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|Title:||Sources of training and professional development for academic acquisitions librarians|
|Author(s):||Schmidt, Karen Arline|
|Director of Research:||Auld, Lawrence W.S.|
|Doctoral Committee Chair(s):||Auld, Lawrence W.S.|
|Doctoral Committee Member(s):||Smith, Linda C.; Fley, Jo Ann|
|Department / Program:||Library Science|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||Acquisitions, the process by which libraries order, claim, and receive material, was once an essential part of the library school curriculum. Since the 1930s, training in this area has diminished significantly and over the past several years there appears to be a preponderance of opinion among acquisitions librarians that more formalized library school training is needed. A survey of acquisitions librarians employed in ARL-member libraries was used to determine where contemporary training for acquisitions does occur and where it should occur. In addition, the survey identified those acquisitions librarians most recognized in their field and compared and contrasted their formal and informal acquisitions training with ARL acquisitions librarians.
The significant findings were: (1) ARL acquisitions librarians receive more than 75% of their acquisitions training outside the library science classroom. Despite this, only about 26% of the respondents believe that the majority of their acquisitions training should come from library school. (2) ARL acquisitions librarians believe that most of their education for acquisitions should come from on-the-job training, followed by library school training, workshops and conferences, vendor interaction, and other sources, including professional readings. (3) Acquisitions librarians identified as being most recognized and effective in their work differ little from ARL acquisitions librarians in their perceptions about acquisitions education and received comparatively less formal training in acquisitions. Members of this population were more active in continuing education than their ARL counterparts.
The findings demonstrate that the library school curriculum should contain more about acquisitions, with particular reference to specific areas, but that the primary training for acquisitions work should continue to occur in the workplace.
|Rights Information:||Copyright 1989 Schmidt, Karen Arline|
|Date Available in IDEALS:||2011-05-07
|Identifier in Online Catalog:||AAI8916304|