In my work place we are lucky that there is a wealth of training offers we can access, both on and off the job, as well as some funding for external events and courses. But how do you decide what training is approriate for yourself and your team?
I usually find that colleagues I manage will tell me about training options they would like to pursue and if they make a good case they can attend the training session or take some time to train themselves to fill skills gaps. I do a similar thing with my line manager and most of the time we can agree on what kind of training is relevant and appropriate, and affordable. I have paid for training myself when my workplace would/could not fund it, especially when I have been keen to attend some training or event for my own development, learning and networking (and often enjoyment). This is why it is so important that regional professional networks are present and accessible to everyone, alongside professional development grants.
How is your training and development organised at work? Do you have a list of relevant/appropriate training option and/or providers you can turn to?
Glad to see that someone else has been thinking about careers lately, too. I really like these tips from the Future Library and Information Professionals Network:
Our latest post is a short one which comes as a result of a few messages in our inbox from people who have already had successful careers in other fields deciding to pursue a career in libraries. We thought it would be good to share some of the advice given to a wider audience!
Librarianship is a field which encompasses a lot of skills you may well find in all kinds of careers. To perhaps oversimplify, if you are interested in helping people and solving problems, then you will probably enjoy working in libraries. If your current career has involved either or both of those two things, it is likely you would be suitable for a role in the sector.
It is interesting to see that of the people who have contacted us for information about making a career change toward librarianship, often state the same thing:
‘I don’t know…
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Every so often someone asks me if I think they should consider pursuing an MA/MLIS or MCLIP, so it feels like it may be worth sharing my thoughts here. The tips below are amended from my latest email about this topic, to someone who already works in libraries:
1. Masters. I think the main thing to consider is what qualifications you may need for future roles, or what your other motivations for doing another degree are (and yes, just for fun is fine). Assuming you are considering this for career reasons, I suggest that you look a LIS Job Net and similar sites to see what kind of jobs are of interest to you. That will give you an idea of what you need to show when you apply. Existing library and life experience may already get you places without further completed qualifications (which you may be able to complete alongside a new role). I cannot comment on content of a LIS MA but I suggest you choose one that is likely to sustain your interest, meaning one that allows you to choose subjects that you are interested in/that are relevant to your career plans. Would another degree be more enjoyable and still relevant to your career plans? Will the degree you choose be relevant in other countries (if moving abroad is something you are looking at), and how do their library systems work?
2. MCLIP. This is a professional registration, not a qualification, meaning that you lose the letters after your name when you leave CILIP. (In contrast, a qualification is for life.) But: CILIP registration shows commitment to CPD, and you have a ready-made network of professional contacts to draw on. Also, consider whether the future roles you are looking at are based in sectors that value/know of CILIP. I get the impression that school libraries are fairly keen on CILIP, while more specialist libraries may have other organisations they are keen(er) on. Think SLA, BIALL,… If you are interested in using your MCLIP abroad, check out CILIP’s website. (And if you want to read my initial thoughts on the chartership process, click here for an old post about this.)
3. Time. An MA will take you at least a year, with approx 5 essays (= approx 36,000 words) and a formal structure. CILIP registration is a portfolio (= approx 2,000-3,000 words) and can take as long as you like – you have to organise your own structure though.
4. Money. How much do you have and what other aims do you have? Is it realistic to spend several thousand £s(*) on an MA if you cannot be sure to benefit from having it (or is the joy of having learned stuff enough, and could you do that cheaper?)? Or is it better to invest that in a mortgage/deposit/life generally? How quickly can your earn the invested money back in a new role that you get after qualifying (if that is something that you are interested in)? Are there ways of getting funded (which may add another motivator)?
5. Over to you. Good luck with your decision! You could aways do both, as they can complement each other. 🙂
PS. If you can access careers advice anywhere, do so. For example, CILIP members can access careers support via the Careers Hub. Also, aspiring and new professional may want to check out the NLPN blog.
*Note: Slight amendments were made to this post on 22 February 2017, concerning MA fees. Initially I estimated approx £6,000 based on Aberythwyth University fees, but have been informed since that you can do it for as little £2,000 if you already have a PGDip.
Last week I attended the annual AULC conference, held in Belfast. It was a very inspiring and fun event! Here are some notes from the sessions I attended, plus My Conference Storify. Copies of all presentations can be accessed on the AULC 2017 website.
Keynote speech 1: Translation and Translation studies in the Foreign-Language Classroom (Professor David Johnston)
- there has been a rise in translation and translation studies related HE courses
- translation can be seen as a “fifth skill”, rather than as a learning method or tool
- if there is a lack of understanding people are more likely to fixate on specific meaning
- is there sucha thing as “culture shock”, or does thae assumption that it exists inhibit real experiences?
- it’s baout the life of the text, not necessarily the context
- translation as a “third place” between two languages = “no-place”
Session 1: Making the most of free online tools and technologies for language learning & teaching (Liza Zamboglou)
- student feedback suggests that there is a need for language practice outside the classroom
- online materials are great for supplementing classes and can cater for different learning styles and levels of ability
- students can develop IT and digital literacy skills
Session 2: Developing Co-curricular Language Learning Activities (Carolin Schneider & Melinda Whong)
Here’s my presentation, delivered together with a colleague. It was great to engage with colleagues and be able to share the good work we do in Leeds.
Keynote speech 2: Multilingual and Creative: Rethinking University Language Classrooms (Libor Štěpánek, Masaryk University LC)
- use your creativity!
- creativity requires fluency, flexibility, originality and elaboration
- importance of decreasing the amount of success/fail situations to create a pro-creative environment
- importance of peer collaboration and student-generated materials
Session 4: Encouraging Students to Learn Deeply and Broadly (Daniela Standen & Ugo Marsili)
- engaging students through creation of websites to showcase learning
Keynote speech: Exploring Multilingualism and Identity: the benefits and challenges of a large interdisciplinary project (Professor Janice Carruthers)
- Open World Projects
Session 1: Providing languages for All and much more through digital media (Andrew Grenfell)
- using existing streamlining platform to create teaching and learning materials
- expansion across compus
- allowing added content, comments, downloads
Session 2: The Italian Digital Project (Patrizia Lavizani)
- encouraging students to develop IT and digital literacy skills while using language
- used for formative work
I have just found out that I have been awarded my MA in Technology, Education and Learning. Here’s a picture of a cat to celebrate!
I have received the mark for my Critical Study a few weeks ago, am now awaiting the final overall grade, and am thinking about what to treat myself to on graduation day. It’s been a long two years! I am still in the process of writing a shortened version of the Critical Study for publication, but in case anyone’s interested in reading the whole thing – here it is: Using and supporting a blog for teaching French for professional purposes.
[Note added on 4 November: Here is a short version.]
I have handed in my final work for my Masters degree. *sighs with relief*
If you attended Innoconf16 earlier this year (I wrote about it here) and heard me mention it there, you may be interested in reading my Critical Study (when it has been marked – I graduate in December). Alternatively you could wait until I have written a shorter version and published it somewhere (details to be confirmed).
Here is an example of an assessed presentation I worked on with a partner for my fourth MA module, the final one before handing in my Critical Study:
Working on this took a lot more effort than I feel it should have taken. It also brought some issues to the surface that I think need to be dealt with:
- how distance students access library resources, including how they are made aware of plagiarism and referencing rules
- how and if distance students access (in-sessional) language and academic writing support
- how collaboration is introduced and facilitated in distance learning modules
These can be some of the things I will explore in the future, possibly as part of my scholarship portfolio at work.