This title of this guide is Recognition exemplar using modules in the Diploma of Library and Information Studies.
This Recognition Strategy is designed to provide a national process and guidelines for recognising the current knowledge and skills of people working in, or proposing to enter the library industry.
The title of this guide is Recognition exempler using the library industry competency standards.
This Recognition Strategy is designed to provide a national process and guidelines for recognising the current knowledge and skills of people working in, or proposing to enter the library industry.
This Recognition Strategy is designed to provide a national process and guidelines for recognising the current knowledge and skills of people working in, or proposing to enter the library industry.
It provides an overall framework which encompasses a number of models or options that can be further adapted for use in library workplaces or in training situations. As it is based on assessment against the Library Industry Competency Standards at levels A-D, it provides a common basis against which to benchmark the learning that takes place in many different situations.
This Recognition Strategy is designed to provide a national process and guidelines for recognising the current knowledge and skills of people working in, or proposing to enter the library industry.
It provides an overall framework which encompasses a number of models or options that can be further adapted for use in library workplaces or in training situations. As it is based on assessment against the Library Industry Competency Standards at levels A-D, it provides a common basis against which to benchmark the learning that takes place in many different situations.
This report presents the background and rationale to the collaborative research project, which was born from the fundamental belief that there was a nexus, a deep connection, or indeed a series of connections, between education, curriculum, recruitment, retention, training and development that was necessary to sustain and develop the LIS workforce in Australia.
The Australian Library and Information Association (ALIA) report highlights areas of good practice and provides a series of recommendations for enhancements to course content for the future. It also examines a number of critical issues that are likely to impact on library technician courses due to developments in the structure and funding of education in Australia, as well as changes within the Library Information Studies sector as a whole.
This report gives educators, employers and students greater clarity about the education and employment landscape in Australia in 2014. In 2014, there were 26 institutions delivering 39 ALIA accredited courses around Australia. There were approximately 4,800 students studying for an LIS qualification every year, 25% through higher education, 75% through VET. LIS workers were significantly older, with the median age between six and 10 years higher, compared with all occupations. In the last five years, there has been a 22.5% drop in the number of Librarian positions in the workforce.
This report concludes that baby boomer retirees from the LIS sector are creating the job opportunities for graduates and other entrants to the LIS job market. Educators are in a challenging period, but this isn't restricted to the LIS sector. Data shows that more employers are recruiting candidates without LIS qualification to provide frontline services. ALIA's aim is the encourage non-LIS professionals employed in the sector to study for LIS qualifications or at least gain a better understanding of the library environment by joining ALIA’s proficiency recognition program.
These scenarios can be used for staff training sessions can be used in practical training sessions to prepare staff and management to implement disaster plans.
This document is superceded by "ALIA disaster scenarios for staff training sessions (2019)".
This guide should be used in conjunction with the ALIA guide to disaster planning, response and recovery for libraries.
