The following general resources are helpful for planning training for library staff: A Training Package for Rural Public Libraries (ifla.alp@ub.uu.se) includes modules that are intended for a twelve day training program in rural public library management. The book is designed to assist experienced library management trainers in developing a library training program. Available from IFLA/ALP, Uppsala University Library, Dag Hammarskjölds väg 1, Box 510, Uppsala, Sweden. ALADIN, the Adult Learning Documentation and Information Network ( which is part of the UNESCO Institute for Lifelong Learning, was established to support networking and capacity building between documentation centers and libraries in the area of adult learning and literacy. They have developed a Toolkit portion of their website which includes various publications and resources. Consortium for International Library Assistance (CILA) ( is available to conduct training sessions for academic religious-based overseas libraries. They have also developed The Librarian s Manual which is a practical training resource that can be used in helping to establish overseas libraries where local staff may not have any library training or practical experience. WebJunction ( this website provides detailed tips and articles for developing a training program for libraries and includes training strategies, online and blended training, as well as information about instructional design and tools. Training Program Evaluation One of the critical needs in development and implementation of any training program which was expressed in the survey is the need for evaluation. Moran and Allen (2003) also discuss basic suggestions for training evaluation. Training should be evaluated before, during and after the training is completed. Following are some general suggestions or questions to ask in evaluating any training program or approach.

19 18 Training and Education of International Paraprofessional Library Staff Before the Training Will the selected training and development methods really result in the staff person learning the knowledge and skills needed to perform the task or carry out the role? Have others used the methods and been successful? Does the approach to training conform to the individual preferences and learning styles? Have the individual briefly review the methods. Does the library staff experience any difficulties understanding the methods? During the Training Ask for specific feedback and allow time for questions and further inquiry. Do they understand what's being said? Periodically conduct a short test and have the staff person explain the main points of what was just described. Is the staff person actively taking part in the training? Do they perhaps think the training is a complete waste of time or unhelpful? If so, inquire and determine why. Make necessary adjustments. After Completion of the Training Evaluate the library staff before and after the training and compare the results. Conduct an interview before and after, and compare the results. Observe the individual perform various tasks within a given competency and determine any further training needs

20 19 Training and Education of International Paraprofessional Library Staff Recommended Literature and Resources Aiyepeku, W. (1972). Training sub-professional library staff: An international survey. International Library Review, 4 (1), Alafiatayo, B. (1984). Training of non-professional junior staff. The example in a Nigerian university library. Libri: International Journal of Libraries & Information Services, 34(1), American Library Association. (2006). Terminology for library support staff, (Issue Paper # 8) Chicago, IL. Retrieved from ALA website: cfm Beales, K. (1989). Non-professional information and training. Education for Information, 7(1), Bordeianu, S., & Seiser, V. (1999). Paraprofessional catalogers in ARL libraries. College & Research Libraries, 60(6), Bordner, G. (2006). CILA: Librarians on a mission. Christian Librarian, 49(2), Davinson, D. (1982). Non-professional library staff education: A state of the art report and proposals for the future. Studies in Library Management, 7, Gibson, R. (2003). Library Paraprofessionals: A bibliography, Council on Library/Media Technicians Retrieved from Council on Library/Media Technicians (COLT) website: Hartsell, L. (2007). Definition of a library paraprofessional. Arkansas Libraries, 64(4), Howarth, L. (1998). The role of the paraprofessional in technical services in libraries. Library Trends, 46(3), Johnson, I. (1991). The development of library technicians: A review of experience in selected countries. IFLA Journal, 17(3), Martin, K., Hogan, M., & Liu, R. (2009). Improving customer service and work flow Information Outlook, 13(2), Massey, T. (Ed.). (1995). Educating support staff. Journal of Education for Library and Information Science, 36(1), Morgan, P. J. (2009). Training paraprofessionals for reference service: A how-to-do-it manual for librarians. New York: Neal-Schuman. Oberg, L., McDermott, P., & Harusadangkul, V. (1992). The role, status, and working conditions of paraprofessionals: a national survey of academic libraries. College & Research Libraries, 53(3),

21 20 Training and Education of International Paraprofessional Library Staff Owen, L. (2009). US library technician programs. The Council on Library/Media Technicians. Retrieved from Council on Library/Media Technicians (COLT) website: Parsons, M. (2000). Library support staff issues bibliography. American Library Association, Retrieved from ALA website: Rau, K. (1998). Finally! distance education for library support staff. Library Mosaics, 9(2), Rosenberg, D., & O'Connor, B. (1988). Training at the grassroots: An integrated approach to training library assistants in Southern Sudan. Information Development, 4(1), Sapon-White, R. (2009). Subject analysis training for cataloging paraprofessionals: A model for ongoing learning and support. Technical Services Quarterly, 26(3), doi: / Slade, K. (1995). Certification of support staff. Journal of Education for Library & Information Science, 36(1), Texas State Library and Archive Commission. (2008). Distance learning opportunities for library staff. Retrieved from the Texas State Library website: Valente, C. (2009). Training successful paraprofessional copy catalogers. Library Resources & Technical Services, 53(4), Wanden, J. (1995). Alternative education options for library staff. Journal of Education for Library & Information Science, 36(1), Webb, J. (1990). The non-professional in the academic library: Education for paraprofessionalism. Personnel Training and Education 7, Wijetunge, P., & Aman, M. (2001). Training and education of paraprofessionals in Sri Lankan university libraries. Journal of Education for Library & Information Science, 42(2), Wilkie, K., & Strouse, R. (2003). Custom report prepared for OCLC Institute: OCLC library training and education market needs assessment study. Burlingame, California: Outsell. Retrieved from Online Computer Library Center website: Younger, J. (1996). Support staff and librarians in cataloging. Cataloging & Classification Quarterly 23(1), Yusuf, F., & Nkiko, C. (2010). Involvement of non-professionals in cataloguing: a survey of practices in three academic libraries in Nigeria. Malaysian Journal of Library & Information Science, 15(1),

22 21 Training and Education of International Paraprofessional Library Staff Appendix Following is the original survey which was sent to various library listservs with a cover inviting participation. Training Needs Assessment Survey for Paraprofessionals in Small International Libraries This survey is designed to help identify training needs for paraprofessionals working in small international libraries. Results will be compiled and analyzed in order to provide recommendations to meet these needs through exploration of various training programs and opportunities. The majority of the questions are multiple-choice. You will be asked to pick the best answer to a series of questions or comments. There are a few questions that ask you to provide a short answer or allow you to provide additional explanation. For each of the following statements, please click the most appropriate answer and where noted, please mark as many answers as apply. Please note that responses should reflect experience working in small international libraries outside of North America. Small libraries would be those with less than 10 full-time staff. Background My current position is: (May check more than one if applicable) ( ) Director ( ) Professional librarian ( ) Paraprofessional ( ) Other (e.g., student, retired, consultant) (Please specify ) How many library staff (professional and paraprofessionals) currently work in the international library where you work -- or if you are a consultant, the international library with which you work? (Please do not include clerical, business, or other support staff) ( ) 1 ( ) 2-3 ( ) 4-6 ( ) 7-10 Work assignments of paraprofessionals in the international library I work in or with include: (Please check all that apply) ( ) Acquisitions and collection development ( ) Administration ( ) Cataloging/Technical Services ( ) Circulation ( ) Information Technology ( ) Interlibrary Loans ( ) Marketing/Public Relations ( ) Outreach

23 22 Training and Education of International Paraprofessional Library Staff ( ) Personnel/Human Relations ( ) Reference ( ) Serials ( ) Website maintenance ( ) Other (Please specify ) How many years have you worked in or with small international libraries? ( ) Less than 3 years ( ) 3-5 years ( ) 6-10 years ( ) years ( ) More than 15 years Please share experience you have had working in or with international libraries (including your current position and any international library consultation and assistance). Please indicate the level of professional librarian input provided to the library with which you work: (Check all that apply) ( ) Have a professional librarian on staff ( ) Work regularly with a professional library consultant ( ) Receive support at a distance (e.g. listserv, , etc) ( ) No professional librarian input available Please share further details: Education and Training What is the highest level of formal library education you have completed? ( ) Certificate ( ) Associate degree ( ) Bachelor's degree ( ) Master's degree ( ) Doctorate ( ) Other (Please specify ) What informal library training have you received? If you serve as a consultant please respond based on knowledge for paraprofessionals in the international library you work with. (Please check all that apply).

24 23 Training and Education of International Paraprofessional Library Staff ( ) On the Job Training ( ) Workshops ( ) Conferences ( ) Seminars Please share any further details: How often do you or the paraprofessionals you work with normally participate in informal library training opportunities? ( ) Monthly ( ) Quarterly ( ) Annually ( ) Every few years ( ) Never There would be interest by myself or paraprofessionals in my library in participating in training in the following formats. Again, if you serve as a consultant please respond based on your observation or knowledge. (Please check all that apply): ( ) On-the-job training ( ) In-person workshops ( ) Asynchronous instructor-led online courses ( ) Self-paced online tutorials and courses ( ) Live online workshops ( ) Webcasts/webinars ( ) Podcasts ( ) Blended training (i.e., training that uses more than one methodology) Please share any further preferences or interests: Need for Training Please rate competency levels as well indicate your level of interest/need for training for paraprofessionals for each of the following areas: Administration/management/supervision (overall administration, personnel issues etc)

25 24 Training and Education of International Paraprofessional Library Staff Buildings/facilities (planning of library space, maintenance of facilities) Cataloging and classification (bibliographical control, assigning subject heading) Circulation (library automation systems, loans, fines) Collection development (acquisition and selection of resources) Customer service (meeting patron needs)

26 25 Training and Education of International Paraprofessional Library Staff Digitization (digital library development, databases and electronic resources) Emerging technologies (social networking, wifi, RSS, etc) Finances (including writing grants and seeking sources of funding) Library fundamentals (overall functioning of the library) Library-specific computer skills (computer systems needs, basic computer skills including programs such as Excel, MS Word, MS Access etc)

27 26 Training and Education of International Paraprofessional Library Staff Marketing and public relations (library promotion, skills in design of promotional materials) Processing (including book repair, covering, labeling) Program planning (planning and designing specific program offerings of the library) Preservation (working with archives and special collections) Records management (dealing with business activities and transactions of the library)