1. A.M.Tammaro 13-14 Ottobre 2005 IT profiles and curricula Anna Maria Tammaro

2. A.M.Tammaro 13-14 Ottobre 2005 Workshop Aim Start to identify and define the IT profiles and skills with all stakeholders (students first) Collaborate with ELAG and DELOS including the most recent results in digital library technology research

3. A.M.Tammaro 13-14 Ottobre 2005 Key points Bologna process Recognition and accreditation Convergence, new profiles Agreed educational outcomes Placement

4. A.M.Tammaro 13-14 Ottobre 2005 IT age Challenges Impact of New Technologies –Emphasis on organisation of knowledge –Convergence, core content Lifelong learning –Continuing Professional Development, Innovation in teaching

5. A.M.Tammaro 13-14 Ottobre 2005 European study for education in LIS The European Commission Directorate General XIIIB in the beginning of 1990 funded a study commissioned to International Federation of Library Association (IFLA) on the ways in which the educational institutions for initial professional library education had incorporated information technology in their curricula. The study revealed that EU countries varied greatly in stage of development, with UK most advanced and Italy the least advanced (van der Starre 1993).

6. A.M.Tammaro 13-14 Ottobre 2005 European study for continuing education Prolib/TRAIN 10278 (Pors and Schreiber,1997). The objectives of the study were to provide information for planning continuing education and training for an increased use of information technology in libraries. The study showed that the extent of education seemed low in relation to the needs.

7. A.M.Tammaro 13-14 Ottobre 2005 European approach –Challenge of Bologna process –Levels and profiles –Employability –Initial and continuing education –Contents of programme vs. outcomes orientation

8. A.M.Tammaro 13-14 Ottobre 2005 Recognition and certification CERTIdoc has defined in this way the elements of an international recognition process to be agreed: Competences: a set of skills necessary to perform a professional activity and the proficiency of required behaviour. The components are: knowledge, know-how, and aptitudes. These are considered as proficient when put in practice effectively and validated; Level of qualification: a person place in reference to a scale of qualifications, which separates the knowledge and know-how of an occupation (or group of similar occupations) into different functions. The level of qualification takes into account the individual’s competence (especially technical), the complexity of different responsibilities undertaken as well as his/her degree of autonomy, decisiveness and foresight; Profiles: directory of competencies necessary to exercise a profession.

9. A.M.Tammaro 13-14 Ottobre 2005 Knowledge and understanding 1 (Bachelor)[is] supported by advanced text books [with] some aspects informed by knowledge at the forefront of their field of study.. 2 (Master)provides a basis or opportunity for originality in developing or applying ideas often in a research* context.. 3 (Doctorate)[includes] a systematic understanding of their field of study and mastery of the methods of research* associated with that field..

10. A.M.Tammaro 13-14 Ottobre 2005 Applying knowledge and understanding: 1 (Bachelor)[through] devising and sustaining arguments 2 (Master)[through] problem solving abilities [applied] in new or unfamiliar environments within broader (or multidisciplinary) contexts.. 3 (Doctorate)[is demonstrated by the] ability to conceive, design, implement and adapt a substantial process of research* with scholarly integrity.. [is in the context of] a contribution that extends the frontier of knowledge by developing a substantial body of work some of which merits national or international refereed publication..

11. A.M.Tammaro 13-14 Ottobre 2005 Making judgements 1 (Bachelor)[involves] gathering and interpreting relevant data.. 2 (Master)[demonstrates] the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete data.. 3 (Doctorate)[requires being] capable of critical analysis, evaluation and synthesis of new and complex ideas..

12. A.M.Tammaro 13-14 Ottobre 2005 Workshop proposal Shared stakeholders Agenda Digital Education Forum Cooperation and alliances with communities involved in the digital environment

13. A.M.Tammaro 13-14 Ottobre 2005 GRAZIE PER LA VOSTRA ATTENZIONE annamaria.tammaro@unipr.it