It is a pleasure to be with you here today to talk about
professional development and the Mortenson Center for
International Library Programs. University libraries in
all countries have an exciting and challenging future. We
must learn quickly and efficiently to select, implement,
and manage new technologies to provide better access to
information. Information today is no longer confined to a
physical structure such as a library, and learning to
provide access to virtual information is critical to the
educational mission of universities. At the same time,
use of traditional library resources continues to be
strong and traditional services must be maintained to
support users. One of the important ways to help
librarians’ transition into an open access and changing
information environment is to provide a professional
development program that focuses on the new technologies
and the skills needed to use them and on how to work
productively in an environment of change and challenge.
As an introduction to talking about professional
development, I thought it would be useful to look at some
of the issues and opportunities facing academic libraries.
First, I will discuss some issues and opportunities for
academic libraries in the U.S.A. and Africa. Then, I will
talk about continuing education today for librarians and
some of the challenges and programs available. Finally, I
will tell you about the Mortenson Center for
International Library Programs.
Issues facing Academic Libraries in the U.S.A.
A task force of the American Library Association’s
Association of College and Research Libraries identified
the most important issues facing academic libraries. The
task force report, authored by W.L. Hisle, was published
in College and Research Libraries News in 2002.
Librarians at open forums, both online and face to face,
contributed to the articulation of issues they believe
are most pressing and that must be dealt with effectively
to retain the important role of academic libraries in the
academy.
1. Recruitment, education, and retention of
librarians. The need to find and retain quality
leadership is a core issue for the future of academic
libraries in the U.S. As retirements increase, fewer
librarians are entering the profession as a whole, and
fewer librarians are entering the academic library field
in particular. Ensuring education of new librarians and
reeducating existing librarians with skills and knowledge
to support new roles in a digital information age,
especially roles involving teaching and library promotion,
is a challenge for the profession. Low salaries and the
lack of diversity in the profession are other topics that
need collective action.
2. Role of library in academic enterprise. Librarians
are dedicated to maintaining the importance and relevance
of the academic library as a place of intellectual
stimulation and a center of activity on campus. Some fear
that libraries are becoming marginalized. Librarians
believe that it is essential that we emphasize
information literacy instruction and the importance of
the teaching role of librarians. Since access to
information is increasingly decentralized and computer
labs now compete with libraries as campus gathering
points, librarians must demonstrate to the campus
community that the library remains central to academic
effort.
3. Impact of information technology on library
services. Librarians are aware that an
appropriate institutional balance needs to be maintained
between traditional library materials and services and
those services (which sometimes overlap) represented by
instructional and information technology departments.
Whether libraries should house campus information commons
is one question. Another issue is whether librarians
should report through an “information czar,” rather
than through the traditional academic hierarchy. It is
also important, though difficult, to maintain
technological currency in the face of decreasing
resources, rising costs, and differing views about
institutional funding priorities.
4. Creation, control, and preservation of digital
resources. Methods to determine what should be
digitized, to find resources to do the work, and to
develop appropriate bibliographic control mechanisms for
digital materials offer complex challenges. In addition,
librarians want to ensure that digital materials are
preserved appropriately and that permanent access to
those materials can be provided.
5. Chaos in scholarly communication. Librarians
advocate the need for fair scholarly communication models
as copyright laws change or are reinterpreted, and
challenges to fair-use in a digital context continue to
be made. Traditional library/publisher relationships may
change substantially. The consolidation of the
information industry under a few large vendors is a
substantial threat, as it represents possible
homogenization of information and the potential for
monopolistic business practices. The rise of the Web as
the first choice for student and faculty researchers
represents a departure from traditional scholarly
research patterns. Overcoming the apparent lack of
commitment by the commercial information industry to
future access of information will be an ongoing challenge
for librarians.
6. Support of new users. Librarians
articulate the need to provide appropriate services and
resources to new users, whether distance education
students or those involved in new teaching and learning
methods. The organizational patterns of academic
libraries are thought to be a barrier to providing these
students with access to instruction and information
appropriate to their educational style. Librarians would
like to take advantage of student enthusiasm, creativity,
and technical skills. At the same time, librarians
observe the general and growing lack of literacy among
students, along with flexible ethics that tolerate
plagiarism and copyright violations and show a general
lack of respect for scholarship and research.
7. Higher education funding. Considering
the current state of the economy, librarians face the
possibility of reductions in funding that could have a
deleterious effect on library programs, salaries, and
resources. Creative thought and action will be required
to compensate for the already low pay of librarians, as
well as the rising costs of materials and technology. The
question asked is, “How can libraries provide access to
the information students and faculty need when the cost
of resources is rising so precipitously?” In addition,
librarians must face the challenge of competition from
other organizational units during these times of tight
resources.
Opportunities for U.S. Academic Libraries
A number of library leaders in the U.S. were informally
surveyed about what issues they think are important
priorities, critical issues and how they spend their time.
The topics they identified provide a brief introduction
to some of the opportunities for academic librarians and
set the stage for a discussion of professional
development needs.
1. Communication. Librarians are finding
that much of their job involves persuading people to do
things or to think in different ways. Excellent and
continuous communication is essential with not only
library staff and library users but also with campus
administrators, potential donors, and other stakeholders.
2. Library visibility on campus and in the larger
environment. We must find ways to promote the
values, expertise, and leadership of the profession
throughout the campus to ensure appreciation for the
roles librarians do and can play. Involvement in higher
education associations and other groups making national
and state decisions is essential. Working with the
commercial information industry to ensure future access
to information is an ongoing challenge for librarians.
3. Funding for the Library. University
librarians now spend considerable time working on
securing funding from the campus, private individuals,
foundations and corporations. Stretching the budget and
finding new sources of funding take up a considerable
amount of time for today’s academic librarians.
4. Opportunities to improve library services. New
technologies and changing service expectations and
patterns provide opportunities to change and improve
library services. Changing expectations of users means
that library approaches must be responsive, flexible, and
receptive to new opportunities. Library buildings may
need to be modified to better serve users. It is
essential to find time to plan for and think about the
future.
5. Positive culture for the library workforce. Supporting
all library employees so they can do their work,
including ensuring that there are sufficient support
services and a positive culture, is important in a
climate of change. In some cases, the long-term
organizational culture may need to be changed to meet new
and emerging needs of users and staff. Keeping morale
high in difficult financial situations can be a challenge.
Providing and supporting professional development and
training opportunities for all library employees are
essential as positions become more fluid.
Challenges for Academic Libraries in Ghana,
Nigeria, Tanzania, and Uganda
Mortenson Center staff has just returned from visiting
university libraries in Ghana (University of Ghana-Legon
and University of Education-Winneba), Nigeria (Ahmadu
Bello University, Obafemi Owolowo University, and
University of Jos), Tanzania (University of Dar es Salaam),
and Uganda (Makerere University) that are receiving
funding from the Carnegie Corporation of New York, as
part of their revitalization of African universities
initiative. Here are some of the challenges facing these
libraries.
1. Difficult political settings. A
number of the countries have gone through very difficult
political times. War and violence have disrupted the
countries and their universities.
2. Harsh physical environment. Heat,
dust, and humidity make preservation of library materials
difficult. Traditional print materials do not age well in
these situations and preservation is difficult.
3. Manual library systems. Most of the
libraries are in the beginning phases of automation and
still have many manual systems that must be converted and
changed.
4. Lack of resources for new acquisitions. There
is a lack of new resources for acquisition of library
materials. The economic situations in the countries and
weak currencies make it very difficult to purchase
current library materials in print or electronic formats.
Many of the new journals are donated or received free of
charge. The condition of the book stock is poor with many
monographs predating 1990.
5. Poor facilities. The lack of
resources and weather create havoc on library facilities.
There are not enough seats for students, and most
students work from notes and not materials from the
libraries. Materials cannot be protected and preserved.
6. Unstable Infrastructures. Unstable
infrastructures on the campus make it challenging to
deliver services using technology. Electricity is
unreliable and even when computers are available, they
sometimes cannot be used due to lack of electricity.
7. Unfamiliarity with new technology. There
is sometimes an unfamiliarity with new technologies,
since they are not available for staff to practice and
become proficient users so they can pass their skills on
to faculty and students.
8. Security for library materials. Security
of library materials is often lacking and because of this,
stacks are often closed and materials are not allowed to
circulate.
9. Lack of bandwidth for Internet access. Bandwidth
is not available at the levels needed to support use of
online resources in libraries. Universities pay very high
fees for limited bandwidth.
Opportunities for Academic Libraries in Ghana,
Nigeria, Tanzania and Uganda
At the same time, the academic libraries in Ghana,
Nigeria, Tanzania, and Uganda have a number of
opportunities to enhance their services and activities.
1. Foundations. A number of foundations,
including the Carnegie Corporation and McArthur
Foundation, are investing in African universities and
their libraries. Computer and online systems and
resources are among the items available from these
investments. Some of the funds are also being used for
more traditional acquisitions such as new books, security
systems and related items.
2. Retrospective conversion. Libraries
are beginning to prepare for online catalogs and systems
by doing retrospective conversion, bar coding, and other
tasks. There is excitement about the possibility of
making resources available in online forms.
3. New technologies. New technologies
are being implemented as funding allows. Training
programs for library staff and library users are being
planned and implemented, so that the best use will be
made of online resources.
4. Digitization. Digitizing of historic
and unique resources is being planned for and beginning
in some locations. Librarians understand the importance
of making these resources available for broader use.
There is also hope that digitization can help with
preservation.
5. New construction. New library
construction is taking place in some locations. In others,
some remodeling is going on to make space more useful and
pleasant for staff and users.
6. Internet cafes. Most universities now
have Internet cafes, and they are popular sites for
students on campus. Many libraries have access to online
resources for the use of students and faculty who need
them for research purposes.
7. New computer laboratories. New
computer labs are being built and planned in many
libraries. At the same time, librarians are planning to
train users on how best to use online resources,
especially those found on the Internet.
8. Back up power systems. Electricity is
unreliable in many locations, so backup power systems
such as solar panels are being used in a number of
locations.
Continuing Education for Librarians Today
The examples from US and African academic libraries
illustrate some of the needs for continuing education.
Organizational re-design efforts, changing technologies,
and demographic changes are some of the major causes for
the recent interest in training programs for university
librarians. Technology is reshaping the world of learning
and scholarly communication, and the skills and knowledge
needed to perform jobs in libraries are constantly
changing. Libraries must provide leadership for their
universities in managing these issues, and teamwork and
system-wide and global thinking are required. Adequate
training is one way to enhance our ability to cope with
rapid change in a global environment. These factors are
encouraging many library administrators to focus on
preparing the new wave of leaders who will shape the
future of academic libraries.
Some of the areas of training needed by academic
librarians include:
1. Information and
telecommunications technology. Topics
include evaluating and using computer hardware
and software, understanding computer and
information concepts, understanding systems
analysis, planning and implementing digitization
projects, and accessing information via the
Internet.
2. Project Management. Today’s
librarians are dealing with implementing new
technologies and services. Knowing how to manage
and plan projects is essential in the current
environment.
3. Advocacy and Marketing. Librarians
must be able to advocate for their libraries and
market them on the campus and in other areas
where needed. Not everyone understands the value
of libraries and the strategic value of
information for education and research.
Librarians must market information not only to
the university communities but also to government
policymakers and to funders.
4. Communication. Librarians and
libraries are basically communicators of
information. Verbal, non-verbal, and
interpersonal communication skills are important
for all library staff. Librarians must be able to
express themselves clearly, communicate with
users, and listen carefully.
5. Outreach to varied communities. New
tools provide new opportunities to bring
additional users into the libraries. Virtual
services can reach offsite users and others in
new ways. Information literacy is a skill needed
by all library users, and librarians must work
with faculty and administrators to be certain
this is part of the curriculum for all students.
6. Teamwork skills. All
libraries today require teamwork from their staff
to move ahead in times of challenge and change.
By working effectively together, excellent
programs and approaches to opportunities can be
developed.
7. Change management. Institutions
of higher education are undergoing major change,
and librarians working in these settings must
become adept at managing change. Leadership
skills are essential to manage personnel and
libraries in the current environment.
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As one searches the web, one finds that many
universities have developed their own staff development
training programs both for the entire university and just
for library staff. There are also regional groups of all
types of libraries or of academic libraries, who have
come together to develop joint training programs. Many
professional library associations also offer continuing
education, training, and leadership programs.
Many of the training programs are supported by research,
the development of resource materials for participants,
and an approach built on an understanding that adults
learn best by experiencing and then reflecting on that
experience in a non-threatening, supportive environment.
Key leadership and management theories, concepts,
methodologies, and techniques are explored, developed,
and practiced in many of these programs. Programs focus
on the issues and developments most critical to those who
currently, or will soon be expected to, play significant
leadership roles in their organizations. The curriculums
are designed and facilitated by experts in the library,
higher education, and information technology arenas.
The International Federation of Library Associations
and Institutions Continuing Professional Development and
Workplace Learning Section works to encourage and
develop continuing education programs for information and
library personnel and to provide a focal point for
relevant activities. New trends in information sources,
technology, users' needs and management of libraries and
information services emphasize the requirement for
continuing education and retraining. The Section brings
together those interested in and/or responsible for
providing delivery systems for continuing education. http://www.ifla.org/VII/s43/scpdwl.htm
Here are some sample professional development programs
for academic librarians to provide a little background on
the variety of programs that are available.
The Association of College and Research Libraries is
a division of the American Library Association that
offers a number of training programs. The Harvard
Leadership Institute focuses on how to stimulate change
in organizations. The primary means of presenting higher
education issues is through the classic Harvard case
method. Participants read, reflect upon, and address a
set of questions within the context of a real life case
study. There are some international attendees and before
the IFLA conference in Boston in 2001, a special
institute was held for international participants. http://www.ala.org/acrl
The Association of Research Libraries in North
America offers Library Leadership for New Managers which
is designed for emerging library leaders who have little
or no formal management experience. The program builds
upon the OLMS tradition of training and facilitation,
creating a learning space in which new professionals from
many institutions can network, exchange ideas, and gain
competencies to help them throughout their careers. The
program offers three different but related learning
opportunities: an in-person Leadership Institute, a web-based
course, and a facilitated project. http://www.arl.org
The Frye Leadership Institute attempts to
develop creative leaders to guide and transform academic
information services for higher education. The Institute
is an intensive, two-week residential program held at
Emory University. Through presentations by recognized
leaders in higher education and society, seminars, and
group projects, the Institute offers participants the
opportunity to explore and analyze the leadership
challenges stemming from the changing context and
complexity of higher education, with special attention to
the implications of the growing power of information
technology to transform the means of research, teaching,
and scholarly communication. The Institute is sponsored
by the Council on Library and Information Resources,
EDUCAUSE, and Emory University. http://www.fryeinstitute.org
The UCLA Senior Fellows Program, which
originated at UCLA in 1982, is designed for leaders in
academic and research libraries. Senior-level academic
librarians, who are interested in an executive management
level course on policy and leadership conducted by
leading experts, are encouraged to apply. The Program is
highly selective and limited to 15 Fellows per year. The
program was first established with support of the Council
on Library Resources, UCLA, and the institutions
represented by the participating fellows.? Over 165
academic library leaders have participated in the program.
http://is.gseis.ucla.edu/seniorfellows/
The Academic and National Library Training Co-operative
is an Irish based training organization. The aim is
to identify training needs within the academic and
national libraries which form the basis of an ongoing
cooperative training and development program. This
training will supplement each institution’s own program
and, through joint group consultation, will aim to offer
a wide range of training opportunities to relevant groups
of libraries and library staff at a reasonable cost.?This
program has been expanded and developed based on feedback
received on previous courses, and consultation with
librarians. http://www.anltc.ie/
Northern Exposure to Leadership Institute at the
University of Alberta in Canada works to contribute to
the vitality, growth, and success of the library
profession well into the 21st century, by positioning
professionals to be proactive, effective, and
consequential voices in a dynamic and sophisticated
information environment. The Institute provides a unique
opportunity for professional librarians to share with
peers and mentors a five day experiential and theoretical
learning situation in Canada. Participants explore and
experiment with such leadership concepts as vision, risk
taking, creativity, change, communication, power, and
styles of leadership. This is all to be done within a
context of self-exploration, evaluation, and development.
http://www.ls.ualberta.ca/neli/instit.html
The Society of College, National and University
Libraries (SCONUL) located in London promotes
excellence in library services in higher education and
national libraries across the United Kingdom and Ireland.
SCONUL’s web page provides useful staff development
links. SCONUL offers a monetary award to help develop
ideas for staff development. The award will support a
development event, an exchange or visit to other
libraries, publication or research, or a new staffing
initiative. http://www.sconul.ac.uk/activities/staffing/links.html
Each of these professional development and leadership
programs offers a different and unique approach. Many of
the programs are aimed primarily at librarians in a
particular country or region. All of the programs aim to
create a climate to help facilitate the learning process.
Some of the characteristics of effective adult learning
programs to be considered, as one evaluates programs, are
indicated below.
1. Voluntary participation. Participation
in these learning opportunities generally is
voluntary and often sought after.
2. Learners involved in objectives and
assessment. Learners should be involved,
as much as possible, in the needs assessment and
formulation of training and staff development
objectives.
3. Climate of mutual respect. A
climate of mutual respect lays the groundwork for
a situation where new ideas can be freely debated
and discussed.
4. Sense of shared responsibility. For
learners to be able to take advantage of the
personal experiences of others, there must be a
sense of shared responsibility for the quality of
the common learning experience.
5. Personal discovery. For
adults to acquire and fully integrate desired
knowledge or skills, the learning process must
involve personal discovery and the opportunity to
compare ideas with an understanding of how things
work.
6. Opportunities for discussion and
practice. Effective training programs
provide opportunities for both discussion and
practice.
7. Open and accepting environment. An
open and accepting environment is essential.
8. Mentoring. Mentoring helps
most of us learn, and having a mentor is an
excellent way to test assumptions and continue to
grow and learn.
9. Continuous learning. Programs
are developed to help the participants learn and
remain enthusiastic and interested in the
learning process after the program is over.
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Adults learn best through experience,
observation and reflection, generalization and
conceptualization, and experimentation and integration.
The learner must bring energy, enthusiasm, and a lifetime
of experience to the learning process. The continuing
education program provides content and structure to
enable the learner to acquire new knowledge and skills.
Learning in a setting with colleagues from different
geographic settings and cultural backgrounds provides an
extra dimension that seems particularly appropriate in
the 21st century. The Mortenson Center for International
Library Programs provides this dimension, while
developing its international programs on the basis of
what is known about how adults learn and the areas of
training needed by academic librarians.
The Mortenson Center for International Library
Programs
The Mortenson Center for International Library Programs
is located in the cities of Champaign and Urbana with a
combined population of 100,000, approximately 140 miles
south of Chicago. The University and its surrounding
communities offer a diverse cultural and recreational
environment in the middle of typical Midwestern American
farm land with corn and soybean fields. We have four
seasons in Illinois.
The University of Illinois is a comprehensive, major
public university rated among the best in the world. It
provides undergraduate and graduate education in more
than 150 fields of study. The University has more than 80
centers, laboratories, and institutes that perform
research for government agencies, industry, and campus
units. It provides public service to the state and the
nation. The University has 38,000 students, 10,000
faculty, professionals, and staff. The 2003 budget was 1.224
billion dollars. The University was the first to provide
students with disabilities access to all university
services, curricula and facilities. We are home to the
National Center for Supercomputing Applications and
developer of the hypermedia browser Mosaic. There are
over 47,000 network connections for students, faculty,
and staff and 3,000 computer workstations available for
student use. The Illini Union is the student union with
rooms for visits, restaurants, and recreational
facilities. The Morrow Plots are the oldest experimental
agricultural plots in the country, and the undergraduate
library, which is next to the plots, is built underground
so the shadow of the building will not shade the
agricultural plots.
The University of Illinois Library was founded in 1867
with 1,039 volumes. It is recognized as a premier
institution and has strengths ranging from the sciences
to the humanities. It houses the largest public
university collection in the world with more than 22
million items, 10 million volumes, 13 million print and
non-print materials, and over 90,000 periodicals and
journals. There are 42 departmental libraries with one
large library for undergraduate students. The online
catalog is accessed more than one million times weekly
from all over the world. There are 288 electronic article
indexes and abstracts, some full text. E-reserves are
available for course materials, and there are numerous
digital projects. The Library belongs to at least 10
library resource sharing networks and has a budget of $29.5
million. There are over 500 librarians and staff. There
are 250 public computer terminals and 500 staff terminals.
The Library is a member of the International Federation
of Library Associations along with other international
groups. The Grainger Engineering Library is one of our
newest library buildings and has a variety of spaces for
students to study.
The Graduate School of Library and Information Science is
a great resource and is recognized as a premier
institution, frequently ranked number one and
consistently among the top three U.S. library and
information science schools. Mortenson Center Associates
are able to take advantage of the library school and its
faculty and resources.
Founded in 1991 with two generous gifts from the
Mortenson family, the Mortenson Center for International
Library programs seeks to strengthen international ties
among libraries and librarians worldwide for the
promotion of international peace, education, and
understanding. The goal of the Mortenson Center, as
Walter Mortenson put it so eloquently, is to “promote
international education, understanding and peace.”
Since its inception, more than 600 librarians from 85
countries have participated in the Mortenson Center
programs. The Center provides a variety of programs
designed to meet many different professional development
needs with colleagues from a variety of settings around
the world. The Center is the only one of its kind in the
world.
The Mortenson Center has welcomed librarians from more
than 85 countries in all parts of the world. The Center
welcomes librarians and information specialists from all
kinds of libraries and information centers including:
public and youth libraries, school libraries, library and
information science schools, government libraries,
academic and research libraries, corporate libraries,
national libraries, medical libraries, agricultural
libraries, law libraries, and archives among others.
While some of the training programs are directed at a
particular type of library and part of the world, many of
them include a wide range of participants. The Center is
well located for running a residential program as part of
a large and great university with a presence in
practically every imaginable discipline, conveniently
located on one large campus.
The Mortenson Center receives funding from a variety of
sources. The University of Illinois, U.S. government
agencies, individuals, foundations, and endowment all
help us do our work. We offer a number of programs at the
Center including: the Associates Program, a unique
individualized non-degree program; the visitors program
which includes seminars, tours and discussions; the
partnership program focusing on the unique needs of a
country or region; and the lecture series promoting
international understanding. The distinguished lecture
series is held each fall and, in recent years, we have
focused on information literacy and intellectual freedom
and civil societies.
The Associates Program is a unique, individualized, non-degree
program which offers an opportunity for librarians and
information specialists to learn first-hand the workings
of U.S. libraries and to share their experience with
other Mortenson Associates from around the world. The
Mortenson Center offers this unique, individualized, non-degree
program for librarians who are able to come to the
University of Illinois for extended stays. The purpose of
the program is to expose the participants first-hand to
the workings of U.S. libraries and to give them the time
and resources to develop new strategies for their
libraries back home while sharing their experiences with
others. This past fall participants were from countries
around the world including: Colombia, India, Japan, Kenya,
Nigeria, Russia, and South Africa.
At the Mortenson Center, we introduce visiting librarians
to life in the middle of America. We show them a major
academic institution. They spend time at the Lincoln
Trail Libraries System, the local library consortium that
includes the giant University of Illinois along with tiny
public libraries. They visit the Illinois State Library
in Springfield and a variety of libraries in Chicago.
Visits to the American Library Association in Chicago,
where staff prepare programs for the group, provide a
broader context on issues in libraries in the U.S. We
often take them to a nearby farm, where they learn how
this sector of our society lives and works and how its
information needs are met.
All training programs at the Center focus on best
practices and exposure to a number of experts and work
settings. By bringing participants to the University of
Illinois, we allow them time to focus on training, the
opportunity to use technology labs and resources,
exposure to a large and important university library and
its staff, structured time to interact with a wide range
of librarians and other specialists from around the state,
and the opportunity to visit a variety of sites and
observe first-hand activities in a number of libraries.
It would be impossible to provide this kind of broad
exposure to a number of libraries and experts, if the
training were not done in the United States.
Typical Mortenson Center Program Elements
During their time at the Mortenson Center, academic
librarians generally join their international colleagues
from a variety of countries and types of libraries in a
structured program. Responding to the training needs
identified above (technology, project management,
advocacy and marketing, communication, outreach, teamwork,
and managing change), we develop programs keeping in mind
the characteristics of effective adult learning programs.
The Mortenson Center provides a comprehensive program
that includes the following elements:
Presentations and Tours: Mortenson
librarians hear presentations from a wide range of staff
from libraries and organizations affiliated with
libraries. We tour school, public, academic, and special
libraries. Special libraries such as those at the Chicago
Tribune, a major newspaper, are often included in the
tour. In addition, we meet with library consortium
organizations, book distributors, and other relevant
groups.
Information and Telecommunications Technologies: We
offer a general course on new technologies. We work to
assess the skills of each visitor and, depending on their
abilities and interests, we will also provide web design
and database development training. Recently, some of our
visitors have requested training in understanding the
technology for digital libraries. Things like the Virtual
Reality Cave on the engineering campus, which is an
experimental laboratory where faculty members from across
the disciplines can use advanced technology to present
information and ideas in unique and interactive ways, add
to the program.
Visits and Presentations: During the
program, we generally travel to Chicago and Springfield,
the state capital. In Chicago, the group will visit the
Chicago Public Library and the American Library
Association. In Springfield, we work with our partner,
the Illinois State Library, to offer a program of tours
and seminars about the role of the State Library. We
always include a couple of Lincoln historical sites, much
to the delight of our visitors. During these visits,
Mortenson associates develop their communication skills
by interacting with a wide range of librarians and staff.
Host Site Visits: We arrange for our
visitors to spend 2-3 days in a host library in Illinois.
We place the visitor in a library that is similar to
their home institution. The Mortenson visitor then has a
chance to spend one-on-one time with a librarian and ask
in-depth questions about the management of the library.
In these settings, Mortenson associates learn about
outreach to communities and see examples of how users can
be provided with library services.
Seminars: The participants attend a
weekly schedule of seminars on topics that include, but
are not limited to: introduction to American libraries,
library management, library leadership, managing
information technology in libraries, library development,
fundraising, promotion, marketing, advocacy, issues of
access to information, services to disabled, youth and
seniors, library programming, technical services.
Conferences: We attend and participate
in the Illinois Library Association conference in October.
For Mortenson visitors, this is an excellent opportunity
to meet with colleagues from the state of Illinois, to
visit exhibits in order to view the latest in technology,
and to participate in a seminar where they will be able
to talk about libraries in their countries.
Training-the-trainers: An important
component of the Mortenson program is the training-the-trainers
module. We expect that visitors who complete our program
will be able to return home and share their knowledge
with their colleagues. We spend a lot of time working
with the Associates on their presentation techniques, and
everyone must develop a presentation during their stay at
the Mortenson Center. Most libraries around the world are
undergoing major changes, and all librarians must learn
to manage change and help staff handle change with
training.
Mortenson Friends and Mentors: All
Mortenson visitors are paired with an U.S. librarian. We
ask the U.S. librarians to spend informal time with the
visitors to discuss their work and to involve them in
interesting professional activities. We find, in most
cases, that the two librarians develop a good friendship
and participate in social activities together.
Group projects: Mortenson visitors are
asked to work on many projects. Through these activities,
they learn about project management and working in teams.
They may be asked to write an Internet policy for
computers in a children’s department or to develop a
flyer promoting a new library program. Our visitors work
together in groups on the projects, and this is a
wonderful opportunity to discuss common library issues.
We find that the bonds that develop between a group of
visitors at the Mortenson Center remain strong after they
return home as they continue to communicate in order to
discuss issues in their libraries.
During the training, we often split into groups to help
each individual develop skills in a more focused area. So,
for example, a systems person might spend more time on
learning how to operate a network and a librarian might
focus on managing new technology in the library.
Depending on the level of expertise of each participant,
we may not be able to cover all topics. It is our goal to
help individuals develop new skills during their stay
with us and to send them back better prepared to meet the
challenges in their own institutions.
We always use a combination of training strategies to
present the content of the program. Seminars, workshops,
hands-on demonstrations, computer lab exercises, tours,
professional development meetings, training-the-trainer
sessions, and on-site training at academic libraries in
Illinois are all part of the program. Cultural activities
are also part of the Mortenson Associates Program. We
often visit an American farm or museums. Social
activities allow the Associates to meet other librarians
in the area. Each Mortenson Center program ends with a
graduation ceremony, where Associates are given a
certificate and recognized for their participation in the
program.
Some Examples of Mortenson Programs
The Visitors Program is a more abbreviated program
generally directed at a specific group. The Mortenson
Center welcomes short-term visits (generally one to two
weeks) to the University of Illinois from librarians and
those engaged in library-related activities
internationally. The Center works with visitors to design
a program that fits their needs. Short term visitors in
the last year arrived from Armenia, Azerbaijan, Croatia,
Ecuador, Germany, Honduras, Russia, and Ukraine.
The partnership program focuses on the unique needs of a
country or region and is designed to assist other
countries and regions in developing self-sustaning
centers for continuing education. With our partners, we
create programs so librarians from other countries can
meet their professional development goals.
The partnership with the South African library community
is a good example of the work of the Mortenson Center.
Staff visited South Africa to find out if there was a
need for continuing education programs for library
professionals, and if the Mortenson Center was the best
organization to help develop such a program. A group of
South African librarians met and decided that they wanted
to work with the Mortenson Center and appointed the
Library and Information Association of South Africa (LIASA)
as the coordinating agency for the project. The group
identified the greatest need as leadership training for
middle- and senior-level library managers. Two groups of
South African library leaders have been trained at the
Mortenson Center and returned to South Africa to become
active leaders in LIASA and their libraries. Several
academic librarians were included in this training and
have found the program very useful when they returned to
their academic libraries in South Africa. We have just
received funding from the Mellon Foundation to bring a
third group of librarians to the Mortenson Center for
Training.
Another example of our work is illustrated by a project
completed in the spring of 2003. The Center was invited
to develop a two-week educational program for librarians,
information technologists, and university administrators
from Siberia. After discussions with the funding agency,
a program was developed and the participants worked with
interpreters at the Center and learned a great deal about
how to manage, develop, and expand technology in the
university setting. Field trips and site visits were an
important part of the program. The funding agency and
participants were very pleased with all they observed and
learned during the program
The Mortenson Center for International Library Programs
at the University of Illinois Library at Urbana-Champaign,
funded by a grant from the Carnegie Corporation of New
York, visited seven universities and their libraries in
Ghana, Nigeria, Tanzania, and Uganda, as part of the
Carnegie Corporation's focus on The Partnership for
Higher Education in Africa. The Partnership supports
innovative programs that are revitalizing the
universities and their libraries and equipping the
universities to educate future country leaders and
administrators. While everyone recognizes the potential
impact of strong universities and robust libraries on the
growth of nations, it also is obvious that librarians
need additional professional development to enable them
to manage and implement sustainable changes. Staff from
the Mortenson Center visited the seven Carnegie grantees
to assess the capabilities of their libraries. The review
focuses on user access to information and assesses the
resources of the libraries in areas such as technical
infrastructure, delivery of services, ease of access to
and strength of collections and databases, staff
development training, bibliographic instruction for users,
understanding of international standards, and related
services. New technologies and their role in libraries
are part of the assessment. This assessment will serve as
the first step in evaluating the need for a professional
development program for grantees.
In December 2003, we conducted our third international
leadership training program. Working with the Center for
Professional Development of Librarians in Central America
at the University of Costa Rica, we presented an
International Leadership Institute in San Jose, Costa
Rica for library leaders. Experts addressed the context
in which libraries must operate and then leadership,
negotiation, empowerment and the role of library
associations were discussed. With participants from
several countries, there was a rich interchange. The
Council on Library and Information Resources provided
some support for the program. In May 2004, we will have a
fourth leadership training program in Guatemala.
From the Council on Library and Information Resources, we
received funds to support an internship aimed at helping
other North American libraries develop Mortenson-like
international activities. An intern from the University
of Toronto worked with us and spent time at the Mortenson
Center. The intern developed and delivered workshops and
other components of leadership training; assisted with
the evaluation of the program; served as a resource
person and mentor for visiting librarians; worked with
Mortenson staff to assess activities; submitted a
reflective report about the experience. The intern went
with us to South Africa, where we met with participants
in the program. We are continuing to work with the
University of Toronto to develop collaborative
international activities.
The Overseas Assignment Agreement with the Committee for
International Library Cooperation of the Japan
Association of Private University Libraries is another
excellent example of a cooperative program. Last year, we
had the first librarian sponsored by the Japan
Association at the Mortenson Center as part of the fall
Associates program. Next year we are very pleased that
the second librarian sponsored by the Japan Association
of Private University Libraries will join us.
Uniqueness of the Mortenson Center Program
Programs at the Mortenson Center for International
Library Programs generally include librarians from a
number of countries and types of libraries and the
opportunity to network with one another, so participants
can use each other as resources when returning home.
Discussing and learning with colleagues from a wide range
of geographical settings greatly enriches the
professional development experience. A climate of mutual
respect and shared responsibility with opportunities for
mentoring, discussion, practice and personal discovery
provides a strong foundation for continuous learning.
The opportunity to read, listen, observe, and talk with
other Mortenson Associates and with University of
Illinois library staff is especially valuable. The
combination of lectures, tours, and hands-on projects is
all conducted informally and with lots of discussion.
Participants come to know one another well and feel
comfortable speaking about issues. Participants have time
to do their own reading and research, using the excellent
library at the University of Illinois. They can create
their own materials to use when they return to their
libraries, and Mortenson Center staff is available to
help and advise with any project.
Mortenson Center programs are designed specifically for
the group of Mortenson Associates and vary based on group
composition and interests. There is time for individual
work with Mortenson Associates on particular issues or
projects. Professional values such as access,
intellectual freedom, and advocacy are at the core of the
Mortenson program. The issues, that unite us as
librarians around the world, are discussed in both
theoretical and practical ways.
Visits to a number of libraries and interactions with a
wide range of librarians greatly enrich the program. The
variety of backgrounds and contexts makes for rich and
diverse interactions. Mortenson Center programs offer
exposure to issues in a global context. Thinking beyond
one’s own culture and country can lead to innovative
ideas. Solutions developed in one part of the world can
be adapted for use in other places. Global contexts can
lead to global solutions that help libraries move into
the future in inventive ways. Librarians at the
University of Illinois and around the state of Illinois
have learned a great deal from sharing their experiences
and interacting with international librarians at the
Mortenson Center. You can learn more about the Mortenson
Center at http://www.library.uiuc.edu/mortenson
Only with strong, well educated staffs can academic
libraries be effective partners in higher education. We
thank JASPUL for your support of the Mortenson Center.
Michayo Takao from Seijo University Library, who spent
last fall with us, was a wonderful addition to our
program. We look forward to welcoming Takanori Umezawa of
Chuo University in September and to many years of
collaboration with JASPUL
.
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