Library sector workforce capability framework project — Current state analysis
This current state analysis document contains data that formed the baseline and current benchmark to identify the initial components for the library workforce capability framework in Aotearoa, as part of the New Zealand Library Partnership Programme.
Report formats
This is the web version of the Library Sector Workforce Capability Framework Project, Current State Analysis.
You can also download the PDF version Library Sector Workforce Capability Framework Project, Current State Analysis (pdf, 1.85MB)
Whakatauki
Inā kei te mohio koe ko wai koe, I anga mai koe I hea, kei te mohio koe, kei te anga atu ki hea.
If you know who you are and where you are from, then you will know where you are going.
Executive summary
Libraries are a place to develop our community’s intellectual capital.
This current state analysis document contains links and data that collectively formed the baseline and current benchmark to identify the initial components for the library workforce capability framework in Aotearoa, as part of the New Zealand Library Partnership Programme (NZLPP).
Trends in current and changing library services worldwide
Literature scans and sector engagement showed that the main trends in libraries are around:
nurturing human capital (being resilient and committed to life-long learning, teaching and sharing knowledge around literacy, digital literacy and dexterity, soft skills, critical and design thinking, collaborating and supporting access to safe and inclusive spaces, programmes and data)
utilising latest technology (maintaining a skilled workforce, implementing latest technological industry developments, increasing capacity (technical, storage, staff, licensing for electronic resources etc) to create, store and manage digital content)
providing equitable access to all and respecting and including diversity in people, collections, cataloguing, data and knowledge sharing
strengthening communities (investing in relationship building and innovative space and programme planning for local communities, collaborating across the sector and borders to co-create and share knowledge for the betterment of the community, wider library and information sector and environment)
strategising libraries like a business (seeing the bigger commercial picture to navigate complex relationships with stakeholders, funders or the wider public, marketing the visibility and value of the profession, and continuous innovation to cater for changing needs).
Existing competency or qualifications frameworks
The Australian Library and Information Association’s (ALIA’s) Professional Pathways’ Technical Report confirmed our findings that there is a lack of current and up-to-date competency and capability frameworks available worldwide. With the COVID- 19 pandemic having added additional change to the roles and operations of libraries worldwide, we’ve found that the Chartered Institute of Library and Information Professionals (CILIP) Professional Knowledge and Skills Base (PKSB, updated in 2021) and the ALIA Competencies and Professional Pathways Framework (under development, 2022) are the most comprehensive, up-to-date and co-designed resources.
Both frameworks are very ‘Eurocentric’ models which don’t align with Aotearoa obligations to Te Tiriti o Waitangi. Stakeholder engagement showed there was an urgent need for further learning and support to improve and embed mātauranga, tikanga, kawa and te reo Māori throughout all libraries.
Stakeholders involved
Besides international collaboration with ALIA and CILIP we engaged and co-designed with Aotearoa stakeholders:
New Zealand Library Partnership Programme / National Library
Library associations
Library representatives from each New Zealand library sector (National, public, tertiary, school and special libraries)
Māori and Pacific representatives in the library sector
Tertiary education providers offering library training and development
Collaborators who have done earlier work in this area
Current development pathways for growth in Aotearoa
People can currently obtain Library and Information qualifications through the Open Polytechnic Kuratini Tuwhera, Victoria University of Wellington, Te Wananga-o-Raukawa or Charles Sturt University. Although having a qualification is invaluable as to the increased knowledge and experience, this (on average) does not currently seemed to be ‘valued’ in the sense of remuneration compared to unqualified staff within library and information sector placements. Getting qualified while employed is therefor often not seen as a priority due to the time and investment involved.
The Library and Information Association New Zealand Aotearoa (LIANZA) and the various library sector associations provide ongoing professional development opportunities through either formal (eg, Bodies of Knowledge) or more information learning (eg, conferences, special interest group events).
LIANZA and School Library Association New Zealand Aotearoa (SLANZA)(with help from NZLPP) currently have Tertiary Grants available for people who are either employed or new to the sector, for Library and Information Services qualifications.
Purpose of this document
After initial research and briefings, this document is Step 2 in the process of creating an Aotearoa New Zealand library sector workforce capability framework. This current state analysis forms a baseline and current benchmark to identify the initial components for the workforce capability framework. This research includes:
trends in current and changing library services worldwide
known competency or qualifications frameworks that support or grow library sector capabilities
stakeholders involved and library sector profiles in Aotearoa
overview of current development pathways for growth in Aotearoa.
Long description — Implementation plan infographic
Infographic showing three phases of implementation plan.
Aim is to build on work that's been done and pass on tools for future adaptation.
Phase 1: Current state and approach
Briefing and research
Current state analysis report
Basic approach for capability framework and stakeholder engagement
Phase 2: Stakeholder engagement
Pre-engagement with key people to inform stakeholders and gather knowledge
Wider sector engagement to co-create content for framework
Reference group engagement to decide on content for framework
Phase 3: Development, review and future-proof
Library sector workplace capability framework development and review
Action plan for implementation recommendations
Future-proof and storage of files
Trends in current and changing library services worldwide
A. IFLA Trend Report – 2021 Update
The International Federation of Library Associations and Institutions (IFLA) Trend Report released its 2021 Update in January 2022. (1) The report identifies five high-level trends shaping the information society, spanning access to education, privacy, civic engagement and transformation. Its findings reflect a year’s consultation with a range of experts and stakeholders from different disciplines to map broader societal changes occurring, or likely to occur in the information environment.
The 2021 Update (2) shares 20 different suggested trends (some complementary, some contradictory) that the people leading the library field in ten years felt would mark their professional lives. The trends are below (with starred items * indicating what people at the President-elect’s session at the 2021 World Library and Information Congress thought were the top 5 pressing trends):
Tough times ahead (A slow recovery from COVID- 19 will put pressure on all forms of public spending, requiring libraries to intensify advocacy efforts)
* Virtual is here to stay (People continue to prefer to access library services remotely, putting into question the value of spaces and physical offerings)
The comeback of physical spaces (People rediscover the value of spaces that offer opportunities for meaningful exchange and discussion)
The rise of soft skills (With rapid evolution in technologies, librarians need to be able to innovate and adapt to unpredictable situations)
* Diversity gets taken seriously (Growing awareness of the existence/impacts of discrimination leads to a radical reform of collections, services and practices)
* An environmental reckoning (Climate change brings new threats to libraries and their communities, forcing radical adaptation in order to avoid disaster)
A mobile population (With more nomadic people, the ‘local’ library concept becomes less relevant, and the need to provide joined-up services across borders rises)
The impatient user (Library users expect the most modern technologies and service, and risk turning away from libraries if they cannot find them)
An analogue backlash (A new generation, traumatised by the stresses of constant social media connectivity, rediscovers physical resources as an escape)
Scale matters (The cost of providing full and modern services means that it is only possible for larger institutions to do so, leaving smaller ones behind)
Data domination (New uses and applications of data change our economic and social lives, making it essential for people to become data literate)
Search transformed (Artificial intelligence revolutionises the way in which we find information, making it possible to provide more accurate results for users)
Race to the extremes (Political debate more polarised, making it difficult to find consensus in politics and society, undermining the case for shared institutions)
* Lifelong learners (No more ‘job for life’, so people need to retrain throughout life. Libraries intensify learning activities in response)
A single, global collection (With digitisation of resources and working across institutions, it is less about local collections, more about access to universal resources)
The privatisation of knowledge (Technology & slow reforms to copyright mean people can privately restrict/control information and oblige permissions/payments)
Qualifications matter (As complexity of the information environment increases, the need for library workers to benefit from a high level of education also rises)
Information literacy recognised (Governments and others recognise importance of information literacy as a long-term response to the rise of misinformation)
'Open Access' challenges libraries' USP (With scientific information available freely, libraries are forced to adapt their role or lose their USP and relevance)
* Inequalities deepen (Technology creates new possibilities for those with access to it, growing the gap between them and those without, risking more poverty)
The skill-set required by librarians to fulfil their potential and that of their institutions is evolving. When looking at each trend, these are the accompanying skills required for each:
Trend | Skills required |
|---|---|
Tough times ahead (pressure on all forms of public spending) | Advocacy for the industry and workforce, resilience, understanding of government ‘machinery’ and funding |
* Virtual is here to stay (access to library services remotely) | Having meta-literacies (critical thinking and collaboration in a digital age) to become active participants in the information society and effectively participate in social media and online communities |
The comeback of physical spaces (spaces for meaningful exchange and discussion) | Project management for programmes/event, hospitality, customer services, facilitating and mediating positive outcomes, creative thinking to make spaces more accessible |
The rise of soft skills (able to innovate and adapt to unpredictable situations) | Ability to learn/retrain, adaptability, resilience, agility, flexibility, building community confidence, partnership-building, problem-solving, ability to respond positively to the unexpected, innovation, creativity, critical thinking, ability to understand and respond to individuals’ needs, emotional intelligence, teamwork (including across borders and types of institution) |
* Diversity gets taken seriously (radical reform of collections, services & practices) | Respect for different cultures/values/rights/privacy, assessing diversity of collections, cataloguing, design thinking (how can we change what has been done before that has created discrimination, accessibility issues etc?) |
* An environmental reckoning (radical adaptation in order to avoid disaster) | Risk management, promoting spread of knowledge and behaviour change, providing accessibility to upskill and increase literacy around climate change |
A mobile population (provide joined-up services across borders rises) | Ability to provide customer service virtually |
The impatient user (users expect the most modern technologies and service) | Patience, ability to help people in different ways |
An analogue backlash (rediscovery of physical resources as an escape) | Customer service, hospitality, literacy/reading for pleasure |
Scale matters (cost of providing full/modern services only possible for larger libraries) | Partnerships/network, teamwork, |
Data domination (essential for people to become data literate) | Digital literacy, data gathering & analysis, data governance, coding, building awareness, |
Search transformed (artificial intelligence provides more accurate results for users) | Machine learning, AI, coding/programming/troubleshooting, IT skills |
Race to the extremes (political debate more polarised, undermines shared institutions) | Open mindset, media and information literacy, promoting reading |
* Lifelong learners (people need to retrain throughout life) | Ability to teach and facilitate learning, open to learning and retraining, literacy skills, digital skills, soft skills, |
A single, global collection (access to universal resources) | Digital literacy, communication skills, teamwork/collaboration, data gathering and analysis, innovation, creative thinking, IT skills |
Privatisation of knowledge (people can restrict/control information and oblige permissions/payments) | Copyright/other rights, Open Access, knowledge & information systems |
Qualifications matter (increased complexity of the information environment) | Continued professional development, higher digital skills, enabling full use of digital tools to deliver user-centred services, STEAM (science, technology, engineering, arts and mathematics) skills, coding and programming, sustainability and environmental literacy, ability to assess community and user needs and respond accordingly, ongoing training to deal with new types of material, including open access content and digital libraries, and to learn to be effective advocates. |
Information literacy recognised (information literacy to combat the rise of misinformation) | Information literacy |
'Open Access' challenges libraries' USP (libraries forced to adapt or lose their USP/relevance) | Open Access, funding knowledge, supporting discoverability, ensuring preservation, providing the skills and support needed to navigate around the vast number of available resources, manage research data repositories, financial sustainability |
* Inequalities deepen (gap between people with access to technology and those without) | At least basic level of service across all libraries, ensuring users can benefit from core possibilities to access and use information. |
Leadership and management could work on ensuring greater recognition of the work of librarians and salaries to match. This could help attract and
retain talented people, further boosting the ability of the field to deliver on its missions. Ongoing opportunities for learning and certification of skills,
as well as creating and holding open leadership tracks would also help keep people inside the field.
The Library of the Future (3) is a place where people, not books, not even information, are at the centre.
B. Trends in other research
“It’s not just about smartphones and tablets versus printed newspapers, journals, and glossy magazines. It’s about immediacy, relevancy, experience, and trust. It’s about giving students, researchers, and faculty access to the most relevant information in a way that makes sense to them as individuals.”
— The Future of Libraries, The Insider, 2019
The global changing landscape for libraries (4,5,6) sees libraries run more like businesses, with common trends emerging to ensure a sustainable future.
Innovative space and programme planning
Space planning to find a middle ground between Covid- 19 pandemic restrictions (social distancing, book quarantining etc),
community needs (central hub, remote workspaces), and changing collections.Continuous innovation to cater for all (and changing) community needs.
Targeted engagement with stakeholders by delivering a mix of in-person and virtual events and programmes.
Accessibility
Accessibility and inclusion for all, regardless of background, age, language or abilities.
Remote 24/7 off-site access to catalogue, information and in-house electronic resources via mobile devices.
Self-service focus to enable library remote access or via dedicated terminals in library and knowledge centres.
Utilising latest technology
Enable professional development programmes for workforce to maintain skilled in latest technological industry developments.
Increase of capacity (technical, storage, staff, licensing for electronic resources etc) to create, store and manage digital content.
Online public access catalogues (OPAC) ‘experiences’ (eg, enabling virtual bookshelves, providing discovery tools and links).
Embracing Artificial Intelligence in the libraries (eg, using predictive analytics to identify needs across the student body or enabling chatbots as a support channel for virtual library patrons, increasing use of AI in supplementing the catalogue, seamless sharing of meta-data (eg, through use of blockchain), better use of intelligent linking and semantic web services, data mining, text analysis technology to support and assist students with research).
Librarians as facilitators of knowledge
Provide accurate granular information: more research, better statistical information, and analytical reporting.
C. Potential changes in human resource requirements and capabilities
In Future Skills for the LIS Profession (7) (2018) Simon Burton writes about the growth and change in UK law and academic libraries. They found skills gaps in the legal libraries in these broad categories:
Analysis (ability to conduct qualitative and quantitative analysis; drawing insights from data and/or complex information sets)
Technology (utilising technology-enabled solutions and new platforms for research and knowledge activities, i.e., social media, AI, and intranet)
Communication (ability to influence and inform)
Project management (ability to manage large and long-term projects)
Business and commercial knowledge, particularly in their understanding of how their organisation functions as a business and within the larger commercial landscape.
As for the academic libraries, librarians must have a broad range of skills in their toolkit, covering everything from general management, subject expertise, and technical skills to persuasion, advocacy, and influencing skills. To be effective in this environment librarians need to have an excellent customer service focus, strategic viewpoint, and an ability to be adaptable and resilient to an ever-changing environment.
For both legal and academic libraries, they found:
Information management and core librarian competencies are more important than ever.
Customer service focus is a critical consideration when hiring, but it must be accompanied by competence in other core skills.
Digital literacy, particularly with data-related technology such as AI and data and text analysis, is increasingly important to both sectors.
The ability to see the bigger picture to navigate complex stakeholder relationships is a key consideration for new hires.
The American Library Association’s Core Competencies (8) have been updated to intentionally incorporate the concepts of social justice, equity, diversity, and inclusion both throughout the competences and in a separate competence. Social justice in the library context includes the knowledge and skills necessary for library professionals to create and support library collections, services, personnel, facilities, and programs that foster equitable access to and participation of all people to use the library and its resources. Embedding social justice throughout the competences demonstrates that it is not a siloed activity, while having a separate social justice competence also recognizes that it contains unique attributes over and above the other competences.
D. Trends and changes in New Zealand regarding workforce development
Due to Covid-19, the New Zealand Libraries Partnership Programme (9) is focusing on sustainability mahi so libraries can continue to serve their communities and have a positive impact. Key initiatives included data collection and evidence, workforce development strategy, and a strategic review of National Library’s core services to New Zealand libraries.
Part of the NZLPP has been offering coaching support to each library staff member supported by the Programme. There are communities of practice in each of the six focus areas below:
digital inclusion
library workforce development
community engagement
reading for pleasure
te reo and mātauranga Māori
content creation and curation.
Stakeholder engagement session feedback on the current environment
In the stakeholder engagement sessions for to co-create a library workforce capability framework, the main trends or focus area identified across the sectors were to:
strategise like a business
improve and embed mātauranga, tikanga and kawa Māori
have diverse and inclusive spaces to work and welcome our communities
be community focussed
grow partnerships and collaboration with the wider sector
be resilient and able to change
be curious, life-long learners who keep up with the times
work on promoting the visibility and value of the profession.
Below is a consolidation on the activities the various sector thought they should continue, stop and start doing in the next 3-5 years.
Continue
Grow partnerships and collaborate (across sector)
Build relationships with communities
Establish meaningful relationships with Māori
Human Resources (HR)
Recruiting the right, experienced, qualified staff and Māori and Pasifika specialists
Recruit people with iwi specific knowledge
Upskilling and empowering staff
Collections
Growing digital literacy, content and services
Diversifying collections, embedding mātauranga
Co-creating partnerships and collective collections
Improving accessibility: Move to OA & OER
Research data management
Navigating complexities of publisher landscapes
Culture
Value cultural competence & heritage
Indigenous data sovereignty
Increase bicultural focus & diversity
Work environment
Support wellbeing
Flexible working to cope with hybrid services
Strategy
Align service delivery to strategic plans / meeting stakeholder needs
Plan strategically
Showing our value
Community
Organise programmes and events
Improve accessibility and use of public spaces
Stop
Closed/fixed mindset issues
bias
seeing/reinforcing silo work
thinking there is only one way to do something
AI is bad, defensiveness
Valuation issues
Being undervalued and having to justify existence and budgets
Being regarded as second rate professionals (low pay and recognition)
Being stereotyped and how this is holding us back from meaningful engagement with our stakeholders
Resourcing issues
Staff succession issues
No new admin roles for new starters
Leadership issues
Upskilling issues
Access issues
Marketing issues
Doing manual work where possible
Relying on others to provide IT solutions
Start
Strategise like a business
Improve mātauranga Māori
Develop partnerships and collaborate: Mana orite, collaborate across the GLAMMI sector, join national networks, research projects, internships/training.
Build relationships with communities
Human Resources (HR)
Better recruitment, upskilling to leaders, succession planning
Agile workforce, sharing staff roles
Better support of staff from diverse backgrounds
Keep with the times
Seek funding
Share and learn
Invest in technology
Embrace new structures
Improving pay
Digitisation by default/on demand, collecting diverse types (software, databases)
Promote value
Being more attractive to students/young people (mentoring, internships)
Improving visibility of library and value added
Increase accessibility of resources (physical and digital)
Improve skills in
stakeholder engagement/networking
strategic thinking
financial management
Te ao Māori and mātauranga Māori (Cataloguing using Māori subject headings)
Shifting from supporting roles to influencing role, from transactional to transformational (higher level added value services)
Digital/tech (AI, data analysis)
A professional PhD programme for librarians
Teaching librarians about pedagogy in LIS qualification
Focus on technical training in librarianship (use AI, understanding machines, Ubiquitous tech, data labs and analysis)
Develop skills in legal side of digital information (copyright, privacy, defamation, right to be forgotten)
Stocktake of existing material
A. Australian Library and Information Association (ALIA) Professional Pathways (most recent update in 2022)
Core competencies 2014
The Library and Information Sector: Core Knowledge, Skills and Attributes (2014)
Australian Library and Information Assocation Core Competencies
Technical Report 2021
The Professional Pathways: Frameworks Project (see section 6c) shared their Professional Pathways Technical Report with us, prepared by Dr Gillian Hallam. This report includes more in-depth research than this section, and we recommend reading it alongside this current state analysis document.
Professional Pathways Technical Report
The report includes extensive research covering Australia, New Zealand, USA, UK and Canada, and gathers high-level information around:
Skills frameworks: core professional competencies and specialised professional competencies
Skills for future professional practice
Professional values and ethics
Qualification pathways and continuing professional development
Future views of professional learning
The NZLPP workforce capability framework project team and ALIA connected in December 2021 and agreed to collaborate on our findings, allowing to build on each other’s work.
Draft Competencies and Pathways Framework – June 2022
After the technical report and several focus sessions (where we participated as the voice from Aotearoa) ALIA created a draft framework for competencies and professional pathways which has gone out for consultation and further development.
Professional Pathways Frameworks Project Presentation
The framework is designed to be able to be used by people from different backgrounds and different career stages, and to provide support to the sector and to employers.
Long description - ALIA draft framework
Infographic depicting a draft framework for professional pathways.
Elements of the framework:
Foundation domains
Sector and organisational contexts
Aboriginal and Torres Strait Islander knowledges, cultures and Country
Wider information contexts
Ethics and values
Professional knowledge domains
Information services
Information management
Literacies and learning
Digital technolgies
Aboriginal and Torres Strait Islander Contexts
Community engagement
Research
Leadership and management
Active professionalism
B. Chartered Institute of Library and Information Professionals (CILIP) Professional Knowledge and Skills Base (updated in 2021)
The CILIP Professional Knowledge and Skills Base is the sector skills standard for the information, knowledge, library and data profession in the United Kingdom. It has been developed in consultation with employers, practitioners, sector experts and learning providers and has been updated in 2021. It is recognised as the foundation of learning and skills development for the profession and often referred to as the “PKSB” by the community.
The CLIP Professional Knowledge and Skills Base
The PKSB can be used as a self-assessment tool to give direction to personal, professional and career development. It can be used to demonstrate your unique skill set to employers and it can be used to map and demonstrate transferable skills to open up opportunities across the profession.
It is the framework for CILIP Professional Registration, recognising excellence in professional practice through Certification, Chartership and Fellowship. It is a perfect guide to continuing professional development for Revalidation too.
Long description - CILIP Professional Knowledge and Skills Base
A wheel-shaped self-assessment tool to give direction to personal, professional and career development within the information, knowledge, library and data profession.
At the center: Ethics and values
In the first ring outwards:
Professional expertise
Generic skills
In the second ring outwards:
Information management
Knowledge management
Literacies and learning
Record management and archiving
Research
Customer focus, service design and marketing
Leadership, advocacy, influencing and personal effectiveness
Strategy, planning and management
Technology and communication
Collection management and development
Data management
Information exploitation and use
Information governance and compliance
In the outermost ring:
Organisation and environmental context
Wider library, data, information and knowledge sector context
Professional development
C. Library and Information Association of New Zealand Aotearoa (LIANZA) Competencies and Bodies of Knowledge (2012)
Bodies of Knowledge
The Bodies of Knowledge (2012) identify the different areas of competency for the Library and Information Profession, to ensure New Zealand library and information professionals have a broad knowledge base and skill set.
The Bodies of Knowledge, LIANZA
List of competencies
For each of the topics listed below, it is assumed:
that to possess a skill in that area is to have an ability to understand and apply these topics in the Library and Information environment and/or have the ability to create, use, develop, implement, manage that information tool, program etc. as appropriate
that different levels and sectors of Library and Information worker may understand/use that skill differently. It is also assumed that a general understanding and awareness of the Principles of the Treaty of Waitangi underpin everything we do, and that cultural competency is essential to providing a high-quality library and information service.
Library/Information skills
Services to different user groups (children, YA, older people, Māori, Pasifika, disabled)
Promoting literacy/promoting love of reading
Developing new services
Searching skills (catalogue/database/web)
Reference skills (reference interview/readers advisory)
Business information research skills
Legal information
Information literacy, digital literacy
Cataloguing
Metadata (understand, use)
Māori subject headings (understand, use)
Iwi and hapu names list (understand, use)
Indexing
Repairing
Preservation (physical and digital)
Digital curation
Knowledge management
Archives management
Records management
Mātauranga Māori
Māori information management
Heritage (oral history/local history/genealogy/arrangement of Māori heritage)
Collection development
Collection management
Collection knowledge (physical, online, wider information universe)
Evaluation (services, information resources etc)
Infometrics
Critical analysis
IT skills
IT/ICT in general
In-house information tools: catalogues, databases, website, intranet, wikis
Manage, create, use intranets
Create, manage, use wikis
Basic IT helpdesk knowledge / ability to learn new technologies
Troubleshooting
Familiarity with the tools your customers use: e.g. search engines, apps, websites, databases
Web skills/web content management / web standards/ web development
Web applications : Knowledge of web applications (e.g. email programmes/ web programmes in general)
Use of different browsers and versions
Web 2.0 and Library 2.0 technologies (knowledge and use)
Social media (technical aspects)
Cloud computing – knowledge of cloud applications and cloud storage
Big data
Power Search Skills ( including Google, internet, database Knowledge Basket etc)
NZ websites and Government websites especially job sites; other government info
Databases: Use of online and local e.g. NZ Digital Archive, genealogy websites and databases
Database development
Discovery Layers / Federated search engines
Skype and REANNZ networks
Online conferencing
Downloadable media such as e-books/e-audio books
Music technology - downloading, streaming and creating playlists , mp3 Add Mobile Apps
Uploading photos, editing photos (customers as well we help lots daily doing this to photo sites, email
attachments and Facebook etc )Mobile devices: Smart phones. e-books including e-readers and platforms
Mobile apps
Metadata schemas and transformation: eg MARC to RDA
Metadata transformation – eg MARC to DC
Programming/Coding/encoding: XML and HTML, CSS and editing programs, UTF-8, ASCII etc
Knowledge of structured markup languages HTML, XML
Data analytics
Server basics
Software: Evaluation, Installation and support of software
Software Proprietary: Photoshop, Adobe Acrobat MS Office (including CV making / editing)
Proprietary Software RFID LMIS - Collection hq
Software Opensource: Open Office, Kete (online collaboration engine used to share and create online)
PuTTY open source SSH and telnet client, Google Refine a power tool for working with messy data
Windows OS Advanced: Filename bulk changes batch rename files
Knowledge of verbal and written te reo Māori and its application to IT
Macroniser
Information systems (includes implementation, management and integration)
Knowledge of content management system
Critical analysis of technologies and ability to compare technologies
IT-based innovation
IT project management of IT
Teaching computer skills
MOOC’s
Digitising: Digital imaging, formatting,
Digitisation of text resources, photos, slides and negatives scanning (OCR photos PDF etc)
Digital Curation/Understanding of digital archiving and preservation
Communication skills
Customer service
Communication in general
Best practice knowledge – netiquette and non-verbal cues
Non-verbal communication
Listening
Interpersonal communication skills
Intercultural communication skills
Conflict resolution
Public speaking
Presentation skills (writing, creating, delivery)
Story telling / story reading
Meeting skills
Interview skills
Networking
Social media (communicating using it e.g. blogging)
Pronunciation and use of te reo Māori (official language, language used every day – content, place names, personal names)
Written te reo Māori
Communication and Engagement Planning
Stakeholder engagement
Negotiation
Marketing
Handling the Media
Persuasion and influencing skills
Corporate, Finance and IT language skills
Report/business/ business plan / annual report writing
Delivery of statistical information – e.g. infographics
Web and technical writing
Current awareness/SDI services
Research skills
Searching for information
Research data management
Understanding research requests: breaking down the actual information request - finding out what somebody actually wants.
Undertaking research
Analysing and reporting research
Using research in the workplace
An understanding of Māori, Pacific and indigenous knowledge
Mātauranga Māori
Mātauranga ā iwi
Tikanga Māori
Management skills
Organisational awareness (often Libraries are a business unit of a parent organisation)
Organisational behaviour
Ethics and values
Effective application of tikanga Māori
Politics
Diplomacy
Decision making
Strategic/business planning/goal setting
Policy development
Stakeholder analysis and management
Negotiating/contracts
Innovation
Advocacy
Marketing/PR
Measuring service quality (quantitative and qualitative)
Valuing library services (Social value, economic value, etc)
Statistics
How to show ROI
Project and programme management (should project be in non-management skills too?)
Evaluating alternatives
Presenting a business case
Financial Management and Budgeting
Basic financial management understanding (eg. capex/opex/revenue/depreciation/ledgers etc)
Efficiency planning – managing resources/budgets etc in a tightening environment – strategy planning and financial management – service rationalisation.
Accountancy / cash handling
Fundraising/revenue generation ability
Risk Management
Facilities management
Events management
Follow-up/control
HR
Workforce planning
Equal employment opportunities
Change Management
Managing/supervising people in general
Managing bullying in the workplace
Dealing with difficult staff
Dealing with difficult situations
Performance metrics/reviews
Leadership
Motivating others
Mentoring
Fostering and Managing
Building productive working relationships
Networking
Delegation
Informing others
Team building/coaching/mentoring
Teaching skills
Teaching in general
Education/learning theory
Adult teaching
Training
Programme development
Presentation skills
Delivery skills – webinars, user guides etc
Adapting content to audience
Personal Learning Networks (PLNs)
Personal skills
Flexibility / change resilience
Perseverance / optimism
Initiative
Self assertion
Self esteem
Self knowledge and development (taking personal responsibility)
Confidence dealing with people at all levels
Cross cultural awareness – engaging appropriately with different customer groups in culturally appropriate ways
Stress management
Dealing with information overload
Time management and prioritisation
Creative thinking
Critical thinking
Abstract thinking
Questioning
Career planning and management
Continuous learning and improvement
Personal grooming
An understanding of...
Parent organisation/industry
Wider international library context
Government policy and legislative requirements/processes
Local government context, in particular funding and strategic planning cycles
Any relevant legislation eg. Local Government Act, Records Act, etc
Ethics and information ethics
Role of libraries and information democracy
Biculturalism
Māori issues
Tikanga and kawa (this is separate from Māori issues)
Library standards
Te Tiriti o Waitangi Understanding of the Treaty of Waitangi,
Wai 262
Pasifika issues
Multiculturalism & multicultural awareness
Copyright
Licensing agreements (as well as copyright)
Censorship/freedom of information
Disability issues
D. Other international competencies and skills frameworks
American Library Association (ALA)
The American Library Association regularly updates its Core Competences of Librarianship (2009, PDF) (10) , which currently include:
Gateway Knowledge
Information Resources
Lifelong Learning and Continuing Education
Management and Administration
Organization of Recorded Knowledge and Information
Reference and User Services
Research and Evidence-Based Practice
Social Justice
Technological Knowledge and Skills
ALA Core Competences of Librarianship (2009, PDF)
ALA also lists knowledge and competencies statements developed by relevant professional organizations. (11) Specialised learning experiences are built upon a general foundation of library and information studies. The design of specialised learning experiences takes into account the statements of knowledge and competencies developed by relevant professional organizations.
American Association of Law Libraries (AALL) AALL Guidelines for Graduate Programs in Law Librarianship
American Association of School Librarians (AASL) ALA/AASL Standards for Initial Preparation of School Librarians 2010 (pdf)
American Library Association (ALA) Core Competences of Librarianship
American Society for Information Science and Technology (ASIST) ASIST Educational Guidelines
Art Libraries Society of North America (ARLIS/NA) ARLIS/NA Core Competencies for Art Information Professionals (pdf)
Association of College and Research Libraries (ACRL) Competencies for Special Collections Professionals
ACRL Standards and Guidelines for various competencies statements
Association of Vision Science Librarians (AVSL) Vision Librarian Core Competencies
Association for Library and Information Science Education (ALISE) Information Ethics in Library and Information Studies Education
Association for Library Collections & Technical Services (ALCTS) Core Competencies for Acquisitions Professionals
Association for Library Collections & Technical Services (ALCTS) Core Competencies for Cataloging and Metadata Professional Librarians
Association for Library Service to Children (ALSC) Competencies for Librarians Serving Children in Public Libraries
Federal Library and Information Center Committee (FLICC) Federal Librarian Competencies (pdf)
Library Leadership and Management Association (LLAMA) Foundational Competencies for Library Leaders and Management.
Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success: The Educational Policy Statement of the MLA
Music Library Association Core Competencies and Music Librarians (pdf)
NASIG (formerly the North American Serials Interest Group) Core Competencies for Electronic Resources Librarians 2013 (Word) Core Competencies for Print Serials Management Core Competencies for Scholarly Communication Librarians
Public Library Association Professional Development Theory of Change https://www.ala.org/pla/education/theoryofchange
Society of American Archivists Guidelines for a Graduate Program in Archival Studies
Special Libraries Association (SLA) Competencies for Information Professionals
Young Adult Library Services Association (YALSA) YALSA’s Teen Services Competencies for Library Staff
Knowledge and competencies statements developed by other organisationsMozilla Core Web Literacy Curriculum
WebJunction (compiled by) Competency Index for the Library Field (pdf)
Canada: Librarianship.ca
The Canadian library and information community Librarianship.ca has a comprehensive list (12) of competency resources for the various sectors:
General
MLIS Programs in Canada
Université de Montréal, École de bibliothéconomie et des sciences de l’information
University of Alberta, School of Library and Information Studies
Academic Librarianship
Competencies for Librarians in Canadian Research Libraries (PDF) Canadian Association of Research Libraries, 2020
Core Competencies for University of Saskatchewan Librarians (PDF) University of Saskatchewan Library, 2013
LIS professional competency index for the higher education sector in South Africa 2017
Archives
Guidelines for a Graduate Program in Archival Studies Society of American Archivists, 2016
Art Librarianship
ARLIS/NA Core Competencies for Art Information Professionals Art Libraries Society of North America (ARLIS/NA) 2017
Assessment
Proficiencies for Assessment Librarians and Coordinators Association of College & Research Libraries (ACRL) 2017
Children and Youth Librarianship
Competencies for Librarians Serving Children in Public Libraries Association for Library Service to Children 2015
Teen Services Competencies for Library Staff Young Adult Library Services Association (YALSA) 2017
Collections Management
Competencies for Special Collections Professionals Association of College & Research Libraries (ACRL) 2017
Core Competencies for Acquisitions Professionals Association for Library Collections & Technical Services (ALCTS) 2018
Core Competencies for Electronic Resources Librarians NASIG 2016
Data Management
Librarians’ Competencies for Research Data Management (PDF) Confederation of Open Access Repositories (COAR) 2016
Government Librarianship
Competency Profile for the Research, Analysis and Library Specialists Group, Library of Parliament 2012
FLICC Competencies for Federal Librarians (PDF) Federal Library and Information Center Committee 2011
Government Knowledge and Information Management Professional Skills Framework, Government Knowledge and Information Management Network (UK) 2016
IM Technical Competency Framework Government of Newfoundland and Labrador 2009
Health and Medical Librarianship
Competencies for Lifelong Learning and Professional Success Medical Library Association 2017
Core Competencies for Public Health Librarianship Ontario Public Health Libraries Association (OPHLA) 2018
Vision Librarian Core Competencies, Association of Vision Science Librarians (AVSL) 2011
Information / Document / Records Management
ARMA Guide to the Information Profession (formerly The Information Body of Knowledge (InfoBOK)) ARMA 2018
ARA Competency Framework, Archives and Records Association 2017
ASA Professional Capabilities Matrix Australian Society of Archivists Inc. (ASA) 2016
IM Technical Competency Framework Government of Newfoundland and Labrador 2009
Records and Information Management (RIM) Core Competencies (PDF), ARMA 2017
Records Management Competency Framework (PDF) National Records of Scotland 2016
Statement of Knowledge for Recordkeeping Professionals Australian Society of Archivists Inc. (ASA) / Records Management Association of Australasia (RMAA) 2006
Tasks, Competencies & Salaries for Recordkeeping Professionals (TCSRP) ASA and RMAA Joint Education Steering Committee 2010
Law Librarianship
AALL Body of Knowledge (BoK) American Association of Law Libraries, 2018
CALL/ACBD Professional Development Pathways (PDF) Canadian Association of Law Libraries, 2015
Competencies of Law Librarianship American Association of Law Libraries (AALL), 2010
Library Technicians
Guidelines for the Education of Library Technicians Canadian Federation of Library Associations (Canadian Library Association), 2011
Map Librarianship
Map, GIS and Cataloging / Metadata Librarian Core Competencies (PDF) American Library Association (ALA) Map and Geography Round Table, 2008
Metadata and Cataloguing
Core Competencies for Cataloging and Metadata Professional Librarians Association for Library Collections & Technical Services (ALCTS), 2017
Map, GIS and Cataloging / Metadata Librarian Core Competencies (PDF) American Library Association (ALA) Map and Geography Round Table 2008
Public Librarianship
BC Libraries Staff Competencies North East, North Central and Kootenay Library Federations 2017
Competencies for Ontario Public Library Staff Ontario Library Service 2014
Reference and Information Services
Professional Competencies for Reference and User Services Librarians Reference and User Services Association (RUSA), 2017
Readers’ Advisory Core Competencies
Ontario Public Library Association (OPLA)
Roles and Strengths of Teaching Librarians Association of College & Research Libraries (ACRL), 2017
Scholarly Communications
Core Competencies for Scholarly Communication Librarians NASIG, 2017
Librarians’ Competencies for Scholarly Communication and Open Access (PDF) Confederation of Open Access Repositories (COAR), 2016
School Librarianship
Leading Learning: Standards of Practice for School Library Learning Commons in Canada Canadian School Libraries (Canadian Library Association), 2014
School Librarian Preparation Standards (PDF) American Association of School Librarians
E. Strategies and policy statements
Public Libraries of New Zealand (has a national strategic framework and national data collection but is only accessible to members)
Te Kauroa — Future Directions 2013-2023, Auckland Libraries (Empowering our people)
Te Kauroa Summary, Auckland Libraries (People development mentioned on page 2)
Public Libraries of New Zealand Literacy Strategic Framework 2020-2025
Long Term Plan 2018-28 Service Plan for Libraries, Christchurch City Council
Strategic overview and policies, Victoria University of Wellington Library
Libraries Activity Management Plan 2020, Invercargill City Council
F. Capability frameworks developed by libraries in Aotearoa
Auckland City Libraries’ Career Pathways Map and Role Clarity document and spreadsheet
This work was done in 2020 but not available in a practical format.
The PowerPoint and Excel documents are based on a series of workshops with staff to identify key skillsets based on different types of library roles. The pandemic has raised the importance of supporting staff to work in their branches and with the public safely. Some of the learnings worked on internally or in conjunction with external providers are:
Mental Health 101
Customer Services Safety and Security
De-escalation Communication Training
Defusing and Debriefing: People Leader training
University of Otago (for researcher-facing librarians)
University of Otago Library Capability Framework
The University of Otago Library developed a Researcher-Facing Librarian Capability Framework to support expert practice and inform professional development decisions. It is available to members under a creative commons licence.
The framework was developed after a mapping exercise to collect data on the description of roles and tasks of researcher-facing library staff. The scope: Lorcan Dempsey has coined the term “inside-out” to describe how Academic Libraries are increasingly supporting the processes of research at their institutions (Dempsey, 2016). Digital scholarship, changes in scholarly communication practices, advancing technology, and the growing use of bibliometrics for research evaluation, are fuelling the evolution of Library Research Support Services. Researcher-facing librarians are increasingly being required to upskill and engage with the research process at deeper, more technical, levels. This exercise has been designed to collect data on the “inside-out” tasks being completed by researcher-facing librarians.
Stakeholders: Aotearoa library sector
A. Key stakeholders
The various Aotearoa library sectors are the key stakeholders for this project.
To co-create the library workforce capability framework, the following groups have been included in stakeholder engagement sessions:
New Zealand Library Partnership Programme
National Library
Library associations, including but not limited to:
LIANZA
SLANZA
Te Rōpū Whakahau
LIANZA Pacific Information Management Network (PIMN) SIG
Council of New Zealand University Librarians (CONZUL)
ALIA (Australia)
CILIP (United Kingdom)
Māori representatives in the library sector
Pacific representatives in the library sector
Library representatives from each NZ library sector:
public libraries
tertiary libraries
school libraries
special libraries (incl law, health, prison, Iwi)
Tertiary education providers offering library training and development:
The Open Polytechnic
Te Wananga ō Raukawa
Victoria University
New Zealand Qualifications Authority (NZQA)
Collaborators who have done earlier work in this area
Library staff across the sectors (including HR, managers, librarians etc).
B. Library sector profiles
Public libraries
Vision Literacy for all, for life
Values
Equity of access, Freedom of information, Trust in the democratic process, Respect for individual and collective
growth, Understanding and tolerance.
People development, partnership and collaboration, smart sustainable business practice
Key themes
Pānui / Read – Literacy for all, reading for pleasure
Pāngia / Relate – People connected to knowledge and each other
Parakitihi / Rehearse – Creative learning for life
Pupuri / Remember – Valuing the past to inform the future
Public library roles and job requirements
Shelving Assistant/Library, Circulation Assistant, Ambassador, Student librarian / volunteer — Some physical fitness (as the main duties will be sorting and shelving library books), fluent in technology and have a flexible approach to taking on a variety operational tasks.
Library Assistant — No specific entry requirements needed. English, digital technologies, maths, social studies and te reo Māori useful.
Librarians — Undergraduate library qualification or undergraduate degree in any subject and postgraduate degree in library and information studies.
Shelving Assistant/Library, Circulation Assistant, Ambassador, Student librarian / volunteer — Some physical fitness (as the main duties will be sorting and shelving library books), fluent in technology and have a flexible approach to taking on a variety operational tasks.
Library Assistant — No specific entry requirements needed. English, digital technologies, maths, social studies and te reo Māori useful.
Librarians — Undergraduate library qualification or undergraduate degree in any subject and postgraduate degree in library and information studies.
Senior Librarian — Same requirements as a librarian with the added requirement of years of working experience as a librarian. Senior positions are more specialised – acquisition, cataloguing, collection development or reference services.
Team Leader — About 5 years’ experience as a librarian.
Library Manager — 5 – 10 years’ library experience with management and leadership skills to manage the operations, policy and planning of library services.
Children’s and Young Adult Services Librarian — Similar to a librarian (minimum of level 5 Diploma in Library and Information Studies, teaching qualification or equivalent) or equivalent experience) with knowledge of STEM, strategic planning, digital literacy, facilitation skills.
Māori Services Librarian — Recognised library qualification or tertiary qualification in a related discipline. LIANZA professional registration would also be beneficial. Fluency in te reo Māori would be advantageous.
Youth Engagement Coordinator — Tertiary qualification/Graduate. Sound knowledge of Tikanga Māori and Mātauranga Māori, and the ability to connect with the Māori and Pasifika Communities
Customer Service Librarian — Previous experience in customer service or in a library (no mention in the advert of any other qualification)
National Library
Duties
Providing for the preservation, protection, development, and accessibility, as appropriate, for all the people of
New Zealand, of the collections of the National LibraryCollecting, preserving, and protecting documents, particularly those relating to New Zealand, and making
them accessible for all the people of New Zealand, in a manner consistent with their status as documentary
heritage and taongaSupplementing and furthering the work of other libraries in New Zealand
Working collaboratively with other institutions having similar purposes, including those forming part of the
international library community.
Key themes of the strategic directions to 2030
Taonga
Knowledge
Reading
National Library roles and job requirements
Assistant Librarian — This website mentions that the positions requires an associate’s degree or bachelor’s degree in a relevant field. Strong communication and organisational skills are important for the position.
Library Assistant — No specific entry requirements needed. English, digital technologies, maths, social studies and te reo Maori are useful.
Librarian — Undergraduate library qualification or undergraduate degree in any subject and postgraduate degree in library and information studies
Web/Digital Archivists — Qualification in archives, record management, information studies, information management.
Oral Historian — No formal requirement. There is a code of ethical practice and technical practice provided by NOHANZ (National Oral History Association of New Zealand).
Reading Services Assistant — no data
Research Librarian — no data
Team Leader — no data
National Librarian — no data
Chief Librarian — no data
Associate Chief Librarian — no data
Programme Director — no data
School libraries
Purpose
The purpose of your school library is to help every member of your school community — students, staff, families and whānau — gain new knowledge, skills, and dispositions for learning and personal development that they will use throughout their lives.
Pedagogy of the library
The role that sound library and effective library services can play in supporting teaching and learning:
Students at the centre of its programme
The library is inclusive
The library is for readers
The library supports the construction of knowledge
Library staff are educators and enablers
School libraries in Aotearoa New Zealand 2019 Reports (pdf, 2.10MB)
School library roles and job requirements
Library Assistant — No specific entry requirements needed. English, digital technologies, maths, social studies and te reo Māori are useful. A tertiary qualification in library studies may be useful.
Librarian — Undergraduate library qualification or undergraduate degree in any subject and postgraduate degree in library and information studies.
Library Manager/Library Resource Manager — Library qualification and experience with library management systems, preferably Access-IT.
Note from Libraries in Aotearoa 2014 (PDF):
School library staff are paid on the support staff scale which does not acknowledge specialist training. School library staff have no job security as their role is based on management budgeting and is the most vulnerable to funding cuts. Many schools are currently dependant on the goodwill of librarians working with reduced hours, budgets and rates of pay or untrained staff finding their way with little guidance or professionalism.
Tertiary libraries (University/Polytechnic/Wānanga)
Vision: Each university library has their own set of values and vision.
Tertiary library roles and job requirements
Library Assistant — No specific entry requirements needed but a tertiary qualification in library studies may be useful. English, digital technologies, maths, social studies and te reo Māori are useful.
Librarian/Subject Librarian — Undergraduate library qualification or undergraduate degree in any subject and postgraduate degree in library and information studies
Academic Engagement Adviser — Degree in a library and information related, education or equivalent discipline. Experience and understanding of working in partnership with academics/students/other stakeholders. Experience of leading change and innovation in a service delivery context.
Pacific Library Liaison
A bachelor’s degree and a postgraduate qualification in Library and Information Studies or equivalent experience working in education sector libraries is desirable.
RLIANZA (Registered member LIANZA) or equivalent is desirable.
5+ years’ work experience in a library, preferably in a tertiary environment.
An in-depth knowledge Pacific library resources, knowledge of Pacific cultural values, and experience working in Pacific communities on campus or within the wider Pacific community.
Kaitakawaenga
a bachelor’s degree or equivalent
a comprehensive knowledge of tikanga Māori, particularly in relation to the provision of library services
knowledge of mātauranga Māori library resources
proficiency in te reo Māori
experience delivering library services
strong interpersonal and team working skills, including ability to work collaboratively
demonstrable cultural competence and confidence to work in a bicultural and intercultural environment
an understanding of Te Tiriti o Waitangi and how it relates to libraries
Library Manager — Bachelor’s degree in a relevant field. A Master of Library Science degree is preferred. Supervisory experience is required.
Special libraries
Definition:
“A special library is typically a unit within a public or private corporation, government agency, or a non-profit organisation. Within the academic world, libraries with specialised collections such as engineering or computer science also fit under the specialised classification. There are also public libraries with specialised units like a business library which fit into this category. These special libraries or information centres support the mission of their parent organisations. The units excel at providing highly specialised information and value added data with a very specific focus on the internal customers” (Vargha, 2005) (13)
Categories (defined in the paper in the footnote): Categories taken from the above report:
Commercial organisations | 2000 Number of Libraries | 2000 FTE staff numbers | 2006 Number of Libraries | 2006 FTE staff numbers |
|---|---|---|---|---|
Agriculture / primary produce | 13 | 24.50 | 9 | 17.50 |
Pharmaceutical / food / chemical, plastics and building materials | 2 | 3.50 | 2 | 3.00 |
Energy | 14 | 25.00 | 9 | 13.00 |
Manufacturing, engineering and architects | 18 | 30.00 | 18 | 24.50 |
Financial | 20 | 50.72 | 13 | 36.40 |
Legal | 25 | 80.74 | 29 | 77.15 |
Information consultants | 4 | 4.00 | 8 | 8.00 |
Media / publishing | 17 | 35.50 | 17 | 37.75 |
Tourism / telecommunications | 2 | 7.00 | 2 | 10.00 |
Lotteries / Standards | 3 | 6.40 | 3 | 3.50 |
Total commercial organisations | 118 | 110 | Cell | |
Total commercial staff numbers (FTEs) | 267.36 | 230.80 |
Non-commercial organisations | 2000 Number of Libraries | 2000 FTE staff numbers | 2006 Number of Libraries | 2006 FTE staff numbers |
|---|---|---|---|---|
Science / Environment | 25 | 54.56 | 24 | 51.80 |
Central government | 46 | 195.10 | 52 | 213.90 |
Local government | 6 | 14.50 | 6 | 7.50 |
Health and medical | 48 | 104.50 | 51 | 110.40 |
Theology | 13 | 23.25 | 13 | 23.25 |
Museums and galleries | 20 | 87.80 | 19 | 108.30 |
Industry and professional organisations | 1 | 2.00 | 3 | 3.00 |
Other organisations including embassy, fire, military and voluntary | 13 | 31.50 | 14 | 37.50 |
Total non-commercial organisations | 172 | 182 | ||
Total special libraries | 290 | 292 | ||
Total non-commercial staff numbers (FTEs) | 513.21 | 555.65 | ||
Total staff numbers (FTEs) | 780.57 | 786.45 |
Special library roles and job requirements
Librarian — Undergraduate library qualification or undergraduate degree in any subject and postgraduate degree in library and information studies.
Solo librarian — Same requirement as a librarian. Does the work of three people – performs all the required activities involved in research, technical services and administration. (14)
Number of library roles in NZ
Overview roles
According to Libraries in Aotearoa 2014 (15) : in 2013 there were 6,198 New Zealanders who identified themselves as working as librarians.
According to the 2018 Census:
4,038 librarians worked in New Zealand in 2018. (16)
According to the Census, 2,037 library assistants worked in New Zealand in 2018. (17)
Overview of current development pathways for growth
A. Approved library education providers, prior to becoming a librarian in New Zealand
Open Polytechnic Kuratini Tuwhera
NZ Certificate in Library & Information Services for Children and Teens (Level 6)
NZ Diploma in Library & Information Studies (Level 5)
NZ Diploma in Records & Information Management (Level 6)
Bachelor of Library & Information Studies
Graduate Certificate in Library & Information Leadership
Open Polytechnic Kuratini Tuwhera
Victoria University of Wellington
Master of Information Studies
Postgraduate Diploma in Information Studies
Postgraduate Certificate in Information Studies
Victoria University of Wellington
Te Wananga-o-Raukawa
Te Heke Puna Maumahara (1 year diploma)
Te Poutuaronga Puna Maumahara (3 year degree)
Charles Sturt University
Library and Information Studies qualifications
Includes post-graduate Certificate in Teacher Librarianship
B. Library workforce professional development in New Zealand
LIANZA Bodies of Knowledge (BoK)
The Bodies of Knowledge (BoK) identify the different areas of competency for the Library and Information Profession. The 11 BoKs are clustered in six manageable groups, which makes it easier to gather evidence to revalidate. Familiarity and practice with each of the six clusters of 11 BoKs ensures New Zealand library and information professionals have a broad knowledge base and skill set. The BoKs are used to ensure comprehensive coverage in your revalidation journal, and help registrants stay up to date with the changes in the sector.
LIANZA Bodies of Knowledge (BoK)
LIANZA Professional Development
LIANZA offers support and coordination around professional development for various special interest groups (SIGs) in the sector.
LIANZA Professional Development
Career development and future skills work
Te Rōpū Whakahau Professional Development
Professional development in Mātauranga Māori, te Ao Māori and Māori initiatives.
Te Rōpū Whakahau Professional Development
LIANZA / SLANZA Tertiary Grants Project
The project is aiming to upskill the current workforce with tertiary qualifications, attract new people to achieve tertiary qualifications and gain employment in the sector, ensure the workforce is qualified and future-ready to demonstrate the value and impact of library and information services.
LIANZA / SLANZA Tertiary Grants Project
C. Current versus future state of library development pathways in Australia
Across the next few years the Australian Library and Information Association (ALIA) is undertaking its boldly ambitious initiative to strengthen the profession, increase diversity and help create a future-ready workforce named Professional Pathways.
On 30 November 2020, ALIA released the Professional Pathways plan for the future of the library and Information profession, as the culmination of consultations across the sector over the past year, with close to 450 active participants. This document provides a detailed outline of the initiative.
In its recently released draft competencies and pathway framework (for consultation), ALIA depicts what professional pathways could look like for a few different roles.
D. High-level overview of each sector and roles
The spreadsheet shows initial research to help create an understanding of the sectors and its roles, which helped inform the co designs and the first draft of the framework.
[Understanding Library sector — Current state analysis inital research (xls, 45KB)](/files/nzlpp/understanding-library-sector-current-state-analysis-inital-research.xlsx0