The growth in responsibility of librarians under the country′schanged conditions requires their high‐quality professional education,flexible continuing education and professional…
Abstract
The growth in responsibility of librarians under the country′s changed conditions requires their high‐quality professional education, flexible continuing education and professional development at all levels. Offers an overview of librarians′ professional training in Estonia, its traditions and possibilities today. Estonian library assistants study at the Viljandi College of Culture: degree courses in library and information sciences (LIS) are offered by the Tallinn Pedagogical University, including Master′s and doctoral degrees. Gives a detailed account of the undergraduate LIS curriculum at the Tallinn Pedagogical University. Systematic continuing education is a necessity because of developments in information technology and because of rapid changes in Estonian economic and social life. Touches on local and state‐wide continuing education activities. Undertakings by the Librarians Education Board in educating library staff without formal LIS education are an integral part of librarians′ continuing education and retraining. In order to disseminate information about Estonian libraries in the world professional community, our librarians must be aware of developments elsewhere. Speaks about the return of Estonian librarians into international professional organizations (IFLA, co‐operation with Baltic libraries, etc.) Deals with the prospects for Estonian librarians in co‐operation with international professional organizations (IATUL, ABDOS, IAML, IASL, etc.) in a more detailed way, including their participation in educational and developmental projects of other countries.
Details
Keywords
The purpose of this paper is to analyse the trends for digital library education in Europe. It addresses two questions: what are the roles for digital librarians? How should they…
Abstract
Purpose
The purpose of this paper is to analyse the trends for digital library education in Europe. It addresses two questions: what are the roles for digital librarians? How should they be educated?
Design/methodology/approach
The analysis is based on the results of the project “European Curriculum Reflections on Library and Information Science Education” and the proceedings of the Workshops on Digital Library Education, held in Italy in 2005 and in Croatia in 2006.
Findings
Three approaches to education for digital library are described: the emergence of the concept of “memory institutions”; the library‐based approach to knowledge management; and the isolation of IT from library and information science (LIS) schools.
Research limitations/implications
The roles of the digital librarian are suggested, and the structure of a course for digital library education is proposed, but further research is needed on the definition of the digital library concept.
Practical implications
A digital librarian should have a combination of technological and librarianship competences.
Originality/value
The paper addresses the issue of education needed for digital librarians in Europe.