Curriculum Development and the Nominal Group Technique: Gaining the Practitioners' View

Abstract

This study describes the use of Nominal Group Technique by a library school faculty to identify curriculum areas of prime concern to library practitioners. A sample of 26 librarians from senior and middle-rank positions in academic, public, state, school, and special libraries participated in the study. Results show that their major concerns were in the curriculum areas of philosophy and social context of libraries, library skills, administration, personal and interpersonal relations, and specialization. BY COMPARISON with the United States or Great Britain the professionalization of education for librarianship in Australia is a relatively recent process. Apart from the foundation of a school at the University of New South Wales in Sydney in 1960, library schools were not established in tertiary institutions until the adoption of the Martin Report1 by the Commonwealth Government in 1965. The Martin Report dramatically restructured tertiary education in Australia with its concept of colleges of advanced education, equal but different from the universities. The report also required the library profession to revise its hopes that library education would be university based, for it specifically re

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