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INTRODUCTION
In August and September of 2002 I was fortunate to travel to Scotland, England, Wales and Northern Ireland. Here I visited public and national libraries, library resource centers in colleges and universities, government organisations, professional library organisations and private training providers. During these visits I was treated to the most wonderful hospitality and was given the opportunity to meet and interview students, library assistants, educators, academics, managers, librarians and administration officers, who together created an image of where the education and training for para-professional staff stands. I would like to thank all these people for the time and effort they took to help me with my research.
As I travelled from the Isle of Skye in the far north west southward to London, I made many unofficial visits to libraries of all shapes and sizes and thoroughly enjoyed talking to staff at all levels as they went about their daily tasks. I attempted to keep my fellow library technicians in Australia up to date with a series of "Postcards from......." which I sent to ALIALibtec, our Australian library technician e-list.
I took hundreds of digital photographs, some of which I have shared on these pages. From imposing and modern library buildings such as the British Library, to tiny village ones such as Bushmills in Co. Antrim, I thoroughly enjoyed having the time to visit them and appreciate what each had to offer.
SETTING THE SCENE
My first official visit was to Robert Gordon University in Aberdeen where I met with Professor Ian Johnson (Assistant Dean - Aberdeen Business School) and gained an insight into what is happening in the library education sector in the UK.
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Professor Johnson has written numerous articles on facets of education and training for para-professional library staff spanning a decade or more, and he has traveled around the world delivering lectures. In 1988 he undertook a sponsored tour of Australia to look at library technician education.
At the time of our meeting Professor Johnson had just returned from IFLA in Glasgow where he was involved in the conference organisation and prior to that had played a major role in hosting the 5th World Conference on Continuing Professional Education in Aberdeen.
I was indeed very grateful that he took the time to meet with me and pass on some of his considerable knowledge.
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My plans for this research project have consumed my thoughts since 1999 and it was at this time I first began corresponding with Jim Jackson (Chair National Committee of Affiliated Members of CILIP) and principal library assistant at Exeter University Law Library. Jim has provided me with a constant stream of information, ideas and support and so I was thrilled to have had the chance to meet him over lunch in London toward the end of my trip. Jim's enthusiasm for his work and dedication to the general advancement of library assistants in the UK deserves international recognition. He has for many years held committee posts within CILIP (Chartered Institute Library & Information Professionals) and served on special task forces. Currently he is involved in the Qualifications Skills Steering Group that is looking at the provision of a unified structure of qualifications for all library staff. I am sure we will remain in contact and continue our work with developing a truly international network for library and information workers.
ACCREDITATION & RECOGNITION Para-professional library staff in the UK are generally known as library assistants and from my observations do not appear to enjoy the status and benefits of library technicians in Australia. There are no qualifications that form the basis of essential requirements for library assistants applying for jobs.
Whilst the term "para-professional" is widely used in literature in the UK I found that it was a term that library assistants themselves did not readily identify with. There appears to be a very great difference between professionals (those who have been to library school and gained degrees) and non-professionals (those who have gained work-based vocational qualifications). This is particularly so with career advancement and staff development opportunities. Non-professional staff actually make up a large part of the workforce. There are many in public libraries with some running smaller branches and others holding positions of importance in academic and corporate libraries.
The first nationally recognised qualification for para-professionals was the City & Guilds Library Assistants Certificate in 1967 and as evidenced by my report, C&G are still important players in the provision of library education. Revisions occurred in 1982, then in 1990 & 1996 to include National Vocational Qualifications (NVQ) concepts. The awarding body was the Association for the Education & Training of Library Technicians and Assistants (AETLTA)
Late in 2001 City & Guilds introduced a new level 3 "Progression Award in Library & Information Services" at the same time phasing out their Library & Information Assistants Certificate. The new Progression Award is a technical certificate designed to be studied in an educational environment, by distance learning or on the job.
QUALIFICATIONS A detailed list of qualifications for library assistants in the UK is listed on the CILIP web page at
http://www.cilip.org.uk/qualifications/assistants.html.
Courses are designed to assess levels of competence in a current job. However they can also improve chances of employment and promotion by honing skills and displaying a commitment to the profession.
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The Qualifications Curriculum Authority web page contains specific information about the qualifications framework. QCA is a guardian of standards in education and training, which works to maintain and develop the school curriculum, associated assessment and to accredit and monitor qualifications in schools, colleges and at work.
The Scottish Qualifications Authority is the national body in Scotland responsible for the development, accreditation, assessment, and certification of qualifications other than degrees.
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As Head of Professional Qualifications, Marion Huckle kindly invited me to visit CILIP's Head Office in London where I was able to meet with her and Angela Frampton, both of whom are very well versed in the current state of play with courses, qualifications and standards involving library assistants.
After spending time with Marion and Angela, I had a much clearer interpretation of the information I had been gathering during my previous interviews and also had gained an insight into the enthusiasm and professionalism of the staff at CILIP.
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National Vocational Qualifications & Scottish Vocational Qualifications
NVQs and SVQs
Competence based and nationally recognized qualifications.
NVQs and SVQs are designed to meet the standards set by industry in particular occupational areas and to cover various aspects of a job or area of work, assessing the skills actually used in the workplace. They can be completed unit by unit, enabling an individual to build up to a qualification as conveniently as possible. A mix of mandatory and optional units can enable a candidate to tailor the qualification to their particular role. (City & Guilds).
And a definition provided by a candidate:
"NVQs are an agreement between the employee and employer to provide you with the course and allow you to complete it by providing any necessary training, and for you to provide the employer with a better-trained employee, able to provide a better service to the customer". (Jim Jackson 1994)
"NVQs intrinsically are not a training programme but provide a framework of practical skills and underpinning knowledge against which training needs can be established". (Catherine Hare, Northumbria University)
Information and Library Services ILS/NVQs at level 2, 3 and 4 were introduced around 1995 as another option to provide library assistants with the means of gaining formal qualifications whilst in their workplaces.
The levels reflecting the type of work being carried out by the candidate are generally accepted to be:
- ILS/NVQ Level 2 for recognizing competence of library assistants or for use as an induction programme for newly appointed library assistants.
- ILS/NVQ Level 3 for senior library assistants who have considerable experience in a range of library activities usually including some supervisory responsibility.
- ILS/NVQ Level 4 suitable for candidates who have considerable experience in a range of library activities usually including some management responsibility.
These levels provide a career path for library assistants even though they are somewhat limited.
Qualified assessors are required to assess a portfolio of work covering a particular unit presented by a candidate in order to gain an NVQ.
Assessors work directly with candidates, interpreting standards, judging evidence against criteria and identifying gaps in achievements. Internal verifiers check the work of assessors, offer advice and support to them and ensure the Awarding body's criteria are met, in other words make sure the quality of the assessment process within the centre is maintained. Assessors and verifiers need to be competent in the relevant occupational area but also to be competent to assess. (Catherine Hare)
Once a course is completed the whole portfolio is then presented to an Assessment Centre where an external verifier examines the work submitted and approves it for completion.
Assessment centres need to be approved by City and Guilds before candidates can be registered. Strict regulations apply for institutions that wish to become accredited centers. They need to make a scheme approval application. This process can all be read in detail on the C&G web page.
In some areas of the country groups have banded together and formed a consortium. This helps share the expertise of assessors and internal and external verifiers and of course provides members with financial benefits.
The introduction of NVQs have caused considerable and heated discussion throughout the country and I found as I conducted my interviews, both supporters and detractors of this form of qualification. In 2001 a setback occurred when OCR ceased to be the awarding body for ILS/NVQ. For over twelve months this created confusion and dilemma for candidates wishing to complete ILS/NVQs however in September 2002 City & Guilds were appointed as the awarding body.
Late in 2002 an announcement was made that the National Training Offices would be replaced with SSC (Sector Skills Councils). They will be clustered in similar type occupational areas and it is believed they will be able to more effectively market NVQs due to the SCCs receiving increased government funding. At the time I was completing my report Marion Huckle (CILIP) provided me with an update on the most recent happenings.
The SSC for libraries has not yet been announced although two bids have been put forward including one that represents collaboration between the former ISNTO and PAULO. At that time they made it clear that, in the medium-term, an overall Lifelong Learning SSC would be created, into which the ILCSC would be absorbed. This larger grouping would include HE and FE as well as the former ISNTO and PAULO. This bid was endorsed by CILIP as representing the best interests of the sector. CILIP has recently been informed that the proposal to create an overall Lifelong Learning SSC has moved up the agenda and is now the favoured option of the ISNTO Board, supported by Charles Clarke and the 3 devolved administrations.
My meeting with Hazel Dakers at the British Library in London gave me another excellent opportunity to speak with an authority on qualifications in the library sector. Hazel has published a book titled "NVQ's and how to get them" now in its third edition, giving a straightforward explanation of how to obtain NVQs. Hazel highlights the effect NVQs have had on vocational education.
"NVQs have not simply settled down but they have become ensconced at the center of vocational training in the UK".
Northumbria University
Whilst in the north of England I was happy to be able to meet with Catherine Hare, Senior Lecturer at Northumbria University in Newcastle.
Catherine, along with Sandra Parker and Fay Winkworth had played a major role in establishing the first ILS/NVQ assessment center in a library school in the UK at Northumbria.
Catherine was able to explain how collaboration between local libraries throughout the Newcastle on Tyne area, led to the establishment of a consortium called the Northern Training Group. Nine local library authorities including Gateshead and Sunderland, together with a representative from Northumbria, formed this network called NTG, to coordinate and jointly provide training for library staff.
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Northumbria University was the appointed Assessment Center for NTG. Each of the nine participating libraries sent their nominated Training Officer to NU for the administration of assessments, thereby making considerable savings.
As time went by and training requirements grew, Newcastle City Library set up their own Assessment Centre and now has the responsibility for NTG assessments.
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PROGRAMS
"Library/information educational programs have a long and distinguished history; in the past they have focused on developing physical collections of books and other materials in library buildings staffed by people who have learned to select, acquire, organise, retrieve and circulate these materials. Today the emphasis is on the individual practitioner and the concentration is on information provision in a variety of contexts". (Daniel, Lazenger & Harbo, 2000)
My research indicates that library programs around the world are increasingly being delivered from within departments that cover information technology, management, design, media & communications areas. A convergence of these areas has bought with it more emphasis in program content on the variety of contexts as highlighted in the paragraph above.
In her book, Anne Totterdell (2001) points to a gap in the provision of formal programs for para-professionals on completion of the City & Guilds vocational certificate. She concluded that there were limited opportunities to pursue further education without considering professional level qualifications through university study. I believe since that time there has been a concerted attempt to fill this gap, Telford College in Edinburgh have continued to expand, and they offer a range of courses and delivery options designed to meet a variety of needs. The implementation of the CLIP program through CALIM/NoWAL at Manchester Metropolitan University is providing positive results as it enters its third year. In London both City & Guilds and Aslib are continually revising and adding to their programs and CILIP offer a range of short courses.
The program providers I have chosen to highlight in the UK are:
- Telford College in Edinburgh
- City & Guilds in London
- CALIM/NoWAL in Manchester
- Aslib in London
TRAINING
In-house training appears to be the preferred method of training para-professional staff in the UK, and therefore I felt it was important to examine the way in which this is carried out. I chose to visit Napier University in Edinburgh and the British Library in London where I was welcomed and provided with excellent opportunities to examine and document programs and to ask questions of their employees.
Anne Totterdell (2001) outlines the need to formalize an in-house training program by including extended training involving attendance at short courses, meetings and seminars. However this "extended training" is by no means widely offered to library assistants even though UK government policy is such that opportunities should be widespread. Budget constraints impact on staffing levels and frequently library assistants are not given opportunities to widen their education in library related areas.
Totterdell points out that in schools and colleges where librarians are not the main profession employed, there is likely to be even more limited opportunities for library staff.
In-house training can be supplemented with courses offered in areas such as customer service, internet searching, book selection and school library design. These are regularly presented by professional associations such as CILIP, The School Library Association and the British Library.
The increased use of information technology in all libraries requires appropriate ICT training for staff to make them competent and confident. The introduction of government funding via the New Opportunities Fund (NOF) went some way toward making this possible. The requirements of this type of funded training are quite specific and detailed. Public libraries in particular are now tending toward training for their library assistants via the European Computer Drivers License (ECDL), a self paced interactive basic computer course that is deemed to be an appropriate qualification and supported by the NOF.
Investors in People is a government initiative and is the national standard which sets a level of good practice for training and development of people to achieve business goals. Developed in 1990 it is based on four key principles: commitment, planning, action and evaluating. I was first made aware of this initiative whilst in Scotland.
SUPPORT
Ian Johnson notes"[Library] schools and professional bodies clearly need to instill in students, and in established practitioners - a commitment to life-long learning "
One of the ways students and of course established practitioners can pursue life-long learning opportunities is by joining a professional library and/or information association in their country.
Affiliated Members Group of CILIP
http://www.cilip.org.uk/groups/amnc/amnc.html
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The Affiliated Members Group of CILIP offers membership to any person working in a post within a library or information service, which does not require professional qualifications.
As they do not hold professional qualifications they are unable at present to join as full members.
The committee is made up of members from all parts of the country, and nomination for membership is open to all affiliated members.
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At the CILIP Awards Gala Presentation Day in November 2002 President Sheila Corrall in her address said:
"Another group whose contributions and achievements are often insufficiently acknowledged and celebrated is the people we variously describe as 'paraprofessionals', 'support staff', 'non-professionals' or even 'unqualified staff'. (We really must put a ban on these labels and try to use more inclusive language!) In most library and information services these are the people at the sharp end, the people on the front line, who have a huge influence on the user experience; and in many libraries this group forms the majority of the workforce and is a major source of ideas for improvements and innovations. But service managers do not always recognise the talent in their midst. The Robinson Medal was established for just this purpose - to acknowledge and reward innovative practice by people not formally designated as library and information professionals. This award has thus been instrumental in demonstrating to everyone that quality enhancement and service excellence can be found at all levels of our library and information services".
In her first address as President of CILIP in April 2003, Margaret Watson said:
"I will be working closely with colleagues on the review of committee structure and on the development and implementation of the new qualification framework. With the development of the website and the fundamental review which is also taking place this year, it is clear that we are addressing issues which will impact on both the organisation and the profession significantly in the years to come".
This statement is seen as providing exciting possibilities for the future as the promotion of a combined qualification system would allow para-professional staff to become full members of CILIP.
CILIP: the Chartered Institute of Library and Information Professionals
is a new organisation, formed by bringing together the Institute of Information Scientists and The Library Association. It is the leading professional body for librarians, information specialists and knowledge managers. It has over 23,500 members working in all sectors, including business and industry, science and technology, further and higher education, schools, local and central government, the health service, the voluntary sector, national and public libraries.
CILIP's goals are to:
- Position the profession at the heart of the information revolution
- Develop and enhance the role and skills of all its members
- Present and champion those skills, together with new ones which will be acquired through continuing professional development
- Ensure that individuals, enterprises and not for profit organisations have ready and timely access to the information they need.
Training courses for Library & Information professionals
http://www.libraryevents.com/training-courses.html
Library and Information Professionals need a variety of training courses throughout their careers to keep their professional skills constantly updated, and to enable them to do their jobs effectively. Library Events keeps you in touch with a wide range of current training courses to enable you to plan your ongoing skills development - at all levels.
REFERENCES
Brindley, Lynne (2002) "Taking the British Library forward in the Twenty-first century" D-Lib magazine November 2000 Vol 6 Number 11
Dakers, Hazel (2002) NVQs & how to get them Kogan Page, London.
Gannon-Leary, Pat, Hare, Catherine and Parker, Sandra (2001) "A dynamic profession: NVQs may impact on education for librarianship in Britain", ALJ Vol 50 No 1 Feb 2001
Guidelines for professional library / information educational programs - 2000 - prepared by the Working Group on the Revision of the Standards for Library Schools, 1976 Evelyn Daniel, Susan Lazinger and Ole Harbo. Approved by IFLA's Section on Education & Training 27 August 2000
http://ils.unc.edu/daniel/IFLA/Guidelines2000.html
Hare, Catherine & Rhodes, G (1996) NVQs at the University of Northumbria: threat or promise Library Association Record 98(9) Sept 1996
Jackson, Jim (1995) "What is an NVQ?" Associates electronic journal Vol.2 No 2 1995 http://bubl.ac.uk/archive/journals/associates/
Johnson, I.M. (2000) "Catching the tide: environmental pressures for an emphasis on management in the library and information sciences curriculum. ELISA Vol 17 no. 1-3 May-Dec 2000 p. 29-49.
Johnson, I.M. (1991) "The development of library technicians", IFLA Journal 17 (3) August 1991 208 256-265
Johnson, I.M. (1990) Library technicians: education programmes and employment opportunities, Library Work 9 October 1990 10-14
Totterdell, Anne (2001) The Library & Information Work Primer Library Association, London.
INTERNET SITES
GLOSSARY
AETLTA Association for the Education & Training of Library Technicians and Assistants
APL Accreditation of Prior Learning
BL
British Library
C&G City and Guilds
CALIM/NoWAL Consortium Academic Libraries in Manchester /
North West Academic Libraries
CDG Career Development Group
CILIP Chartered Institute Library & Information Professionals
CILIPS Chartered Institute of Library & Information Professionals In Scotland
CLIP Certificate Library & Information Practice
ECDL European Computer Drivers License
GMOCNGreater Manchester Open College Network
HNC
Higher National Certificate
HND Higher National Diploma
ICTInformation Communications Technology
IFLA International Federation of Library Associations
MMU Manchester Metropolitan University
NC National Certificate
NOF New Opportunities Fund
NoWAL North West Academic Libraries
NTG Northern Training Group
NTO National Training Organisation
NULIS Napier University Learning Information Services
NVQ National Vocational Qualifications
PAULO NTO for Community Based Learning & Development
OCR Oxford Cambridge RSA
QCA Qualifications & Curriculum Authority
RDNResource Discovery Network
RGURobert Gordon University
SDCRStaff Dev & Career Review
SSC Sector Skills Councils
SLA School Library Association
SLAINTE Scottish Library Association
SQA Scottish Qualifications Association
SVQ Scottish Vocational Qualifications
UMISTUniversity of Manchester Institute of Science & Technology
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