Design and Implementation of a Subject Librarian Training Program for University Libraries in China

By Guo, Jing; Huang, Qinling et al. | Reference & User Services Quarterly, Winter 2014 | Go to article overview

Design and Implementation of a Subject Librarian Training Program for University Libraries in China


Guo, Jing, Huang, Qinling, Lu, Xiaobin, Reference & User Services Quarterly


The expected competencies of subject librarians, key elements in determining effectiveness of library subject services, not only reflect a librarian's collection development skills and service innovation abilities but also have an impact on the transition of library service models. Due to the present urgent need for innovation in library services and the enhancement of subject librarian capacities, the CALIS (China Academic Library & Information System) Program Phase III regards subject librarian training as a vital part of "Librarian Information Literacy Training and Qualification Certification". Through implementation of five phases of subject librarian training, the CALIS Program plans to cultivate a group of subject librarians with practical abilities and innovative spirit for Chinese university libraries and hence promote the development of librarianship in China.

In this paper, the authors look at subject librarian training programs in China, in an effort to increase librarian training program directors, managers, and organizers' knowledge of librarian training in the world and further improve liaison librarians' abilities.

LITERATURE REVIEW

The demand for subject specialists has created new levels of responsibility for reference librarians. The assigned responsibilities such as "editing websites, designing resource navigations, and creating subject blogs," indicate the need for subject librarians to keep up with current information technology skills in addition to maintaining traditional librarianship skills. (1) Results of a survey of New Zealand academic subject librarians conducted in mid-2011 show that serving academic library customers requires not only traditional "reference" skills, but also skills that reflect adaptability, strong communication, customer service, technology support, and training. (2) Librarians at George Mason University Library further put forward that the basic qualities a competent librarian is expected to have should include: "commitment to developing, providing and maintaining high quality services and programs, valuing knowledge, and life-long learning, fostering collaboration and teamwork, engagement in professional development, an enterprising spirit reflecting flexibility,

adaptability, intellectual curiosity, creativity, initiative, persistence, excellent communication and instructional skills, time management and organizational skills." (3) These features summarize the required capabilities of liaison librarians well.

Due to stringent requirements set for subject librarians, many professionals stress librarian literacy training. Krasulski gives some advice, including ways the access services community can act to fill the gap left by the absence of training opportunities in library and information science graduate programs. (4) Luo's study suggests content design opportunities for text reference training and education to help improve service performance. (5) Cassella et al. point out that academic programs should be developed to include communication, project management, and team work skills and lay more emphasis on copyright issues. The study also indicates that repository managers will have to spend a lot of time on professional training and self-directed learning. (6) Todorinova et al. review standards for reference training in academic libraries with a focus on "one-desk service points" and think about best practices for planning, implementing, and evaluating training programs for librarians. (7)

China, however, lacks professional qualification certificate systems for librarians and pertinent and systematic librarian training programs as well. In comparison with United States and United Kingdom university libraries, both the qualification requirements of the occupation and the subject service content in China's university libraries are "left behind." (8) Many university librarians in China do not have library school education or librarian information literacy training, and this influences their ability to offer high quality subject services. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Design and Implementation of a Subject Librarian Training Program for University Libraries in China
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.