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Owing to the scope and pace of change, society has become increasingly knowledge-based so that higher learning and research now act as essential components of cultural, socio-economic and environmentally sustainable development of individuals, communities and nations. In this environment, it is essential that higher learning and knowledge creation involve effective partnerships among academic and non-academic learning institutions and communities to create and apply learning and knowledge with stakeholders that are managing and creating sustainable development initiatives. Growing concern regarding the importance of the contribution that higher education institutions make to society has aroused increasing debate about their relevance and credibility amid escalating social problems. An underlying premise of community engagement is the understanding that not all knowledge and expertise resides in the academy, and that both expertise and great learning opportunities in teaching and scholarship also reside in non-academic settings.

This conference will explore how LIS educators and researchers can develop curricula, programs, and research activities that enable active partnerships with communities and civil society to manage and create change. How can LIS programs increase opportunities for experiential, service oriented, and community engaged student learning? How can we develop further collaboration between LIS programs and their larger communities (local, regional/ state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity?

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Thursday, January 19 • 2:00pm - 3:30pm
Session 6.1 SIG: Leveraging Educator-Practitioner Partnerships to Define Competencies for Technical Services Professionals

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Core competencies documents provide guidance for practitioners, managers, and educators on the different types of knowledge, skills, and behaviors that new professionals should have or strive to obtain. In 2015-2016, LIS educators and practitioners collaborated via the ACLTS division of ALA to define competencies and assess education needs in technical services. The Cataloging Competencies Task Force, formed by the ALA ALCTS Competencies & Education for a Career in Cataloging Interest Group, created the draft Core Competencies for Professional Catalogers. The Education Working Group, charged by Acquisitions Section of ALCTS with analyzing current activities supporting education in acquisitions, recommended the development of a competencies document for acquisitions librarians.

Speakers
avatar for Susan Rathbun-Grubb

Susan Rathbun-Grubb

Assistant Professor, University of South Carolina
I teach courses in information organization, library technical services, and social science information services. My research interests are related LIS careers and workforce, LIS history, and pedagogy,
avatar for Karen Snow

Karen Snow

Associate Professor, Dominican University
I teach cataloging, classification, and metadata courses and I am the PhD program director.


Thursday January 19, 2017 2:00pm - 3:30pm
Atlanta 5

Attendees (11)