Abstract
The primary purpose of this study was to investigate the preferences and perceptions of professional development (PD) activities for public library staff. The survey instrument was distributed to public librarians and paraprofessionals throughout the United States. Beyond the challenges of time and money, a picture emerged from the data of what might best serve the needs of librarians and paraprofessionals for PD. Staff want to feel encouraged and supported about learning for their jobs. The chance to network and meet in groups is preferred by most respondents with short webinars and online learning filling in the gaps, especially if content goes beyond the usual introductory level. From these findings, it is possible to suggest three “action plans” for improving PD for public library professionals and paraprofessionals. These plans include: developing structured and supported PD programs as part of public library administration, promoting a culture of learning throughout the institution, and participating in and contributing to state and regional opportunities for PD of public library staff.
Highlights
Public librarians and other library staff have pursued learning opportunities for professional development (PD) via various channels, such as: reading library and information science (LIS) literature, attending in-service learning days and conferences, watching videocassettes of workshops, and auditing LIS classes
Most public libraries provide opportunities for learning programs originating from a state library (75%), online courses (65%), and an annual staff development day (62%)
The research questions used in this study provide insights into the experiences and perceptions of public library professionals and paraprofessionals in relation to PD experiences
Summary
Public librarians and other library staff have pursued learning opportunities for professional development (PD) via various channels, such as: reading library and information science (LIS) literature, attending in-service learning days and conferences, watching videocassettes of workshops, and auditing LIS classes. This has been the norm for almost as long as there have been reference desks to staff. Volume 33, number 3 Volume 29, number 3 professionals in Statement #8 to “[maintain] and [enhance their] own knowledge and skills, by encouraging the professional development of co-workers, and by fostering the aspirations of potential members of the profession.” This is not the only document where the importance of professional education is mentioned. The strategic vision of the New York Library Association (NYLA), under the action NYLA advances excellence in New York libraries, includes the call to “deliver top-quality professional development via a variety of formats.”
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