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The fitness for purpose of professional education for library work has been constantly debated. Librarianship education and library practice have changed significantly as a result of technological, social and other factors affecting information provision and use. The key role of subject librarian i n academic libraries has been particularly affected by both technological and pedagogical developments that have transformed the information arena, expanded their teaching activities and raised questions about the relevance and value of contemporary library-related courses for their present hybrid responsibilities. An investigation of UK course content and practitioner opinion was conducted in summer 2010 to explore whether existing programmes offered suitable preparation for current subject librarian roles. A pragmatic mixed methodology combined document analysis of course content with a mainly quantitative sector-wide survey of subject librarians (n = 65) and library managers (n = 48), followed by interviews with 8 librarians and 7 managers. Quantitative data were analysed using descriptive statistics and qualitative data were analysed thematically. Results showed generally positive opinions of UK library education, but revealed different priorities among the two groups and a strong desire among subject librarians for improved coverage of pedagogy. Findings confirmed that personal qualities are at least as important as specialist abilities for contemporary librarians.
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Stored only when both papers are in the corpus — 15 citations exist upstream.
Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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