On Their Own: Librarians' Self-Directed, Work-Related Learning

Jana Varlejs

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Library Science and Information Literacy Library Science and Administration Innovative Education and Learning Practices

Abstract

Personal members of the American Library Association (ALA) were queried in order to gather baseline data on their self-directed, informal, work-related learning. Results showed that 77 percent of respondents recalled having undertaken such learning. Comparison with time spent in formal continuing education (CE) activities revealed that three times as many hours were spent on self-directed learning (SDL). Philip Candy's framework for conceptualizing SDL provided a model for examining relationships among variables likely to influence SDL. Those variables that measured librarians' professional activities and the size of the institution employing them were the most salient. Institutional policies and resources in support of professional development were not predictors of SDL as measured in this study.

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1994The Professional Development Activities of Academic Librarians: Does Institutional Support Make a Difference?

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2011The Role and Work Perceptions of Academic Reference Librarians: A Qualitative Inquiry 2011Preservice Legal Education for Academic Librarians within ALA-Accredited Degree Programs 2004Reference Librarians and Keeping Up-to-Date: A Question of Priorities 2013On Your Own but Not Alone: One-Person Librarians in Ireland and Their Perceptions of Continuing Professional Development 2002Leading Information Literacy Programs 2015Librarians Work-Related Learning and Self-Development: Trends in Estonian University Libraries 2019The Practice and Perception of Web Archiving in Academic Libraries and Archives 2020Malaysian research-support librarians’ self-directed learning traits: Examining demographic differences and their relationship with competencies

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