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Educating Assessors: Preparing Librarians with Micro and Macro Skills

机译：教育评估员：准备具有微观和宏观技能的图书馆员

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Objective – To examine the fit between libraries’ needs for evaluation skills, and library education and professional development opportunities. Many library position descriptions and many areas of library science education focus on professional skills and activities, such as delivering information literacy, designing programs, and managing resources. Only some positions, some parts of positions, and some areas of education specifically address assessment/evaluation skills. The growth of the Library Assessment Conference, the establishment of the ARL-ASSESS listserv, and other evidence indicates that assessment skills are increasingly important. Method – Four bodies of evidence were examined for the prevalence of assessment needs and assessment education: the American Library Association core competencies; job ads from large public and academic libraries; professional development courses and sessions offered by American Library Association (ALA) divisions and state library associations; and course requirements contained in ALA-accredited Masters of Library Science (MLS) programs. Results – While one-third of job postings made some mention of evaluation responsibilities, less than 10% of conference or continuing education offerings addressed assessment skills. In addition, management as a topic is a widespread requirement in MLS programs (78%), while research (58%) and assessment (15%) far less common. Conclusions – Overall, there seems to be more need for assessment/evaluation skills than there are structured offerings to educate people in developing those skills. In addition, roles are changing: some of the most professional-level activities of graduate-degreed librarians involve planning, education, and assessment. MLS students need to understand that these macro skills are essential to leadership, and current librarians need opportunities to add to their skill sets.
机译：目的–研究图书馆对评估技能的需求与图书馆教育和专业发展机会之间的契合度。许多图书馆的职位描述和图书馆科学教育的许多领域都侧重于专业技能和活动，例如提供信息素养，设计程序和管理资源。只有某些职位，职位的某些部分以及某些教育领域专门涉及评估/评估技能。图书馆评估会议的发展，ARL-ASSESS列表服务器的建立以及其他证据表明，评估技能越来越重要。方法–检查了四个证据体，以评估评估需求和评估教育的普遍性：美国图书馆协会的核心能力;大型公共和学术图书馆的招聘广告;美国图书馆协会（ALA）部门和州图书馆协会提供的专业发展课程和课程;以及ALA认可的图书馆学硕士（MLS）计划中包含的课程要求。结果–尽管三分之一的职位空缺提到了评估职责，但会议或继续教育课程中只有不到10％涉及评估技能。此外，管理作为主题是MLS计划中的一项普遍要求（78％），而研究（58％）和评估（15％）则不那么普遍。结论–总的来说，似乎比对教育人们开发这些技能的结构化产品的需求更多。此外，角色正在发生变化：研究生学位的图书馆员的一些最专业水平的活动涉及计划，教育和评估。 MLS学生需要了解这些宏观技能对于领导力至关重要，当前的图书馆员需要机会来增加自己的技能。

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