大學(xué)圖書館員的職業(yè)教育：從核心能力到繼續(xù)教育

1、Professional Education for Academic Librarians: From Core Competencies to Continuing Education 大學(xué)圖書館員的職業(yè)教育：從核心能力到繼續(xù)教育Scott Walter, M.L.S., Ph.D.Associate University Librarian for Services and Associate Dean of LibrariesUniversity of Illinois at Urbana-Champaign司考特，圖情碩士、博士伊利諾伊大學(xué)香檳厄本那校區(qū)圖書館副館長What We W

2、ill CoverThe Landscape for Professional EducationProfessional Education for Core CompetenciesThe Librarian as Adult LearnerAdult Learning and Continuing Professional EducationModel Programs for Continuing Professional Education講座內(nèi)容職業(yè)教育的現(xiàn)狀職業(yè)教育的核心能力圖書館員作為成人學(xué)習(xí)者成人學(xué)習(xí)和繼續(xù)職業(yè)教育繼續(xù)職業(yè)教育的幾個(gè)示范項(xiàng)目What is a Professi

3、on?“A profession is a disciplined group of individuals who adhere to ethical standards and hold themselves out as, and are accepted by the public as possessing special knowledge and skills in a widely recognised body of learning derived from research, education and training at a high level, and who

4、are prepared to apply this knowledge and exercise these skills in the interest of others.”Source: Professions Australia. (1997). Definitions of a profession. Retrieved from .au/definitionprofession.html什么是專業(yè)?“一個(gè)專業(yè)是指一群受過專業(yè)教育的個(gè)人組成的群體，這些人遵守職業(yè)道德標(biāo)準(zhǔn)，從公眾中脫穎而出、被公眾認(rèn)可為具有從被廣泛認(rèn)可的高等教育、研究和培訓(xùn)機(jī)構(gòu)獲得的專業(yè)知識(shí)和技能，并且準(zhǔn)備為他人的利

5、益使用這些知識(shí)和技能?！辟Y料來源: Professions Australia. (1997). Definitions of a profession. Retrieved from .au/definitionprofession.htmlWhat is Professional Education“The distinguishing features of modern professional education in medicine have been, first, its assimilation of the spirit of university research an

6、d, second, its powerful linkages with teaching hospitals.”Image: Graduate School of Library and Information Science. University of Illinois at Urbana-Champaign. (n.d.). Apprentice spotlight. Retrieved from /academics/programs/mbms/apprenticespotlightSource: Neave, G. R., & Clark, B. R. (Eds.). (1992

7、). The encyclopedia of higher education. Oxford: Pergamon Press. 什么是職業(yè)教育?“現(xiàn)代醫(yī)學(xué)職業(yè)教育的特點(diǎn)，首先是，吸收大學(xué)研究的精神，其次是，其與教學(xué)醫(yī)院強(qiáng)有力的聯(lián)系?！眻D片: 圖書館信息學(xué)院。伊利諾伊大學(xué)香檳厄本那學(xué)區(qū)。學(xué)生實(shí)習(xí)生。圖片出處/academics/programs/mbms/apprenticespotlight資料來源: Neave, G. R., & Clark, B. R. (Eds.). (1992). The encyclopedia of higher education. Oxford: Perga

8、mon Press. Linkages in LIS Education: AccreditationALA accredits 62 programs at 57 institutions in the U.S., Canada, and Puerto RicoAccreditation is based on program review of the Standards for Accreditation of Masters Programs in Library & Information ScienceSource: American Library Association. (2

9、010). Office for Accreditation. Retrieved from /ala/aboutala/offices/accreditation/index.cfm與圖書館信息學(xué)教育的聯(lián)系：認(rèn)證美國圖書館協(xié)會(huì)認(rèn)證了美國、加拿大和波多黎各57個(gè)機(jī)構(gòu)的62個(gè)項(xiàng)目認(rèn)證是基于圖書館信息科學(xué)碩士項(xiàng)目認(rèn)證標(biāo)準(zhǔn)作出的項(xiàng)目審核資料來源: American Library Association. (2010). Office for Accreditation. Retrieved from /ala/aboutala/offices/accreditation/index.cfmLink

10、ages in LIS Education: Field Experience“Within professional programs, there is a long tradition of including field experiences as a way to build practitioner skills and facilitate the move from theory to practice.”Field Experience in Libraries and ArchivesVolunteerPracticumInternshipIndependent Stud

11、yAssistantshipFor examples, see:/academics/practicumSource: Eyler, J. (2009). The power of experiential education. Liberal Education,95 (4), 24-31與圖書館信息學(xué)教育的聯(lián)系： 實(shí)地實(shí)踐經(jīng)驗(yàn)“在專業(yè)項(xiàng)目中，把實(shí)地實(shí)踐經(jīng)驗(yàn)作為增強(qiáng)從業(yè)者技能以及從理論到實(shí)踐的方法是一個(gè)多年的傳統(tǒng)?！眻D書館和檔案館的實(shí)地實(shí)踐經(jīng)驗(yàn)志愿者教學(xué)實(shí)習(xí)工作實(shí)習(xí)獨(dú)立學(xué)習(xí)助手職位實(shí)例請(qǐng)參照：/academics/practicum資料來源: Eyler, J. (2009). The po

12、wer of experiential education. Liberal Education,95 (4), 24-31Linkages in LIS Education: Core CompetenciesAmerican Association of Law Libraries American Library AssociationArt Libraries Society of North AmericaMedical Library Association Music Library Association Special Libraries AssociationImage:

13、Medical Library Association. (2007). Competencies for lifelong learning and professional success: The educational policy state of the Medical Library Association. Retrieved from /education/policy/與圖書館信息學(xué)教育的聯(lián)系： 核心能力美國法律圖書館協(xié)會(huì)美國圖書館協(xié)會(huì)北美藝術(shù)圖書館學(xué)會(huì)醫(yī)學(xué)圖書館協(xié)會(huì)音樂圖書館協(xié)會(huì)專業(yè)圖書館協(xié)會(huì)圖片: 醫(yī)學(xué)圖書館協(xié)會(huì)（2007）。終生學(xué)習(xí)和職業(yè)成功的能力：醫(yī)學(xué)圖書館協(xié)會(huì)的教

14、育政策狀態(tài)。圖片出處/education/policy/Core Competencies of the Profession“The Core Competences of Librarianship define the knowledge to be possessed by all persons graduating from ALA-accredited masters programs in library and information studies.”Source: American Library Association. (2010). Core competences

15、. Retrieved from /ala/educationcareers/careers/corecomp/corecompetences/index.cfmImage: DEFT UK. (2006). Training and development. Retrieved from /Services/Traindevelop.html職業(yè)核心能力“圖書館職業(yè)核心能力該文件明確了所有畢業(yè)于經(jīng)ALA認(rèn)證的圖書館和情報(bào)專業(yè)的碩士課程所必須掌握的基礎(chǔ)知識(shí)?！辟Y料來源: 美國圖書館協(xié)會(huì). (2010). 核心能力. 出自/ala/educationcareers/careers/corecom

16、p/corecompetences/index.cfm圖片: DEFT UK. (2006). Training and development. Retrieved from /Services/Traindevelop.htmlCore Competencies of the ProfessionFoundations of the ProfessionInformation ResourcesOrganization of Recorded Knowledge and InformationTechnological Knowledge and SkillsReference and U

17、ser ServicesResearchContinuing Education and Lifelong LearningAdministration and Management/職業(yè)核心能力職業(yè)基礎(chǔ)信息資源組織知識(shí)和信息技術(shù)知識(shí)和技能參考和用戶服務(wù)研究繼續(xù)教育和終生學(xué)習(xí)行政和管理/Core Competencies and LIS Educationarticulate the ethics, values and foundational principles of LIS professionals design, query and evaluate information ret

18、rieval systemsdemonstrate proficiency in the use of current information and communication technologies use service concepts, principles and techniques that facilitate information access describe the fundamental concepts of information-seeking behaviorsdesign training programs understand the nature o

19、f research evaluate programs and servicesSource: School of Library and Information Science. San Jose State University. (n.d.). Statement of core competencies. Retrieved from /slis/competencies.htm職業(yè)核心能力和圖情教育闡明圖書館信息職業(yè)的倫理、價(jià)值和基本原則設(shè)計(jì)、質(zhì)疑和評(píng)估信息檢索系統(tǒng)展示使用最新信息通訊技術(shù)的熟練程度使用服務(wù)概念、原則和技術(shù)來幫助信息獲取描述信息檢索行為的基本概念設(shè)計(jì)培訓(xùn)項(xiàng)目理解研究

20、的本質(zhì)評(píng)估項(xiàng)目和服務(wù)資料來源: 圖書館信息學(xué)院。圣荷西州立大學(xué)。核心能力聲明. 出處/slis/competencies.htmCore Competencies in the FieldLibrary Information Technology Association (LITA) Core Technology Competencies for Librarians (2008)ACRL - Instruction Section Standards for Proficiencies for Instruction Librarians and Coordinators (2007)A

21、CRL Rare Book and Manuscripts Section Competencies for Special Collections Professionals (2008)/ala/mgrps/divs/lita/index.cfm職業(yè)核心能力圖書館信息技術(shù)協(xié)會(huì) (LITA) 圖書館員核心技術(shù)能力 (2008)高校和研究圖書館協(xié)會(huì)ACRL 教學(xué)指導(dǎo)分會(huì) 教學(xué)圖書館員和協(xié)調(diào)著能力標(biāo)準(zhǔn) (2007)ACRL 珍稀書籍和手稿分會(huì) 特殊收藏專業(yè)人員能力 (2008)/ala/mgrps/divs/lita/index.cfmCore Competencies in Action: T

22、he University of Nebraska Libraries“Core competencies are the skills, knowledge and personal attributes that contribute to an individuals success in a particular position . . . . They are the knowledge and skills that make the organization a success and help the organization change to meet a changin

23、g environment.”Source: Giesecke, J., & McNeil, B. (1999). Core competencies and the learning organization. Library Administration & Management, 13 (3). Retrieved from /libraryscience/60職業(yè)核心能力: 內(nèi)布拉斯加大學(xué)圖書館“核心能力是為勝任特定職務(wù)而具備的技能、知識(shí)和個(gè)人品質(zhì) . . . . 它們是使得組織成功并幫助組織適應(yīng)變化環(huán)境的知識(shí)和技能。”資料來源: Giesecke, J., & McNeil, B.

24、(1999). Core competencies and the learning organization. Library Administration & Management, 13 (3). Retrieved from /libraryscience/60Core Competencies in Action: The University of Minnesota Libraries“The addition of new roles to liaison portfolios automatically raises the question of whether exist

25、ing liaisons feel comfortable and competent in these roles. At the University of Minnesota, we engaged in a knowledge, skills, and abilities inventory that allowed individuals to identify areas where they felt they had expertise and areas where they needed to learn more.”Source: Williams, K. (2009).

26、 A framework for articulating new library roles. RLI: Research Library Issues, no, 265. Retrieved from /bmdoc/rli-265-williams.pdf Position Description FrameworkCampus EngagementCollection Development and ManagementTeaching and LearningScholarly CommunicationE-Scholarship and Digital ToolsReference/

27、Help ServicesOutreach to the Local CommunityFund RaisingExhibit and Event PlanningLeadership職業(yè)核心能力: 明尼蘇達(dá)大學(xué)圖書館“在聯(lián)系人檔案資料中增加新的職能自然而然地引出了這么一個(gè)問題，已有的聯(lián)系人是否能適應(yīng)并勝任這些職責(zé)。在明尼蘇達(dá)大學(xué)，我們的知識(shí)、能力和技能使得每個(gè)個(gè)人都能找到他們認(rèn)為自己有專門知識(shí)和技能并且需要更深入學(xué)習(xí)的領(lǐng)域。”資料來源: Williams, K. (2009). A framework for articulating new library roles. RLI: Rese

28、arch Library Issues, no, 265. Retrieved from /bmdoc/rli-265-williams.pdf 職務(wù)描述框架參與學(xué)校事務(wù)館藏發(fā)展和管理教學(xué)學(xué)術(shù)交流電子學(xué)術(shù)和數(shù)字化工具參考咨詢/幫助服務(wù)延伸服務(wù)到地方社區(qū)籌款展出和活動(dòng)策劃領(lǐng)導(dǎo)能力Core Competency and Emergent NeedsOutreach and EngagementMarketing and Strategic CommunicationsTeaching and LearningDigital Content CreationData Services and Ste

29、wardshipScholarly CommunicationsAssessmentImage: 核心能力和新興需求延伸擴(kuò)展和事務(wù)參與營銷和戰(zhàn)略傳播教學(xué)數(shù)字內(nèi)容創(chuàng)造數(shù)據(jù)服務(wù)和管理學(xué)術(shù)交流通訊評(píng)估圖片: Adults as Learners“The adult learning force can be pictured as a pyramid of learners. Its broad base consists of self-directed learners, a category that includes just about everyone. A smaller group

30、. . . participate in some form of organized instruction each year, and the tip of the pyramid consists of that very small proportion of adult learners who pursue college credit in a wide variety of traditional and non-traditional programs.”Source: Cross, K. P. (1981). Adults as learners: Increasing

31、participation and facilitating learning. San Francisco: Jossey-Bass.成人學(xué)習(xí)者“成人學(xué)習(xí)者的構(gòu)成可以看成一個(gè)金字塔。其廣闊的基礎(chǔ)由自我指導(dǎo)的學(xué)習(xí)者構(gòu)成，基本包括了所有人。更少的一些人. . . 每年都參與某些形式的有組織的學(xué)習(xí)，而金字塔尖由非常少的一部分在高等學(xué)府傳統(tǒng)或非傳統(tǒng)項(xiàng)目求學(xué)的成人學(xué)習(xí)者組成?！辟Y料來源: Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating learning. San Francisco:

32、Jossey-Bass.Theories of Adult Learning“There is no one definition, model, or theory that explains how adults learn, why adults learn, or how best to facilitate the process.”Source: Merriam, S. B. (2005). Adult learning. In L. M. English (Ed.), International encyclopedia of adult education (pp. 42-48

33、). New York: Palgrave MacMillan.成人學(xué)習(xí)理論“沒有任何概念、模式或理論來解釋成人是如何學(xué)習(xí)，為何學(xué)習(xí)，或如何更好促進(jìn)這一過程?！辟Y料來源: Merriam, S. B. (2005). Adult learning. In L. M. English (Ed.), International encyclopedia of adult education (pp. 42-48). New York: Palgrave MacMillan.Theories of Adult Learning: AndragogyAdults have a need to know

34、 why they should learn somethingAdults have a deep need to be self-directingAdults have a greater volume of experience than younger studentsAdults become ready to learn when they experience the “need to know” in a life situationAdults are “problem-centered” in their approach to learningSource: Knowl

35、es, M. S., Holton, E. F., III, & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Boston: Elsevier.成人學(xué)習(xí)理論: 成人教育學(xué)成人有直到自己為何需要學(xué)習(xí)的需求成人有自主學(xué)習(xí)的迫切需求成人比青少年有更豐富的經(jīng)驗(yàn)成人能很快準(zhǔn)備去學(xué)習(xí)一旦他們?cè)谄渖钋榫持幸庾R(shí)到有“學(xué)習(xí)的需求”時(shí)成人在學(xué)習(xí)中是“以問題為中心”的來源: Knowles, M. S., H

36、olton, E. F., III, & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Boston: Elsevier.Theories of Adult Learning: Transformative LearningTransformative learning “is a process by which previously uncritically assimilated as

37、sumptions, beliefs, values, and perspectives are questioned”Transformative learning is rooted in critical reflection on ones self, ones profession, or ones societyTransformative learning may result in personal, organizational, or social changeSource: Cranton, P. (2005) Understanding and promoting tr

38、ansformative learning. San Francisco: Jossey-Bass. 成人學(xué)習(xí)理論: 轉(zhuǎn)化學(xué)習(xí)轉(zhuǎn)化學(xué)習(xí)是“質(zhì)疑之前不經(jīng)鑒別而吸收的設(shè)想、信念、價(jià)值和觀念的過程”轉(zhuǎn)化學(xué)習(xí)根源于對(duì)自我、自我職業(yè)或者社會(huì)的批判性反思轉(zhuǎn)化學(xué)習(xí)可能導(dǎo)致個(gè)人、組織或社會(huì)的改變來源: Cranton, P. (2005) Understanding and promoting transformative learning. San Francisco: Jossey-Bass. Key Concepts in Adult Learning TheoryAdult education sho

39、uld incorporate the opportunity to identify individual learning goals, i.e., “self-directed”Adult education programs should take life experience into account, i.e., “experience-centered” or “experiential”Adult education should empower students to address issues related to personal growth and/or prof

40、essional practice, i.e., “transfer of learning”成人學(xué)習(xí)理論的核心概念成人教育應(yīng)該囊括進(jìn)確定個(gè)人學(xué)習(xí)目標(biāo)的機(jī)會(huì)，比如“自主學(xué)習(xí)”成人教育應(yīng)該把個(gè)人經(jīng)歷帶入學(xué)習(xí)中去，比如“以經(jīng)驗(yàn)為中心的”或“根據(jù)經(jīng)驗(yàn)的”成人教育應(yīng)該允許學(xué)生闡述與自身成長和/或?qū)I(yè)實(shí)踐有關(guān)的話題，比如“學(xué)習(xí)轉(zhuǎn)化”What is Continuing Professional Education?“Continuing professional education refers to the education of professional practitioners, regard

41、less of their practice setting, that follows their preparatory curriculum and extends their learning, or assimilation of information and ideas that can contribute to the quality of their day-to-day performance, throughout their careers.”/Source: Queeney, D. S. (1996). Continuing professional educati

42、on. In R. L. Craig (Ed.), The ASTD training and development handbook: A guide to human resource development (4th ed.) (pp. 698-724). New York: McGraw-Hill.什么是繼續(xù)職業(yè)教育?“繼續(xù)職業(yè)教育指對(duì)專業(yè)從業(yè)人員的教育，在其職業(yè)生涯中，不管他們的從業(yè)背景，延續(xù)他們的預(yù)科課程并擴(kuò)展他們的學(xué)習(xí)，或者吸收能有助于他們?nèi)粘９ぷ髻|(zhì)量的信息和觀念?！?資料來源: Queeney, D. S. (1996). Continuing professional ed

43、ucation. In R. L. Craig (Ed.), The ASTD training and development handbook: A guide to human resource development (4th ed.) (pp. 698-724). New York: McGraw-Hill.Stages in Continuing Professional EducationCPE programs must recognize different needs at different stages of ones career:NoviceAdvanced Beg

44、innerCompetent PractitionerProficient PractitionerExpertSource: Queeney, D. S. (2000). Continuing professional education. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 375-391). San Francisco: Jossey-Bass.繼續(xù)職業(yè)教育的階段繼續(xù)職業(yè)教育項(xiàng)目必須認(rèn)識(shí)到在一個(gè)人職業(yè)生涯中不同階段的不同需求:新手進(jìn)階新手稱職的從業(yè)人員能

45、手專家來源: Queeney, D. S. (2000). Continuing professional education. In A. L. Wilson & E. R. Hayes (Eds.), Handbook of adult and continuing education (pp. 375-391). San Francisco: Jossey-Bass.Key Concepts in Continuing Professional EducationCPE addresses:Knowledge SkillsPerformance AbilitiesCPE builds o

46、n pre-service professional educationCPE is practice-based and focused on transfer of learningCPE addresses the needs of lifelong learners繼續(xù)職業(yè)教育的核心概念繼續(xù)職業(yè)教育CPE 討論:知識(shí) 技能表現(xiàn)能力CPE以職前職業(yè)教育為基CPE以實(shí)踐為基礎(chǔ)并注重學(xué)習(xí)轉(zhuǎn)化CPE闡述終生學(xué)習(xí)的需要Continuing Professional Education and LIS Education“GSLIS is committed to expanding our fo

47、cus of continuous learning and development by creating and providing the library and information professional community with a variety of continuing professional development opportunities in many areas of library and information science, services, and operations.”Source: Graduate School of Library &

48、 Information Science. University of Illinois at Urbana-Champaign. (n.d.). Continuing professional development. Retrieved from /academics/programs/cpd繼續(xù)職業(yè)教育和圖情教育“圖書館信息學(xué)院致力于擴(kuò)展我們對(duì)繼續(xù)學(xué)習(xí)和發(fā)展的重視，通過為圖書館和信息專業(yè)社區(qū)創(chuàng)造和提供各種各樣在圖書館信息科學(xué)、服務(wù)和操作多個(gè)領(lǐng)域的繼續(xù)職業(yè)發(fā)展的機(jī)會(huì)。”來源: Graduate School of Library & Information Science. Univers

49、ity of Illinois at Urbana-Champaign. (n.d.). Continuing professional development. Retrieved from /academics/programs/cpdContinuing Professional Education and LIS Education“The CPLA program is a voluntary post-MLS certification program for public librarians with three years or more of supervisory exp

50、erience. CPLA certification will enable public library administrators to improve the quality of library service through the provision of practical knowledge and skills essential to successful library management.”Source: Graduate School of Library & Information Science. University of Illinois at Urba

51、na-Champaign. (n.d.). Certified Public Library Administrator Program and courses. Retrieved from /academics/programs/cpd/cpla繼續(xù)職業(yè)教育和圖情教育“圖書館信息繼續(xù)職業(yè)教育CPLA項(xiàng)目是自愿參加的提供給有3年以上主管經(jīng)驗(yàn)的公共圖書管理員的圖情碩士后的項(xiàng)目。通過提供能實(shí)質(zhì)改善圖書館管理的實(shí)踐知識(shí)，CPLA 認(rèn)證使公共圖書館管理者能夠改進(jìn)圖書館的服務(wù)質(zhì)量”來源: Graduate School of Library & Information Science. Univers

52、ity of Illinois at Urbana-Champaign. (n.d.). Certified Public Library Administrator Program and courses. Retrieved from /academics/programs/cpd/cplaContinuing Professional Education and LIS Education“GSLIS, in partnership with the Rare Book and Manuscript Library and the Soybean Press of the Univers

53、ity of Illinois at Urbana-Champaign, has developed the Midwest Book and Manuscript Studies (MBMS) program to offer a series of courses and workshops focused on special collections and the book arts.”Source: Graduate School of Library & Information Science. University of Illinois at Urbana-Champaign.

54、 (n.d.). Midwest Book and Manuscript Studies. Retrieved from /academics/programs/mbms繼續(xù)職業(yè)教育和圖情教育“圖書館信息學(xué)院，與珍稀書籍和手稿圖書館和伊利諾伊大學(xué)香檳厄本那校區(qū)Soybean出版社合作，發(fā)展了中西部書籍和手稿研究項(xiàng)目 (MBMS) ，提供了一系列課程和研討會(huì)，關(guān)注于特殊收藏和書籍藝術(shù)?！眮碓? Graduate School of Library & Information Science. University of Illinois at Urbana-Champaign. (n.d.).

55、Midwest Book and Manuscript Studies. Retrieved from /academics/programs/mbmsContinuing Professional Education and Professional Associations“Continuous learning efforts focus both on the library profession in keeping with ALAs mission to deliver the highest quality library and information services to

56、 all people. ALA has a unique role to play in assessing the continuing education needs of its members and of those in the profession; coordinating programs to meet those needs; communicating their availability; and delivering training where appropriate.” /Source: American Library Association. (2007)

57、. What ALA does: Offers the best in CE. Retrieved from /ala/membership/whataladoes/offersce/index.cfm繼續(xù)職業(yè)教育和專業(yè)人員協(xié)會(huì)“繼續(xù)學(xué)習(xí)致力于讓圖書館專業(yè)人員跟上ALA的使命為所有人提供最好的圖書館信息服務(wù)。ALA在評(píng)估其成員和行業(yè)其他人員的繼續(xù)教育需求時(shí)有獨(dú)特的作用；協(xié)調(diào)不同項(xiàng)目滿足這些需求；傳達(dá)項(xiàng)目的存在和有效性；以及當(dāng)有需要時(shí)提供培訓(xùn)?！?/來源: American Library Association. (2007). What ALA does: Offers the best i

58、n CE. Retrieved from /ala/membership/whataladoes/offersce/index.cfmContinuing Professional Education and Professional Associations“My understanding of the problems of scholarly communication has been fundamentally changed as a result of the ARL/ACRL Institute on Scholarly Communication. I now see th

59、e connections between the system of scholarly communication and the future of the digital library that I didnt quite understand before . . .” /ala/mgrps/divs/acrl/issues/infolit/professactivity/iil/immersion/programs.cfm/sc/institute/index.shtmlSource: Maloy, F. (2006). Scholarly communication: It i

60、s our problem!: ARL/ACRL Institute on Scholarly Communication challenges assumptions and shifts perspectives. Retrieved from /bmdoc/arlbr248scholcomm.pdf繼續(xù)職業(yè)教育和專業(yè)人員協(xié)會(huì)“因?yàn)锳RL/ACRL學(xué)術(shù)通訊研究所，我對(duì)學(xué)術(shù)通訊問題的認(rèn)識(shí)已經(jīng)從根本上改變了。我現(xiàn)在看到了學(xué)術(shù)通訊系統(tǒng)和數(shù)字化圖書館的未來的聯(lián)系，而這之前我并不明白這一點(diǎn). . .” /ala/mgrps/divs/acrl/issues/infolit/professactivi