Librarian2010a

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After briefly presenting INCITE’s main research projects on LIS competences development and professional qualifications, this paper discusses this Association’s contribution to the redesign of LIS professional competences trajectories among adults in labour contexts, namely the movement from a pilot experience of constructing three LIS educational and vocational training frameworks, in 2004, to an active participation in the strategical task force led by the Institute of Employment and Vocational Training (IEFP) and the National Agency for Qualifications (ANQ), in 2007. This second task is expected to produce a National Qualifications Catalogue (CNQ), based on a constructive approach of lifelong learning capable of enriching what one may call a network of praxis and academia studies.
This paper also proposes a reflection on the role of professional associations in prioritising lines of research and strategic positions capable of moulding the present and future of LIS competences and qualifications and of extending the range of possible choices in a framework adapted to the national level of competences asymmetries. Finally, it is pointed out that in Portugal the introduction of changes in LIS competences profiles and praxis are more effective in vocational training models than in educational models.

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Librarian2010a

  1. 1. Towards a new model of LIS competences management in Portugal Implications for the praxis and academia studies Paula Ochôa Leonor Gaspar Pinto The Portuguese Association for Information Management Librarian@2010 – Educating for the future Lisbon, 19 th - 21 st September 2007
  2. 2. Overview <ul><li>LIS context: main driving forces </li></ul><ul><li>EBL research line: Euroguide as a field of study </li></ul><ul><li>Contribution to the redesign of LIS professional competences trajectories </li></ul><ul><li>INCITE’s strategy </li></ul><ul><li>Towards a network of praxis and academia studies </li></ul><ul><li>The strategic role of LIS professional associations </li></ul>
  3. 3. LIS sector change dynamics in Portugal <ul><li>How the supply and demand for LIS skills and competences interact over time, such that both the innovation performance of the information sector and the skill requirements for a qualified job are also transformed? </li></ul><ul><li>A new educational paradigm for the LIS profession must be developed based on new strategies for the purposes of enhance competence-creating and competence-exploiting in our professional field. </li></ul><ul><li>Debates around professional identity and changes in definitions of professionalism itself. </li></ul>What role can INCITE play in partnership with the LIS educational sector to ensure that there is relevant and research based continuous education for the LIS sector as a whole ? LIS context
  4. 4. LIS occupational professionalism discourse (1) <ul><li>It depends on common and lengthy systems of education and vocational training and on the development of strong occupational identities and work cultures, guided by codes of professional ethics which are monitored by professional institutions and associations (Evetts, 2004) interconnecting trust, competence and professionalism. </li></ul><ul><li>There is still a lack of a context-specific meaning that emerges from the collective engagement of participants in a communication plan directed to the various audiences/stakeholders of the profession. </li></ul>LIS context
  5. 5. LIS occupational professionalism discourse (2) <ul><li>There is clearly a correlation between the external images of LIS studies and the ways that academia communicators talk about theory and practices. </li></ul><ul><li>“… high quality research helps us to meet the future in adequate ways and transcend present practices, thereby developing and redefining librarianship instead of iterating established practices, norms and standards which will be outdated and irrelevant in tomorrow’s society. Being able to develop a profession by expanding and transcending the repertoire, standards and norms we have inherited (…) is a precondition for the profession’s survival in today’s environment characterised by profound and rapid changes in the technological as well as in the social and political sphere. Research is probably the most powerful tool we dispose of in generating the knowledge-based on which new practices can be developed and thoughtful reflection on the role of librarianship can take place .” (Audunson ,2004) </li></ul>LIS context
  6. 6. Academia: an arena for negotiating LIS professionalism in labour market (1) <ul><li>Updating skills and knowledge are becoming increasingly important for LIS professionals </li></ul><ul><li>To meet the lifelong learning demands, LIS courses will have to be relevant to the workplace and be-work-based, since the boundaries between different sectors (higher education, vocational education, continuing education and adult education) are blurring. </li></ul><ul><ul><li>Key features : borderlessness, earner-learner focus, convenience, customisation, modularization, application orientation, practitioner teachers and quality assurance to different public (Doughney, 2000). </li></ul></ul>LIS context
  7. 7. Academia: an arena for negotiating LIS professionalism in labour market (2) <ul><li>Many Portuguese LIS courses are locked into an expected low skills equilibrium , involving the area of vocational education and training and related to institutional and national regulatory frameworks. </li></ul><ul><li>3 inter-related elements </li></ul><ul><ul><li>Relatively poor investment in management skills. </li></ul></ul><ul><ul><li>The pattern of labour market demand tends to favour traditional skills. </li></ul></ul><ul><ul><li>Insufficient development of LIS studies levels. </li></ul></ul>LIS context
  8. 8. Applying the LIS Euroguide in Portugal <ul><li>A strategy for enhancing the social value of Portuguese LIS professionals </li></ul><ul><li>The sucess of this reflection depends on four principal variables: </li></ul><ul><ul><li>Transformation of associations’ role </li></ul></ul><ul><ul><li>LIS professionals action </li></ul></ul><ul><ul><li>Value added </li></ul></ul><ul><ul><li>Discourse of regulatory agents </li></ul></ul>LIS context
  9. 9. Euroguide LI S as a field of study (1) <ul><li>Euro-referencial I-D : 1ª ed. - 2001, 2ª ed.- 2005 </li></ul><ul><li>Since 2004, INCITE has been developing an EBL research line carried out by project teams of LIS academics and professionals, being the Euroguide LIS a leitmotiv running through must of the research projects, providing new empirical evidence of types of partnership between LIS educational sector and other type of LIS stakeholders. </li></ul>EBL research line
  10. 10. Euroguide LI S as a field of study (2) <ul><li>The development of an European Qualifications Framework (EQF) </li></ul><ul><li>Timescale for Bologna reform </li></ul><ul><li>The status of LIS stakeholders </li></ul><ul><li>The capacity of universities and LIS associations to manage change processes </li></ul><ul><li>The clarity of the image of the LIS framework </li></ul>INCITE Strategic dimension of LIS Associations focus on continuous training of library professionals ? Generic dimensions and activities to improve qualifications, skills and wider competences Organizational strategies Career management EBL research line
  11. 11. Euroguide LI S as a field of study (3) <ul><li>The clarity of the image of the LIS framework </li></ul><ul><ul><li>The Professional competences image study (Pinto e Ochôa, 2006) which was carried in Portugal (2005-2006), by the Observatory on the Information-Documentation Profession (OP I-D). </li></ul></ul><ul><ul><li>http:// www.incite.pt/modules.php?name = OPID&topic = relatorio </li></ul></ul><ul><ul><li>Four Portuguese information professional associations joined together and tried to respond to the tendency to focus on professional performance and value. </li></ul></ul><ul><ul><li>This project could be an answer to improve LIS educational sector/professionals associations relationships, but till now only one university has shown interest in aligning its research strategy within this informal structure </li></ul></ul>EBL research line
  12. 12. Euroguide LI S as a field of study (4) <ul><li>National efforts to define the profession and distinguish it from other occupations = 2006 - the Institute for Quality in Vocational Training (IQF - Instituto para a Qualidade na Formação) described all LIS professionals profiles and positions in a series of Portuguese employment-type descriptions . </li></ul><ul><li>The skills agenda has received less attention INCITE is developing, since 2006, a small scale study </li></ul>INCITE Strategic dimension of LIS Associations focus on continuous training of library professionals ? EBL research line
  13. 13. Euroguide LI S as a field of study (5) <ul><li>INCITE’s study </li></ul><ul><ul><li>To decompose a career of librarians into sequences of skills evolution, following them in a longitudinal manner to accompany their changing functions and professional contexts to illustrate other profiles and their interrelations with other professional profiles. </li></ul></ul><ul><ul><li>To discuss profession recruitment in the last decade and to know if it is a reflection of the state of the national labour market with high unemployment rates that result in an increase of underrepresented groups of students in LIS courses with many implications of professional moral and societal engagement. </li></ul></ul>INCITE Strategic dimension of LIS Associations focus on continuous training of library professionals ? EBL research line
  14. 14. Euroguide LI S as a field of study (6) <ul><li>INCITE’s study </li></ul><ul><ul><li>Our hypothesis is that LIS courses that emphasize the importance of skills management and lifelong learning will be especially likely to take the necessary steps to create a new professional model that will drive them into an active construction of knowledge with important implications for new generations of potential librarians. </li></ul></ul>INCITE Strategic dimension of LIS Associations focus on continuous training of library professionals ? EBL research line
  15. 15. Training Guide (Referencial de Formação) [1] <ul><li>11-11-2003: Workshop on Competencies of European Information and Documentation Professionals . </li></ul><ul><li>INCITE's role in the development of professional competencies gained social visibility and it was invited by the Institute of Employment and Vocational Training (IEFP) to create a Training Guide (Referencial de Formação) based on the Euroguide LIS and fit to a workplace context. </li></ul>Contribution to the redesign of LIS professional competences trajectories
  16. 16. Training Guide (Referencial de Formação) [2] <ul><li>YOUNG PEOPLE (education and training systems) </li></ul><ul><li>Information, documentation and communication techniques for the training of Information, Documentation and Communication professionals (Level 3) </li></ul><ul><ul><li>It presents a guide to the curriculum that includes pedagogical activities and theoretical and practical contents. </li></ul></ul><ul><ul><li>4 main training units: </li></ul></ul><ul><ul><ul><li>Information and documentation: techniques and procedures </li></ul></ul></ul><ul><ul><ul><li>Communication: techniques and procedures </li></ul></ul></ul><ul><ul><ul><li>Organization and information management </li></ul></ul></ul><ul><ul><ul><li>Information, documentation and communication: societal context </li></ul></ul></ul><ul><ul><li>Available at: http://portal.iefp.p > Referenciais de formação </li></ul></ul>Contribution to the redesign of LIS professional competences trajectories
  17. 17. Training Guide (Referencial de Formação) [3] <ul><li>YOUNG PEOPLE (education and training systems) </li></ul><ul><li>INCITE has designed 3 training pathways for the draft ordinance on Apprenticeship in the area of &quot;Library Science, Archives and Documentation&quot;. </li></ul><ul><ul><li>Information, Documentation and Communication Techniques 1 (Level 3) – 4.000 h </li></ul></ul><ul><ul><li>Information, Documentation and Communication Techniques 2 (Level 3) – 1.800 h </li></ul></ul><ul><ul><li>Information Management Techniques (Level 4) – 1.560 h </li></ul></ul><ul><li>On 16th December 2003, INCITE Technical Group, attended the CNA (National Apprenticeship Committee) plenary meeting (22 members representing 14 stakeholders) </li></ul><ul><ul><li>The proposal was approved in general by the CNA members </li></ul></ul><ul><ul><li>The members of a Specific Sub-Commission were appointed to discuss it in detail with INCITE Technical Group. </li></ul></ul><ul><ul><li>A meeting was held in March 2004 and in April there was a CNA plenary for the final approval. </li></ul></ul><ul><li>The publication and public discussion of the Decree took place in the first semester of 2004. </li></ul>Contribution to the redesign of LIS professional competences trajectories
  18. 18. Training Guide (Referencial de Formação) and competencies certification <ul><li>ADULTS IN LABOUR CONTEXT </li></ul><ul><li>2007 - INCITE was invited to study learning and working types of LIS practical exercises and to integrate the strategical task force led by the Institute of Employment and Vocational Training (IEFP) and the National Agency for Qualifications (ANQ). </li></ul><ul><li>Several expert groups are presently conceiving and validating a set of instruments that will support the process of recognition of professional competences (RVCC professional) and INCITE is in charge of the LIS area. </li></ul><ul><li>This task is expected to produce a National Qualifications Catalogue (CNQ), based on a constructive approach of lifelong learning capable of enriching what one may call a network of praxis and academia studies. </li></ul>Contribution to the redesign of LIS professional competences trajectories
  19. 19. Training Guide (Referencial de Formação) and competencies certification National Qualifications Catalogue http://portal.iefp.pt Professional Profiles Training Guides
  20. 20. Training Guide (Referencial de Formação) and competencies certification Training Guide Adult education and vocational training
  21. 21. Adapting to change [1] <ul><li>2003: INCITE statutory principles were reiterated: </li></ul><ul><ul><li>&quot; To promote information management principles, methodologies and tools&quot; </li></ul></ul><ul><ul><li>&quot;To contribute to the development and upgrading of professionals in the field of information management&quot;. </li></ul></ul><ul><li>Some investment has been made in terms of the expertise obtained within the &quot;Study on the Vocational Skills&quot; based on the Euroguide. </li></ul>INCITE’s strategy
  22. 22. Adapting to change [2] <ul><li>The work that INCITE has carried out fits in with this association’s mission in a substantive way and at two levels: </li></ul><ul><ul><li>Macro level - it contributes to the development of the potential of the information, documentation and communication professionals through joint initiatives with European institutions and the creation of diverse professional training at national level. </li></ul></ul><ul><ul><ul><li>2007 - INCITE participation on a study on Enterprise and Employment Restructure carried out by OPTEM on behalf of the European Commission. </li></ul></ul></ul><ul><ul><li>INCITE’s level - it contributes to continuing training programmes, linking learning in practice in a competence-oriented model, interplaying work and identity learning cycles. </li></ul></ul>INCITE’s strategy
  23. 23. Skill development model [1] <ul><li>It was recommended by the study on the professional competences image (Pinto e Ochôa, 2006) </li></ul><ul><li>It reflects a proposal for a new model of LIS competences management in Portugal with implications for the praxis and academia studies. </li></ul><ul><li>This model is based on two types of professional strategies (Abbott, 1988): </li></ul><ul><ul><li>Battles in frontier terrains – because surprisingly little appears to be known about how Portuguese LIS academia manages innovation processes and moreover which is the role of professional associations in this context. </li></ul></ul><ul><ul><li>Battles in the core of the profession – because most of the evidence on skills and professionalism development relates differences in the profession identity. There is a need, therefore, to explore the relationship between skills and academia innovation. </li></ul></ul>INCITE’s strategy
  24. 24. Skill development model [2] Cognitive competences (knowing in action) learned in LIS courses Environment (workplace and LIS roles), members and stakeholders Personal characteristics and past performance LIS social image Perception of role Skill Perception Organization characteristics Role Objectives (Who, when, whom and how) Performance Evaluation Professional identity: competence profile Previous Factors Role dynamics Mediators factors LIS Euro-Guide Competences · Observed/perceptioned Results (self-image and external image) Higher education courses: modularization, application orientation, practitioner teachers and quality assurance Professional Certification (level 3) INCITE’s strategy
  25. 25. Skill development model [3] Outcome expectations Academic goals Professional Values Identity learning cycles Productivity Efficiency Learning transfer: social/organizational. Employability Real behaviour in work context Motivation Outputs : individuals/ organizationals – RESEARCH ISSUES 1st level Individual effects Career development 2nd level individual effects Competences’deve-lopment priorities: competence portfolio Training / action/ Coaching/ validation: skills identification Key Experiences: work learning cycles LIS Euro-Guide Competences INCITE’s strategy
  26. 26. Skill development model [4] <ul><li>Strengths </li></ul><ul><li>It allows us to analyse outputs at individual and organizational levels as emerging research issues with implications on LIS courses and professional certification. </li></ul><ul><ul><li>They represent potentially new interests and needs about research based continuous education and can imply changes in curricula and positions defined for the entire sector, where we are considering LIS image. </li></ul></ul><ul><li>It is a start to get to useful grips with a whole range of important questions related to the identification of existing needs that are not covered in segmented models. </li></ul>INCITE’s strategy
  27. 27. Linking LIS skills and work contexts [1] <ul><li>LIS career transformation is no longer based on the notion of a specific job </li></ul><ul><li>In a boundaryless career approach (Arthur and Rousseau, 1996), the notion of skill is essential as it involves different social spaces, communities of practices, informal communities with which individuals are associated and in which information, ways of seeing things and ways of thinking and job opportunities are transmitted , putting these types of exchanges and transfer in the core of knowledge management with successive phases of integration of knowledge, clarification of tacit elements and explanation. </li></ul><ul><li>The need for a competence portfolio is linked to making choices and their competency effects derived from real-life experiences. </li></ul>A network of praxis and academia studies
  28. 28. Linking LIS skills and work contexts [2] <ul><li>Portugal </li></ul><ul><li>Most of LIS academia studies’ vision of the profession can be classified as traditional organizational careers. </li></ul><ul><ul><li>Few include itinerant professionals or cross-boundary professionals as educational priorities. </li></ul></ul><ul><ul><li>These studies listed technical skills as the principal method of skills development, giving less attention to changes of environment occupations and challenges in labour market . </li></ul></ul><ul><li>However, based on the Bologna process, projects and professional experiences are now being considered but not yet with focus on career capital (human, social and cultural) and professional networks (knowing how, whom and why). </li></ul>A network of praxis and academia studies
  29. 29. Linking LIS skills and work contexts [3] <ul><li>Portugal </li></ul><ul><li>In this context, it is necessary to develop organizational competencies to receive LIS students and giving them highly professional experiences in real-life libraries , that can help them in their identity production and professional transition management. </li></ul><ul><ul><li>This is particularly important because new generations of professionals are now required to engage in a continuous series of decisions that will shape their lives, careers and pathways. </li></ul></ul><ul><ul><li>By exploring and creating linkages between different work contexts and skills, it is possible to maximise learning and qualification life wide. </li></ul></ul><ul><ul><li>There is a need to move beyond LIS education towards LIS career management in workplaces seen as learning environments. </li></ul></ul><ul><ul><li>The value of LIS activities and roles must be understood in a new meaning : skills development process in professional transition . </li></ul></ul>A network of praxis and academia studies
  30. 30. Linking LIS skills and work contexts [4] <ul><li>Portugal </li></ul><ul><li>For older professionals , the return to academia studies: </li></ul><ul><ul><li>It is many times related to career plateaus [the point in one’s career at which the probability of a vertical assignment/promotion in a near future is not very likely (Appelbaum and Santiago)] </li></ul></ul><ul><ul><li>It represents an opportunity to manage career more effectively, receiving personal mentoring outside the organization. This kind of mentoring can also be implemented through a partnership between LIS academia and associations and it will help professional’s competence adaptation . </li></ul></ul>A network of praxis and academia studies
  31. 31. Professional strategic positions [1] <ul><li>Portugal </li></ul><ul><li>Professional communities are supported also by change agendas and opportunities . These conditions provide the subject matter for strategic studies. </li></ul><ul><li>The use of professional strategic positions must be understood in two ways : </li></ul><ul><ul><li>The LIS sector national level of competences is asymmetric . </li></ul></ul><ul><ul><ul><li>There are several distinctive contextual features between academia contexts, vocational training context and small training courses offered by professional associations with different symbolic boundaries constituted. </li></ul></ul></ul><ul><ul><ul><li>Such differences are best overcome by involving professional associations in decision making => fora </li></ul></ul></ul><ul><ul><ul><li>This can create a market for research that university departments might attempt to fill with LIS gatekeepers – associations and stakeholders . In terms of defining a field of study, we think the task is to conceptualize and contextualize rather than to provide specific guidance. </li></ul></ul></ul>Strategic role of LIS professional associations
  32. 32. Professional strategic positions [2] <ul><li>Portugal </li></ul><ul><li>The use of professional strategic positions must be understood in two ways : </li></ul><ul><ul><li>The introduction of changes in LIS competences profiles and praxis are more effective in vocational training models than in educational models . </li></ul></ul><ul><ul><ul><li>These two conditions are marked by reciprocal influence among LIS Portuguese stakeholders. </li></ul></ul></ul><ul><ul><ul><li>This situation is essential to study the importance of the interactions between the way LIS sector is described and how professional actors act within it. </li></ul></ul></ul><ul><ul><li>The issue that seems to arise as an important aspect for further analyses is the complex relations between higher education as a market and the job market in the knowledge based economy </li></ul></ul>Strategic role of LIS professional associations
  33. 33. Professional strategic positions [3] <ul><li>Portugal </li></ul><ul><li>Greater understanding and awareness of Associations strategies can provide several benefits. </li></ul><ul><ul><li>Recent attention has been paid to the lack of interest among professionals in integrating LIS Associations. </li></ul></ul><ul><ul><ul><li>One reason reported is the lack of knowledge and indifference often arising from unawareness of professional contexts and actors (Pinto and Ochôa, 2006) . </li></ul></ul></ul><ul><ul><ul><li>This remains most visible in young generations that are uninvolved and unconcerned with professional dilemmas, beliefs and possible futures. </li></ul></ul></ul>Strategic role of LIS professional associations
  34. 34. Professional strategic positions [3] <ul><li>Portugal </li></ul><ul><li>The future of these studies will be tested in a number of respects: </li></ul><ul><ul><li>Professional issues will remain relevant only if they have kept in touch with the range of possible situations that might contribute to the development of a constant ongoing career evaluation that could nurture a new interest for professional competences trajectories within LIS associations. </li></ul></ul><ul><ul><li>The imminent reorganization of academia courses will bring many challenges for LIS community and policy makers. Rather than treating continuing training as an occasional event in the professional life cycle, the career management based on competences evaluation should be a strategic priority for academia and associations . </li></ul></ul>Strategic role of LIS professional associations
  35. 35. <ul><li>“ the competencies, with an humanistic approach and an emphasis on knowledge , can provide a sound learning pathway from school to university, from the novice to the professional. Humanist competency framework can also help professionals move from understanding current practice to innovating for tomorrow's challenges.” </li></ul><ul><ul><li>Marian Hoy (2007) Record-keeping competency standards: the Australian Scene, Journal of the society of archivists , 28 (1), p. 59  </li></ul></ul>
  36. 36. Our contacts [email_address] [email_address] www.incite.pt Thanks for your attention!!! The Portuguese Association for Information Management

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