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The Bottom Line
The Facts of Continuing Professional Development for LIS
Professionals in Pakistan: A Literature Review
Journal:
The Bottom Line
Manuscript ID
Draft
Manuscript Type:
Article
Keywords:
Continuing Professional Development, On Job Training, Continuing
Education, Professional Development, Pakistan, On job training
The Bottom Line
The Bottom Line
The Facts of Continuing Professional Development for LIS Professionals in Pakistan: A
Literature Review
Abstract
Purpose: Continuous professional development is an essential in-service and on-going learning
process that provides an opportunity to young and mid-career professionals to update and align
their skills in connection with the contemporary needs of library users. This study identifies and
synthesizes the literature on continuing professional development opportunities for Pakistani
librarians and information professionals.
Design/methodology/approach: This study is based on descriptive literature review published
by Pakistani researchers with specific reference to Pakistani librarians and information
professionals.
Findings: The findings revealed that albeit many initiatives have been taken by LIS schools, and
professional associations for developing the capabilities of librarians and information
professionals, however, these initiatives remained spasmodic and limited to developing surface
level skills. Some emerging areas need to be addressed including information/digital literacy,
research data management, data analysis and visualization, and the skills to establish institutional
repositories.
Research limitations: The study was limited to CPD literature contributed by Pakistani
researchers and the efforts taken by LIS Schools and professional associations.
Practical implications: There is an immediate need to initiate a cohesive approach involving
key stakeholders and to establish a platform purely working for CPD of librarians and
information professionals focusing on current and future needs. The finding will be helpful for
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drawing foundational guidelines by library associations, LIS schools and librarian’s parent’s
organizations regarding CPD opportunities.
Keywords: Continuing Professional Development, In Service Training, Librarians, Information
Professionals, Pakistan, On Job Training, Continuing Education, Professional Development
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Introduction
Continuing Professional Development (CPD) is an on-going process to develop, learn and
revise skills and abilities after becoming a practitioner. It is a continuing and proactive
process to engage oneself to enhance the abilities with required skills. It is also known as
Continuing Professional Education (CPE), in service training, professional education,
Continuing Education (CE), and professional development. According to Robinson and
Glosiene (2007) CPD is “a process by which library and information practitioners update
their knowledge, acquire new skills, maintain professional competence, and improve their
abilities by regular in-service training and education”. We are living in the era of rapid
change primarily linked with technological involvement and innovations; this change is more
effective to service oriented professions like librarianship. The change and innovation
compels individuals to keep pace with advancements, and positively contribute to the
developments. In this regard, CPD provides a way through which professionals can keep
themselves updated with the developments occurring in social, economic and technological
changes. The primary purpose of CPD activities is to fulfill the gap between formal education
and practice in the field; to maintain or increase levels of technical and professional
competence; to ensure quality and efficiency of work and to develop new expertise in
relevant areas. Traditionally, conferences, seminars, workshops, short courses, distance
education, training, professional talks were used; but now professional networking, e-mail
communications, and social media based discussion groups are also considered important for
providing continuing professional education (Majid, 2004). CPD is necessary because formal
classroom instruction covers major theories and fundamental laws, but the librarians in the
professional field are expected to provide advanced and efficient services, hence the need
arise (Ukachi and Onuoha, 2014). For acquiring such skills and expertise, there are multiple
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avenues for librarians that can be conferences, workshops, seminars, on the job training,
mentoring, formal education, publications and ongoing postgraduate programs (Saka et al.,
2016).
CPD increases the abilities of a practitioner to perform in a way that not only satisfies
the user’s need but also helps in building the importance of libraries, information centers and
the organizations in which professionals are serving. As a practitioner of a service oriented
profession, it is very important for professionals to stay updated with the latest trends in the
profession especially related to technology and its inventions. Since Pakistan is a developing
country and there is no such high-tech environment and sufficient opportunities, yet the
professionals are trying to continuously update their skills, capabilities and traits to remain
efficient. Hence, the need arises to highlight the initiatives and activities performed by LIS
schools and LIS professional associations for CPD. Therefore, this study is an attempt to
investigate the CPD opportunities and attempts taken by LIS professional library
associations, LIS schools and the viewpoint of librarians about CPD opportunities.
Objectives of the study
The purpose of this study was to identify the literature published on continuing
professional development of librarians, its need and level, role of LIS schools and
professional association in the provision of CPD and the impact of CPD on librarians in
Pakistan.
Following objectives guided the study;
To identify the CPD initiative for librarians in Pakistan
To review the activities and initiatives by LIS schools and associations for CPD
To highlight the importance of CPD in Librarianship
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Methodology
This study is based on published literature regarding continuing professional development
(CPD) for librarians and information professionals in Pakistan. The literature contributed by
Pakistani researchers on CPD has been selected to discuss and draw inferences. Major
available databases have been searched including LISTA, Science Direct, Jstore, Google,
Google scholar, etc. The inclusive criteria for studies were defined as “the studies published
by Pakistani contributors on CPD and the studies that discussed about CPD in Pakistan”. The
search terms for relevant literature was, “continuing professional development of librarians,
continuing professional development, CPD for librarians, in-service training for librarians, on
job training, CPD; Pakistan''. After searching from the available databases, the relevant
articles were downloaded and reviewed as per objectives of the study.
Results and Discussion
Practicing librarians need two types of competencies; professional and personal (Ameen,
2006). The professional traits included innovative, creative, imaginative, visionary,
committed professional, team building, adaptability, self-confidence. The personal traits
covered honest, interpersonal skills, impartial, trustworthy, friendly, tolerant, and respectful.
Ameen (2011) mentioned that no professional degree can impart forever knowledge.
Individuals should try to keep themselves updated with the latest knowledge to meet the
requirements. Presently, librarians are required to innovative and creative services or
traditional services in a more efficient way. CPD is a way to develop and to enhance
knowledge, skills and experience either formally or informally (Ameen, 2011; Anwar and
Warraich, 2013; Batool and Ameen, 2010; Bhatti and Nadeem, 2014).
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Different studies have been conducted to elaborate the competencies level of
information professionals and librarians, identifying multiple aspects where training is
needed (Ameen, 2009; Author, XXXX; Batool and Ameen, 2010; Mahmood 2002, 2003;
Ullah and Anwer, 2012; Ullah, Ameen and Bakhtar, 2011). Mahmood (2002) explored the
competencies for the novice professionals with the view of future needs. The results showed
that information technological skills are much needed for academic librarians in Pakistan to
cope with the changings needs of current and prospective library users. In another study,
Mahmood (2003) indicated that most of the regional LIS schools offer outdated curriculum
that ultimately inculcate the skills that are no longer required. The study highlighted a very
shabby picture of the contents of LIS curricula as the contents taught to the students are not
the recent requirement of the LIS market. Such outdated curriculum ultimately produces the
young librarians with limited skills. When these librarians appointed in special libraries
eventually face major issues as Ullah and Anwer (2012) investigated the needed
competencies among medical librarians and suggested that students with pre-medical
background should preferred by LIS schools during admissions. Such policy would enable
the young professionals to provide better services. In addition, the already-working library
professionals have been facing several deficiencies related to their background knowledge
and expertise and to overcome such skill-crises deficiencies, special courses should be
offered to mid-career professionals. Likewise, Ullah et al., (2010) argued that “Training
opportunities for medical librarians in Pakistan are limited” and suggested that Medical
Library Association of Pakistan and College of Physician and Surgeons Pakistan should offer
post-master specialized diploma in medical librarianship. Hamid and Soroya (2017) studied
the impact of continuing professional education on the personal and professional lives of
library and information professionals. Results found a positive impact of Continuing
Professional Education (CPE) on the professional and personal lives of respondents. There
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was improvement in technological skills like digital resources, library automation and
management systems and searching techniques. At a personal level, CPE helped them in
building confidence and in interactive communication with users.
According to Khalil (2014) that library professionals have different perception about
the career development. The role of a mentor has been recognized by the professionals,
whether it may be formal or informal. Librarians perceived that the process of career
development can be made effective through career counseling and continuing professional
development. Sharif and Mahmood (2001) investigated the impact of Certificate in Library
Automation (CLA) on participants. The results highlighted that; computer knowledge helped
them to get better jobs; it enhanced their automation related activities and helped them to
design computer-based services in their libraries for patrons. They also mentioned that such
kinds of certificates should be continued with better facilities in all provinces of Pakistan.
Inadequate in-service training for library staff is identified by Bhatti (2012) as he suggested a
national committee consisted of stakeholders for the improvement of the situation. A study by
Ullah and Mahmood (2012) highlighted the roles and functions of libraries in research and
argued that librarians should prepare themselves with modern skills through different training
programs. Warraich and Ameen (2011) studied the level of learning and suggested that
library programs should focus on practice as compared to theory. Haider (2006)
recommended organizing refresher courses and workshops on the topic of interests for the
improvement of librarians' knowledge and skills.
Ameen (2009) suggested that the librarian should involve themselves in on job
learning and training. LIS schools and professional associations should come forward to play
their role in training working librarians. Batool and Ameen (2010) studied the technological
status of university librarians and identified the lack of refresher courses and training as a
constraint of less technological skills among librarians. Jabeen (2010) suggested that
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continuing education opportunities should be offered time by time because the shelf life of
any qualification is five years. Therefore, CE courses are important to update knowledge. She
further added that library schools must pay attention to these practical aspects, they can work
on this with the collaboration of library associations. Haq (2009) assessed the situation of
human resources in the medical libraries of Rawalpindi and Islamabad. The study revealed
that there is an acute shortage of professional librarians to serve our medical libraries. He
recommended some refresher courses from time to time for professionals to update their
knowledge. He further added that the librarians should be given the chance to participate in
seminars and workshops to enhance understanding of library problems and their solutions.
Rafiq, Jabeen and Arif (2017) revealed that different kinds of training offered by the LIS
schools, library associations and organizations are not fulfilling the requirements of LIS
professionals. AS participants indicated that, continuing education opportunities should be
offered by the LIS schools with the coordination of library associations, as they have the
infrastructure and other facilities. They also said that the duration of these training should be
from one to six months instead of one-day certifications.
Role of ICTs in CPD process
Information and Communication Technologies (ICTs) are very crucial for librarians to
engage and provide better services to modern library users. It has been noted that Pakistani
professionals are lacking skills in ICTs (Ameen, 2011; Anwar and Warriach 2013; Batool and
Ameen, 2010; Mahmood and Khan 2007). Mahmood (1998) described that training for
Continuing Professional Developments (CPD) always got good responses from the
professionals. He highlighted that professionals are aware of the importance CPD’s in their
career. He further suggested that a National Centre for Software Development should be
developed, yearly plan ought to be devised for CPD’s training of LIS professionals,
incentives should be offered for the participants and especially achievers and the analysis of
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these training should be monitored time to time in order to maintain effectiveness. A study by
Anwar and Warriach (2013) explored how academic librarians engage themselves in CPD
activities with respect to Information and Communication Technology (ICT) learning and
found that they relied on their personal quest for learning digital literacy. Some librarians
were involved in higher education, and some were getting training courses and workshops for
digital literacy. The suggestion by the participants of the study includes; Punjab university
library should take step; Library schools should play their role and should pay attention to
such courses; PLA-CTC (computer training course) should be revived; there should be
professional council for accreditation of librarians. Similarly, Khan and Rafiq (2013)
surveyed the Pakistani librarians with respect to the effectiveness of in-service training
programs. The study focused on issues of training, trainees and training agency as a whole.
They identified that 1215 trainees were trained during the years 2010-2011 in 25 different
training workshops. The results found that librarians were looking for training but finance is
the major hindrance to attending CE programs. Participants were more interested in learning
management and leadership with emphasis on ICT skills. Bhatti and Nadeem (2014) studied
the perception of LIS professionals about their training needs through a descriptive survey.
They collected data, by using a questionnaire, from 59 HEC recognized public and private
sector university’s librarians (N= 150). The results showed that librarians were eager to get
training related to different aspects of ICT. They need training for library automation
services, maintaining and managing digital libraries and different digital library software’s.
Hamid (2014) ascertained that Continuing Education plays an effective and constructive role
in the existence and improvement of a profession. Mahmood and Khan (2007) investigated
the need for librarians with respect to ICT. They provide a description of training methods,
hosting bodies, preference of librarians (feasible time and duration of the training, mode of
encouragement). The results of this study showed that librarians were very eager to learn the
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ICT skills, workshops and training were considered as the most important mode for
continuing education. Participants preferred that professional association and library schools
should play their active role in this regard. Batool and Ameen (2010) explored the status of
technological competencies of university librarians. The study findings revealed that
librarians have Information Technology (IT) expertise to automate their libraries but for the
provision of advanced facilities they need advanced technological skills. Ameen (2011) also
identified certain challenges faced by librarianship due to the emerging academic culture, and
the growing use of information and communication technologies (ICTs). She also identified
the importance of CPD and mentioned that no professional degree can impart forever
knowledge. Individuals should try to keep themselves updated with the latest knowledge to
meet the requirements.
Role of Professional Associations and LIS schools
The role of professional associations and LIS schools about working-librarians CPD is
undoubtedly crucial. The professional associations tried to diminish the gap between theory
and practice of mid-career library professionals. Associations are necessary for those
librarians who have completed their education more ago and work as a bridge between what
the librarians do not possess and what the modern library user’s needs. There are many
professional associations working for librarianship and for uplifting the profile of library
professionals in Pakistan. Ahmed (2007) mentioned that there are eleven library associations
in Punjab. In addition, Pakistan Library Association is working at the national level with its
provincial branches at each province. He mentioned that in general, the roles of library
associations worldwide include working for the welfare and advancement of the profession;
to develop library legislation and standards; to arrange seminars, conferences, training
workshops; and to act as a supervisory and advisory body.
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Some studies highlighted the role Pakistan Library Association (PLA) and stated that
PLA is regularly organizing annual conferences, courses, seminars, library professionals'
meetings and publications to promote the library community in practical as well as research
fields (Bhatti and Chohan, 2012; Hamid and Soroya, 2015). Earlier studies highlighted that
professional associations contributed well however nowadays the associations become a
political arena eventually its working has disturbed. The expected vibrant role of associations
is missing to provide training to library professionals about current challenges (Haider 2003;
Ameen 2006; Rafiq, Jabeen and Arif, 2017). Haider (2003) moved forward and stated that the
responsible bodies did not work seriously or jointly. The department of libraries, a
department under the Ministry of Education and Pakistan Library Association (PLA) failed to
produce visionary library professionals. Hamid and Soroya (2017) found out that Pakistan
Library Association (PLA) is playing a major role in providing CPE to professionals as well
as PAKlag and PLWO is also playing a key contributing role till 2015. Based on the
observational and personal experience, it can be written that PLWO (Pakistan Librarian
Welfare Organization) is playing an effective role for the professional development and
education of librarians; in recent years many pieces of training/seminars/and workshops were
conducted by PLWO to uplift the profile of professionals as well as profession. However,
PLA is just fighting for its existence. Some recent studies highlighted the role of library
associations and LIS schools and stressed on the need of mutual working for better resulting
in library professional’s CPD, training and skills enhancement (Ameen 2006; Anwar and
Warriach 2013; Author, XXXX; Author, XXXX). Author (XXXX) suggested training
courses and refresher courses for young and mid-career library professionals jointly ventured
by LIS schools and library associations. Similarly, Author (XXXX) stressed on the need for a
revival of associations and involving young library professionals in the associations working.
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The authors also suggested restructuring of central library associations and also establishing
separate platforms for ‘technical issues’ being faced by library professionals.
Overall, this study found that the efforts of professional library associations are
remained spasmodic and merely focusing of technical aspects i.e. automation, ICTs,
searching and reference management. Such limited and surface level types of training offered
by the LIS schools, library associations and organizations are not fulfilling the current
requirements of LIS professionals (Rafiq, Jabeen and Arif, 2017). In addition, the major
weakness of the LIS profession is the lack of opportunities for CPD (Warriach and Ameen,
2015) and further there are not opportunities for those professionals working in remote areas.
The situations is going worse as most of the LIS professional’s lack initiative for self-
development and employers do not want to spend money and encourage library staff for
continuous professional training and development (Ameen, 2006). Another key reason of
insufficient opportunities is non-cohesive approach between professional associations and
LIS schools. Under such prevailing situation, there is an immediate need to constitute
national level committee consisted of key stakeholders including associations, LIS schools,
relevant ministries, higher education commission and others.
Limitations and future research
The study was limited to CPD literature contributed by Pakistani researchers and the efforts
taken by LIS Schools and professional associations. Some professional’s associations, govt.
agencies and other organizations through working and working for employees CPD,
however, their role, as well as a contribution, has not been highlighted in academic literature.
A qualitative study will be helpful in the future that explores the viewpoints from the
association’s representatives and LIS school faculty pertaining to CPD. An exploratory study
will also be worthwhile that would investigate the efforts of employee’s parent’s
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organizations, govt. agencies and other organizations about CPD. A country-level study is
also needed that examines the CPD efforts taken by professionals associations throughout
Pakistan.
Conclusions
Continuing Professional Development (CPD) remains an irregular activity in Pakistan. There
is no permanent platform or body of a professional association to work purely for the CPD of
professionals. Many recent studies have highlighted the need of CPD for library professionals
jointly ventured by professional library associations and LIS schools would be a good
moving-forward initiative (Ameen, 2006; Anwar and Warriach 2013; Author, XXXX; Awan
and Mahmood, 2010). Pakistan Librarian Welfare Organization (PLWO) is playing a vital
role nowadays by conducting different seminars, training and workshops for professionals in
different geographical locations. But the findings of different examined studies revealed that
professionals are in much need of collaborative opportunities by LIS schools and associations
on a regular basis with the focus of current challenges and future needs. In addition, the
review of the literature showed that most of the efforts of CPD were related to technical
aspects like library automation, reference management software, and searching technique.
There is an immediate need to offer CPD opportunities in which professionals are greatly
lacking including communication skills, library leadership, information / digital literacy skills
and subject/domain knowledge etc. A communication skill is a very weak area among library
professionals that should be addressed immediately by offering course and training
workshops (Author, XXXX). Some latest emerging areas also need to be addressed like
research data management, data analysis, visualization, and the establishment of institutional
repositories, etc. These should also be focused to meet the changing needs of the time.
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Author, XXXX
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